Spektrum Symbol Dan Structure Sense Matematika Siswa Madrasah Tsanawiyah

Sugilar, Hamdan; Kariadinata, Rahayu; Sobarningsih, Nunung

doi:10.22236/kalamatika.vol4no1.2019pp37-48

Cited by 6 publications

(8 citation statements)

References 2 publications

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“…The sensitivity of the mathematical structure [15] can lead to an intuitive ability to symbolic expressions, including skills to interpret, manipulate, manage, and perform symbols in different roles in learning algebra [16]. Low sensitivity to structure (structure sense) can also affect students' algebraic thinking abilities [17] and the ability to connect mathematical structures in algebra.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Independent Learning and Structure Sense Ability on Mathematics Connection in Abstract Algebra

Junarti¹,

Sukestiyarno²,

Mulyono³

et al. 2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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This study aimed to reveal the influence of independent learning and structure sense ability on mathematics connection in abstract algebra through mentoring modules as an initial step to overcome the students' difficulties in learning and to habituate students to recognize the structure sense and mathematics connections through weekly tasks. This research was conducted at the fifth-semester students of the Mathematics Education Study Program for 7 weeks. A quantitative research design with two independent variables (independent learning and structure sense ability) and one dependent variable (mathematics connection ability) was employed in this study. This study took 26 students for the sample. The data to measure independent learning was gathered through a questionnaire; the data to recognize the structure sense ability was gathered through weekly tasks, and the students' mathematics connections were measured through a test. The results of simple regression and multiple regression analyses, simultaneously with independent learning and structure sense variables, affect students' mathematics connection ability in abstract algebra course. The results indicate that independent learning is more dominant than structure sense ability in influencing students' mathematics connection ability. Thus, in order to achieve high mathematics connection abilities, students should, first, have high independent learning, and then develop the ability to recognize structure sense.

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Section: Introductionmentioning

confidence: 99%

“…Bass [24] provides an example of how ideas from abstract algebra and other fields of mathematics can be developed from and connected with school curriculum mathematics. Emphasizing mathematics connections and helping to understand the operation or nature of algebra are used to achieve coherence [15] thoroughly.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Independent Learning and Structure Sense Ability on Mathematics Connection in Abstract Algebra

Junarti¹,

Sukestiyarno²,

Mulyono³

et al. 2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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“…Kesalahan fakta berupa mensubstitusikan 45 pada 2 sehingga mendapatkan bentuk pertidaksamaan 45 − 2 > −3. Sugilar et al (2019) kemampuan structure sense peserta didik masih rendah dikarenakan kepekaan simbol dan manipulasi aljabar masih rendah dengan faktor penyebab peserta didik kesulitan mengubah soal cerita ke bentuk simbol, kurang memahami makna simbol atau peubah itu apa, dan kebingungan mengoperasikan simbol itu. Tahap transisi adalah tahapan dimana tahap konkret sudah dilalui namun belum sampai pada tahap formal.…”

Section: Analisis Kesalahan Pada Structure Sense Ditinjau Dari Berpikir Logis Kriteria Transisiunclassified

“…Peran penting number sense pada pembelajaran matematika yaitu sebagai penunjang untuk peserta didik agar mampu terlibat dalam menyelesaiakan soal pada tingkat yang lebih tinggi (Arhamni, 2020). Peran penting structure sense sebagai kelanjutan dari number sense adalah jika peserta didik memiliki kemampuan structure sense yang baik maka peserta didik menjadi lebih mudah memahami masalah yang berupa peralihan dari bilangan ke aljabar (Sugilar, Kariadinata & Sobarningsih, 2019).…”

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Analisis Kesalahan pada Number Sense dan Structure Sense Ditinjau dari Berpikir Logis

2021

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Penelitian ini bertujuan untuk menganalisis kesalahan pada number sense dan structure sense ditinjau dari berpikir logis. Metode yang digunakan adalah kualitatif. Pengumpulan data melalui tes berpikir logis, tes number sense, tes structure sense dan wawancara. Pemilihan subyek berdasarkan eksplorasi. Analisis data berupa reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menunjukan peserta didik dengan berpikir logis tahap transisi melakukan kesalahan pada indikator number sense pemahaman pada besaran bilangan dan mampu mengenali efek relatif operasi bilangan dengan jenis kesalahan yaitu kesalahan prinsip dan kesalahan operasi. Peserta didik dengan berpikir logis tahap konkret melakukan kesalahan indikator number sense pemahaman pada besaran bilangan, mampu mengenali efek relatif operasi bilangan dan mampu menggunakan representasi bilangan dengan jenis kesalahan yaitu kesalahan prinsip dan kesalahan operasi. Peserta didik dengan berpikir logis tahap transisi melakukan kesalahan pada indikator structure sense mengidentifikasi struktur yang sudah dikenal dengan cara yang paling sederhana dan indikator menangani ekspresi aljabar kompleks sebagai satu unit dengan jenis kesalahan yaitu kesalahan fakta dan kesalahan konsep. Peserta didik dengan berpikir logis tahap konkret melakukan kesalahan pada indikator structure sense mengidentifikasi struktur yang sudah dikenal dengan cara yang paling sederhana dan tidak menemukan langkah penyelesaian pada indikator menangani ekspresi aljabar kompleks sebagai satu unit.

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“…Students are often taught procedurally how to find a basis for a subspace using matrix manipulation, but may struggle with understanding the construct of basis, making further progress harder (Stewart & Thomas, 2010). Another fact is that mathematics education students tend to have a lack of confidence in communicating mathematical ideas, not being able to provide appropriate arguments in accordance with facts, principles and mathematical procedures, difficulties in proving theorems, reasons for fear of being wrong or not mastering the material properly the ability of symbol sense and student structure sense is still low because of a lack of conceptual knowledge and algebraic manipulation (Kariadinata et al, 2017;Sugilar et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Students’ Reflective Abstraction Ability on Linear Algebra Problem Solving and Relationship With Prerequisite Knowledge

Kariadinata

2020

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This study aims to describe the achievement of the ability of students' reflective abstraction in solving Linear Algebra problems and the relationship with prerequisite knowledge. The important of this research because the characteristic of Linear Algebra requiring reflectif abstraction skill that must be support by the prerequisite knowledge. The reflective abstraction abilities studied in this study are level, i.e.1) recognition,2) representation, 3) structural abstraction, and 4) structural awareness. These stages are adjusted to Polya's problem solving stages, namely: understanding the problem, devising a plan, carrying out the plan, and looking back. This type of research is descriptive-quantitative. The subjects of this study were students of the Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training of UIN Sunan Gunung Djati Bandung Indonesia. Collecting data through tests and interviews, data were analyzed with percentage and the pearson product-moment correlation.The results showed that the achievement level consisiting of ) recognition,2) representation, 3) structural abstraction, and 4) structural awareness of the students’ reflective abstraction abilities on linear algebra problem solving are very good, this can be seen from the percentage achieved at stages of the recognition,the representation,the structural abstraction, and the structural awareness which is associated with Polya problem solving measures above an average of 73,31% (moderat category); there are relationship between students' reflective abstraction abilities and their prerequisite knowledge; and prerequisite knowledge influences the students’reflective abstraction abilities

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Spektrum Symbol Dan Structure Sense Matematika Siswa Madrasah Tsanawiyah

Cited by 6 publications

References 2 publications

The Influence of Independent Learning and Structure Sense Ability on Mathematics Connection in Abstract Algebra

The Influence of Independent Learning and Structure Sense Ability on Mathematics Connection in Abstract Algebra

Analisis Kesalahan pada Number Sense dan Structure Sense Ditinjau dari Berpikir Logis

Students’ Reflective Abstraction Ability on Linear Algebra Problem Solving and Relationship With Prerequisite Knowledge

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