Mathematical Learning Model Research Articles

Developing collaborative mathematics learning model for students with intellectual disability

This research aims to develop a learning model that can accommodate mathematics learning in basic counting concept for students with intellectual disabilities. Mentally disabled students are students who have below average intellectual intelligence. The teacher needs to modify learning methods to suits the need of the students. The research method used here was an exploratory mixed-method research design. This research developed a school-based collaborative learning model in learning mathematics to improve numeracy skills for mentally disabled students. The construct of a collaborative learning model was developed from data from a qualitative case study on the problems of mathematics learning found in the field. The pre-experiment increases quantitative data about the effectiveness of school-based collaborative learning models. The results presented that there was an increase in mathematics learning outcomes for mentally disabled students in the learning of basic counting. In the first session, the students get 50% of the overall test, and in the next session, there was a very significant increase to 80% of the overall test. The recommendations from this study obtained data that collaborative learning models can improve the mathematical abilities of mentally disabled students.

IMPLEMENTASI MODEL PEMBELAJARAN MATEMATIKA PENDIDIKAN SEKOLAH DASAR BERBASIS KEUNGGULAN LOKAL DI KABUPATEN ACEH TENGAH

Purpose of this study is to: to find out the objective conditions of local superiority in mathematics learning in elementary schools in Central Aceh Regency, to design mathematical learning models based on local superiority of class I students, and to find out student responses to local excellence based mathematics learning models in Central Aceh Regency. The subjects of this study were all 4th grade students of elementary school in Bebesen Central Aceh District. And the samples are SD 1 Bebesen, SDN 2 Bebesen, SDN 5 Bebesen, SDN 8 Bebesen, SDN 9 Bebesen, SD 10 Bebesen, SDN 10 Bebesen, SDN 11 Bebesen, SDN 12 Bebesen, SDN 14 Bebesen, SDN 16 Bebesen, SDN 16 Bebesen, SDN 17 Bebesen, SDN 17 Bebesen, SD IT Scholar. The research results were obtained that: (1) the objective conditions of mathematics learning of elementary students in Central Aceh Regency as follows. a) In the learning process the teacher has not linked mathematics with the local character and potential of the area. b) The mathematics handbook used today has not linked students' personal character. (2) During the learning process of mathematics based on local excellence and the potential character of antusius elementary school students to learn mathematics, the steps of the local superiority-based learning model are (a) the teacher conditions the class, starts with prayer by preparing facilities and infrastructure, doing Apperception of the local potential of central Aceh district b) Presenting contextual problems, Explicitly negotiating, Cooperative intervention, guiding students in groups to discuss contextual issues contained in the LAS. Give students the opportunity to present their model findings through class discussions. c) Guiding students to formulate the results of the discussion while making a summary of the material discussed, Providing material evaluations through giving quizzes or home assignments. The design of elementary school mathematics learning based on locally designed excellence received a good response from all students. 83.74% of students gave a positive response to the local excellence-based learning model. From these results it is expected that the mathematics learning model in the class must be tailored to the needs of students so that the objectives of the learning process can be achieved maximally.

PENGEMBANGAN MODUL AJAR BERBASIS MULTIMEDIA PADA MATA KULIAH STATISTIKA PENDIDIKAN

This type of research is development research using the initial two-stage analysis and formative final analysis. The first stage of this research is called the Stage of Early Preliminary Analysis (front-end analysis) which aims to determine the mathematics learning goals that must be approved by students. This activity is followed by the distribution of mathematical learning compiled based on aspects of the use of computers as multimedia. Through justification, analysis and evaluation of competent mathematical education experts, the initial mathematical learning model was developed. The data for the research that I obtained was obtained from various studies, such as field observations, documentation and interviews. Analysis of the content of competencies in the curriculum and adapted to data on regulations, materials that can be made in learning mathematics in the field are important aspects in developing teaching materials. Furthermore, as a Formative Analysis Phase that aims to validate, analyze, test, develop, analyze, and revise the initial concept. This will be tested on several students as a sample to see more about the readability of the material that has been designed. Data for this device was obtained from questionnaires and interviews. This stage will produce a model of testing mathematics learning in the form of multimedia computer-based teaching materials. Based on the results of the study, it can be concluded that the overall validity of the validator 81.14 means included in the very valid category. Based on the table of trial calculations, obtained a very practical category with an overall result of 86.93%. This means that the learning media developed is very easy to use by students in the learning process. Keywords: Multimedia Learning, Development of Teaching Modules

MODIFIKASI PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DENGAN STRATEGI PEMBELAJARANTUGAS DAN PAKSA

The purpose of this writing is to motivate and encourage teachers to improve the quality of learning with more interesting learning models. In addition, this writing aims to motivate students to be more active in the learning process and can also improve the quality of learning. In general, the implementation of the learning process is only carried out using less varied learning methods that make students tend to be inactive and not develop. These problems must be taken seriously, especially by the teacher. Teachers must be able to inspire students to be actively involved in the learning process. The selection and determination of appropriate learning strategies in accordance with the characteristics of students will certainly produce the desired learning goals. To make it happen, it can be combined with the Realistic Mathematics learning model with Task and Forced Learning Strategies. Realistic Mathematics Learning Model is a learning method that is oriented towards mathematical everyday experiences and applying mathematics in everyday life. Meanwhile, the Task and Forced Learning Strategy is a strategy that focuses on assigning tasks that require students to finish on time so that the learning process can run effectively. Forced and forced learning strategies were chosen to complement and perfect the implementation of realistic mathematics learning models in the classroom. The researcher tried to combine this method in order to be able to see a significant effect on students' understanding in solving problems that occurred. The incorporation of Realistic Mathematics learning models with Task and Forced Learning Strategies is expected to have an influence on increasing students' understanding in completing tasks, and making student learning outcomes better, and expected to be able to make students develop their respective creativity. Keywords: Learning, Realistic Mathematics, Task and Forced Learning Strategies

MODIFIKASI MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE LEARNING DENGAN STRATEGI TUGAS DAN PAKSA

The purpose of this writing is to make students more active, discipline able to work together, in the learning process and also can improve learning creativity. The learning process in Indonesia is currently too monotonous and runs as it is without focusing on learning. So, this problem must be taken seriously, especially by the teacher. Therefore, the teacher must be able to inspire students to be actively involved in the learning process. The selection and determination of learning strategies that are most appropriate to the characteristics of students will certainly produce the desired learning goals. To make it happen, a merger of Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategy is combined. Collaborative Learning is a Learning Model that forms groups that makes it easier for teachers and students to complete learning material. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. By modifying the Collaborative Learning Mathematics Learning Model with Task Learning Strategies and Forces students will motivate students that learning is the responsibility, all students will be more active, creative, and disciplined in learning, making students not delay work or assignments given, and will make group work becomes solid. To apply the Collaborative Learning Mathematics Learning Model with Task and Forced Learning Strategies teachers should have better and more mature planning. The teacher should master and understand the rules in the Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategies, and the teacher must always motivate students to be more active in learning.

Development of Assessment for Learning (AfL) model with goformative and pen tablet

The research aims at obtaining the development of Assessment for Learning (AfL) model in mathematics learning using technology such as goformative website and writing tools in form of the digital pen or pen tablet. Goformative and pen tablet are used to make time in using AfL model more optimal. As it is known, AfL is important to implement in learning, but time constraints make teachers rarely use it. The method used in this study is a modification of the ten research and development phases proposed by Borg and Gall. Researchers classify it into three stages: (1) preliminary study, (2) development, (3) evaluation. There are two criteria used in this study to determine the effectiveness of the model that is (1) regarding implementation, (2) regarding learning achievement. The results showed that the application of this model is effective to be used. The questionnaire data on teacher responses, student responses, and data on achievement test results show that this model meets the criteria of effectiveness. Based on the results gained, it can be concluded that this AfL model can be used as an alternative model AfL that does not implement the technology.

The Implementation of Mathematical Problem-Based Learning Model as an Effort to Understand the High School Students’ Mathematical Thinking Ability

The ability to think mathematically includes many mental activities which involve the workings of the brain. To describe students’ mathematical thinking ability, one of the efforts that can be done is to apply the mathematical problem-based learning model. It involves students to solve a problem through scientific method stages, so that students can learn the knowledge related to the problem and also have the ability to solve the problem. This study aims to describe students’ mathematical thinking ability through Mathematical Problem-Based Learning Model.This type of research is qualitative. The subjects of the study were senior high school students in the city of Parepare. The data collections were conducted by observing the learning process in class and giving the assignment/test to the students. The collected data were then analyzed qualitatively. Based on the results of research and discussion it is concluded that the students ability to think have sequences in the activities of mathematical thinking with the application of mathematical problems-based learning model. Therefore, the students’ mathematical thinking ability is described as follows: (1) identification stage of the problem, (2) the grouping stages, and (3) drawing conclusions.

The Effect of Job Similarity on Forgetting in Multi-Task Production

For many decades, research has been done on the effect of learning and forgetting for manual assembly operations. Due to the evolution towards mass customization, cycle time prediction becomes more and more complex. The frequent change of tasks for an operator results in a rapid alternation between learning and forgetting periods, since the production of one model is causing a forgetting phase for another model. a new mathematical model for learning and forgetting is proposed to predict the future cycle time of an operator depending on the product mix of his actual assembly schedule. A main factor for this model is the job similarity between the task that is being learned and is being forgotten. In our experimental study the impact of job similarity onto the forgetting effect is measured. Two groups of operators were submitted to an equal time schedule, with other tasks to perform. At first, both groups were asked to perform the same main task. In the subsequent phase, they were submitted to different assembly tasks, each with another job similarity towards the main task, before again executing that main task. After a period of inactivity, the main task was assembled again by every subject. Results confirm that a higher job similarity results in a lower forgetting effect for the main task.

Implementasi Penilaian Autentik: Model Perangkat Pembelajaran dan Penilaian Matematika Dengan Pendekatan CTL Berbasis Budaya Islam

This study aims at implementing authentic assessments in mathematics learning in the classroom by developing mathematical learning and assessment tools with Islamic culture based Contextual Teaching and Learning approach that meet valid, practical, and effective requirements. The research procedure adopted the 4-D Development model, those are Defining, Planning, Developing and distributing stages. The instrument used to assist the research process consisted of (1) device validation sheet, (2) practicality questionnaire from the teacher, (3) student response questionnaire, (4) Instrument of student motivation and learning outcomes. The validity quality of learning devices meets valid criteria based on the average score of the syllabus which reaches 4.18, lesson plan 4.18, textbook 4.28, and the instrument meets the valid index based on the aikens formula. The practicality quality of learning devices meets practical criteria based on the assessment of practicality of the teacher in which the average score reaches 4.75, and the response questionnaire assessment of students is 493. Based on the result of Manova test, it can be concluded that the use of Mathematics learning and assessment model with Islamic culture based Contextual Teaching and Learning approaches is effective in terms of learning outcomes and student motivation.

Forecasting river sediment deposition through satellite image driven unsupervised machine learning techniques

The hydrologic and riverine systems of the Earth's surface, subject to ever increasing instability, requires forecasting techniques now more than ever. Existing mathematical and machine learning models for forecasting river sediment deposition are driven by non-remotely sensed data and/or require ground truth data. The study aims to demonstrate that remote sensing and unsupervised machine learning techniques coupled with appropriate validation metric can be employed to quickly forecast regions that are subject to future river sediment deposition. The results indicate that the NIR and other bands outside the visible range are determinant features for forecasting depositional areas, a multi-algorithm approach is both successful and necessary in indicating such regions and appropriate learning algorithm selection is more dependent on image cluster interpretability rather than cluster validation indices. However, the Silhouette Width validation index consistently picks the algorithm providing the result with most interpretability. Regions to be subjected to river sediment deposition were confirmed when validated against satellite images of the same region captured in the future. Such techniques can be employed in policymaking, disaster management, labeling for supervised learning etc.

Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kreatif Matematis

The purpose of this study was to determine the effect of problem-based learning models on mathematical creative thinking abilities of eighth grade students of SMP Negeri 6 Lubuklinggau. This study used the True Experimental Design. In this study, the samples used were two classes, namely the control class and the experimental class. The average score of mathematical creative thinking skills that had been obtained by students in the final test in the experimental class was 19.5517 and in the control class was 14.4783. Both classes were normally distributed and homogeneous both at the pre-test and the post-test. The data collection was analyzed by using the t-test. The results of the t-test analysis were t-value = 2.5400 and t-table (significance level α= 0.05) = 2.001. This showed that t-value> t-table, so it can be concluded that there is a significant effect of problem-based learning models on mathematical creative thinking abilities of eighth grade students of SMP Negeri 6 Lubuklinggau.
 KeyWord: Problem-based, creative mathematical learning model

Communication and Mathematical Disposition Ability throughDiscovery Learning Model in Junior High Schools

Mathematics is a very abstract lesson and is always connected with numbers and formulas. Many students feel unhappy about mathematics and find difficulties in solving problems in the form of tables, stories, and diagrams. Learning method that can help students in improving mathematical communication and mathematical dispositions can be done through the application of discovery learning models. The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study useda quantitative approach with the type of experimental research and the research design usedtrue pretest and posttest design type experiments. The population in this study were all eighth grade students of SMP N 2 Sigli. The sample was chosen randomly from two classes:classes VIII2 and VIII3. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students' communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students' mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there wasno interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, mathematics teachers in SMP N 2 Sigli who teach in class VIII can use discovery learning models in learning to build the next flat side space. Futureresearchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning.

A Mathematical Blended Learning Model for University Students

The article aims to develop a model for assessing the quality of blended learning for university students. Different viewpoints on blended learning and the quality of learning are summarized and systematized. A model and method for assessing the quality of blended learning are presented. Approaches are developed for obtaining estimates of the quality of learning based on a priori and a posteriori assessment methods.

Development of Learning Devices through Knisley Mathematical Learning Model to Improve Mathematical Understanding and Disposition Ability of Class VII SMP Swasta Tamora 2

This study aims to find out (1) validity of learning devices developed through the knisley mathematics learning model; (2) the effectiveness of learning devices developed through the knisley mathematics learning model; (3) the level of ability of students' mathematical understanding by using learning tools developed through the knisley mathematics learning model; (4) the level of students' mathematical disposition by using learning tools developed through the knisley mathematics learning model. Researchers develop learning tools in the form of teacher books, student books, student worksheets (LKS) and learning implementation plans (RPP). Validation of learning devices was carried out by 3 experts and two practitioners and obtained a total average value of validity at intervals of 4 ≤ Va < 5 with valid criteria. Mathematics learning devices developed through a technical mathematic model in improving the mathematical understanding and disposition skills of the developed SMP Swasta Tamora 2 students are effective. Based on the results of the ability of mathematical understanding of the test I and trial II, it was found that the average increase in students' mathematical comprehension ability was 4.12. Based on the results of the students 'mathematical disposition questionnaire in trial I and trial II it was obtained that there was an increase in students' mathematical disposition that is equal to 0.61.

MODEL PEMBELAJARAN MATEMATIKA KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MATEMATIS SISWA SMP

Mathematical conceptual understanding is a provision in solving problems and finding other concepts. Therefore, this research should be conducted to determine the mathematical learning model that can enhance these capabilities. The main objective is to investigate and describe the achievement as well as an increase in the mathematical ability of conceptual understanding both got teaching Knisley mathematics learning model and direct learning model. The method used mixed method (mixed methods) with the incorporation of quantitative and qualitative models. The study design used concurrent embedded design. The population in this research is class VIII SMP with sample class VIII A and B. Class selected as sample using purposive sampling technique. Quantitative data analysis in this study using the samples Independent-T test and Mann-Whitney. Results of descriptive statistical analysis showed the experimental class =0.83, =14.92 and =0.58. And a control class shows = 0.89, = =10.27 and =0.39. Based on the test results of the samples Independent-T test to determine achievement and test scores N-gain KPKM each student obtained the data with sig (one-tailed) and =0.05 is 0.000. Because of sig &lt; 0.05 then rejected that hypothesis is accepted. Thus, the research concludes that the attainment and improved conceptual understanding of mathematical ability of students who get teaching mathematics learning model Knisley better than who received direct instruction.

Developing Rom (Realistic Outdoor Mathematics) Learning Model For Elementary School Students

The process of mathematics learning in Indonesia still face some problems, where some students still do not like even hate mathematics. This condition causes the passive and the low students’ learning achievement. The aim of this research was to describe the result of developing learning model which integrated Realistic Mathematics Education and Outdoor Mathematics, called ROM model using outdoor environment at elementary school. To develop the ROM model, it is employed steps which consist of stages, namely preliminary study, design, realization/construction, tests, and revisions. The test result found the ROM model and its instrumentations such as lesson plan, students worksheet, and achievement test was valid, practical and effective to be implemented for supporting teaching mathematics to improve activities and learning achievement of elementary school students.

The analysis of junior high school students’ mathematical abstraction ability based on local cultural wisdom

Mathematical abstraction is widely used in everyday life. For example, pengereteret ornaments derived from Tanah Karo culture, North Sumatera, Indonesia, are composite of a parallelogram resembling the image of a lizard that has two heads. This study aimed to develop a model of mathematics learning based on local cultural wisdom to improve communication and mathematical abstraction ability of junior high school students in North Sumatra. This paper examined the profile of students’ abstraction ability of year 7, that were used to develop mathematical learning models and tools. The data were obtained from observation, interview, and mathematical abstraction ability test from two regencies in North Sumatera, Tanah Karo and Mandailing Natal. The participants were 119 students in Year 7. The findings of this study showed that: (1) student could not bring up the abstraction process in solving problem, (2) students paid attention to the characteristics of the observed objects, however, they could not see the relationships among the observed objects, and (3) students noticed the characteristics of the observed objects but they have not done the actions that were supposed to be done on the objects to be manipulated. Therefore, it is necessary to develop a model of learning mathematics based on local wisdom that can improve students’ abstraction ability.

Mathematical deep learning for pose and binding affinity prediction and ranking in D3R Grand Challenges.

Advanced mathematics, such as multiscale weighted colored subgraph and element specific persistent homology, and machine learning including deep neural networks were integrated to construct mathematical deep learning models for pose and binding affinity prediction and ranking in the last two D3R Grand Challenges in computer-aided drug design and discovery. D3R Grand Challenge 2 focused on the pose prediction, binding affinity ranking and free energy prediction for Farnesoid X receptor ligands. Our models obtained the top place in absolute free energy prediction for free energy set 1 in stage 2. The latest competition, D3R Grand Challenge 3 (GC3), is considered as the most difficult challenge so far. It has five subchallenges involving Cathepsin S and five other kinase targets, namely VEGFR2, JAK2, p38-α, TIE2, and ABL1. There is a total of 26 official competitive tasks for GC3. Our predictions were ranked 1st in 10 out of these 26 tasks.

DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA

ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions

Using puzzle to encourage students to do problem posing

Problem posing is very important in learning mathematics. Many studies have indicated that problem posing can improve the ability to solve mathematics problems. Therefore it is necessary to encourage students systematically to do problem posing. This research tries to pack problem posing in puzzle frame in order to increase student’s interest and ability to do problem posing. The puzzle game which is then directed to problem posing is assured can arouse students’ enthusiasm, thus encouraging their involvement in problem posing activities. Two groups of junior high school students each consisted of 31 and 32 students selected as samples. The first group follow mathematics class with problem posing learning model that preceded by playing a puzzle but still in a mathematical environment. The second group follow the mathematics class with problem posing learning model only. At the end of the research student’s interest and ability to do problem posing are compared by using MANOVA test. Wilks’ Lambda test results F = 10.8 on significance (p) = 0.002. Based on these findings, it is concluded that the problem posing learning model in mathematics that is preceded by playing puzzles can increase students’ interest and ability to do problem posing.