The Innovation of Learning Trajectory on Multiplication Operations for Rural Area Students in Indonesia

Hendriana, Heris; Prahmana, Rully Charitas Indra; Hidayat, Wahyu

doi:10.22342/jme.10.3.9257.397-408

Cited by 32 publications

(16 citation statements)

References 13 publications

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“…We see that this experience is related to not associating mathematics in reality and culture. Among the feelings they experienced are feeling of scared, that mathematics is distant to their life, a feeling of meaningless in life, and unable to understand the benefit of learning mathematics to solve problems in daily life (Karnilah, Juandi, & Turmudi, 2013;Hendriana, Prahmana, & Hidayat, 2019).…”

Section: Rotationmentioning

confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore mathematical concepts as a transformational effort to bring mathematics closer to the reality and perception of its people. Besides, we can use culture as the basis of learning mathematics in schools. Therefore, this study seeks to explore a mathematical concept of geometry transformation in the Yogyakarta batik pattern. This is an ethnography study. The research data were collected through observations, literature studies, and interviews with the batik culture practitioner and artist to understand the batik techniques and moral, historical, and philosophical values in each batik motif. This study's results indicate that in Yogyakarta batik, it uses the concept of geometry transformation in the making of Yogyakarta's unique Batik motif. Besides that, each motif or pattern also contains local values. These, namely moral, historical, and philosophical values, can be felt, reflected, and applied in daily life, such as values that teach leadership, good deeds, and so on.

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Section: Rotationmentioning

confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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“…Learning activities as a learning path taken by students in learning activities they must have HLT and LIT. HLT consists of three components (Hendriana et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Fraction Cipher: A Way to Enhance Student Ability in Addition and Subtraction Fraction

Setambah

Jaafar

Saad

et al. 2021

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Learning the concept of fractions can be one of the most difficult skills to master for primary school students. Fractions are also seen to affect other mathematical knowledge, such as algebra. Researchers have introduced an innovation called Fraction Cipher to help students learn fractions. Fraction Cipher is an innovation in the arena of education that involves learning the Malay language and Mathematics. Design research is used as the research method to solve this problem consisting of three phases: preliminary design, teaching experiment, and retrospective analysis. The instruments used are fraction cipher, fraction test, and observation checklist. The results of the pair's comparative study by controlling the type I error using the Bonferroni method show that the mean values of the mathematical achievement of the experimental group and the control group are significantly different. The results show that Fraction Cipher impacts students to understand and master the concept of fractional addition and fraction subtraction operations. This research also explains the "Sake-Beda" strategy to make it easier for students to solve fractional operation problems. Besides, this study also shows the change in students' attitudes from negative to more positive. Thus, students understand and are more motivated to learn the concept of fractions.

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“…To support students' understanding, multiplication can also be interpreted as a repeated addition (Hendriana, Prahmana, & Hidayat, 2019). 4.…”

Section: Activities In Sasmentioning

confidence: 99%

Learning Integers With Realistic Mathematics Education Approach Based on Islamic Values

et al. 2020

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Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.

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The Innovation of Learning Trajectory on Multiplication Operations for Rural Area Students in Indonesia

Cited by 32 publications

References 13 publications

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Fraction Cipher: A Way to Enhance Student Ability in Addition and Subtraction Fraction

Learning Integers With Realistic Mathematics Education Approach Based on Islamic Values

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