Mastery Of Mathematical Concepts Research Articles

Pendalaman Konsep Matematika bagi Para Guru Sekolah Dasar

Mastery of mathematical concepts and skills in solving mathematical problems are basic abilities that must be possessed by mathematics teachers. Teachers must be able to provide strategies in producing solutions related to problems that become problems among students so that they are able to participate in learning activities properly. SD St. Angela Atambua is one of the education providers that wants to realize the goals of education. But in reality there are still many obstacles faced by St. Angela Elementary School teachers regarding the right strategies in overcoming students' problems, especially in concept mastery. Therefore, the service team together with the teachers of SD St. Angela Atambua tried to solve the problems of students by conducting training and mentoring in order to build a new mindset in solving every problem related to mathematics learning. The expected goal is that teachers are able to overcome the problems faced by students. The method used in this service is training and mentoring. Some of the positive things obtained from the implementation of this service include; 1) teachers are very enthusiastic in participating in activities because they get new information. 2) the service team provided assistance according to the problems experienced by the partners. 3). teachers are able to implement the concepts that have been obtained so that they can develop ideas and creativity by utilizing existing learning media as a form of solution to the problems experienced. With this math concept planting training, it is able to answer the challenges faced by partners so that students can take part in learning more enthusiastically and enthusiastically and can increase interest, motivation to learn, especially understanding of mathematical concepts to be better.

What is the influence of BOSQU as a learning medium?

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

THE IMPORTANCE OF MASTERING MATHEMATICAL CONCEPTS IN SOLVING MATHEMATICAL PROBLEMS IN ELEMENTARY SCHOOLS

Teachers realize that mathematics is often considered a subject that is less desirable, feared, and avoided by most students. Various alternatives are used by teachers in learning mathematics, both the mathematical approach and the methods used so that students can master mathematical concepts and can solve problem solving problems. The purpose of this article is to describe the importance of mastering mathematical concepts in solving elementary math problems. Mastery of mathematical concepts is the basis for being able to solve mathematical problems with higher order thinking. In basic education students are directed to have cognitive abilities, namely analyzing (C4), evaluating (C5) and even creating (C6). These abilities are closely related to many of the questions that lead to solving mathematical problems. So that the teacher trains students to be able to solve mathematical problems, where students must have the ability to master mathematical concepts.

Efektifitas penerapan LKS dengan pendekatan open ended untuk pembelajaran penguasaan konsep matematika

<p align="justify">This research is motivated by reasons of low mathematical reasoning and ability to solve mathematical problems. Learning is still centered on the teacher who only provides mathematical formulas without providing the concept of discovery and problem solving. The use of a learning approach that is not optimal. Mathematics is a subject that is difficult to solve the problem. Most teachers in elementary schools use student worksheets (LKS) in the learning process. The problem used in the student worksheet (LKS) is a closed problem. The unavailability of student worksheets developed based on an open-ended approach that emphasizes mastery of concepts and reasoning to solve problems. The research method is quantitative research in the form of experimental research with a Non Equivalent Control Group Design. Data collection techniques with tests. The research subjects were students at SDN 1 and SDN 2 Kebloran Rembang. Sampling technique with purposive sampling. Data analysis using the Paired Sample Test. Test the effectiveness of getting the value of Sig. (2-tailed) of 0.000 <0.05. The decision was that Ho was rejected and Ha was accepted because Sig. (2-tailed) < 0.05 and t count > t table. The conclusion of this study is that there is a difference between the group and the experimental group, which shows a significant increase in students' mastery of mathematical concepts from the Development of Student Worksheets with the Open Ended approach.</p>

Research on Abstraction Ability under the Background of Mathematics Key Competencies in Junior High School in China

The abstraction ability in junior high school is an extension of the number sense, quantity sense, and symbolic awareness in primary school, and the foundation of mathematical abstraction in senior high school. Abstraction ability is one of the key competencies that junior high school students must have. This study used the China Knowledge Network(CNKI) as a data source to analyze previous research to find out the current situations, deficiencies, and gaps in this direction and found that: (1) Current domestic research on abstraction ability against the background of mathematics key competencies mainly focuses on the following five aspects: strategies for cultivating students' abstraction ability, development status of abstraction ability, evaluation dimension division of abstraction ability, specific manifestations of abstraction ability, influencing factors of students' abstraction ability. (2) The cultivation strategies of students' abstraction ability mainly focus on six aspects, and the researchers have given more comprehensive training suggestions. The previous research mainly investigated the situations of students' abstraction ability and teachers' teaching on the training of abstraction ability. Almost all of the evaluation dimension division of abstraction ability is based on students' mastery of mathematical concepts, principles, rules, and ways of thinking in different situations. There is less research on the specific manifestations and influencing factors of abstraction ability. (3) Based on current research, future research needs to adopt more scientific research tools, a more reasonable analysis framework, expand the research scope, increase validation research, and give more scientific suggestions. So that the research on the abstraction ability of junior high school students is more comprehensive, systematic, and profound.

KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL OPERASI HIMPUNAN

This study aims to describe critical thinking skills, identify factors that affect critical thinking skills and recommend follow-up plans to overcome students' low critical thinking ability to complete class VII set operations problems at Waingapu City Junior High School. This type of research is descriptive research with a qualitative approach. Data collection uses tests, interviews and documentation studies. The subjects in the study were 30 students of class VII junior high school in Waingapu City. The results found that the average critical thinking ability of students was 37.29 and was in the low category. There are several factors that affect students' critical thinking skills, including lack of relearning of the material that has been obtained, mastery of mathematical concepts, learning interests and students' thoroughness in working on problems. The recommendations of actions taken by teachers are reviewing the basic concepts of mathematics, designing learning devices and training students to work on story problems and learning motivation.

PENGUASAAN KONSEP MATEMATIKA SISWA SMP DITINJAU DARI KEYAKINAN EPISTEMOLOGIS TENTANG MATEMATIKA DAN KECERDASAN EMOSIONAL

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

PENERAPAN PENDEKATAN REALISTIK MATEMATIS UNTUK MENINGKATKAN HASIL BELAJAR HIMPUNAN SISWA KELAS VII SMP PGRI ARJASARI

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

Pengaruh Strategi Pembelajaran Inkuiri Dan Tutor Sebaya Terhadap Self Efficacy Dan Penguasaan Konsep Matematis

The purpose of this reaserch was to study: 1) Learning strategies for self efficacy and mastery of the concept. 2) The effect of learning strategies on the self efficacy students. 3) The effect of learning strategies on the mastery of Mathematical concepts. The research method used is a research method. Affordable population in this study were grade X students in private high schools in Tangerang Regency with a sample of 88 students. Experiments were carried out on two groups namely Inquiry and Peer Tutor. The results of the study prove that: 1) There is a significant effect of learning strategies inquiry with inquiry learning for self efficacy and understanding of Mathematical concepts this is evidenced by the value of Sig. 0,000 < 0.05. 2) There is a significant influence on learning strategies on the self efficacy of Mathematical by the value of Sig. 0,000 <0.05. 3) There is a significant influence on learning strategies on the mastery of Mathematical concepts by the value of Sig. 0,000 <0.05. The implication in this research is as an alternative to develop self-efficacy and mastery of students' mathematical concepts towards learning mathematics should teachers use learning strategies with inquiry and peer tutors.

TECHNOLOGY INTEGRATED WITH METACOGNITIVE REGULATION APPROACH TO ENHANCE STUDENTS’ MASTERY AND CREATING EFFECTIVE LEARNING IN MATHEMATICS

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

CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS’ ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS

This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students’ mastery of mathematics concepts. This model is an integration of elements from Anderson’s (2002) metacognitive learning strategy model, common active learning criteria proposed by Bonwell & Eison (1991) and online motivated instructional design, ARCS Model (Keller, 1987).

DEVELOPMENT, VALIDITY, AND RELIABILITY OF META-SELLER TUTORING MODULE

This study aims to develop and determine the validity and reliability of the Meta-Seller Tutoring (M-ST) module. This M-ST module is developed through design and development research. ADDIE Model was applied as an instructional design guide. This M-ST module combining peer tutoring and metacognitive learning strategy models as it is content and module activities to enhance students' mastery of mathematics concepts. Experts, a mathematics teacher, and 31 students participated in the study to determine the content validity and reliability of the module. The results of the content validity analysis obtained that it is in an excellent rank with a validity percentage of 85.8%. The value of the reliability coefficient is 0.953 which also indicates that this module is at a very high level of trust. Based on the results, it can be concluded that this module is very useful and can be suggested as an intervention for mathematics learning. Teachers can integrate this module into teaching and learning to produce mathematics learning effectively.

Model Picture and Picture dengan Index Card Match terhadap Penguasaan Konsep Matematis

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

NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.

Pengaruh Penguasaan Konsep Matematika dan Kreativitas Belajar terhadap Perilaku Disiplin

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

Pengaruh Kecerdasan Numerik dan Penguasaan Konsep Matematika terhadap Kemampuan Berpikir Kritik Matematika

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

Computer ‘ glass boxes’ as advance organizers in mathematics instruction

Computer ‘ glass boxes ‘ are computer programmes which are clearly written to embody a concept, procedure, or relationship. They are designed to make algorithmic structures accessible and comprehensible to the user. Advance organizers are prepared sets of concepts that are presented to the learner in advance of a body of material to be learned to ensure that concepts will be available for anchoring new ideas. This article proposes that computer glass boxes be employed as advance organizers in mathematics instruction to bring clarity and structural integration to mathematical, instructional, and cognitive structures important to the mastery of mathematical concepts. This type of structural integration can provide a workable solution to the problem of constructing curricula that take into account the learners’ cognitive structures, while meeting the needs of the discipline's structure and the constraints of sound pedagogical structures. Mathematical structures, the organization of the discipline itself, are...

Concept learning in algebra

What does meaningful learning contribute to mastery of mathematical concepts? This study furnishes one bit of evidence which can be used in formulating a hypothesis.