Concept Of Subtraction Research Articles

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

БАШТАЛГЫЧ МЕКТЕПТЕ 10 ГО ЧЕЙИНКИ САНДАРДЫ КОШУУ ЖАНА КЕМИТҮҮНҮ ОКУТУУНУН ТЕХНОЛОГИЯСЫ

The article deals with the technologies used for teaching primary school students addition and subtraction concepts namely teaching technologies based on ready-made tasks presented in the Toytheater app. This app sparks an interest in mathematics. The reason for this lies in the intrinsic nature of mathematics: the ability for high-level generalization, abstract, precise language, and logical apparatus allow studying any object of reality, phenomena of the micro- and macro-world. Mathematics also implies a certain style of thinking. Moreover, studying any phenomenon requires clarity, logical research aimed at establishing initial positions, completeness of classifications, and logical conclusion. Teaching mathematics in school plays a key role in developing students' functional properties of their senses, particularly attention, abilities, will, and, most importantly, thinking. Learning addition and subtraction methods involve reading models of specific, graphical, abstract methods, which require students to observe the corresponding situation, analyze it, draw conclusions, notice graphical representations, and draw conclusions about the correct use of the abstract model.

DEVELOPMENT OF SMART STUDENT LEARNING MEDIA IN IMPROVING STUDENT ABILITIES TO THINK CRITICALLY

The low interest that students have in mathematics classes is the driving force behind this research, which aims to increase students' engagement and comprehension of addition and subtraction concepts by employing smart ladder media. The purpose of this study is to use smart ladder media to increase the Hots Thinking Subject's capacity. SD Negeri 83 Palembang, situated on Jl. Pangeran Ratu Jakabaring, RT 29/ RW 08, 15 Ulu, Seberang Ulu I District, Palembang City, South Sumatra, is the location where this research was conducted. This study falls under the category of development research since it aims to identify Valid, Practical, and Potential Effects. 10 students from class II at SD Negeri 83 Palembang participated in this study; ten students took the practical test and twenty-seven students worked on the questionnaire. In this study, tests and questionnaires were used as data collection methods. The investigation yielded 89% of the results with the criterion "Very valid" across all validators. A practicality test, administered at SD Negeri 83 Palembang, yielded a 56% "Quite practical" proportion among the ten students who completed the questionnaires. At SD Negeri 83 Palembang, the possible impact of providing 10 essay test questions received an 82% "Very Effective" rating.

Dienes block media assisted by mathematical worksheets to improve student learning outcomes: Teacher action research

The development of science has shifted the process of learning mathematics from previously only involving numbers to numbers that have meaning, one of which is in the form of stories. However, many problems still need to be solved with the concept of addition and subtraction in the form of story problems. This research aims to improve student learning outcomes in addition and subtraction material through story problems. This research used the Teacher Action Research (TAR) approach with 14 second-grade students at Ciren Elementary School, Indonesia as participants. This research also used two data collection methods: providing mathematical worksheets and observations carried out by special observers. Data analysis was carried out by looking at the mean student scores, reflecting through FGDs with observers, and filling in observation sheets by the teacher. Furthermore, the results of this research are presented in the form of teacher observation sheet scores and mathematical worksheet work results. The score results on the observation sheet show an increase in scores from learning in cycle 1 to cycle 2. In addition, the average score of students' mathematical worksheets after intervention in the form of dienes block media and mathematical worksheets always increases with pre-cycle details (48), cycle I (80), and cycle II (84). Thus, using dienes block media assisted by mathematical worksheets can have direct implications for improving mathematics learning in addition and subtraction operation material.

Learning Design for Understanding the Concepts of Addition and Subtraction for ADHD Students Using the PMRI Approach

Learning Design for Understanding the Concepts of Addition and Subtraction for ADHD Students Using the PMRI Approach

Analysis of Mathematics Learning Difficulties in Addition and Subtraction Material in Class II of SD Negeri 1 Ngumpul

This research aims to examine the problems faced by students when learning mathematics in class II elementary school, especially in addition and subtraction material. This research is a type of qualitative research conducted in September 2023 at SD Negeri 1 Ngumpul. The method used is descriptive, with the research subject focusing on class II students. Research instruments include the use of tests, interviews, and document collection. The analytical method used is Miles and Huberman's interactive analysis, which includes the stages of data collection, data reduction, data presentation, and drawing conclusions. Research findings indicate that 1) a number of students have difficulty understanding addition and subtraction material; 2) this difficulty is caused by limited reading ability, so students find it difficult to understand the meaning of the questions; 3) This problem is also experienced by class II students because their understanding of the concept of sequential addition and subtraction is still not optimal; 4) students' learning difficulties are caused by a lack of attention to the use of addition and subtraction symbols in saving and borrowing techniques. Based on research suggestions, it is to support assistance in the process of learning addition and subtraction by educators or parents, as well as presenting questions in stages, according to commonly used learning methods.

UTILIZATION OF THE MASTERY LEARNING MODEL TO ENHANCE COMPREHENSION OF SUBTRACTION MATERIAL FOR SECOND GRADE PRIMARY SCHOOL STUDENTS

Primary education provides knowledge and skills, fosters the basic attitudes needed in society, and prepares students for secondary education. Mathematics lessons need to be conveyed and introduced to students. Students in school can be used as a first step for teachers to improve their abilities and skills in logical, analytical, systematic, critical, and creative thinking. Mastery Learning is a learning approach that is guided by completeness. The concept of complete learning is a process to ensure that all learning at school is completely mastered. Observation results show that students still have difficulty solving why they have to scribble, why they have to borrow tens, and so on. This is where students need to be instilled with the basic concept of subtraction. Classroom action research was conducted at SD Ulil Albab Kepanjen with 14 students who discussed subtraction material. The techniques used for this research were observation methods and test methods. In the final test activities, the average percentage of student learning outcomes reached 65% because of the 14 students; 9 got scores below the KKM, namely 80. Meanwhile, in cycle 2, the final test results increased, reaching an average of 90%.

Ethnomathematics Exploration Through Traditional Madurese Games in Elementary School Mathematics Learning

This research aims to determine the principles of ethnomathematics in elementary school mathematics learning through traditional Madurese games and what mathematical concepts are contained in traditional Madurese games. The traditional games referred to in this research are engklek (bhisek), hide and seek (rem-ngerreman), and ball bekel (bal bleken). This research uses qualitative research with an ethnographic approach. The instrument in this research is a human instrument, the researcher is directly related to the research and acts as a data collector through library data collection, interviews, observation and documentation. Data analysis techniques are carried out by data reduction, data presentation, data analysis, and data exposure. The results of this research are ethnomathematics principles in traditional Madurese games which can be seen from the preparation before playing, how to play and the rules of the game. Mathematical concepts contained in the game engklek (bhisek): the concepts of addition and subtraction, numbers, lines and angles, flat shapes, and comparisons, in the game hide and seek (rem-ngerreman): the concepts of addition and subtraction, and numbers, and in bekel ball game (bal bleken): concepts of addition and subtraction, number patterns, multiplication and division and comparison

Upaya Guru dalam Mengatasi Siswa yang Berkesulitan Belajar (Calistung) Baca, Tulis dan Hitung) di Kelas Rendah SDIT Bunayya

The teacher's efforts in overcoming students who have difficulty learning CALISTUNG (Read, Write, Count) in low grades at SDIT Bunayya, the results of direct observation show that some students in grades 1, 2 and 3 still have difficulty learning calistung, in low grade students it is an obstacle to the cycle. study activities. The various difficulties in learning calistung experienced in early childhood are: lack of order or not being able to focus on learning, children having difficulty understanding what is conveyed by the teacher and difficult to capture or absorb in the child's mind when counting, not yet familiar with the concept of subtraction, and not yet fluent when repeat letters a-z. In overcoming difficulties in learning, educators use interesting learning methods and media so that children become enthusiastic about learning and make it easier for students to learn CALISTUNG. Based on this, the researcher decided in this study to choose the title "Teacher's efforts in overcoming students who have learning difficulties with CALISTUNG (Read, Write and Count) in the lower grades of SDIT Bunayya." This research was carried out in four steps, namely: (1) Planning, (2) Implementation, (3) Observation, and (4) Evaluation.

Eksplorasi media Balok Dienes dalam mengakomodasi keberagaman siswa pada pembelajaran Matematika di sekolah dasar

This study aims to describe the use of Dienes beam media for third grade students who have problems in learning mathematics, namely students are less active and less enthusiastic in participating in the learning process. The results of this study are (1) Planning for learning mathematics using The Dienes block media (2) The process of using The Dienes block media in learning mathematics with the concept of addition and subtraction for class III students of SD Negeri Glagah. This research was conducted at SD Negeri Glagah Yogyakarta starting on January 20 2023 until February 28 2023. The method used in this research is a qualitative descriptive method. The primary data were in the form of interviews and observations obtained from the results of interviews with teachers and third grade students, while the secondary data in this study were the results of student research documentation. Researchers in analyzing data used an interactive model from Miles and Huberman which was divided into several stages, namely data collection, data reduction, data display, and conclusion drawing/verification. Checking the validity of the researcher's data uses triangulation and increases persistence.

PENINGKATAN PEMAHAMAN KONSEP PENGURANGAN BILANGAN MELALUI MEDIA PERMAINAN TRADISIONAL GAPUK

This study aims to improve students understanding of the concept of subtraction.This research is motivated by students difficulties in understanding the concept of arithmetic subtraction operations, this can be seen from the results of observations made by researchers, namely the learning process carried out has not been equipped with the use of appropriate learning media and a passive learning atmosphere, causing students understanding of the concept of reduction to be low. Therefore, thr researchers used the traditional game media gapuk in subtractin material as a solution to these problems in the hope that students understanding of concept of substraction can increase.The research method used in this research is classroom action research (PTK). This PTK is carried out in two cycles consisting of planning, implementing actions, observing and reflecting. The data analysis technique used is the class average test and the percentage of completeness. The results of this study indicate that by using the traditional game media, gapuk can improve the understanding of the concept of subtraction for class II students at SDN Curug Barang Serang, Serang Regency. This can be seen from the increase in student mastery in the first cycle 55,56 % and average value of 70,00, then increased in the second cycle, students who completed reached 83,33% and the average score was 75,56. Based on the results of the study, it can be concluded that the use of traditional gapuk game media can improve the understanding of the concept of subtraction for class II students at SDN Curug Barang Serang Regency.

New Computational Technique for Solving Linear Programming Problem Subjected to Fuzzy Uncertainty

This paper proposes two new computational methods for solving linear programming problem under trapezoidal and triangular fuzzy uncertainties with equality constraints. The coefficients of the constraints and the objective functions are assumed to be crisp. However, the decision variables and the right-hand side vector of the constraints are considered as uncertain in nature. The concepts of fuzzy addition and subtraction have been used to develop the proposed methods. In the first method, the coefficients are considered as non-negative, whereas mixed coefficients (i.e. both negative and non-negative) are considered in the second method. The obtained results are compared with Behera et al. [D. Behera, K. Peters and S. A. Edalatpanah, Alternative methods for linear programming problem under triangular fuzzy uncertainty, Journal of Statistics and Management Systems, 25 (2022) 521–539; D. Behera, K. Peters, S. A. Edalatpanah and D. Qiu, New methods for solving imprecisely defined linear programming problem under trapezoidal fuzzy uncertainty, Journal of Information and Optimization Sciences, 42 (2021) 603–629], and Saati et al. [S. Saati, M. Tavana, A. Hatami-Marbini and E. Hajiakhondi, A fuzzy linear programming model with fuzzy parameters and decision variables, International Journal of Information and Decision Sciences, 7 (2015) 312–333.] for the validation.

Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations

Horizon mathematics knowledge, i.e., teachers’ understanding of how various mathematical topics are interrelated, can help mathematics teachers organize the discrete parts of mathematical content to develop coherent teaching lessons. For example, when teaching whole number addition and subtraction, connections to concepts such as base-10 concepts and the inverse relationship between addition and subtraction could help students solve the addition and subtraction problem better. Thus, teacher training programs have been increasingly promoting this knowledge among pre-service teachers (PSTs) to help them enhance their teaching skills and better prepare them for future teaching. However, little is known about what kind of horizontal knowledge PSTs have developed and how well they utilize it in their teachings. By analyzing video presentations of 43 elementary PSTs, this study examined their horizon mathematics knowledge related to backward and forward conceptual connections of whole number addition and subtraction concepts. The findings revealed that PSTs tend to make connections with previously learned mathematics concepts (i.e., backward conceptual connections) but pay relatively less attention to connecting with other relevant mathematics concepts students will learn in future grades (i.e., forward conceptual connections). In addition, the findings showed that PSTs displayed various types of inaccuracies when connecting base-10 place value and regrouping. These findings offer important insights for teacher training programs to adapt their mathematic method courses to help PSTs improve their horizontal knowledge and proactively address inaccuracies observed in the present study.

PENGEMBANGAN KONSEP PENJUMLAHAN DAN PENGURANGAN MELALUI METODE JARIMATIKA PADA ANAK USIA DINI

The purpose of this study was to determine the development of children's ability to recognize the concept of addition and subtraction using the Jarimatika method. Due to the inaccurate way of learning addition and subtraction, many children do not know the concept of addition and subtraction from 1 to 10. Fingering is a method of counting using fingers that can develop children's arithmetic abilities. In the math activities it is fun to introduce mathematics to children on the path of arithmetic, through from start to finish the game, let the children enjoy the fun of mathematics in math learning activities, no more problems in learning math activities. Methods to improve children's ability to learn to count and subtract and add operations using their hands. In this introduction to jarimatic, children can find out that mathematics is fun, especially in the way of counting. This research uses research methods of data collection techniques and literature studies or literature studies.

Improving Children’s Cognitive Skills Through the Stone in Early Childhood

This study aims to determine whether cognitive abilities be increased through stone media in early childhood. The formulation of the problem in this study is whether cognitive ability can be increased through stone media in Fathina Kindergarten. The subjects or informants of the study were children from the Fathina Kindergarten, Majene Regency, as many as 20 people. This research was carried out in the odd semester of the 2021/2022 academic year, which took place from August to October and was carried out at Fathina Kindergarten, Majene Regency. The Concept of addition and subtraction through stone media at Fathina Kindergarten, Majene Regency, is experimental classroom action research (CAR). Experimental classroom action research is classroom action research conducted by trying to apply various techniques/strategies effectively and efficiently in a teaching and learning process activity, in this case, through the assignment method. Based on the results of research that has been carried out in Group B of Fathina Kindergarten with 20 students, increasing the ability through stone media has increased with the percentage value of 80%. From the results of the Classroom Action Research conducted by the researcher, namely increasing the ability through stone media, it can increase in Group B in Fathina Kindergarten.

PENGEMBANGAN MEDIA ULAR TANGGA PADA MATERI PENJUMLAHAN DAN PENGURANGAN KELAS I UPT SDN 13 GRESIK


 This study aims to develop a snake and ladder game media to improve elementary school students' learning outcomes in addition and subtraction concepts. One of the problems of education is the lack of media facilities and infrastructure, so teachers are required to be creative in improving the quality of learning in the classroom, such as developing learning media in the classroom. One of the interesting learning media that can overcome student boredom in learning activities is game-based learning activities, such as the application of snakes and ladders game media. In student learning outcomes, it shows that 10% of students have scores above the KKM before applying the snake and ladder learning media, while after applying the snake ladder game learning media, 100% of students have scores above the KKM (Minimum Completeness Criteria), it shows that student learning outcomes have increased. 90%. The use of learning media in learning activities makes it easier for students to gain understanding and motivate students to learn.

Inundaciones productivas: un decrecimiento de la frontera entre México y Estados Unidos

In a speculative text envisioning ambiguous territorial boundaries between Mexico and the United States, César López introduces the concept of subtraction as a strategy for destabilization. This narrative supports itself in the long span that shaped the territory and in the cultures that developed around it. Through a historical and political analysis of the borderlands, López reframes the former ecological traces of the river as proactive degrowth. In doing this, it questions political boundaries and engages the ambiguities of binational territories.

A learning trajectory of integer addition and subtraction using the kempreng game context

Traditional games can be used as a context to understand mathematical concepts. Many studies on learning trajectory (LT), which are set in the context of traditional games, have been carried out. However, no study focuses on using the context of the traditional kempreng game to facilitate primary students in understanding integer addition and subtraction. This research aims to design an LT through traditional game kempreng to help construct students' understanding and mathematical concepts through various activities that have been developed. This study uses design research with stages, namely preliminary design, teaching experiment, and retrospective analysis. This study produces LT which consists of five activities, namely: consisting of calculating addition points through the kempreng context, calculating subtraction (difference) through the kempreng context, performing additional operations on the “same” kempreng card, performing subtraction operations on “different” kempreng, and determining the results of addition or subtraction operations of number cards with the opposing group. In this study, LT set in the traditional game of kempreng can be used as a context in preparing learning designs that could stimulate students thinking in understanding the mathematical concepts of integer addition and subtraction. The impact of the research design also occurs on teachers. Learning becomes a student center, the teacher as a facilitator. The results of this study can have implications as one of the considerations for using contexts with real and cultural backgrounds to reduce or build a meaningful understanding of the concept of integer addition and subtraction for primary students.

Adding and subtracting by hand: Metaphorical representations of arithmetic in spontaneous co-speech gestures

This study investigated the spontaneous co-speech gestures produced by speakers who were talking about the concepts of addition and subtraction in a television news setting. We performed a linguistic and co-speech gesture analysis of expressions related to the concepts of addition (N plus N, addition, add) and subtraction (N minus N, subtraction, subtract). First, we compared the linguistic frequency of these structures across several corpora. Second, we performed a multimodal gesture analysis, drawing data from a television news repository. We analyzed 423 co-speech gestures (169 for subtraction and 254 for addition) in terms of their axis (e.g., lateral, sagittal) and their direction (e.g., leftwards, away from their body). Third, we examined the semantic properties of the direct object that was added or subtracted. There were two main findings. First, low-frequency linguistic expressions were more likely to be accompanied by co-speech gestures. Second, most gestures about addition and subtraction were produced along the lateral or sagittal axes. When people spoke about addition, they tended to produce lateral, rightwards movements or movements away from the body. When people spoke about subtraction, they tended to produce lateral, leftwards movements or movements towards the body. This co-speech gesture data provides evidence that people activate two different metaphors for arithmetic in spontaneous behavior: arithmetic is motion along a path and arithmetic is collecting objects.

ANALYSIS OF STUDENT'S ABILITY IN COMPLETING OPERATIONS OF SUMMARY AND REDUCTION OF INTEGER NUMBERS

This study aims to describe the abilities and difficulties experienced by students in solving arithmetic operations on addition and subtraction of integers in SDIT Bunayya class. The data was collected by using test, interview, observation, and documentation methods. From the interview data, it shows that in solving problems students do not understand the concept of addition and subtraction of integers, the factor causing the difficulties experienced by students in solving problems is the lack of willingness to learn from within students. Students are often lazy to learn mathematics, do not want to listen to the teacher's explanation when the lesson is in progress, students do not concentrate fully during teaching and learning activities, students are afraid to ask the teacher if they do not understand the material. The material being taught, students always assume that mathematics is very difficult, students are less careful when working on problems. The results showed that the learning activities facilitated by the teacher were included in the good category. The teacher presents the lesson in an interesting way so that the learning process is not boring. The discussion method is used during the learning process to encourage students to ask questions and discuss so that students can share ideas. Students have difficulty solving problems between positive integers and negative integers in the form of stories. Students have difficulty because students do not understand the concept of integers contextually. This can be overcome by using learning media and contextual emphasis on learning concepts and observing student development using the results of the evaluation at the end of the class.