Mathematical Concepts In Terms Research Articles

Analysis of the Ability to Understand Mathematical Concepts in Terms of Curiosity Using the Geoboard Assisted Numbered Head Together (NHT) Learning Model

The study aims analyze the learning quality of the numbered head together (NHT) model in improving students' ability to understand mathematical consepts and to describe students' ability to understand mathematical consepts in terms of curiosity in learning matehmatical with the numbered head together (NHT) model. This type of research uses a combination method (mix method) with a concurrent embedded combination type. The population in this study were all study of SD N Blotongan 02, the sample in this study was grade IV of SD N Blotongan 02. The results showed that the quality of learning using the numbered head together (NHT) model was in a good category as indicated by: (1) at the planninh stage, the learning tools that have been prepared are valid, (2) at the implemntation stage, the implementation of learning is categorized as good and gets a positive response from students, and (3) at the ravluation stage, it has fulfilled the test of effectivieness influence, and increased ability to understand mathematical concepts. In addition, students with every high and high curiosity have been able to achieve the seven indicators of ability to understand mathematical concepts, while students with moderate and low curiosity have not been able to achieve the seven indicators of ability to understand mathematical concepts

The role of perceptual and action effector strength of graphs and bases of mathematical metaphors in the metaphorical processing of mathematical concepts.

Metaphors that describe an abstract concept in terms of a motion concept are widely used to enhance our understanding of abstract concepts. These metaphors are used not only in our daily language but also in learning mathematics. As an example, in the process of understanding the abstract representation of a mathematical concept, a graphical representation may play the role of a mediatory domain. This graphical representation could have a high degree of perceptual and action effector strength. This is particularly the case when a gestures (as a motion) is used to depict the graphical representation. After looking at this example, we discuss perceptual and action effector strength of the base domains of several mathematical metaphors that describe mathematical concepts in terms of spatial and motion concepts. Then, based on the data in the Lancaster Sensorimotor Norms, it is suggested that high degrees of perceptual and action effector strength of the base domains of these metaphors play an important role in the grounding of abstract mathematical concepts in the physical environment.

Pemahaman Konsep Matematis Siswa Sekolah Menengah Pertama: Pengaruh Explicit Instruction Ditinjau dari Self-Reliance

The purpose of this study was to determine the effect of the explicit instruction learning model on the understanding of mathematical concepts in terms of self-reliance of junior high school students. This research uses quantitative research with Quasi Experimental Design research. The results of the study indicate that: 1) there is an influence between the Explicit Instruction learning model and the expository learning model on understanding mathematical concepts. Then students' understanding of mathematical concepts in the application of the expository learning model is no better than students' understanding of mathematical concepts in the application of the Explicit Instruction learning model; 2) there is no influence between students with high, medium, and low self-reliance categories on understanding mathematical concepts; 3) there is no interaction between learning model factors and self-reliance towards understanding mathematical concepts. The recommendation is that the application of the Explicit Instruction learning model can be an alternative in learning mathematics, especially in maximizing understanding of mathematical concepts for other discussions and can also maximize students' self-reliance.

Pemahaman Konsep Matematika Siswa Madrasah Tsanawiyah pada Statistika Ditinjau dari Gaya Belajar

Understanding the concept is essential in learning mathematics, where it is possible to have different achievements based on the characteristics of students' learning styles. Therefore, this study wants to describe the ability to understand mathematical concepts in terms of students' learning styles. This qualitative research was conducted at MTs Negeri 2 Semarang. Of the 31 grade VIII students at the school, it was found that 42% had a visual learning style, 32% had an auditory learning style, and 26% had a kinesthetic learning style. Furthermore, research subjects were selected purposively based on mapping learning styles, and six students were obtained. Data collection techniques used learning style questionnaires, concept comprehension tests, and interviews. Data analysis techniques use interactive models and check the validity of the data using triangulation. Research data management and analysis using Nvivo software. The results showed no significant difference in conceptual understanding between subjects with visual, auditory, and kinesthetic learning styles. The six subjects can do the test correctly and have been confirmed through interviews. However, the two visual learning style subjects cannot show the location of the mean, median, and mode of data presented in the diagram. This finding suggests that teachers should emphasize using various mathematical representations in student learning.

Kemampuan Pemahaman Konsep Matematis Siswa Sekolah Menengah Pertama pada Persamaan Garis Lurus Ditinjau dari Self-Regulated Learning

Students' Self-Regulated Learning (SRL) has an influence on students' understanding of mathematical concepts. The purpose of this study was to analyze the SRL and the ability to understand students' mathematical concepts in terms of SRL. This research is included in the type of descriptive qualitative. The data collection techniques used were SRL questionnaires, tests of understanding mathematical concepts, interviews, and observations. The subjects were 22 students in grade 8A SMPN 5 Kuningan, and took 6 samples using a purposive technique of two students from each SRL category (high, medium, low). Data analysis includes data reduction, data presentation, conclusion drawing, and method triangulation. Based on 22 students who filled out the SRL questionnaire, 4 were in the low category, 14 were in the medium category, and 4 were in the high category. While the results of understanding mathematical concepts, 7 categories are low, 13 categories are moderate, and 2 categories are high. Based on the 6 selected subjects, low category subjects were able to fulfill 2-3 indicators of ability to understand mathematical concepts although not perfect, medium category subjects were able to fulfill 5-7 indicators although not perfect, and high category subjects were able to fulfill 6-8 indicators almost perfectly.

Analisis Kemampuan Pemahaman Konsep Ditinjau Dari Kecerdasan Logis Matematis Pada Materi Fungsi Komposisi

A students' ability to understand concepts is an important part of learning mathematics. However, some students are still confused when dealing with compositional function problems that really require understand of concepts. The aim of this study to analyze the ability to understand mathematical concepts in terms of mathematical logic intelligence in the compositional function material. This research uses qualitative methods with a case study approach. The subjects used in this study were 3 students of class X MIPA with high, medium, and low levels of logic mathematical intelligence. The data in this study were collected through observation, tests, interviews, and documentation. According to the results of data analysis, it is found that students with high level of logical mathematical intelligence S-1 can meet all indicators of the ability to understand concepts of mathematics, students who had a level logical mathematical intelligence medium S-2 were only able to fulfill 3 indicators, and students who had a level of logical intelligence low S-3 is able to meet all indicators. The category of students' mathematical logical intelligence level cannot determine students' ability to understand concepts, because the results show that students with low logical intelligence understand concepts better than students who have moderate logical intelligence.

Analysis of The Ability Student of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Learning Styles

This research aims to analyze and describe the ability of students of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Student Learning Styles for the 2022/2023academic year on the material of circle equations in terms of learning stylesusing include auditory, visual, and kinesthetic learning styles with a qualitative descriptive approach. The data collection techniques used were tests and interviews, with research instruments in the form of learning-style questionnaires, test questions, and interviews. The results of the study, it was found that from the visual learning style students with high abilities were able to understand mathematical concepts, whereas students with low abilities were not yet able to understand mathematical concepts. Meanwhile, from the auditory learning style, students with high and low abilities are less able to understand mathematical concepts. If from the kinesthetic learning style students with high abilities are less able to understand mathematical concepts, while students with low abilities are not yet able to understand mathematical concepts.

Implementation Probing Prompting Learning Model on Students' Mathematical Concepts Understanding Ability and Self Confidence

The model of Probing prompts is learning with the way the teacher presents nature questions, lead, and dig so that student requires the ability to understand and develop draft mathematics in finished question. The purpose of this study is to find out how the application of the probing prompting learning model to the ability to understand mathematical concepts in terms of students' self-confidence in the material Algebraic Forms class VII SMP Negeri 1 Sungai Raya. The method used in this study is an experimental method, with the experimental form used being the Quasy Experimental Design experiment, and the research design is a 2 x 3 factorial design. The population of this study was all grade VII students at SMP Negeri 1 Sungai Raya consisting of 5 classes, with samples of class VIIG and VIIH taken using the Cluster Random Sampling technique. Based on the analysis of the variance of two paths with unequal cells, it was concluded that there is a significant difference in the ability to understand mathematical concepts between probing prompting and conventional learning models regarding self-confidence in the material of algebraic forms.

Penerapan Model Pembelajaran Treffinger untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa berdasarkan Self-Efficacy

In order to understand the content of mathematics, students must have an understanding of mathematical concepts. This study aims to examine how Treffinger learning can improve students' ability to understand mathematical concepts in terms of self-efficacy. This type of quantitative research is an approach designed for this experimental research. Class VII students of MTsN 1 Pandeglang are the population or object under study. The research design applied to the study was the Pretest-Posttest Nonequivalent Control Group Design. Sampling was determined using purposive sampling technique, class VII B and VII F were selected to serve as the experimental class and control class. Validated questionnaires and tests are useful research tools for collecting data on students' self-efficacy and ability to understand mathematical concepts. The hypothesis test in this study applies the Two-Way ANOVA test. The results of the study revealed that the Treffinger learning model provided an increase in the ability to understand mathematical concepts. What's more, there is a contribution between self-efficacy towards students' understanding of mathematics concepts.

Two Mechanisms for Understanding Mathematical Concepts in Terms of Fictive Motions

AbstractThis article discusses two mechanisms through which understanding static mathematical concepts (basic and more advanced mathematical concepts) in terms of fictive motions or motion events enhance our understanding of these concepts. It is suggested that at least two mechanisms are involved in this enhancing process. The first mechanism enables us to employ both the motor system and the visual system as two contributing cognitive resources to process the static concept. When one representation of a mathematical concept is transformed into another representation, there is a shift in the mode of processing. This shift facilitates the process of employing new cognitive resources such as the motor and visual systems. The second mechanism, which is a special form of mental simulation, enables us to simulate the process of formation of the static concept, which, in turn, makes it easier for us to understand the structure and properties of the static concept.

Analysis of Students ' Ability to Understand Mathematical Concepts In Terms of Learning Interests

Understanding the concept is the ability to absorb and understand mathematical ideas and interest in learning are the impulses in students psychically in learning something with full awareness, calmness, and discipline to cause individuals actively and happy to do it. This study aims to analyze the ability of students to understand mathematical concepts in terms of learning interests. The subjects in this study were MIA2 grade students of Christian High School 2 Soe even semester school year 2021/2022 as many as 30 students. The method used in this study is descriptive qualitative data collection techniques using tests, questionnaires, and interviews. The data analysis technique follows the Miles and Huberman model with a validity test of data using the triangulation technique. The results showed that the ability of students to understand mathematical concepts in terms of learning interests varies. Students with a high level of interest in learning by 20% were able to achieve four out of six indicators of the ability to understand mathematical concepts. Students with a moderate level of interest in learning 63% were able to achieve three indicators of understanding mathematical concepts. Students with a low level of interest in learning 17% were able to achieve two indicators of understanding mathematical concepts.

The roles of motion, gesture, and embodied action in the processing of mathematical concepts.

This article discusses perspective and frame of reference in the metaphorical description of mathematical concepts in terms of motions, gestures, and embodied actions. When a mathematical concept is described metaphorically in terms of gestures, embodied actions, or fictive motions, the motor system comes into play to ground and understand that concept. Every motion, gesture, or embodied action involves a perspective and a frame of reference. The flexibility in taking perspective and frame of reference allows people to embody a mathematical concept or idea in various ways. Based on the findings of past studies, it is suggested that the graphical representation of a mathematical concept may activate those areas of the motor system that are involved in the production of that graphical representation. This is supported by studies showing that when observers look at a painting or handwritten letters, they simulate the painter’s or writer’s hand movements during painting or writing. Likewise, the motor system can contribute to the grounding of abstract mathematical concepts, such as functions, numbers, and arithmetic operations.

Analisis Pemahaman Konsep Matematika Ditinjau dari Minat Belajar Siswa Kelas XI IIS SMA PGRI 3 Padang

This study aims to describe the understanding of mathematical concepts in terms of students' interest in learning transformation material. This research method is a descriptive analysis method with a qualitative approach. The subjects of this study were students of class XI IIS SMA PGRI 3 Padang in the 2021/2022 academic year. The sampling technique is based on the level of understanding of the concept and learning interests of students. The instruments used to collect data are in the form of tests, interest in learning questionnaires, and interviews. The results showed that students with high learning interest with high and moderate conceptual understanding were able to fulfill the indicators for restating a concept and applying concepts or algorithms to problem solve. Students with moderate learning interest with high and low concept understanding are less able to fulfill the indicators for restating a concept. Students with low learning interest with moderate and low concept understanding are not able to meet the indicators in restating a concept, applying concepts or algorithms in problem-solving, and presenting concepts in the form of mathematical representations. Keywords: Analysis Of Concept Understanding, Learning Interest

ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI KEMAMPUAN METAKOGNISI SISWA

This study aims to determine the difficulty of students in understanding mathematical concepts in terms of students' metacognition ability. Students' metacognition ability consists of three categories, namely high, medium and low. The type of research used is qualitative with a descriptive approach. The subjects in this study were 6 students of class VIII of SMPN Satap Watanhura. The selection of subjects is carried out by purposive sampling. Data collection is carried out through questionnaires and test questions on cubes and blocks. The results showed: (1) Students with high metacognition ability did not have any difficulties because they met all indicators completely. (2) Students with metacognition skills are experiencing a little difficulty because they only meet two indicators, namely applying concepts or algorithms to problem-solving, and developing necessary conditions and sufficient conditions of a concept. (3) Students with low metacognition ability experience the most difficult because they do not meet all the indicators of understanding mathematical concepts.

Deskripsi Kemampuan Pemahaman Konsep Matematika Siswa pada Materi Sistem Persamaan Linear Tiga Variabel

This article discusses describing the ability to understand a student's mathematical concepts in the material of a three-variable system of linear equations. The strategy used is descriptive qualitative. The data sources of this research are the results of tests and interviews. The research subjects from a total of 35 students of class X MAS AL-Falah Limboto Barat who were selected based on the results of student’s understanding of mathematical concepts on the material of a three-variable system of linear equations, namely in each category one student was selected to represent each category. The data collection technique was carried out by means of an essay test as a supporting instrument and an interview as the main instrument. Essay test to obtain data on student’s ability to understand mathematical concepts in terms of 3 indicators, namely; (1) restate a concept, (2) provide examples instead of examples, (3) apply concepts or algorithms in problem-solving. The results of the study show that the ability to understand student’s mathematical concepts is still classified in the low category

PROFIL KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA PADA MATERI STATISTIKA DITINJAU DARI KEMAMPUAN RECITING AL QUR’AN

This study aims to describe the profile of students' ability to understand mathematical concepts in terms of their ability to recite the Qur'an. This research is a qualitative research with a qualitative - exploratory approach. The research subjects were students of class VIII MTs Al Muthmainnah Soromandi Bima as many as 3 subjects. The research instrument is the researcher himself (main instrument) assisted by a written test and interview guide. The results showed that: (1) high qori' subjects (SQT) had the characteristics of conceptual understanding abilities, namely instrumental and relational understanding; then when answering written test questions and interviews, the results of the answers are neat, systematic, and quick to respond or provide answers when direct interviews are carried out; (2) the subject of moderate qori' (SQS) also has the characteristics of conceptual understanding ability, namely instrumental and relational understanding, then when answering written tests and interviews, the answers are neat, systematic, and quick to provide answers when direct interviews are carried out, although sometimes they stutter. brick; (3) the subject of low qori' (SQR) on the ability to understand concepts has the characteristics of only instrumental understanding, then in answering written questions the answers are not neat, written randomly and are less able to respond to direct interviews

Students' Understanding of Mathematical Concepts in terms of Emotional and Spatial Intelligence

Conceptual understanding is one of the core standards in mathematics or as a key component of mathematical skills. Understanding mathematical concepts is knowledge that involves a thorough understanding of the underlying concepts and the basis behind the algorithms performed in mathematics. A student must have this understanding if he wants to understand mathematics in depth. The problem may not be because it is solely related to the learning process, but rather the internal intelligence of students. This study examines how the relationship between spatial and emotional intelligence with students' understanding of mathematical concepts. This research is a correlational research with multiple correlation research design. This research involved 66 students of SMP class VIII in Kab. East Manggarau, NTT as a sample. Data collection is done by using questionnaires and tests. Before the data were analyzed correlatively, both simple and multiple, the analysis prerequisite tests were carried out, namely normality, linearity, and multicollinearity. The results of data analysis show that these three test requirements are met and the results of hypothesis testing indicate that there is a positive and significant relationship between emotional and spatial intelligence and students' understanding of mathematical concepts (either partially or simultaneously). Simultaneously, these two intelligences contribute 16.08% to increasing students' understanding of mathematical concepts. The study provides a recommendation that in improving students' understanding of mathematical concepts, consideration of students' basic intelligence factors needs to be considered before being treated or designing a mathematics learning environment

PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

Pengaruh Model Pembelajaran Kooperatif Student Teams Achievement Division dengan Kemampuan Awal Matematis terhadap Pemahaman Konsep Matematis Siswa

This study aims to determine the understanding of students' mathematical concepts taught using the Student Teams Achievement Division (STAD) with a problem-based learning (PBM) approach with a heuristic approach; the effect of STAD learning with the PBM approach on students' understanding of mathematical concepts in terms of high and low Initial Mathematical Ability (KAM); the effect of STAD learning with a heuristic approach on students' understanding of mathematical concepts in terms of high and low KAM; the effect of the interaction between STAD learning (with the PBM approach and the heuristic approach) and the initial mathematical ability (high KAM and low KAM) on students' understanding of mathematical concepts. This research was conducted at SDN 112233 Sidorejo, Labuhanbatu Selatan Regency from October to December 2019. A sample of 44 people was taken by random sampling. The instruments for collecting data were the students' mathematical concept understanding test and the KAM test. The data analysis used the one way annova test, simple regression test, and two way annova test. The results of the analysis show that the students' understanding of mathematical concepts taught using STAD with the PBM approach is higher than that of the STAD with a heuristic approach; There is a positive effect of STAD learning with the PBM approach on students' understanding of mathematical concepts in terms of high and low KAM; there is a positive effect of STAD learning with a heuristic approach on students' understanding of mathematical concepts in terms of high and low KAM; There is a significant interaction effect between STAD learning (with the PBM approach and with the heuristic approach) and the initial mathematical ability (high KAM and low KAM) on students' understanding of mathematical concepts.

PENERAPAN MODEL PEMBELAJARAN APTITUDE TREATMENT INTERACTION (ATI) UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

Kemampuan pemahaman konsep matematis menjadi salah satu komponen yang sangat penting agar bisa dikuasasi pengembbangaannaya,dari hasil pra risetmenunjukkan masih rendahnya =kemampuan terhadap pemehamana konsep matemtis yang dimili peserta didik MTS ANNUR Karang Rejo, ditunjukkan dengan hasi ujian peserta didik pada kemampuan pemahaman konsep matematis tahun ajaran 2019/2020 hanyasebanyak 22 dari 60 peserta didik yang mendapat nilai diatas KKM. Peneliti tertarik untuk menerapkan model pembelajaranaptitude treatment interaction (ATI). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran aptitude treathment interction(ATI) pada peserta didik sebagai upaya untuk meningkatkan kemampuan pada pemahaman konsep matematis. Quasy Eksperimentalmerupakan jenis penelitian yang diterapkanpada penelitian ini. Instrumen yang digunakan untuk mengumpulkan data adalah tes kemampuan pemahaman konsep matematis. Analisis data penelitian ini adalah analisis variansi dua jalan dengan sel tak sama. Berdasarkan hasil penelitian dapat disimpulkan bahwa : 1) terdapat pengaruh penerapan model pembelajaran aptitude trethment interaction (ATI)dibandingkan dengan pembelajaran konvensional terhadap peningkatan kemampuan pemahaman konsep matematis peserta didik, 2) terdapat pengaruhpada peserta didikdengan memiliki kemandirian belajar tinggi, sedang, dan rendah terhadap adanya peningkatan kemampuan pemahaman konsep matematis . 3) tidak terdapat pengaruh interaksi antara model pembelajaran dan kemandirian belajar untuk meningkatkan kemampuan pemahaman konsep matematis peserta didik.