Process Of Learning Mathematics Research Articles

Development Of Interactive Digital Media On Single Data Presentation Materials For Class IV Sdn Jatayu Bandung

Difficulty of students in understanding the material, as well as the difficulty of teachers to explain the material in the process of learning Mathematics due to the use of learning media or limited teaching materials, in addition to the lack of use of digital learning media that varies resulted in the learning process of mathematics performed by teachers with students is less than maximum. The research is aimed at developing interactive digital media based on E-Book on Class IV Mathematics subjects, using the Borg and Gall model research and development (R&D) method modified by Sugiyono to solve problems as well as to be an alternative for teachers and students in the learning process of mathematics in SD and to know the validity of products that have been developed through the Stage of Material Validation and Media validation. The Borg and Gall model, modified by Sugiyono, consists of five stages of development: potential and problems, information collection, product design, design validation, and design revision

INOVASI PEMBELAJARAN MATEMATIKA PADA SD NEGERI 230 MALUKU TENGAH BERBASIS KEARIFAN LOKAL

Mathematics learning activities at SD Negeri 230 Maluku Tengah is a form of community service activity from a series of Teaching Assistance activities carried out by Pattimura University. From the results of the mathematics learning activities on 28 students in grade 5 and grade 6 at SD Negeri 230 Maluku Tengah, it was found that there was a significant increase from the pre-test results. Where the value of the post-test results is higher than the pre-test results, then according to statistics descriptive there is a difference in the average student learning outcomes before being given training (pre-test) with student learning outcomes after being given training (post-test). The test results with the pair sample test method obtained a significance value (Sig.) of 0.038 <0.05, so it can be concluded that there is a real difference (significant) in the average between the pre-test and post-test learning outcomes. Apart from that, learning materials raised from the local context also encourage and facilitate students in understanding the process of learning mathematics based on local wisdom

Pelaksanaan Pembelajaran Matematika Melalui Moda dalam Jaringan Menurut Perspektif Guru, Siswa dan Orang Tua

The purpose of this study was to find out how the implementation of mathematics learning through an online system during social/physical distancing situations from the perspective of teachers, students, and parents. This type of research is qualitative research using a literature study and interviews. The subjects in this study were teachers, students, and parents of grade VIII students at SMP Negeri 1 Jatibarang in the 2020/2021 school year. The result of this research is that the mathematics learning process is carried out online using Google Classroom media, Whatsapp, voice chat, and Google Form. However, the implementation process is not optimal. Many perspectives on the process of learning mathematics through an online system implemented in rural areas during the Covid-19 pandemic do not agree that the learning process is carried out online. Because, there are many obstacles faced such as unstable networks, additional expenses to buy quotas, tedious learning, not all students have smartphones, materials that are difficult to understand, and not achieving Basic Competence (KD).

Preschool Teachers’ Opinions on the Mathematics Learning Process of Immigrant Children

A limited number of studies on the cognitive learning processes of immigrant children reveal that children have difficulties in learning mathematics. Studies to date have generally been carried out to understand teachers' experiences in multicultural mathematics learning environments. However, it is important to understand children’s own experiences to ensure that every child has access to quality mathematics education. This study aims to explore the mathematics learning process of immigrant children in the preschool period through teacher opinions. The study was designed with a case study, one of the qualitative research designs. The participants consist of 10 preschool teachers determined by purposive sampling. The data were obtained through semi-structured interviews. The interviews were transcribed and the data were analyzed by content analysis. The findings showed that teachers believed that the immigrant children in their classrooms have mathematical skills appropriate for their age or at a higher level. Teachers stated that immigrant children have difficulties in understanding and naming mathematical concepts and performing some mathematical skills. It has been determined that teachers play an organizer, facilitator and collaborative roles in the mathematics learning of immigrant children.

MathCityMap Application in Mathematics Learning in Primary School

<p><em>The background of this research is that the use of digital technology in learning mathematics in schools has not been optimal. The purpose of this research is to improve mathematics learning outcomes by utilizing technology through the MathCityMap application in teaching geometry in elementary schools. Methods This research uses classroom action research which is carried out in two cycles</em><strong> </strong><em>The subject was a population of 68 grade five students in an elementary school in West Java, using descriptive statistics. Data collection techniques using questionnaires, observations, tests, and, documentation studies. The results of this study indicate an increase in mathematics learning outcomes. In pre-cycle 58.05, it increased in cycle 1 to 72.03 and increased again in cycle 2 to 89.60.The results of observations show that the use of digital technology has the potential to support teachers in facilitating the teaching and learning process of mathematics outdoors so that students gain direct mathematical experience and deal with the real world. Based on these results, MathCityMap is proven to be able to improve mathematics learning outcomes for elementary school students, especially in teaching geometry.</em></p>

Post Covid-19 Pandemic: Evaluating The Effectiveness Of Digital Learning Platforms For Students' Engagement In Mathematics Lessons

School closures in Nigeria during the Covid-19 pandemic left millions of students and lecturers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most lecturers and students; consequently, there was then a limited experience with it. This study examined and evaluated the integration of Digital Learning Platforms into the teaching and learning of mathematics during the COVID-19 pandemic. Furthermore, it assesses the perception of both students and lecturers about the use of Digital Learning Platforms and their general rating of the effectiveness of the available digital platforms for mathematics teaching and learning processes. Simple random sampling procedure was used to select twenty (20) lecturers and hundred (100) undergraduate students from a federal government owned university in the Southwestern State of Nigeria. 
 The percentage was used to analyze the respondents’ demographic information while the Chi-Square was adopted to analyze the data. Results of the analysis of the formulated hypothesis indicated that two or more digital platforms were used by the lecturers to teach mathematics in post covid-19 pandemic and both Zoom and Google Meet are considered effective for mathematics teaching in post covid-19 pandemic. Also, lecturer’s digital skills are dependent of the integration of digital learning platforms in mathematics teaching and student’s academic engagement exposure is independent of digital learning in pre-and-post-covid era
 Based on the findings of the study, it was suggested that digital technologies may be included in mathematics curricula at various stages of education and education stakeholders should take advantage of the findings of this study to encourage lecturers to continue using technologies in mathematics teaching.

THE LACK OF FINANCIAL EDUCATION IN BRAZILIAN FAMILIES

This research Works deals with a topic that has been of great concern since ancient times, the lack of financial education and its impacts on daily life, although here this approach is restricted to Brazilian families, it is also seen with caution in other countries. In this context, most families have little or no knowledge about financial education, thus making it difficult to interpret their budgets, which weighs on the planning of resources for eventual emergencies. Faced with this reality, it is necessary to identify factors that influence the learning process of financial mathematics that were not previously acquired and seek coherent solutions, thus promoting satisfactory results of this knowledge. Therefore, knowing the reality of the consumer is essential to direct a spending limit consistent with his profile, even seeking the use of some financial technological resources related to basic operations as a way to enhance learning. This research is of a bibliographic nature, with the purpose of analysis and reflection with regard to financial education in Brazilian homes and factors that contribute to the difficulties encountered in managing their earnings, as well as the commitment of personal achievements. To this end, materials were collected on financial education websites, financial management books, investment blogs, finance, scientific articles and in all possible collection means that will enrich this study and thus be able to direct more attention to families that encounter these difficulties. Further aggravated by the pandemic.

Upaya Meningkatkan Pemahaman Siswa dalam Pembelajaran Matematika melalui Penerapan Pendekatan Konstruktivisme di Kelas VIII-G SMP Negeri 12 Mataram

The purpose of this study was to find out: Students' understanding of learning Mathematics before applying the constructivism approach in class VIII.G of SMP Negeri 12 Mataram in the academic year 2022/2023; The student learning process in learning Mathematics uses a constructivism approach in each class cycle VIII.G SMP Negeri 12 Mataram for the 2022/2023 academic year; Increasing students' understanding of learning Mathematics through the application of a constructivism approach in each class cycle VIII.G of SMP Negeri 12 Mataram for the 2022/2023 academic year. This research is a Classroom Action Research (CAR), using two cycles through the planning, action, observation, and reflection stages. As subjects in this study were class VIII.G students for the 2022/2023 academic year with a total of 32 students, consisting of 17 male students and 15 female students. The results of the study were obtained from 32 students who took the class average score test before the action 72.09 or 59.38% classical completeness, to 74.69 or 74.69% classical completeness in cycle I, increased to an average of 78.19 or 96.88% in cycle II. From cycle I to cycle II and has shown the application of the constructivism approach can improve understanding and learning outcomes of Class VIII.G students of SMP Negeri 12 Mataram.

Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Mathematics plays a vital role in academics as well as in the everyday lives of individuals. Moreover, it is considered the most complicated and tough academic subject among students due to its complexity. Whereas, in terms of teaching and assessment strategies, mathematical conceptualization is also one of the most challenging aspects among teachers. In the classroom, mostly pedagogical and traditional assessment practices develop students' negative attitudes towards mathematics. Similarly, assessment in mathematics is an integral part of teaching and learning, but it is usually viewed as a problematic part of the instructional task. There is considerable evidence that teachers' beliefs about mathematics assessment impact their teaching of mathematics. This study aims to identify the perceived approaches to assessment in the mathematics classroom and analyze the effective domains of assessment in the mathematics classroom by pre-service teachers in Khairpur. Therefore, to explore this perspective, this study has been conducted with pre-service teachers to analyze their perceptions regarding assessment practices for mathematics. The qualitative research methods employed in this study and the qualitative data collected through a structured interview protocol. The sample of study comprises five pre-service teachers from district Sukkur, Sindh. In an effort to address the research questions, thematic analysis has been used. Furthermore, the findings of this study indicated that the different perceptions of pre-service teachers about assessment in mathematics range from traditional to constructive, which highlights the importance of teaching approaches that focus on formative assessment in the math classroom along with summative assessment in a constructive way. It is recommended that formative assessment be used during the teaching and learning process of mathematics because formative assessment is more effective than summative assessment.Moreover, the study suggests that teachers should adopt some effective strategies for assessment of mathematics.

MATHEMATICS TEACHERS’ ANXIETY IN TEACHING AND LEARNING PROCESS: A LITERATURE REVIEW

Over the last few decades, many studies have placed attention on math anxiety in students, but math teachers can also experience anxiety that requires the attention. Math teachers can experience the anxiety in the form of math anxiety and math teaching anxiety, which can affect the learning process of mathematics. The purpose of this study is to identify the factors that cause math anxiety and math teaching anxiety in teachers. The method used in this research is Systematic Literature Review (SLR) with a survey-based descriptive approach through analysis the articles that fulfilled the inclution criteria, namely (1) published during the last ten years (2013-2022), (2) written in Indonesian or English, (3) indexed by Scopus or Sinta, which are browsed on the Google Scholar, ERIC, and Garuda database using the keywords “teachers’ math anxiety" and “teacher’s math teaching anxiety”. The results showed that mathematics teachers who experience mathematics anxiety in the form of feelings of worry and discomfort when thinking or doing something related to mathematics, this is caused by a low level of mathematics knowledge and self-confidence, while mathematics teaching anxiety causes worry and feeling uncomfortable when going to or teaching mathematics, this is caused by several factors such as experiencing mathematics anxiety, low mastery of learning technology, low levels of self-confidence, and unsupportive learning infrastructure.

Studi Eksperimen Model Pembelajaran Problem Based Learning terhadap Hasil Belajar Matematika Siswa Materi Barisan dan Deret Kelas XI

One of the learning models that can be used to involve students in solving a problem is a problem based learning model that can be a bridge in the learning process of mathematics. The purpose of this study is to determine whether there is an effect of the problem based learning model on the mathematics learning outcomes of the material of sequences and series in class XI of SMA Negeri 5 Prabumulih. The population in this study were all students of class XI SMA Negeri 5 Prabumulih with a sample of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. Based on the calculation of student learning outcomes using the problem based learning model, totaling 36 students, the average value = 75,00 and the standard deviation value is = 12,479 and student learning outcomes without using the problem based learning model are 33. students, obtained an average value of = 53,94 and the standard deviation is = 13,565. After the data were analyzed, the values of tcount = 6.718 and ttable = 1.998 were obtained. This means that t count is in the rejection area of H0, meaning H0 is rejected and Ha is accepted. Thus, it can be concluded that there is an effect of the problem based learning model on the mathematics learning outcomes of the material of sequences and series in class XI of SMA Negeri 5 Prabumulih, the truth is accepted.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE CONNECTING, ORGANIZING, REFLECTING, EXTENDING TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XII IPA SMAN 2 BATUSANGKAR

Understanding of mathematical concepts is the foundation that will help students achieve their learning objectives, thus understanding mathematical concepts becomes an important component in the learning process of mathematics. However, class XII students of the Science Program at SMAN 2 Batusangkar still have a low understanding of mathematical concepts. One of the strategies to overcome this is to modify the learning model, such as the Connecting Organizing Reflecting Extending (CORE) cooperative learning model. The research conducted on class XII IPA students at SMAN 2 Batusangkar aims to find out whether students who understand mathematical concepts using CORE cooperative model are higher than the conventional learning process. This research is a Quasi Experiment with a nonequivalent posttest-only group design. The population is all students of class XII IPA SMAN 2 Batusangkar with samples from class XII IPA 2 and XII IPA 3. The final test of understanding mathematical concepts is used as a research instrument. Keywords– Connecting Organizing Reflecting Extending, Understanding of Mathematical Concep

Ways to form students' creative abilities in the school mathematics course

The article discusses the theoretical foundations and pedagogical features of the organization of students' creative abilities during the development of «creative abilities of students». The factors and conditions that contribute to the skills of students' creative abilities are revealed, didactic units and functions worthy of organizing students' research activities are considered in the mathematical learning process, the structure of which is indicated. In teaching mathematics, the definition of «creativity» is clarified. A pedagogical analysis of textbooks of the natural and mathematical direction is carried out and the advantages in textbooks are indicated. The concept of «creative abilities of students» is considered and problems are given. Scientific research was carried out in the general secondary school «Shokai No. 24». When conducting research work, methods of analysis of pedagogical and psychological literature, pedagogical analysis of creative abilities, observation, survey, pedagogical experiment are used. As a result of the research, search and research, creative tasks aimed at the development of search and research, creative activities of students were compiled. Students were interviewed anonymously. The study involved 57 students, 25 percent of whom were able to complete the tasks in full. Discussing the results of the survey; students who work with additional literature, who are interested in independent search, creative work, were able to complete the tasks. The result of scientific research can be used as an auxiliary tool for specialists in the field of mathematics, who teach algebra courses in the school curriculum, search and Research tasks for the development of search and research activities of students.

Analisis Kesulitan Siswa Dalam Pembelajaran Matematika Pokok Bahasan Operasi Hitung Bilangan Bulat kelas V SD Negeri 021 Bangkinang

The purpose of this study is to determine where the location of difficulty and factors that cause difficulties in learning mathematics on the subject of integer count operation. Research subjects are taken that is class V which has the average value of mathematics still under Minimum Exhaustiveness Criteria (KKM). Data collection methods used were test method, observation method, interview method. The test method is used to obtain student completion data on the counting integer counting material in the form of essay 10 items. Observation method is used to determine the condition of subjects during the learning activities of mathematics and to know the factors that can affect the learning process of mathematics. And interview method is done to know clearly problem faced by student when study material counting integer. From the data of final analysis result, the percentage of students difficulties in skill 50% including enough category, difficulties in understanding the concept of 23.3% including less category and difficulty in problem solving by 20% including less category. So expect teachers in shaping the pattern of teaching mathematics is not solely shown in the students' skills in solving the problem. But more important is how to invite students to understand and understand and master the existing concepts well and correctly, so that students do not have difficulty in learning mathematics.

Design and Validation of a Classroom Observation Instrument to Evaluate the Quality of Mathematical Activity from a Gender Perspective

This study aimed to design and validate an instrument as a guideline for classroom observation and analysis of teaching–learning process in mathematics. The instrument considers 3 dimensions and 16 subdimensions with a gender perspective. A content validity process by eight expert judges is presented, built from a dialectical work between theory and empirical evidence from more than 100 classes observed and recorded on video from 19 educational centers. The degree of agreement between experts was determined with Fleiss Kappa and Kendall coefficients. Experts’ judgement scored each dimension from 1 to 3. Globally, an almost perfect strength of agreement was obtained in 6 of 16 dimensions with x->2.5, and in the other 10 dimensions, a strength of agreement was obtained between moderate and almost perfect, 2,14≤x-≤2,5. Fleiss Kappa coefficients were highest in relevance and clarity, κ = 0.425, 95% CI [0.344, 0.506], p < 0.001 and, κ = 0.461, 95% CI [0.375, 0.548], p < 0.001, respectively. Moreover, the degree of clarity, coherence, sufficiency, and relevance was statistically moderately agreed upon in their assessments, with an overall Kendall’s W = 0.489, p < 0.001.

Meta-Epistemological Nature of Mathematics and Its Implication to the Empirical Learning Process in Mathematics: An Extension of Plato’s Thoughts

Mathematics philosophers do not have a common agreed understanding about the nature of Mathematics. An attempt to describe the nature of Mathematics begun in the 4 th C, BC, when Plato conceived that, Mathematics is constituted by abstract objects existing beyond the mind; and its mathematical knowledge is acquired empirically. Aristotle (Plato’s student) extended the ideas of Plato by conceiving that mathematical knowledge can be acquired with or without senses.Since then up to 17 th C, AD, debates continued, experimentalists standing on one side and rationalist on the other side, instead of focusing on the fundamental nature of Mathematics, they focused on whether mathematical knowledge is a an empirical knowledge or rational knowledge. However, from 17 th C, AD, debates moved from experimentalist versus rationalist to an attempt in resolving paradoxes in real number and set theories. The focus in describing precisely nature of Mathematics was completely lost.In respect to the reviews of Plato’s thoughts and related literature, it is concluded that, thoughts of Plato’s thoughts are correct and consistent. Metaphysically, Mathematics is built upon a set of mathematical objects that exist beyond the mind. The mathematical objects possess six attributes: shape, qualities, form, structure, properties and applicability. Also, epistemologically, the attributes of mathematical objects build the body of mathematical empirical knowledge. The empirical mathematical knowledge is acquired in a cycle of five stages: perception, exposition, execution, assimilation and rationalization stages. Keywords: Nature of Mathematics, Metaphysical objects, Mathematical space, Mathematical objects, Meta-Epistemological attributes. DOI: 10.7176/JPCR/56-02 Publication date: March 31 st 2023

PENGARUH KEPUASAN KERJA DAN MOTIVASI GURU MATEMATIK TERHADAP PENGGUNAAN BAHAN BANTU MENGAJAR DIGITAL MATEMATIK DI SEKOLAH RENDAH

The use of digital teaching aids in the online teaching and learning (TL) process of Mathematics is synonymous during the era of the Covid-19 pandemic. However, online TL is not easy for Mathematics teachers. Teacher job satisfaction and motivation should be taken into account as a result of this pandemic era. Therefore, a survey study was conducted to examine the influence of job satisfaction and motivation of Mathematics teachers on the use of digital teaching aids in primary schools in North West Coast, Sabah. A total of 242 primary school Mathematics teachers were selected using simple random sampling. This study was a quantitative study using a survey research design. Data was collected using three questionnaires that each measured the level of job satisfaction, motivation and the use of mathematics digital teaching aids among teachers. The findings of the study found that the level of job satisfaction, motivation and the use of mathematics digital teaching aids were at a high level (Mean > 3.90). Meanwhile, job satisfaction and motivation were found to have a positive and significant relationship (rJS = .638, p < .05; rm = .541, p < .05) and influence (BetaJS = .492, tJS = 9.304, p < .05; Betam = .309, t m= 5.838, p < .05) on the use of mathematics digital teaching aids. This study can be used as a guide and measure for those responsible for planning and implementing efforts to improve the level of mathematics achievement of students in primary schools.

Analisis pembelajaran matematika materi skala dan perbandingan kelas V sekolah dasar

<p><em>The purpose of this study was to determine the learning planning, learning process and evaluation of mathematics learning on scale and comparison materials. This type of research is qualitative with a case study approach. The subjects of this study were school principals, fifth grade teachers and fifth grade students. Data collection techniques in this study were through observation, interviews and documentation. Data analysis in this study used an interactive model developed by Miles and Huberman. The results of the study showed that the fifth grade teacher at SDN 01 Tuban in planning mathematics learning on the scale and comparison material, not all indicators were carried out, there was one indicator that had not been implemented by the teacher, namely the indicator for planning procedures, types, and preparing assessment tools, this resulted in lesson planning carried out by the teacher.The process of learning mathematics on scale material and comparisons for class V SDN 01 Tuban, the teacher has carried out all indicators, but there is one indicator that has not been carried out optimally, namely demonstrating special abilities in learning mathematics, the teacher does not instill mathematical concepts with manipulative activities</em></p>

Gesture Analysis of Children with Special Needs in Solving Mathematics Problems

<p style="text-align:justify">Mathematics learning is essential for children with special needs (CSN). The process of learning mathematics at the CSN can be started from concrete to abstract. During the math learning process, many gestures are produced by CSN. Gestures can direct the individual to take and understand the implied meaning of any movement or facial expression. The problem formulated in this study is how the CSN gesture in learning mathematics and aims to describe the gesture produced by CSN during the mathematics study. The subject in this study was the CSN with an autistic category. Research is conducted by observing the mathematical learning process. This research uses a qualitative approach. Data is collected with an observation technique using an audio-visual camera and is subsequently analyzed qualitatively. The results showed that the fundamental characteristics of CSN in math learning could be seen from the gesture. Each gesture contains verbal meaning and can represent how they think they are in understanding mathematical problems. Another characteristic is indicated by repeated actions (gesture pointing repeatedly). This condition indicates the special attention and confidence of CSN toward the object being observed.</p>

The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study.

The learning process of Mathematics is a challenge in Latin America; therefore, it is of vital importance to conduct actions that improve the performance in this science. This article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is to improve: the definition of rational numbers, problem-solving ability, mathematical order relationships, and equivalent fractions. We worked with 67 students between 12 and 14 years old, organized into an experimental group (n = 35) and a control group (no participation group; n = 32). We made pre and post-test measurements and found that the control group students improved in their problem-solving ability F(1,65) = 8.76, p = 0.04, η 2 = 0.12 and equivalent fractions F(1,65) = 4.54, p = 0.03, η 2 = 0.06. In conclusion, the importance of applying innovative processes to improve the teaching and learning of Mathematics can be affirmed. It is important to note that both the control and experimental groups improved their learning, however, the experimental group did so to a greater extent than the students in the control group, who received a traditional educational process, and they did learn, but not at the level of the experimental group.