The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

Mayasari, Dian; Habeahan, Nova Lina Sari

doi:10.26418/jpmipa.v12i2.43354

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…The purpose of teaching and learning mathematics at school is to enable students to understand mathematical concepts, explain the relationship between concepts and apply those concepts in solving problems (Siregar, 2019). The ability of an individual to understand mathematical ideas comprehensively and functionally is called conceptual understanding (Mayasari & Habeahan, 2021). Good mastery of conceptual understanding allows students to solve mathematical words problems (Bardach & Klassen, 2020) and in the context of real life more easily (Azis, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Mat Zuki,

Mohd Rusdin,

Zaini

et al. 2024

IJARBSS

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This study examined the need for sequential digital applications of arithmetic operations to promote conceptual and procedural learning among primary school mathematics teachers. This study takes a quantitative approach with survey methods. This study's respondents included 500 primary school mathematics teachers from Malaysia's five zones namely north, central, eastern, southern, and Borneo. The data was collected via a questionnaire. The descriptive statistical analysis results highlight the practice of teaching methods that should be used in the application, such as animation movies, interactive quizzes, and online games. The results for teachers' perceptions of conceptual and procedural understanding in primary school mathematics teaching and learning (T&L) for the field of arithmetic operations are very high. Most teachers agreed that the acceptance and usefulness of sequential digital applications based on conceptual and procedural knowledge during the teaching and learning process is critical. The majority of teachers agreed that this application should be created based on a study of the level of digital application development requirements. This study's implications can assist researchers in constructing a sequential digital application of arithmetic operations (DASAO) to enhance conceptual and procedural learning in primary school mathematics.

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Section: Literature Reviewmentioning

confidence: 99%

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Mat Zuki,

Mohd Rusdin,

Zaini

et al. 2024

IJARBSS

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“…In mathematics learning, concept understanding is important and is the basis for solving problems (Mayasari & Habeahan, 2021). Permendikbud number 58 of 2014 states that concept understanding is one of the learning objectives of mathematics to be achieved .…”

Section: Introductionmentioning

confidence: 99%

Ratio Material Learning Design Using the Context of Cooking Rice to Help Elementary Students Understand Concepts

Yunita Sari,

Zulkardi,

Ratu Ilma Indra Putri

et al. 2024

INOMATIKA

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Pemahaman konsep merupakan hal yang perlu dimiliki siswa karena konsep-konsep dalam materi matematika saling berhubungan satu sama lain. Tujuan penelitian ini adalah untuk mengetahui desain pembelajaran materi rasio menggunakan konteks memasak nasi yang dapat membantu siswa Sekolah Dasar dalam memahami konsep rasio. Peneliti merancang lembar aktivitas siswa dengan konteks memasak nasi sebelum melakukan penelitian. Penelitian desain ini dilakukan pada siswa kelas VI salah satu SD Negeri di Belitang yang dilakukan dalam tiga tahap yaitu the preparing for the experiment, the design experiment, and retrospective analysis. Pengumpulan data melalui lembar aktivitas siswa dan wawancara. Teknik Miles dan Huberman digunakan untuk menganalisis data yang meliputi reduksi data, penyajian data, dan penarikan data. Hasil penelitian menunjukkan bahwa desain pembelajaran materi rasio menggunakan konteks menanak nasi dapat membantu siswa dalam memahami konsep rasio. Lintasan pembelajaran terdiri dari empat aktivitas, yaitu (1) menonton video memasak nasi, (2) mengetahui hubungan jumlah nasi dengan jumlah air pada proses memasak nasi, (3) membuat tabel rasio tentang jumlah beras dan jumlah air yang dibutuhkan dalam proses memasak nasi, (4) menyimpulkan pengertian rasio berdasarkan aktivitas memasak nasi.

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Analisis Pemahaman Konsep Peserta Didik Pada Topik Perambatan Kalor Menggunakan Rasch Model

Widia Linta Nurjanah,

Ika Mustika Sari,

Duden Saepuzaman

2024

didaktika.j.kep

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Analisis pemahaman konsep peserta didik pada topik perambatan kalor dengan menggunakan Rasch Model masih belum banyak dilakukan. Penelitian ini bertujuan untuk menganalisis pemahaman konsep peserta didik pada materi perambatan kalor dengan menggunakan pemodelan Rasch. Metode yang digunakan dalam penelitian ini yaitu ADDIE (Analysis, Design, Development, Implementation, Evaluation). Partisipan uji pemahaman konsep perambatan kalor berasal dari salah satu MAN di kabupaten Bandung, yang mengikuti sebanyak 18 peserta didik dengan rincian 10 siswa perempuan dan 8 siswa laki-laki, rentang umur peserta didik yaitu 15-16 tahun. Instrumen penelitian terdiri dari 15 soal perambatan kalor berbentuk pilihan ganda yang disebarkan melalui google form yang diisi secara online oleh peserta didik. Hasil penelitian menunjukan bahwa sebagian besar dari nilai logit peserta didik dibawah 0,0 logit, dapat dikatakan bahwa pemahaman konsep perambatan kalor pada peserta didik masih rendah. Terdapat tiga peserta didik yang memiliki pola jawaban tidak sesuai, diindikasikan peserta didik tersebut tidak menjawab soal dengan sungguh-sungguh. Pemodelan Rasch mampu menganalisis pemahaman konsep dengan baik dan jelas sehingga perlu digunakan oleh para pendidik untuk menganalisis kemampuan dan hasil peserta didik.

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The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

Cited by 3 publications

References 8 publications

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Ratio Material Learning Design Using the Context of Cooking Rice to Help Elementary Students Understand Concepts

Analisis Pemahaman Konsep Peserta Didik Pada Topik Perambatan Kalor Menggunakan Rasch Model

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