Students Of Mathematics Education Department Research Articles

Conceptual Understanding of Complex Analysis Number using Flipped Learning

Flipped Learning is one of the alternatives of teaching and learning approach in mathematics classroom. The objective of this study is exploring students’ conceptual understanding about complex number using flipped learning with handout. The subject of the study are the students in 5th semester students of mathematics education department in 2019/2020. The study used qualitative approach to describe the implementation of flipped learning.There are 31,6% of 19 respondents give score very satisfied. This result then observed by using the test with all the students understand with the definition of complex numbers. Besides they can adapt their learning activity using flipped learning with complex analysis handout. As legibility aspect of the handout, there are 52,6% of the respondents gives score satisfied and 26,3% of the respondents are very satisfied. The score indicates that the flipped learning with handout helps students to understand about the complex number concepts.

The Increasing Self-Efficacy and Self-Regulated through GeoGebra Based Teaching reviewed from Initial Mathematical Ability (IMA) Level

The purpose of this study was to identify improvements in Self Efficacy and self-regulated through GeoGebra Based Teaching seen from the level of students' initial mathematical abilities. The research method used was a mixed-method with a sequential explanatory strategy, while the research design was an untreated control group design with pretest and posttest. the experimental group obtained direct learning using GeoGebra software while the control group obtained conventional learning. The population in this study were university students of mathematics education department at the Islamic University of Riau who took the field and space analytic geometry course. The research sample consisted of two classes taken by a cluster random sampling technique. The research instruments used were self-efficacy questionnaire and self-regulated questionnaire for getting quantitative data and interview guidelines for getting qualitative data. Data analysis was carried out quantitatively and qualitatively and data processing used Microsoft excel and SPSS from the quantitative and qualitative data analysis, it was concluded that GeoGebra based teaching was effective in improving students' self-efficacy and self-regulated. Judging from the level of students' initial mathematical abilities, there was an increase in self-efficacy and self-regulated through GeoGebra based teaching from both high, medium and low levels.

Developing instrument to increase students' geometry ability based on Van Hiele level integrated with Riau Malay culture

The purpose of this research is to develop Geometry teaching materials and geometry instruments that can be used to improve the ability of Geometry based on Van Hiele's cognitive level integrated with Malay Culture. The research design used in this research was Research and Development (R&D) which consists of several stages, namely: potential and problems, material collection, product design, product validity, product trials, product revisions, and mass products. The subjects of this study were students of mathematics education department in the first semester consisting of 65 students. The Validity of Teaching Materials inform students work sheet was analyzed using the validation sheets of teaching materials proposed by Akbar (2013) and Practical Analysis was analyzed using the formula proposed by Riduan (2016). The test instrument was analyzed using Aiken's validity and interrater reliability. The questionnaire instrument was analyzed using Aiken's validity and interrater reliability. Data analysis shows that teaching materials are in the form of student worksheets in the valid and practical categories. The test instrument was developed in valid and reliable categories. The developed questionnaire instrument in the form of essays in a valid and reliable category. Teaching materials and instruments in the form of questionnaires and essays according to experts can be used to obtain relevant data and improve the ability of geometry based on the level of Van Hiele integrated with Malay Culture.

The Development of Teaching Materials for Subjects of Numerical Method Assisted by MATLAB Software in Mathematics Education Department Students

The purpose of this study was to develop teaching materials for numerical methods supported by valid, practical, and effective MATLAB software for students of Mathematics Education Department at UIN Alauddin Makassar. The type of research used was Research and Development with reference to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. The product developed in the form of teaching materials was a module which not only contains material in the Numerical Method course but also was equipped with MATLAB syntax that can help students actively in the teaching and learning process. The instruments used in this study were expert validation sheets, observation sheets for the implementation of teaching materials, student questionnaire responses, observation sheets for student activities, and learning achievement tests. Based on the results of trials conducted, it was found that (1) The validation results for teaching materials and all instruments are in the very valid category. (2) Practical, the average of all aspects are in the category implemented entirely and all aspects of student responses are very positive (3) Effective, student learning outcomes have met the completeness criteria and the average student activity using teaching materials assisted with MATLAB software is in the category very good. So it was concluded that the development of teaching materials assisted by MATLAB software in the numerical methods course of students Mathematics Education Department at UIN Alauddin Makassar had met the criteria of validity, practicality, and effectiveness.

AN INTRODUCTION TO THE RASCH MEASUREMENT MODEL: A CASE OF MATHEMATICS EDUCATION STUDENTS COMPREHENSIVE TEST

Mathematics assessments should be designed for all students, regardless of their background or gender. Rasch analysis, developed based on Item Response Theory (IRT), is one of the primary tools to analyse the inclusiveness of mathematics assessment. However, the mathematics test development has been dominated by Classical Test Theory (CTT). This study is a preliminary study to evaluate the mathematics comprehensive test. This study aims to demonstrate the use of Rasch analysis by assessing the appropriateness of the mathematics comprehensive test to measure students' mathematical understanding. Data were collected from one cycle of mathematics comprehensive test involving 48 undergraduate students of mathematics education department. Rasch analysis was conducted using ACER Conquest 4 software to assess the item difficulty and differential item functioning (DIF). The findings show that the item related to geometry is the easiest question for students, while item concerning calculus as the hardest question. The test is viable to measure students’ mathematical understanding as it shows no evidence of Differential Item Functioning (DIF). Gender has been drawn for each of the test items. The assessment showed that the test was inclusive. More application of Rasch analysis should be conducted to create a thorough and robust mathematics assessment.

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Mathematical proving is an important ability to learn abstract algebra. Many students, however, found difficulties in solving problems involving mathematical proof. This research aims to describe the students' mathematical proving ability and to find out the difference of the ability among students in private universities with three different levels of accreditation – A, B, and C. We used descriptive and comparative methods to reach the goals by involving mathematics education department students from A, B, and C-accredited private universities as its subjects. We used a test and interview to collect the data. The data of the students' mathematical proving ability were then statistically described and then compared among the three subject categories using the Kruskal-Wallis test and U Mann Whitney post hoc test. The results suggest that the students' mathematical proving ability from the A, B, and C-accredited universities respectively were 77.14 (high category), 39.32 (low category), and 36.78 (low category). Furthermore, the comparison results suggest that the significant differences only happen between universities with A and B accreditation level, and between the ones with A and C accreditation. Based on these findings, the mathematical proving ability of the students from B and C-accredited universities still needs to be improved by making the students accustomed to exercising with proof problems, motivating them to learn, and providing them learning materials that are easy to understand.

The mathematics education department students’ ability in mathematical literacy for the change and relationship problems on the PISA adaptation test

One of goals of this research was to describe the mathematics education department students’ ability in mathematics literacy for change and relationship problem on Programme for International Students Assessment (PISA) test. The procedures of this research were (1) adapt the PISA test, (2) validate the PISA adaptation test, (3) ask seven students from mathematics education department to solve PISA adaptation test, and (4) describe bachelor students’ solution profile. There were (1) three change and relationship problems, (2) four space and shape problems, (3) two uncertainty problems, and (4) four quantity problems. The type of this research is a design research. Subjects of this research were seven bachelor students of mathematics education department. The research results were as follows: (1) level four achieved by one student (14.29%) in problem number 2b.4; (2) level three achieved by (a) six students at problem number 2a, (b) five students at problem number 2b.2; and (c)three students at number 2b.3 and 3; and (3) level two achieved by three students at number 3.

The mathematics education department students’ ability in mathematical literacy for uncertainty problems on PISA adaptation test

The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students who are nearing the end of their compulsory education. In most of the PISA-related studies, more students as subjects than teachers. Even mathematics education students who are prospective teachers have not got a place in this PISA research. One of goals of this research was to describe mathematics education students’ ability on PISA adaptation test. In this research, there were several steps to achieve the goal, that is (1) creating test questions by adapting PISA test, (2) validating test questions using expert validation, (3) asking the students to do the test, and (4) describing the students’ solution test. The mathematics PISA adaptation test consist of 4 scopes, that is quantity, space and shape, change and relationship, and uncertainty. The test contained 13 questions, three quantity problems, three uncertainty problems, three change and relationship problems, and four space and shape problems. This research used 7 students of Mathematics Education Department of Sanata Dharma University as subject research. This research was a design research which developed by Cobb and Koeno. In the uncertainty area, all students answer correctly at the level 1 problem, six students answer correctly at the level 4 problem, two students answer correctly at the level 5 problem, two students answer correctly at the level 5 second problem, one student answers correctly at the level 6 problem. Therefore, the quality of mathematics education students’ needs to be improved to reach the maximum level in PISA.

A Development of Biodiversity Module Based on Socioscientific Issues and Local Potential for Department Students of IKIP PGRI Pontianak

This study aims to investigate: (1) The feasibility of biodiversity module based on Socioscientific issues and local potential according to the expert of material and the expert of media; (2) The students learning outcomes or achievements after using the biodiversity module based on Socioscientific issues and local potential. The method used in this study is a research and development (R & D) method with Hannafin and Peck's model. The subject of this study is the third-semester students of Mathematics Education Department of IKIP PGRI Pontianak who take the General Biology lesson in the academic year 2018/2019 that consist of one class, namely Class A Afternoon. The technique of collecting data used in this study is an indirect communication technique with the data collection tool in the form of a validation questionnaire and a test to gain the data of students learning achievement. The result of this study are: (1) The biodiversity module based on Socioscientific issues and local potential that is developed and worthy to be used with the indexed percentage of 75.91%; (2) Students learning achievement after using the biodiversity module based on Socioscientific issues and local potential that is developed is increasing with the normalized gain value of 0.6 that belongs to the medium category.

PENGGUNAAN MODUL TEORI GRAPH BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN HASIL BELAJAR MAHASISWA

This research is motivated by problems where the books used by students during the lecture process only refer to one textbook as a source of reading. Textbooks that are difficult to understand make students not understand the concept. In addition, students experience many misconceptions. As a result, student learning outcomes are also low. The purpose of this study was to describe the use of problem-based graft theory modules to improve understanding of students' concepts and learning outcomes. This research method is a class action research method consisting of two cycles. The instrument used in this study is a concept understanding test as well as a test of learning outcomes. The subjects of this study were the 6th semester B grade students of Mathematics Education Department of FPMIPA IKIP Mataram consisting of 34 students. The results of this study indicate that student learning outcomes have increased. In the first cycle student learning outcomes reached 63% and in the second cycle to 79. In addition, the concept of understanding students experienced a percentage increase of 65% (sufficient category) in the first cycle to 75% (high category) in the second cycle. Thus, it can be concluded that the use of problem-based graph theory modules can improve understanding of concepts and learning outcomes of mathematics education students at IKIP Mataram

Development of innovative teaching and learning module in linear algebra course assisted by Maple

The aim of this study is to develop an innovative teaching and learning module in Linear Algebra assisted by Maple. This study used Research and Development (R&D) with 4D (Define, Design, Development and Dissemination) model as its methodology developed by Thiagarajan, but in this study, the methodology is limited up until Development stage only. Two instruments were used in this study: expert validation sheets and students response sheets. These instruments were used to determine the validity of this module. Validity analysis on three expert validator gave draft I as the result meanwhile validity analysis on the students response gave draft II as the result. In this study we used 4 months research on 2015 Mathematics Education Department students, IKIP Siliwangi. The result of this study show that expert validity learning module is said to be valid with the results of validation from three expert validators having a value of 4.1 on a scale of 5 with very high validity of 58.82%. Limited trial for students showed a value of 3.44 on a scale of 5 with moderate validity of 63.16%.

Kesalahan Mahasiswa dalam Pembuktian Matematik

Proofs are the key component in mathematics and mathematics learning. But in reality, there are still many students who make errors when constructing mathematical proofs. Therefore this study aimed to identify common errors when the students are constructing mathematical proofs. The participant of this study was 51 of 3rd year students of Mathematics Education Department who enrolled in Real Analysis course in the second semester of the 2017/2018 academic year. The data of the study were obtained by conducting a test consisting of five questions and interview guidelines. The errors identified in this study were (1) proving general statements using specific examples, (2) inappropriate algebraic manipulation in mathematical induction, (3) incorrect reasoning and assumptions in proving with contradictions, and (4) reasoning errors involving natural numbers in mathematical induction. Hence, further study can be developed learning models that promote the conceptual understanding, logical reasoning, and mastery of mathematical proof techniques.

The synergy of students’ use of paper-pencil techniques and geogebra in solving analytical geometry problems

This study aimed to analyze the synergy relationship between students’ strategies in solving geometry analitic problem by using paper-and-pencil and geogebra. This study used descriptive and qualitative approach. The subjects of this study were six of the fourth semester students of Mathematics Education Department, State Islamic Institute of Jember, East Java Indonesia academic year 2017-2018 with different degree of visuality; two visual students, two harmonic students, and two non visual students. Based on the result of research analysis, it was shown that there were different acquisition degree of geometrical abilities concerning the students’ processes of instrumentation and instrumentalization when they work together in a geogebra and paper-and-pencil media.

Combinatorial thinking and creativity skills in solving a colored-square paving decoration problem

Nowadays, Higher Education (HE) 4.0 demands students to have the top ten skills which are seeked by the businessmen in 2020, such as creativity. One of the fields in mathematics which has many applications for everyday life and can give a chance for students to gain their creative ideas is mathematics discrete, especially on combinatorics topic. The objective of this study was to describe the students’ combinatorial thinking and creativity skills in solving a colored-square paving decoration problem. This research was conducted in University of Jember, Indonesia. The subjects of this study were 4 students of Mathematics Education Department, The Faculty of Teacher Training and Education, University of Jember. The research subjects were chosen based on their learning abilities. This study used qualitative approach. The researchers gave open-ended problem test about colored-square paving decoration problem and conducted interview to the subjects of the research on discreate mathematics issues. The test results were analyzed based on the process to find some alternative solutions that were in accordance with the creative thinking indicators. The creative thinking indicators used in this research were fluency, flexibility and originality. The results of this research showed that the creativity level achievement was classified into creative category and the combinatorial thinking achievement was on level 4 in which the students were able to change the problem into another combinatorial problem.

Analysis of mathematical ability based on gender

The purpose of the study was to analyze the mathematical abilities of students of mathematics education regarding gender and personality. Mathematical abilities include the ability to explore, speculate and logical reasons for solving routine and non-routine problems. While gender is a cultural concept that is used to identify differences regarding roles, behaviours and others between male and female that develop in a society based on social engineering. This study is descriptive research. The subjects of this study were 38 students of mathematics education department of Universitas Halu Oleo, consisting of ten male and 28 female. Based on gender tests, it will be classified into four types: masculine male, feminist male, masculine female, and feminine female. Based on the results of the analysis through a mathematical ability test, it can be concluded that there are differences in mathematical abilities based on gender.

Student Modelling in Solving the Polynomial Functions Problems Using Geogebra Approach

The use of technology has crucial influences on mathematical modelling. The purpose of this study was to examine students’ approaches to the contextualized problems in the “technology world” of the modelling activity. This research employed a qualitative descriptive study. The subjects of this research were six of the fourth semester students of Mathematics Education Department, State Islamic Institute of Jember, East Java Indonesia academic year 2017-2018 with different degree of visuality; two visual students, two harmonic students, and two non visual students. They solved several tasks involving polynomial models, where students regularly used geogebra. Based on the results of research analysis, it was shown that the visual students skipped much of the algebra work, and rather chose a geometrical approach. While harmonic and non-visual students rather chose the algebraic approach, they skipped much of the geometric work

HOW DOES PRE-SERVICE MATHEMATICS TEACHER PROVE THE LIMIT OF A FUNCTION BY FORMAL DEFINITION?

The purpose of this study was to investigate the flow of thought of the pre-service mathematics teachers through the answers of a function limit evaluation by formal definition. This study used a qualitative approach with descriptive method. The research subjects were the students of mathematics education department of Universitas Serang Raya, Indonesia. After analyzing the students’ written answers, we interviewed the subjects to get further explanation on their strategies and common mistakes. This study found that based on the students’ results in the function limit evaluation by formal definition, there were common strategies, i.e. (1) preparing the proof and (2) proving. The stage of preparing the proof consisted of (1) determining delta value by the final statement of formal definition, (2) substituting the given f(x) and L process, (3) simplifying value in the absolute sign, (4) solving the inequality, and (5) finding the delta value. The stage of proving consisted of (1) stating positive epsilon, (2) defining delta, (3) stating positive delta, (4) substituting the constants and delta values in the initial statement of formal definition, and (5) solving the inequality to create the final inequality statement of the formal definition.

Searching of Student’s Metacognition Consciousness in Learning of Numbers Theory through Behavioral Learning Model

The purpose of this study is to trace the metacognition of students in studying number theory based on behavioral learning theory approach. The steps of approach of behavioral learning theory consists of 5 phases, namely:(1) Cooperative selection as learning approach, (2) The Prepare the material of number theory on a particular topic in paper form, (3) Presentation of term paper by group member in front of class, (4) Responses of other group members to the material presentation of the designated group, and (5) Summarizing or asserting the material as well as positive reinforcement and negative reinforcement. While the student’s metacognition review in studying the Theory of Numbers consists of 4 levels, namely: (1) tacit use, (2) aware use, (3) strategic use, and (4) reflective use. The subject of this research is the students of Mathematics Education Department who are studying the Theory of Numbers, consisting of 56 students. The results of this study show that in general the level of awareness of metacognition of students of Mathematics Education Department is at level 1 (tacit use), and a small part Level 4 (reflective use).

The analysis of students’ difficulty in learning linear algebra

Linear algebra is one of the subjects that will be taken by students of mathematics education department. Most of students’ score was low. Thus, the purpose of this research was to analyze the students’ difficulty in learning linear algebra. 35 students of mathematics education department were chosen as the participant. In collecting the data, paper and pencil test and interview were used. This research was a qualitative research. The result showed that the students’ difficulty in learning linear algebra was very high which 88.63% students were not able to represent the symbol or notation, 88.11% students had difficulty in using the symbol or notation or ideas of mathematics and logical reasoning, 88,38% students had difficulty in comprehending the symbol or notation used by using logical reasoning, 91.77% students were difficult to check whether the symbol or notation or ideas of mathematics used has been applied correctly or not and use logical reasoning. It indicated that students’ difficulties in learning linear algebra was very high. This is because students’ understanding of the material and solving linear algebra problems is quite slow compared to other materials. Lecturers are also not optimal enough in the use of media and learning methods in learning linear algebra in the classroom.

Scaffolding in problem based learning to increase students’ achievements in linear algebra

The aim of this research is to improve the undergraduate students’ learning achievements in Linear Algebra course. This research was a classroom action research which has two cycles, each consist of four stages, i.e.: planning, implementation, observation/evaluation, and reflection. The subject of the present study was 23 second semester students of Mathematics Education Department, Universitas Pendidikan Ganesha, in academic year 2015/2016. The data about students’ learning achievement was collected from students’ written work in solving Linear Algebra test. The gathered data was analyzed descriptively. The results of this research showed that the implementation of scaffolding in problem based learning are able to improve students’ learning achievement.