Basic Mathematics Course Research Articles

College English Teaching Platform Optimization under Cross-Media and Mobile Internet Environment.

In the construction of a new teaching model and digital learning environment suitable for the development of The Times, cross-media and mobile Internet environment teaching is playing an increasingly important supporting role. Educational software is one of the most widely used educational software in the world today. More and more colleges and universities are using platforms to assist English teaching and exploring effective ways to promote English teaching reforms by using the cross-media and mobile Internet environment, so as to improve the students' course learning effect. Based on the characteristics of college English majors, this paper discusses how to use the platform to assist English teaching. The cross-media and mobile Internet application environment university teaching optimization platform is a good resource sharing, communication, cooperation, and learning space, as long as teachers of innovative ideas and the localization of the platform, the practical application, and the individuality can give full play to the advantage of the platform and practice the traditional teaching method and modern media and mobile Internet environment information technology complement each other, promoting the improvement of English teaching effect. The aim of this study is to construct the college English teaching system optimization model, emphasizing that students are the most important ecological factors in this model, and that teachers, teaching elements, information technology, environment and other factors play a role in the appropriate ecological niche and change synergistically. The whole system of college English teaching is in a dynamic balance through the circulation and exchange of material, energy, and information among the factors inside and outside the system. Starting from the external environment of mobile Internet, the teaching method of professional basic mathematics course is deeply deconstructed, and the teaching design idea based on the teaching content is the main teaching line, and the teaching interaction of students' immediate feedback is the secondary teaching line that is proposed. The college English curriculum reform practice is carried out in combination with mobile applications. In specific teaching practice, smart classroom design is taken as the theoretical carrier, auxiliary platform is applied to realize teaching feedback interaction, and the teaching concept of mixed learning and collaborative learning is realized with a real-time feedback teaching interactive tool.

Integrating Traditional Chinese Culture into Teaching Practice and Exploration – Taking the Numerical Analysis Course as an Example

China’s excellent traditional culture has a history of thousands of years, which will have a significant influence on students’ thinking and behavior if integrated into teaching. In this paper, the Numerical Analysis course is taken as the research subject, and the main problems and causes of incorporating traditional culture as well as ideological and political education into teaching are analyzed. At the same time, as a way of integrating science into education, the strategy and specific implementation plan for the integration of traditional culture as well as ideological and political elements into numerical calculation methods are proposed. This provides a new idea and experience for basic mathematical courses in colleges and universities, which plays a role in traditional cultural, ideological, and political education curricula.

Case study from Slovak University of Technology, Bratislava

Abstract Analysis of the experimental results presented in the following chapter reveals experiences with introduction of active learning methods in basic mathematics courses at the Faculty of Mechanical Engineering, Slovak University of Technology in Bratislava. Experiment was implemented in the academic year 2018/19, in basic courses Mathematics I and Mathematics II scheduled in the first year of bachelor study programs and in subject Basics of Statistical Analysis for bachelor students in the second year of their studies. The aim of the experiment was to find achieved level of knowledge acquisition and to compare abilities of students to solve mathematical problems individually or by collective work and collaboration in small groups. Anonymous questionnaire answered by students after completion of the experiment provided rich feedback and overview of their opinions, from which their attitudes towards different teaching methods applied in 3 compulsory subjects from their study programs could be deduced and summarised. Based on received data, research analysed also results that students achieved comparing their achievement from the secondary schools and in both maths courses at the university.

Discussion on Undergraduate Online Teaching of Advanced Mathematics with "Student-Centered"

The basic mathematics course of university plays an important role in the study of follow-up courses and undergraduate's future development. Based on the practice of on-line teaching of advanced mathematics, this paper constructs a teaching model which emphasizes learning effect and emphasizes students' self-learning under the background of student-centeredness. Therefore, it arouses the interest of students' self-learning, strengthens the students' consciousness of self-learning and the ability of high-efficiency learning. And the goal of improving teaching quality is realized.

Case study from Université Claude Bernard, Lyon 1

Abstract We present the Active Learning tools introduced in basic mathematics courses in the Preparatory Curriculum for Engineering schools at Université Claude Bernard. Additions were introduced in the academic year 2018/2019 in Foundations of Mathematics 2, in the first year of bachelor study program. Its content are Linear Algebra (matrices, vector spaces and linear applications), Calculus (Taylor polynomials, Integration) and Differential Equations (1st and 2nd order). The Active Learning adaptations resided in the introduction of interactive material, mainly Digital Geometry (Geogebra booklets and classes), and more formative assessment, mainly through an exerciser (WIMS) and during classes (using Wooclap and Kahoot).

YouTube vlog channels in basic mathematics as e-learning during the COVID-19 pandemic

This research aimed to produce YouTube vlog channels that are valid, practical, and effective to be used in facilitating e-learning in a basic mathematics course. The method used in this research is Research and Development (RD), which consists of four stages, namely define, design, develop, and disseminate. The subjects in this study were 62 third-semester students of the Mathematics Education Study Program at PGRI University of Madiun, Indonesia, where 50 students were field test subjects and 12 students were limited test subjects. The instruments used in this research were a validation sheet, a student response questionnaire, and a student learning outcomes test. This research produced YouTube vlog channels. Based on the validation results on teaching materials, an average score of 77% was obtained which was declared valid. Based on the student response questionnaire at the field test stage, it was obtained an average value of 75.46% which was stated to be practical. While at the limited test stage obtained a score of 81.94% which is also declared practical. Based on the learning outcomes test in the field test, the percentage of completeness was 81.82% which stated that the YouTube vlog channel was effective. Meanwhile, in the limited test stage, the completeness percentage was 82% which was also declared effective. Therefore, the produced YouTube vlog channel is feasible for use in e-learning environment.

A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

Deskripsi Kemampuan Berpikir Kreatif Matematis Mahasiswa Ditinjau dari Kemampuan Awal Matematika

This research aims to describe students' ability in mathematical creative thinking in terms of the initial ability of mathematics, in the set material, relationship of functions, and mathematical logic, in the course Introduction to Basic Mathematics (PDM). Qualitative descriptive is used as a research method and is carried out at Indraprasta University PGRI Jakarta. Three students who took the Introductory Basic Mathematics course in the odd semester of the academic year 2020/2021, were selected as research subjects. The taking of the subject is done using purposive sampling. The instruments used are tests of mathematical creative thinking skills and early mathematical abilities, interview guidelines, and researchers as key instruments. Activities in this data analysis include data reduction, data display, and verification. The validity test of this research uses triangulation. This study shows that students' mathematical creative thinking skills are still lacking in indicators of flexibility, smoothness, and originality, especially in students with low initial ability.

PENGARUH SELF AFFICACY TERHADAP HASIL BELAJAR MATEMATIKA DASAR MAHASISWA PGMI STAI DARUL ULUM KANDANGAN

Abstract
 Mathematics as one part of the disciplines studied at every level of education. The learning process will occur effectively if all internal factors and external factors are regarded by the teacher. One of the internal factors is self-efficacy which includes task difficulties, anxiety, stress, strength and belief overcoming. This study aims to determine whether self-efficacy affects basic mathematics learning achievement for the third semester students PGMI of STAI Darul Ulum Kandangan for the academic year 2020/2021. This research is a correlational research with a quantitative approach. The data collection instrument used was a self-efficacy questionnaire, the final grades of basic mathematics courses obtained through documents and interview guidelines. The analytical technique used is descriptive statistical analysis (simple correlation coefficient). The sample taken was was 40 students of PGMI STAI Darul Ulum Kandangan. The results of the analysis based on the product moment analysis test stated that there was no significant effect of self-efficacy on the basic mathematics learning achievement the third semester students PGMI of STAI Darul Ulum Kandangan for the academic year 2020/202. the result showed that the t value was 0.726 at the 5% significance level and the t. table was 2.021. because student self-efficacy is effected by other factors, namely online learning.
 Keywords: Self Efficacy, learning achievement, basic mathematic, PGMI

The Development of Flipped Learning Model Based on MyBrilian to Support Planned Online Learning

The Covid 19 pandemic period has changed the learning system, including the presence of online learning. Literature reviews from various sources state that the Flipped Learning model is an alternative model for planned online learning. Even so, the Flipped Learning model cannot be implemented directly, but it must be adapted to the conditions where students learn. The development of the Flipped Learning model in this study is supported by a Moodle-based e-learning campus, which is called MyBrilian, through the following syntax: (1) Introduction, (2) Exploration, (3) Study, (4) Exposure, and (5) Assessment. This study involved 66 students of Information System study program of Universitas Dinamika who took Basic Mathematics courses. The instrument used is the Lesson Plans, Student Learning Materials and Test Instruments. Data analysis through statistical descriptive and qualitative descriptive techniques. Based on the data analysis, it can be concluded that the learning is classified into increased knowledge on a high scale, namely N-Gain of 0.7, and based on student response questionnaire, it shows satisfactory results in each syntax. The conclusion is that the flipped learning model can be adopted as an implementation of planned online learning, by adjusting to local learning conditions and with the support of technology.

HUBUNGAN RESILIENSI MATEMATIS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR

This study aims to determine the relationship and the extent of influence between mathematical resilience and students' mathematical problem-solving abilities in basic mathematics courses. This research is motivated by the perception of students who tend to be negative towards mathematics as well as an attitude of lack of confidence and easily give up in solving the given questions. In addition, students' mathematical solving abilities are also classified as low, even though this ability is very important because it is the basis and general goal of learning mathematics. The method used in this research is quantitative descriptive method. The population in this study were all Semester I students of the Computer and Informatics Engineering study program at STKIP AL Maksum Langkat which consisted of 5 classes and took basic mathematics courses, while the research sample was taken using purposive sampling technique, which is a technique of determining and taking the specified sample. by researchers with certain considerations. The sample consisted of 35 students. The instruments in this study were test questions in the form of mathematical problem-solving abilities and non-test questions in the form of a mathematical resilience scale. Then the data is processed using hypothesis testing techniques, correlation analysis and simple regression assisted by SPSS and Microsoft Excel. The results showed that there was a positive relationship between mathematical resilience and students 'mathematical problem-solving abilities with the effect of mathematical resilience by 41.3% on students' mathematical problem-solving abilities.

HOTS study primary teacher education UNNES students based on self-regulated learning

This research aims to study students’ High Order Thinking Skills (HOTS) in Primary Teacher Education Department of Universitas Negeri Semarang (UNNES) viewed from their Self-Regulated Learning (SRL). The research method in this research is a mixed method of a sequential explanatory model. This research was conducted in the Department of Primary Teacher Education at UNNES for students of class 2020 in the Basic Mathematical Concept course. Data collection techniques using questionnaires, documentation, interviews. Analysis of quantitative data in the form of validity and reliability of the instrument was followed by descriptive analysis. Qualitative data analysis was performed by triangulation and descriptive statistical analysis. Analysis of quantitative data found two categories of the level of SRL, namely medium and high levels. The results of the analysis of student answers were obtained: (1) Students with moderate SRL category interpret the questions into Mathematical language, and the way they identified the problem is less communicative, while the students with high SRL category interpret the questions into Mathematical language communicatively; (2) Based on students’ ability to evaluate, students with moderate SRL category have not been fluent yet, while the students with high SRL category have been fluent in evaluating, and (3) Based on their creativity, students with moderate SRL still need more practices, while students with high SRL category have been fluent. The conclusion of this study is the ability to interpret problems and the habit of examining problem-solving carried out into the differences between the two categories.

Improving Pedagogic Competence through Learning Videos

The purpose of this study was to improve learning outcomes in the subjects of Basics and Mathematics Learning Process. This study uses a pre-experimental one group pre-post design. The research subjects are prospective student teachers who take the Basics and Mathematics Learning Process course consisting of 41 students in 2020. The instrument used is a test instrument that is given before and after treatment in the form of pretest and posttest. Data analysis used two mean differences, namely paired two-sample t-test, but previously tested for normal distribution using Kolmogorof Sminov. To see the improvement in learning outcomes, both data were analyzed by N-Gain. The results of the descriptive analysis showed that the average pretest and posttest were different where the posttest average was 77.44 higher than the pretest average was 62.68. The results of the two-average difference test show a significance value (2 tailed) (0,000) < α (0.05), which means that the average pretest and posttest are significantly different. The results of the N-Gain calculation show that the increase in learning outcomes is included in the medium category, so that an increase in learning outcomes is obtained Based on the results of the study, it was concluded that the use of instructional video media can improve learning outcomes for the Basic Learning Process and Mathematics courses. This is possible because videos about learning can represent teaching simulations more than just lectures or discussions. Keywords: learning outcomes, pedagogic competence , learning videos .

English

This study was conducted to determine the effects of the "Moodle LMS which was based on authentic learning approach" and "online learning which was based on authentic learning approach environments" on “mathematics achievement” and “online authentic learning self-efficacy" levels of students in a basic mathematics course. In accordance with the purpose of this study, an experimental design with pre-test and post-test control group was used as the research design. Within the framework of the experimental model, two experimental and one control group were formed with random assignments and were included in different learning environments. Two data collection tools (Mathematics Achievement Test and Online Authentic Learning Self-Efficacy Scale) were developed. As a result, it was seen that there was a significant difference between the mathematics achievement test scores and between the online authentic learning self-efficacy scores when the experimental and control groups were tested later. They had all been doing a Basic Mathematics course in three different learning environments. The significant difference within the context of the two variables was in favour of the working group of the study’s students who had their education in a blended learning environment (both traditional face to face and online learning) which was based on the authentic learning approach on Moodle LMS.   Key words: Distributed learning environments, human-computer interface, improving classroom teaching, interactive learning environments, post-secondary education.

High school students’ views on the use of metaverse in mathematics learning

<p>The introduction of information and communication technology (ICT) into the classroom has led to a new learning scenario based on educational innovation, in which mobile devices are used for teaching. In this study, the views of upper middle class students in a private educational institution in Mexico on the implementation of augmented reality teaching strategy based on metaverse mobile application are analyzed. The study is descriptive and survey based. Data retrieval is conducted using a clearly designed digital questionnaire. From August to December 2018, 192 first semester students who participated in the basic mathematics course participated in the course. The results show that compared with the previous academic year, the school recognition index has improved, and the affinity for the use of reality in the classroom has improved. When using the strategies mediated by these tools, the view of learning change is favorable. Therefore, it can be inferred that the application of augmented reality in mathematics teaching is of great help to students’ performance.</p>

High school students’ views on the use of metaverse in mathematics learning

<p>The introduction of information and communication technology (ICT) into the classroom has led to a new learning scenario based on educational innovation, in which mobile devices are used for teaching. In this study, the views of upper middle class students in a private educational institution in Mexico on the implementation of augmented reality teaching strategy based on metaverse mobile application are analyzed. The study is descriptive and survey based. Data retrieval is conducted using a clearly designed digital questionnaire. From August to December 2018, 192 first semester students who participated in the basic mathematics course participated in the course. The results show that compared with the previous academic year, the school recognition index has improved, and the affinity for the use of reality in the classroom has improved. When using the strategies mediated by these tools, the view of learning change is favorable. Therefore, it can be inferred that the application of augmented reality in mathematics teaching is of great help to students’ performance.</p>

APLIKASI CROSS VALIDATION PADA MODEL SKILL SISWA

One of the activities in the educational test is making a diagnosis to determine whether or not a person's skills are present. This study specifically aims to design student skill models in basic mathematics courses and perform validation using a leave-one-out cross validation to select an accurate model. The diagnostic test questions used in this study ranged from moderate to difficult. The findings of this study indicate that the method of fixed test questions in order of questions from easy to difficult is better than the method of design of the initial fixed test questions. Keywords: Bayes Network, Cross Validation, Student Skill Model, Diagnostic test

Web-Based Learning Media Assisted By Powtoon in Basic Mathematics Course

In basic mathematics learning, lecturers used an LCD projector and taught it classically so that learning becomes uninteresting. Consequently, students become less enthusiastic and less interested. In overcoming this, one of the ways is to make Powtoon-assisted material and it will be even more interesting if the material is presented using the web. By utilizing the web, the material can be accessed anytime and anywhere. This development research employed a 4D development model up to the third stage, namely define, design, and develop. Research subjects were divided into 2 types namely, limited trial subjects and field trial subjects. The research instruments used were learning media validation sheets, student response questionnaires, and tests. The results of this study are (1) the developed learning media obtained the validity criteria of 82.00%. (2) The developed learning media obtained the practical aspects of 82.22% and for the field trials of 82.50% (3). The developed learning media obtained the effectiveness criteria in the limited trial of 83.33% and the field trial of 87.50%. Based on these results, it can be concluded that the learning media developed by researchers are appropriate for use in learning.

The Implementation of Student Worksheets (LKM) on Relations and Functions through Website-based guided-inquiry approach student worksheet

Student Worksheet is a learning media that can be used as a guide for students and lecturers in the teaching and learning process. The developed product of this research is a website-based guided-inquiry approach student worksheet. The purpose of this study is to improve students’ learning outcomes and motivation in learning mathematics. This research employed the pre-experimental method with one-group pretest-posttest design. The small-scale testing obtained an average score of 3.1 which is included in the interesting category. The large-scale testing obtained an average score of 3.26 which is included in the very interesting category. The website-based guided-inquiry approach student worksheet obtained an average score of 0.48 which is included in the medium category for its effectiveness. It can be concluded that the website-based guided-inquiry approach student worksheet is feasible and very interesting to be used in increasing student motivation and learning outcomes for better learning in Basic Mathematics course.

EFEKTIFITAS PENGGUNAAN MODUL MATEMATIKA DASAR PADA MATERI BILANGAN TERHADAP HASIL BELAJAR

This study aims to determine the effectiveness of the use of basic mathematic modules based on contextual at the chapter of numbers. The research object were 30 students who took basic mathematics courses. The research method used is a quantitative method and use One Group Pretest-Posttest Design. Tests performed are n-gain, normality test, homogeneity test and T-test (Paired Sample T-Test). The results showed that the effectiveness of using the n-gain calculation module was 0.61 categorized as moderate. The normality test with Kolmogorov-Sminorv showed significant 0.200 (pretest), 0.092 (posttest), 0.200 (gain), and 0.200 (n-gain) which showed normal distribution. Homogeneity test with Lavene test showed the average significance of 0.98 > 0.05 (homogeneous). The average grade before and after the use of the module increased from 61.13 to 85.13 with the Paired Sample T-Test obtained a significance level of 0.00, <0.05 (effective). The result show that the provision of contextual basic mathematics modules of chapter of number effectively improves student learning outcomes with the category of moderate improvement.