E-module for geometric transformation visualization: A case study on generation Z mathematics education

The use of learning media according to the conditions and needs of students has an influence on learning motivation and mastery of students' mathematical concepts, so teachers need to know the media criteria that must be used so that students can be liked and accepted. Quizizz is one of the learning media in the form of quizzes and is based on 4.0. Teachers can choose Quizizz as a learning media based on games and technology. This study aimed to describe the effect of using Quizizz media on junior high school students learning motivation and mastery of mathematical concepts. This research is pre-experimental quantitative research, namely one group pre-test – post-test design (before and after). The number of samples in this study was 28 students, consisting of one class. The instruments used were questionnaires and test sheets. Data collection techniques were carried out in the form of questionnaires and tests. Based on the results of the research data analysis, it was found that the value of Sig. (2-tailed) learning motivation is 0.000 <0.05. So it can be concluded that there is an influence of Quizizz learning media on student learning motivation. Furthermore, it was found that the value of Sig. (2-tailed) mastery of mathematical concepts is 0.000 <0.05. So it can be concluded that there is an influence of Quizizz learning media on students' mastery of mathematical concepts. 05. So, it can be concluded that there is an influence of Quizizz learning media on student learning motivation. Furthermore, it was found that the value of Sig. (2-tailed) mastery of mathematical concepts is 0.000 <0.05. So it can be concluded that there is an influence of Quizizz learning media on students' mastery of mathematical concepts. 05. So, it can be concluded that there is an influence of Quizizz learning media on student learning motivation. Furthermore, it was found that the value of Sig. (2-tailed) mastery of mathematical concepts is 0.000 <0.05. So it can be concluded that there is an influence of Quizizz learning media on students' mastery of mathematical concepts

The Mathematics curriculum that is implemented in teaching and learning activities in mathematics requires teachers to master what should be learned and to educate learners, motivate, inspire and give learners space to perform process skills. Therefore, the authors conducted research by using the collaboration model of Picture And Picture with Index Card Match on the mastery of mathematical concepts with the aim of knowing the Picture and Picture model with Index Card Match provides mastery of effective mathematical concepts than conventional models, whether or not there is a difference in mastery of mathematical concepts in learners who have high motivation, moderate and low, there is no interaction between learning models and motivation to learn mastery of mathematical concepts. This research is Quasi Eksperimen Design. The sampling technique in this research is by random class. Hypothesis testing using variance analysis of two different cell roads, with 5% significance level. Prior to hypothesis testing, prerequisite tests were performed, including normality test using liliefors test and homogeneity test with Barlett test. From the result of analysis obtained, so rejected. , so is rejected. , so is accepted. Obtained conclusion Collaboration Model Learning And Picture with Index Card Match provides the results of the mastery of an effective concept than the conventional model of 67.5%. In addition, there are differences in the mastery of mathematical concepts that are seen between high, medium and low motivation. Finally, there is no interaction between the learning model and the motivation to learn to master the mathematical concepts of learners.

This study aims to investigate the relationship between students' mathematical beliefs and levels of emotional intelligence with mastery of mathematical concepts. This type of research is a correlational study because it aims to determine the relationship between variable (epistemological beliefs about mathematics) and variable (emotional intelligence) with variable Y (mastery of mathematical concepts). The population in this study were students of SMP Islam Darussholihin Campurdarat, Tulungagung. The sample in this study was class VII with a total of 42 students. The instruments in this study were a questionnaire on mathematical beliefs and emotional intelligence as well as a test of mastery of the mathematical concept of the quadrilateral material. The technique of processing and analyzing data in this study uses the correlation test. The results of correlation testing in this study indicate that: (1) There is a significant relationship between epistemological beliefs about mathematics on students' mastery of mathematical concepts with a correlation coefficient value of which means the correlation is classified as strong, (2) There is a significant relationship between emotional intelligence and mastery of mathematical concepts with a correlation coefficient of 0.449, which means the correlation is moderate, and (3) There is a significant relationship between epistemological beliefs about mathematics and emotional intelligence simultaneously on students' mastery of mathematical concepts with a correlation coefficient value of 0.573 which means the correlation is strong.

The use of media that suits students' conditions influences their learning motivation and mastery of mathematical concepts. Therefore, teachers must know the learning media that will be used. Quizizz, which is in the form of a quiz and based on 4.0, can be used as a learning medium because it is game and technology based. Therefore, the aim of this research is to describe the effect of using Quizizz on students' learning motivation and mastery of mathematical concepts. The approach used is quantitative through experiments at SMPN 14 Raja Ampat, West Papua. To obtain data on student learning motivation and mastery of mathematical concepts, questionnaires and tests are used. Based on the results of the analysis, it was found that the use of Quizzizz had a significant effect on student learning motivation (the difference is 16.4%) and mastery of mathematical concepts (the difference is 19.04%).

This study aims to look at the effectiveness of mathematical learning through a metacognitive regulation approach with the technology integrated through modules, kits and interactive activities. The objective of this study was to look at the impact of using the Meta-Seller Tutoring module and mathematics learning kit on the metacognitive regulation skills and mastery of student mathematics concepts. Based on a quantitative approach using experimental design, the present study involved 159 students from three secondary schools in Pasir Gudang, Malaysia. The results show that the use of modules combined with technology and metacognitive regulation strategies has the greatest impact on the metacognitive regulation skills and students’ mastery of mathematics concepts and significantly in shaping effective learning. The implications indicate that teachers can use the module as an intervention in mathematics learning

Mathematics, having an important place in human life and playing a great role in developing many human cognitive capabilities, is divided into various subject areas. One of these subject areas is geometry (Kurak, 2009). Geometry consists of geometric objects, shapes, and their features and relationships to each other (Topta§, 2008) Geometry helps students become closely acquainted with the world they live in. For example, the shapes of rooms, their construction and trim work forms are geometrical (Baykul, 2002). According to Struchens, Harris, and Martin (2003), students start to understand the world around of them, can analyze problems, and in order to understand intangible symbols better, define them by shapes (as cited in Gulten & Gulten, 2004). On the other hand, the National Council of Teachers of Mathematics (NCTM, 2000) dwells on the importance of geometry for the principles and standards of school mathematics, and it focuses on the fact that geometry develops the reasoning and proof-finding abilities of students. Jones (2002), on the other hand, states that geometry includes interesting problems and surprising theorems, and this supports students in developing their abilities of visualization, critical thought, instinctive reasoning, perspective, estimation, logical inference, deductive reasoning, and proof-finding. For this reason, geometry is an important subject area which should be addressed from pre-school throughout higher education (Goos & Spencer, 2003). With the implementation of the mathematics program in 2005, some subject areas started to become more prominent. One of these subjects is transformational geometry (displacement, reflection, and rotational transformation) (Guven & Kaleli-Yilmaz, 2012).Transformational geometry, which improves students' geometric experimentation, imagination, reasoning, and three-dimensional perception skills, consists of reflection, displacement, and rotation (Fletcher, 1973; Gurbuz, 2008; Milli Egitim Bakanhgi [MEB], 2005; NCTM, 2000; Soon, 1989). According to Knuchel (2004), people need knowledge of transformational geometry in order to develop qualitative senses about the external world as well as to organize objects and events. Students can establish a connection between art and mathematics thanks to the information they receive on transformational geometry; they can realize the importance of mathematics in daily life. Additionally, seeing geometric figures rotated, translated, and repeated (as in carpet patterns) helps the student who has knowledge about this topic to view things differently (Duatepe & Ersoy, 2001). For this reason the topic of transformational geometry should be taught to students from childhood, and it should be emphasized that reflection, displacement, and rotation can be seen in many natural structures and events.It is very important for primary school students to learn basic knowledge about transformational geometry and continue their education successfully in the years that follow. As Carroll (1998) stated, students who gain effective experience with geometry in primary school are able to apply reasoning to situations which contain geometry in secondary school. For example, reflection transformation relative to a line is used to teach analytical geometry, the following years' topic, and rotational transformation is used to teach solid-body volume. Moreover, transformational geometry basically forms a basis for the concepts of functions, a concrete foundation for vectors, and the formulation of the similarity theorem, making the world mathematical (Schuester, 1973). Transformational geometry should be taught to students beginning at childhood in order to transform their knowledge into conceptual and concrete understandings; teachers should help students understand the topics of reflection, symmetry, and rotational transformation correctly.The topic of transformational geometry is not only in mathematics but is also included in other disciplines. …

This article to analyze and describe the speaking ability of non-English department students, Universitas Riau in the academic year 2016/2017 covering pronunciation, grammar, vocabulary, fluency and comprehension. The study was also aimed to describe the activities done by the English lecturer in the teaching and learning process and the difficulties the students had when speaking. Descriptive qualitative method was used in this study participated by twenty participants at the Faculty of Economics Universitas Riau. The data were gathered using observation, an oral test in the form of interview and documentation. The results of the data analysis of the participants’ speaking ability in terms of pronunciation indicated that 11 participants’ pronunciation was in fair category, 7 participants’ pronunciation was in very good category, 2 participants’ pronunciation was in very good category and none of the participants’ pronunciation was in poor and excellent categories. In terms the participants’ speaking ability in grammar, the findings showed that 12 participants’ grammar was in fair category, 6 was in good category, 2 was in very good category, and none was in poor and excellent categories. In terms of the participants’ speaking ability in vocabulary, it was discovered that 2 participants’ vocabulary was in poor category, 4 was in good category, 14 was in fair category, and none was in very good and excellent categories. The participants’ speaking ability in terms of fluency, the findings revealed that 2 participants’ speaking ability was in poor category, 5 was in good category, 13 was in fair category, and none was in very good and excellent categories. Finally, the participants’ speaking ability in terms of comprehension indicated that 2 participants’ comprehension was in poor category, 4 was in good category, 14 was in fair category, and none was in very good and excellent categories

Mathematics learning still experiences several problems. It is still found that students have difficulty defining mathematics subject matter in their own sentences. Students also often do not know the actual applications and examples of the concepts they know. Students' ability to understand/master mathematical concepts is still low. This article aims to describe students' mastery of mathematical concepts regarding Linear Equations in Two Variables as well as efforts to improve students' mastery of mathematical concepts. This research includes qualitative research. Data collection techniques use interviews, observation, test questions, and documentation. The research results showed that students still had not mastered mathematical concepts in the material Linear Equations in Two Variables. This can be seen in students who struggle to memorize formulas and calculation processes involving large numbers. Apart from that, students do not yet understand defining concepts in writing and identify and create examples and non-examples related to the material. The efforts made to improve students' concept mastery abilities include teachers maximizing their role in the learning process and understanding various learning models that stimulate students' ability to learn with careful teaching planning by the teacher.

Pengaruh Strategi Pembelajaran Terhadap Self Efficacy dan Penguasaan Konsep Matematis Siswa. Tujuan dari penelitian ini adalah untuk mengetahui: 1) Pengaruh strategi pembelajaran terhadap self efficacy dan penguasaan konsep Matematis secara multivariat siswa SMA Swasta di Kabupaten Tangerang. 2) Pengaruh strategi pembelajaran terhadap self efficacy siswa SMA Swasta di Kabupaten Tangerang. 3) Pengaruh strategi pembelajaran terhadap penguasaan konsep Matematis siswa SMA Swasta di Kabupaten Tangerang. Metode penelitian yang digunakan adalah metode eksperimen. Populasi terjangkau pada penelitian ini adalah siswa kelas X pada SMA swasta di Kabupaten Tangerang dengan sampel sebanyak 88 siswa. Eksperimen dilakukan pada dua kelompok/sampel dimana masing-masing kelompok setiap sekolah diberikan perlakuan (treatment) yang berbeda strategi pembelajaran yaitu Inkuiri dan Tutor Sebaya. Setelah selesai eksperimen, masing-masing kelompok perlakuan tersebut diukur self efficacy dan penguasaan konsep Matematis. Jenis pengujian hipotesis yang digunakan adalah Multivariate analysis varian (MANOVA). Setelah selesai eksperimen, masing-masing kelompok perlakuan tersebut diukur sikap ilmiah dan penguasaan konsep Matematis. Hasil penelitian membuktikan bahwa: 1) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap self efficacy dan pemahaman konsep Matematis secara multivariat siswa SMA Swasta di Kabupaten Tangerang. Hal tersebut dibuktikan dengan nilai Sig. 0,000 < 0,05 dan Fhitung = 18,606. 2) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap self efficacy siswa SMA Swasta di Kabupaten Tangerang, hal tersebut dibuktikan oleh nilai Sig. 0,000 < 0,05 dan Fhitung = 21,188. 3) Terdapat pengaruh yang signifikan strategi pembelajaran terhadap penguasaan konsep Matematis siswa SMA Swasta di Kabupaten Tangerang, hal tersebut dibuktikan oleh nilai Sig. 0,000 < 0,05 dan Fhitung = 15,055. Hal ini menunjukkan terdapat perbedaan yang signifikan antara rata-rata self efficacy dan penguasaan konsep Matematis siswa dengan strategi pembelajaran Inkuiri dan Tutor Sebaya. Implikasi dalam penelitian ini adalah jika strategi pembelajaran yang digunakan sesuai, maka self efficacy dan penguasaan konsep Matematis akan mendapatkan hasil yang lebih baik.

This research is a classroom action research. The problem formulated in this study is whether through a mathematical realistic approach can improve the results of junior high school students' results on set material? The aim is to examine increasing mastery of set concepts. This research was conducted on students of class VII-C SMP PGRI Arjasari 2019/2020 school year with a total of 36 students. The instrument used was a test of learning outcomes as a test of students' mastery of mathematical concepts, for initial tests (before action), cycle I tests and II (after giving the action), and observation sheet at the time of giving and implementing the action. The results of the analysis obtained based on written tests carried out there was an increase in the average learning outcomes In the second cycle, the first meeting average value of 70.1 with the highest value of 90 and the lowest value of 45. After carrying out the actions in the second cycle of the second meeting there was an increase in the results student learning. This is seen in the average value of 80.92 with the highest value of 100 and the lowest value of 50. The percentage of classical completeness increased from the first cycle of meeting 1 by 25% and meeting 2 by 38%. Furthermore, in the second cycle also increased, at the first meeting 69% to 86%. Means that had reached more than or equal to the specified KKM 70. At the end of the first cycle student learning outcomes seen that at the end of the first cycle the percentage of learning completeness was 38% and does not meet the classical learning completeness criteria that have been determined, then the research is continued to the second cycle. After the implementation of the second cycle, shows that at the end of the second cycle learning achievement reached 86% with the number of students who completed as many as 31 students, meaning completeness based on the number of students when that is 36 people, because there are 5 people who haven't finished.

<p>The general objective of this research is to discover and analyze empirically the <br />influence of mastery learning math concepts and creativity together to discipline <br />behavior. Affordable population in this study was student of mathematics university fourth semester regular morning Indraprasta PGRI South Jakarta. 100 samples are obtained through a multi- stage random sampling method. The research design used through correlation techniques with three variables consisting of two independent variables, namely mastery of mathematical concepts and creativity in learning as well as the dependent variable, namely behavioral discipline. Data was collected through questionnaire techniques (variable learning creativity and disciplined behavior) and engineering tests (variable mastery of mathematics concepts). The collected data were <br />then analyzed using correlation and multiple regression techniques. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (normality test, linearity, and multicollinearity test). The results showed that: there is a significant influence mastery of mathematical concepts and creativity to learn the discipline of behavior, with a correlation coefficient of 0.781 and 0.610 coefficient of determination or 61 % mastery learning math concepts and creativity jointly influence the behavior of the discipline. The resulting regression equation y = 42.693 + 0.279X1 + 0.505X2. This may imply that the higher a person's mastery of mathematical concepts the better the behavior of the higher discipline and creativity to learn the higher discipline <br />behavior. <br /> <br /><br /></p>

The purpose of this research was to observe the implementation of the Guided Discovery Learning (GDL) model using simple tools toward the students conceptual understanding of the lesson. GDL model was applied to all students enrolled in the Physics Experiments I class in the 2018/2019 academic year at the. Physics Education Program, Teaching and Education Faculty of Papua University. This research is pre-experimental research using one-shot case study with used assessment implementation GDL model consists of Syntax GDL model, the make simple tools, the make Student Worksheet (LKPD), students' concept understanding, and student perceptions. The results are, implementation GDL model with an average value of 88.7% in the excellent category, the assessment of simple tools designed by students during GDL learning obtained the results of with an average value of 91.8% in the excellent category, Student Worksheet (LKPD) with an average value of 89.7% in the excellent category, students' concept understanding during GDL learning with an average value of 66,7% in the good category, and student perceptions of GDL implementation using a simple tool with an average value of 92,43% in the excellent category.

<p>The purpose of this study is to analyze and test hypotheses about the influence <br />of numerical intelligence and mathematical concepts to the criticism athematical <br />thinking skills. The hypothesis of this study include: 1) There is a direct nfluence on the ability to think intelligence numerical mathematics criticism. 2) There is a direct effect of mastery of mathematical concepts to the criticism athematical thinking skills. 3) There is a direct effect of the numerical intelligence mastery of mathematics concepts. 4) There is no direct effect of intelligence numerical mathematical thinking skills through mastery of critical math concepts. The method used in this study is a survey method. Affordable population is students of class VII school year 2012/2013 Junior High School in Depok Cimanggis. Sample size of 91 students, with the sampling technique used is random <br />sampling, taken 3 public schools. Research instruments used were shaped PG numerical aptitude tests as much as 25 questions, test mastery of math concepts PG shaped by 20 questions, and thinking skills of mathematics in the form of criticism essay 10 questions, which has tested its validity. Data analysis using path analysis. Retrieved hypothesis testing results the following conclusions. The first hypothesis testing results show that: 1) there is a direct influence on the ability to think intelligence numerical mathematics criticism.; 2) there is a direct effect of mastery of mathematical concepts to the criticism mathematical thinking skills.; 3) there is a direct influence of the numerical intelligence mastery of mathematics concepts.; 4) there is no indirect effect wit criticism numerical mathematical thinking skills through mastery of mathematical concepts. </p><p>Keywords: Intelligence numerical, mathematical concepts, critical thinking math</p>

Attitude measurement is very important because the teacher can find out that each student responds to science learning with an indication that students reject or accept science learning in students. This research is aimed to analyse how the science attitude of students, analyse understanding of students' concepts on Newton's law material and analyse the effect of science attitudes on students' understanding of concepts in Newton's law material. This research is a mixed type of research, namely a mixed method with the aim of knowing how science attitudes are, how students understand concepts, and the effect of science attitudes on students' conceptual understanding. This study took a sample of 358 junior high school students with the sampling technique used was purposive sampling. The instruments used were student science attitude questionnaires, concept understanding questionnaires, and interview sheets. Analysis of the data used in the form of descriptive statistics, simple linear regression, and Miles Huberman for qualitative data. The results obtained from the study are that the overall average of students is in a good category on both variables, it is also known that there is an influence of 51.2% of the influence of students' science attitudes on students' understanding of concepts. This certainly illustrates that junior high school students in the Telaipura sub-district are quite good at understanding Newton's law concepts.

Purpose – This research aims to develop an interactive e-module based on Flipbook to improve the conceptual understanding of basic electricity Methodology – The methodological approach in this study uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The methods used include needs analysis, design, and evaluation, with a focus on improving student interactivity and learning outcomes through the use of an attractive Flipbook application. The sample of this study is 80 students of Electrical Engineering Education, State University of Surabaya, who were obtained through purposive sampling techniques. The data collection procedure is in the form of a questionnaire to find out the response of validators and students to the interactive e-module, and provides multiple-choice questions to measure learning outcomes.Findings – The results of the study showed that the flipbook-based e-modules developed had very high validity, with assessments from subject matter experts and media experts achieving an average score of 88.7%, with a very valid category. In addition, this e-module has also proven to be practical and effective in improving students' understanding of basic electrical concepts. The results of the assessment of student responses in the large group trial obtained an average percentage of 90% in the practical category. The results of the trial showed an increase in student learning outcomes, with an average of 82.6 in the effective category.Contribution – This research makes a significant contribution to the development of learning media that is in accordance with the current development of educational technology. The use of this e-module can increase students' interest and motivation to learn, as well as provide alternative learning media that are more interesting and interactive.