Mathematical Learning Materials Research Articles

Multiplication Wheel Learning Media Design in Mathematics Learning Material for Multiplication of Numbers in Elementary Schools

The mathematical abilities of second-grade elementary school students in the multiplication operation material are still relatively low. Seeing this condition, teachers must pay attention to teaching students variations in the use of learning media that invite students to play while learning so that teachers can instil the mindset that multiplication is very easy. One learning media that can be used is the multiplication wheel learning media. This research aims to describe the design of multiplication wheel learning media on number multiplication material. This research is library research. Using the multiplication wheel learning media in Mathematics subjects in class II SD/MI can improve student learning outcomes because learning activities are carried out by playing while thinking. With learning media like this, students will not get bored and bored when participating in learning activities. The multiplication wheel learning media is also very easy for lower-grade students to use. This multiplication wheel learning media is three-dimensional. Because the media does not move and does not make sound, in learning mathematics, especially in improving material, the teacher must be able to instil the mindset that addiction is very easy. Using the learning media of the accretion wheel in Mathematics in class II SD/MI can improve student learning outcomes because learning activities are carried out by playing while thinking. The existence of learning media like this will make students not bored and not bored in participating in learning activities. Improved learning media is now also very easy for low-grade students to use. This accretion wheel learning media includes three-dimensional learning media because the media does not move on its own and does not make sound.

IMPROVING UNDERSTANDING OF FRACTION ADDING CALCULATION OPERATIONS FOR CLASS III STUDENTS OF SDN PARAKANTIGA

<em><span>Fractional numbers are very important in everyday life, therefore fractions have been studied since grade 3 of elementary school. This is stated in the basic competencies of the syllabus for class 3 elementary school curriculum 2013 point 3.2 about explaining the presentation of whole numbers and simple fractions. However, based on observations made by the author, there are still many grade 3 elementary school children who do not understand fractions. Based on the initial ability test, only 11 students were able to work on the problem, namely 45.83%, while the remaining 13 students, namely 54.17%, still did not meet the KKM. Because of that, a research was made on Improving Understanding of Mathematics Learning Materials for Operations to Calculate Addition of Fractions Using Teaching Aids. In research using this visual aid successfully increased students' understanding of fractions. This can be seen from the results of student learning in pre-action, cycle I, and cycle II which have increased. The average value of students in the pre-action reached 64.14 and experienced an increase of 10.42 in the first cycle of 74.58 then experienced an increase in the second cycle of 13.32 to 87.9. Student completeness in the pre-action reached 20.83% and experienced an increase in cycle I by 16.67% to 37.5% then in cycle II it experienced an increase in returns of 62.5% to 100%.</span></em>

컴퓨팅 사고력 향상을 위한 로봇 활용 수학 교수학습 자료 개발

This study aimed to develop teaching and learning materials that can improve computational thinking in the areas of high school functions and analysis by using robots. Through a literature review, we analyzed research on computational thinking and examined how computer programming and coding education are being conducted in domestic and international mathematics curricula. We then restructured the Carnegie Mellon University DBL Unit to propose a DBL Unit model that utilizes robots, and we developed mathematics teaching materials using LEGO Mindstorms EV3 for units in the areas of functions and analysis. Subsequently, based on the Delphi survey results, we revised the developed materials and provided recommendations for enhancing computational thinking in mathematics classes.

Implementation of The Problem Based Learning Model in The Mathematics Learning Material Operations Counting Whole Numbers in Sixth Grade Elementary School

This Study aimed tell implementation of Problem Based Learning. This learning model was to the improvement of students learning outcomes by counting whole numbers in sixth-grade Elementary Schools in the Gajah Mada Cluster, Dempet District, Demak Regency. This study used the descriptive qualitative method with a place of research in sixth-grade Balerejo I Elementary School, in collecting data used observation, interview, and documentation. Data analysis used descriptive qualitative analysis. Based on the results of research conducted that the implementation of PBL learning models to increase student learning outcomes in the material for counting whole numbers in sixth-grade Elementary School staged in its learning activities. Conclusion in the implementation, it was known that students were more creative and enthusiastic in the process of learning Mathematics, material operations, and counting numbers, and student learning outcomes increased quite high.

The Development of Mathematical Learning Materials Based on Problem-Based Learning to Enhance Problem-Solving Ability at Senior High School

The research aims to produce a mathematics learning tool based on problem-based learning to improve problem-solving abilities in semester II class XI high school material that is valid, practical, and effective. This type of research is development research, while the population in this research is class XI students at SMAN 4 Payakumbuh using a random sampling technique class. This research uses a development model consisting of 3 stages: the initial investigation stage, the development or prototyping stage, and the assessment stage. Data collection techniques in this development model are interviews with teachers and students and questionnaires for teachers and students. The validation test stage consists of self-evaluation and validation sheets for the RPP and LKPD. Practicality test instruments describe the practicality of the learning tools being developed. The research results showed that the lesson plans developed averaged 3.56 in the very valid category. In contrast, the LKPD developed had an average of 3.39 in the very valid category. Overall, the practicality value of the RPP is 87.50% with very practical criteria, and the practicality value of LKPD is 88.67% with very practical criteria. This means that based on the questionnaire on the practicality of the RPP and LKPD filled out by educators for mathematics learning tools using the PBL model, it is stated that they are very practical and can be used well by students in learning.

The Influence of Problem Based Learning (PBL) Model on Student Learning Outcomes in Mathematics Learning Materials Building Cube Space and Beam in Class V SDN 060907 Medan Maimun District

This study aims to determine the effect of the problem based learning (PBL) model on student learning outcomes in learning mathematics on the material of cubes and blocks in class V SDN 060907 Medan Maimun District This study used a quasi-experimental design (quasi experimental design). The participants involved in this study were students in class VA and VB SD Negeri 060907 Medan Maimun District, with a total of 20 VA students and 19 VB students. The total number of participants was 39 students. Specifically, VA and VB students have the same learning ability characteristics and there is also no superior class at SD Negeri 060907 Medan Maimun District. The population in this study were all VA and VB class students at SD Negeri 060907 Medan Maimun District. The determination of the class to be used as the sample in this study was taken from the population, namely VA class students as the experimental class and VB class as the control class. The data collection techniques used in this study are: Tests, Documentation. Based on the results of the research that has been done, the results of the research based on hypothesis testing can be obtained tcount 5,643 and ttable 1,668 so that the result is tcount > ttable (5,643 > 1,668) meaning that H1 is accepted and H0 is rejected. So, it can be concluded that there is an influence of the problem based learning model on the learning outcomes of fifth grade students at SDN 060907 Medan Maimun District. This research was conducted on fifth grade students at SDN 060907 Medan Maimun District with a population of 39 students in the experimental class and control class with 20 VA students in the experimental class and 19 VB students in the control class.

Identification of Mathematics Learning Media Needs for Junior High School Students with Hearing Impairment

Students with disabilities face a wide range of obstacles to their academic and personal growth. Because of this, they require educational services tailored to the specific requirements of each student. Even with these disadvantages, deaf pupils must study mathematics. Therefore, there is a need for mathematical learning materials that take into account the specific characteristics and requirements of deaf children. This investigation is a case study of qualitative research. Deaf pupils are the focus of this study. Observation, questionnaires, and in-person interviews were employed to compile the data. In this study, we employ a validity technique known as "source triangulation." The research found that because deaf children rely so heavily on visual cues for knowledge acquisition, tactile learning materials are essential for them to succeed in mathematics. Knowledge can also be more effectively transmitted through the use of learning material that encourages dialogue between instructors and students.

Students’ Characteristics and Academic Performance in Mathematics

Many researchers have investigated the causes of students’ poor academic performance in general. However, the extent to which students’ individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students’ academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.

Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices

Tedhak Siten is a Javanese traditional ceremony that marks the 8th month of the baby’s age, marked by the baby's readiness to set foot on the ground. This tradition has a philosophical meaning with Javanese cultural values related to the concepts of calculating the ceremony time and the geometric shape of the ceremonial equipment used. The purpose of this study was to explore the cultural activities of the Javanese community by outlining the mathematical concepts contained in the implementation of the Tedhak Siten ceremony. This research was a qualitatively descriptive study through an ethnographic approach. Ethnomathematical data were collected from two experts those were the head of a traditional Javanese culture studio and a cultural actor active as a leader of Javanese traditional ceremonies. The ethnomathematics found in the study were counting the date or time for the implementation of the Tedhak Siten tradition and the elaboration of geometric concepts in the form of ceremonial equipment used to perform traditional customary procedures. This research had an impact as a mathematics learning material that originated from the wisdom of the local Javanese community by applying the concepts of time units, least common multiples, modulo 5, modulo 7, circles, triangles, rectangles, cylindrical volumes and spherical volumes.

ETHNOMATHEMATICS EXPLORATION OF THE MALAKA CULTURE OF THE TETUN TRIBE COMMUNITY IN MALAKA REGENCY

The culture of giving children called ‘matamusan’ from the Tetun tribe is a local culture that should be for its authenticity and sacredness. The procession of determining the children of ‘matamusan’ contains ethnomathematical values not realized by the cultural legatees. This research aims to explore the ethnomathematical elements in ‘matamusan’ culture. In addition, this research can be beneficial at developing context-based mathematical learning materials and a reference in developing the operational curriculum of the education units in the autonomous learning curriculum, particularly in elementary schools. This research employs a qualitative-exploratory method using an ethnographic approach, while observation and interviews are used as techniques to collect data. Data analysis uses data reduction, data presentation, and conclusion. The results of this research show that there are six mathematical concepts in the cultural procession of determining ‘matamusan’ children: (1) the concepts of one-dimensional geometry, namely a line consisting of horizontal lines, parallel lines, and acute angles, and two-dimensional geometry, namely rectangles and rhombus. (2) the concept of counting; 3) the concept of the median; 4) the concept of the unit of time; 5) the concept of the unit of weight and; 6) the concept of currency, which can be used to develop teaching materials on mathematical content, especially in elementary schools whose implementation is in the form of context-based mathematical problems..

The Development of Islamic Context Learning Materials to Facilitate the Conceptual Understanding of Mathematics

This research was conducted to develop and produce Islamic context-based mathematic learning material. The presentation of Islamic context for pre-service mathematics teachers was intended to facilitate conceptual understanding. This learning material contains rank and root, ratio and scale, and material for flat shapes and spatial shapes. The material is included in the Mathematics Materials Study course for Junior Secondary Education in the Mathematics Teacher Education program. The method in this study uses design research with the type of development study with a qualitative approach. The research phases include the preliminary research phase, the development or prototyping phase, and the assessment phase. The data were collected by filling out a learning material scoring scale by Education and Language expert and an Islamic Study expert. The quality criteria for learning material have valid results if the experts score it with excellent and valid categories. Thus, they do not need significant revision. Based on the research results, the quality of Islamic context-based mathematics learning material is classified into valid criteria at a percentage of 84% according to Mathematics Education experts and a percentage of 83.3% according to Education and Language experts and classified as an excellent category at a percentage of 94% according to Islamic Study expert. Based on these results, the product of Islamic contextual mathematics teaching materials is suitable for use in mathematics lectures.

Development of Realistic Mathematics Learning Materials in Terms of Mathematical Literacy Skills

Mathematical literacy is very important. This is because mathematical literacy emphasizes the ability of students to analyze, argue about ideas effectively in solving mathematical problems they encounter (OECD, 2009, p.19). Judging from various things, the ministry of education and culture has actually anticipated it by making several curriculum changes. However, in the period 2000 until now there have been three types of curriculum that have been implemented, namely the 2004 curriculum, 2006 curriculum and 2013 curriculum. And by mastering students' mathematical literacy, individuals will be able to reflect on mathematical logic to play a role in their lives, communities, and society. Mathematical literacy makes individuals able to make decisions based on a constructive mathematical mindset. Realistic mathematics learning presents a contextual problem that can be related to local excellence-based educational games. The main goal is that students have high mathematical communication skills towards mathematics. Selin, the introduction of local excellence in educational games to students through learning that can be used as a way to grow the character of students to the local culture of the nation of Indonesia. Advances in technology and information that are not balanced with strong filters will affect the lifestyle of a foreign country. In this development using procedural development model. The development model in this study led to the development model of Sugiyono (2015). However, in this study not all steps are applied, this is because the research conducted is still on a limited scale with no cover into the wider research. Therefore it stages of development begins by doing 1. Planning with identification of potential problems, 2. Create a new design, 3. Validate the design, 4. Design revision, 5. Validate the design and the last 6. Product trials.

Peningkatan Prestasi Belajar Siswa pada Materi Kesebangunan dan Kekongruenan Melalui Pendekatan Saintifik di Kelas IX A SMP Negeri 2 Arut Selatan Tahun Pelajaran 2020/2021

In the pre-cycle, the number of students who completed learning reached 7 students. The average value has only reached 68, which means it is still below the KKM. The results of the observations showed a score of 39. This means that the activity of students in the class is not good. In the first cycle, the number of students who completed learning reached 19 students, the average value reached 78. This means that an effective scientific approach is used to improve student achievement in the material of similarity and congruence. In student observation activities, the teacher assesses that students listen to the material conveyed by the teacher, students look enthusiastic in participating in Mathematics learning material congruence and congruence, students can express their opinions, students ask questions about things they don't know and students can work in groups with other friends. The results of the observations showed a score of 85. It means that the activity of students in the class is quite good. However, in order to make it more conducive to learning Mathematics in terms of similarity and congruence, the researcher wants to carry out cycle II. In the second cycle, the number of students who completed learning reached 24 students, the average score was 85. This means that an effective scientific approach is used to improve student achievement in the material of similarity and congruence. Observation results show a score of 108. It means that the activity of students in the class is very good.

Study of Virtual Reality Immersive Technology Enhanced Mathematics Geometry Learning.

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings of subject concepts. In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students.

Peningkatan Pemahaman Konsep Sifat-Sifat Bangun Datar Dengan Metode Guided Discovery Learning di Kelas III SDN Sananwetan 2 Kota Blitar

In learning mathematics, the teacher provides opportunities for students to carry out activities of finding and investigating patterns and to determine relationships. Activities can be carried out through experiments to find sequences, differences, comparisons, groupings, and so on and provide opportunities for students to find relationships between understanding one another. In fact, the Mathematics learning material on the Characteristics of Flat Shapes which was carried out in class III SDN Sananwetan 2 did not appear to have carried out activities related to investigation and discovery. This can be seen from the learning outcomes obtained by class III students, namely from 25 students who achieved completeness only 7 students or 28%. In this case the teacher must conduct a classroom action research so that students get the expected results. The research was conducted using a learning method, namely Guided Discovery Learning, which is a method where in the teaching and learning process the teacher allows students to find information for themselves without being told or lectured, and the teacher acts as a facilitator.

Developing Interactive Digital Mathematics Book with Multi Representation Approach for Deaf Students

Mathematics learning objectives for deaf students are not different from normal students, but their learning approach is not the same. Learning materials for deaf students should be made simple and equipped with multi representation. With the development of ICT, multi representation has become easy and inexpensive. Therefore, the purpose of this study was to develop an interactive digital book with a multi representation approach for deaf students. This study was carried out using 3 initial stages of 4-D research and development design (define, design, develop, and disseminate). Media feasibility is determined based on the results of expert validation, practicality test, and a passing grade. The average score of book validation by the material expert was 2.92 (97.3%), learning design expert was 2.97 (99%), media expert was 2.99 (99.7%), and language expert was 2.78 (92.7%), so it can be said that the book met the validity criteria. The average score of the practicality test by students was 4.24 (84.8%) and teachers were 4.35 (87%), so it can be said that the book met the practicality criteria. The average passing grade was 83.34%, so the book met the effectiveness criteria. By meeting validity, practicality, and effectiveness criteria, it can be concluded that the digital book met the feasibility criteria as mathematical learning materials for VII-grade deaf students.

Improvement of Mathematics Learning Outcomes Build The Space Through Media Three Class 2 Student Dimensions SDN Palebon 02 Semarang

<pre>Mathematics learning media is very necessary to support student learning outcomes. Three-dimensional media can be used as an alternative solution for teaching space building materials. Three-dimensional media is a group of media without projection whose presentation is visually three-dimensional. This media group can take the form of an original object both living and dead, and can also be tangible as an imitation that represents the original (Santyasa, 2007: 15).</pre><p>The purpose of this study was to improve the quality of Mathematics learning material through the use of three dimensional media. This research is a classroom action research (PTK) which is conducted in two cycles, each cycle consisting of planning, implementation, observation, and reflection stages. The subjects of this study were 20 grade II students of SDN Palebon 02 Semarang, with a total of 20 students. The research instruments were observation sheets, learning test results and documentation. Data analysis includes data reduction, data presentation, and drawing conclusions. The finding of this research is that the use of Three Dimensional Media can improve the quality of students' Mathematics learning on Building Space material in class II SDN Palebon 02 Semarang. The results showed that the percentage of student learning activities in cycle I 74.5% increased in cycle II to 91.5% and the percentage of the number of students who completed the learning outcomes in cycle I 61.8% increased in cycle II to 100%.</p>

PENGGUNAAN MODEL PEMBELAJARAN MULTILEVEL GROUP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA MATERI KPK DAN FPB DI KELAS VI SDN KETAWANG KARAY I KEC. GANDING KAB. SUMENEP SEMESTER 1 TAHUN PELAJARAN 2018/2019

This study aims to improve the activities and mathematics learning outcomes of the KPK and FPB material in class VI students of Ketawang Karay I Elementary School in Ganding Subdistrict, Sumenep Regency, 1st Semester Academic Year 2018/2019 using the Multilevel Group learning model. This type of research is classroom action research in collaboration with colleagues. The results of the study showed that the use of the Multilevel Group learning model could increase the activeness of students in the Mathematics learning material of the KPK and FPB. In the aspect of confidence, in the first cycle with good categories, 54% confidence aspects, 69% activeness aspects, 46% learning motivation aspects, and 62% collaboration aspects. In the second cycle with a good category, it increased the self-confidence aspect to 92%, the activeness aspect to 85%, the learning motivation aspect to 85%, and the collaboration aspect to 77%. The results also show that the use of the Multilevel Group learning model can improve student learning outcomes in the Mathematics learning material of the KPK and FPB. In the pre-cycle stage the average grade of 55 with classical completeness was 23%, in the first cycle the average grade was 71 with 62% classical completeness, and in the second cycle the average value increased to 84 with 92% classical completeness.

The Validity of realistic mathematics education based mathematics learning materials for vocational high school students

The validity of learning materials made by the teachers is untested, so it is not valid yet to use in supporting the improvement of students’ mathematical communication skills. This research is a part of RME based research on Mathematics learning materials development to improve mathematical communication skills for Grade X SMK students on construction and property engineering programme. This research is aimed to assess validities of learning materials through two phases. First, self-evaluation was conducted by involving a peer. The results showed that Mathematics learning materials could be extended to the expert review phase with minor revision. Second, expert review, the researcher asked five experts to assess its validity. Thus, the results show Mathematics learning materials have been valid.

Nisab Zakat Fitrah Dalam Pembelajaran Perbandingan Senilai

Materi perbandingan sangatpenting karena dalam keseharian mahasiswasering dihadapkannya dengan materi perbandingan, selain itu permasalahan zakat fitrah merupakan hal yang wajib diketahui bagi yang beragama Islam. Sehingga penggabungan kedua konsep ini merupakan sebuah terobosan dalam menghasilkan pembelajaran matematika.Tujuan dalam penelitian ini adalah menghasilkan lintasan belajar dalam pembelajaran materi perbandingan senilai menggunakan teori nisab zakat fitrah. Metode penelitian yang digunakan adalah design research, melaluitiga tahapanyaitu tahap desain pendahuluan (preparing for the experimentatau preliminary design), tahap percobaan pembelajaran (the design experiment) dan tahap analisis retrospektif (the retrospective analysis).Teknik pengumpulan data didapat dari wawancara, observasi, tes tertulis, dan dokumentasi. Data dianalisis secara deskriptif dan retrospektif bersama HLT yang menjadi acuan atau panduannya. Subjek dalam penelitian ini adalah mahasiswa semester II Program Studi Pendidikan Guru Sekolah Dasar STKIPMuhamamdiyah Bangka Belitung yang berjumlah28 mahasiswa.Pemilihan subjek karena mahasiswa tersebut sedang belajar mata kuliah konsep dasar matematika dimana dalam materinya terdapat materi perbandingan. Dalam penelitian ini mahasiswa mampu memodelkan strategi penyelesaian masing-masing dan sesuai dengan konsep perbandingan senilai. HLT yang didesain memunculkan kreatifitasmahasiswa dalam menyelesaikan permasalahan.