Representation Skills Research Articles

Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study.

Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures. All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated. Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills. This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.

Kemampuan Representasi Matematis Siswa dalam Memecahkan Masalah Relasi dan Fungsi Kelas VIII SMP

This study aimed to knowing and describe students' mathematical representation skills in solving relational and function problems for class VIII in academic year 2021/2022. The research method used was descriptive research with a qualitative approach. The instruments used were mathematical representation ability tests and interview. The research subjects were students VIII C with 30 students who were given a mathematical representation ability test grouped into high, medium, and low categories based on their mathematical ability. From each category, 2 students were selected to be interviewed further. In general, from the test results, students with high mathematical representation abilities have been able to achieve indicators of mathematical representation abilities with an achievement percentage of 82.63% which is very good. Students with moderate mathematical representation skills with an achievement percentage of 51.26%, which is sufficient. and students with low mathematical representation skills with an achievement percentage of 25.95%, which is less. From the results of interviews, students with high mathematical mathematical representation abilities were able to explain the answers to the test results very well. Students with moderate mathematical representation skills are quite able to explain their answers well. Students with low mathematical representation ability are able to explain the answer but the explanation given is less detailed.

ANALYSIS OF MATHEMATICAL REPRESENTATION ABILITY ON ASSEMBLAGE MATERIAL FOR JUNIOR HIGH SCHOOL STUDENTS

This study aims to provide description of mathematical representation ability of Pekanbaru Junior High School students based on the answers to assemblage questions. The research method Decriptive method in the form of a survey was used in this research. The research subject are 25 students of class VII. The object of research is the ability of students' mathematical representation on the assemblage material. The data analysis technique uses deductive methods by collecting data, processing data, presenting data and also analyzing data with the help of experts and theories from a literature review. Data was collected by measuring written tests about mathematical representation abilities. Consists of 6 assemblage of essay questions with moderate criteria. Through the validity test, valid results were obtained with moderate and high criteria and had moderately correlated reliability with good criteria. The results of the data test and analysis concluded that students' mathematical representation abilities applied to assemblage material had 91% visual representation skills using diagrams, 76% representation skills using mathematical expressions, and 51% mathematical representation skills using words.

Improving Body Representation and Motor Skills with a Preschool Education Program: A Preliminary Study.

Background: Body representation is described as a fundamental ability to build efficient motor skills. However, no structured and evidence-based program on body representation currently exists. This study assesses the effectiveness of a school-based body representation program (ENCOR: EN for ‘Enfant’ and COR for ‘Corps’ in French) on body representation abilities and motor skills in preschool children. ENCOR focus on body representation abilities as a foundational ability for motor skills. It was designed with teachers and occupational therapists to be autonomously achieved by teachers. Methods: Twenty-three children aged 5–6 years were included and provided with education interventions (control versus ENCOR). Results: Body representation accuracy and precision in localization increased by about 20% and 37%, respectively, in the intervention program compared to the control intervention. In the body part naming task, participants performed fewer of the most frequent errors (i.e., from 198 to 116 left-right discrimination errors). As expected, performance in the body representation tasks and the motor skills tasks were correlated at baseline. We show that motor skills improved after the ENCOR training. Conclusions: Given the need for evidence-based programs in schools, this program could efficiently help implementing body representation education on a large scale. Future studies should evaluate the effectiveness of the program on other cognitive abilities and academic outcomes.

DEVELOPMENT OF STUDENT WORKSHEET WITH SAVI APPROACH TO IMPROVE MATHEMATICS REPRESENTATION ABILITIES IN CYLINDER MATERIALS

This research aimed to develop a valid, practical, and effective worksheets with SAVI approach and can improve students' mathematical representation skills on cylinder material. The method of this research was a Research and Development (R and D) through the development of 4-D (Define, Design, Develop, and Disseminate). This research was conducted at SMP Negeri 1 Pace. The subjects of this research was 32 students of class IX. The results of the validation of the LKS with SAVI approach by the validator get an assessment of 3.8 after experiencing product revision. This shows that the LKS with SAVI approach that was developed is declared valid. The results of the analysis of the practicality of the LKS with SAVI approach were declared practical with the percentage of student response questionnaires of 85.03% and from the teacher's observation sheet of 87.5%. LKS with SAVI approach succeeded in increasing students' representation ability with a percentage increase of 90.625%. The result of the percentage of product completeness is 71.875% so it can be said that the LKS product with SAVI approach is an effective product. These results indicate that worksheets with SAVI approach are considered valid, practical, effective, and can improve mathematical representation skills.

Development of E-module Space Geometry Based on Vee's Heuristic Strategy to Train Students' Mathematical Representation Skills

The research aims to produce e-modules based on vee heuristic strategies that are valid, practical, and effective to train the mathematical representation skills of high school students, with the material used is the geometry of space. This research is development research with 4-D design (Define, Design, Development, and Dissemination). The subjects of this study were students of class XII MIPA and IPS Of Al-Qudwah Integrated High School, which amounted to 30 students. The data in this study was collected using questionnaires and tests. From the analysis results obtained, the average total validation score (RTV) from media experts is 4,062 with an excellent category, material experts with 4,625 with unique varieties, and the average e-module user response score of 89.00. The indicates that the student's response to Learning using e-modules based on heuristic vee strategies is positive so that e-modules can be declared practical. The mathematical representation of students after using this vee heuristic strategy-based e-module earns a total average of 3.32 with excellent category. Based on the results of such data analysis, the e-module based on vee heuristic strategies developed is worth using as a practical learning resource to train students' mathematical representation skills on space geometry. The app makes it easy for students to access flexible learning resources anywhere and anytime.

From fish out of water to new insights on navigation mechanisms in animals

Navigation is a critical ability for animal survival and is important for food foraging, finding shelter, seeking mates and a variety of other behaviors. Given their fundamental role and universal function in the animal kingdom, it makes sense to explore whether space representation and navigation mechanisms are dependent on the species, ecological system, brain structures, or whether they share general and universal properties. One way to explore this issue behaviorally is by domain transfer methodology, where one species is embedded in another species’ environment and must cope with an otherwise familiar (in our case, navigation) task. Here we push this idea to the limit by studying the navigation ability of a fish in a terrestrial environment. For this purpose, we trained goldfish to use a Fish Operated Vehicle (FOV), a wheeled terrestrial platform that reacts to the fish’s movement characteristics, location and orientation in its water tank to change the vehicle’s; i.e., the water tank’s, position in the arena. The fish were tasked to “drive” the FOV towards a visual target in the terrestrial environment, which was observable through the walls of the tank, and indeed were able to operate the vehicle, explore the new environment, and reach the target regardless of the starting point, all while avoiding dead-ends and correcting location inaccuracies. These results demonstrate how a fish was able to transfer its space representation and navigation skills to a wholly different terrestrial environment, thus supporting the hypothesis that the former possess a universal quality that is species-independent.

Kemampuan Representasi dan Disposisi Matematis Siswa Melalui CTL dan SAVI

The facts show that the mathematical representation and disposition skills that are important for students are still low and need to be improved. For example, the Contextual Teaching and Learning (CTL) learning model and the Somatic Auditory Visualization Intellectually (SAVI) learning model. The purpose of the study is to analyze the differences in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models. The research method is quasi-experimental with a population of all eighth-grade students of one of the public junior high schools in Garut. The research sample consisted of two classes, namely class VIII-H as many as 32 students as experimental class 1 with CTL learning model and class VIII-I as many as 35 students as experimental class 2 with SAVI learning model. The research instrument was in the form of a description test and a questionnaire. The results showed that there were differences and increases in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models.

THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP 7 KOTA TERNATE MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA MATERI TEOREMA PYTHAGORAS

The purpose of this study is to determine the students' mathematical representation ability after applying the Problem Based Learning model, to find out the increase in students' mathematical representation abilities after the problem based learning model was applied to the Pythagorean theorem material and to know that the application of the problem based learning model could improve students' mathematical representation skills on the Pythagorean theorem material. . The design of this research is experimental design with one group pretest posttest model by making 20 students of SMP 7 Ternate City as the sample. Pretest and posttest instruments were used that had met the validity and reliability to obtain data on students' mathematical representation abilities. The analysis test requirements were carried out with the normality test. Data analysis of students' mathematical representation abilities before and after learning with a problem based learning model was carried out descriptively and inferentially. The results showed that: (1) The mathematical representation ability of SMP 7 Ternate City students after applying the Problem Based Learning model to the Pythagorean Theorem material obtained 4 students with satisfactory qualifications, 2 students with sufficient qualifications; 2 students on less qualifications and 12 students on failed qualifications. ( 2) Improved mathematical representation ability of SMP 7 Ternate City students after applying the Problem Based Learning model to the Pythagorean theorem material in moderate interpretation; and (3) The application of the problem based learning model can improve the mathematical representation ability of the students of SMP Negeri 7 Ternate City on the Pythagorean Theorem material.

Predictive Power of 8th Grade Students' Translating Among Multiple Representations Skills on their Algebraic Reasoning

The purpose of the present research is defining the direction and level of the relationship between 8th grade students’ translating among multiple representations skills and their algebraic reasoning and revealing the predictive power on algebraic reasoning. The research was conducted in accordance with relational survey model, which is a quantitative research method, and the study group consists of the total of 188 students, who studied at 8th grade in state schools.The data of the research were collected with the Translating Among Multiple Representations Test (TAMRT) and Algebraic Reasoning Evaluation Tool (ARET). Data were analysed using Pearson correlation and multiple linear regression analysis. Findings revealed that there is a significant relationship between students’ translating among multiple representations skills and their algebraic reasoning (r=.59; p<.01). Predictive power of students’ translating among multiple representations skill on their algebraic reasoning was found as 40%. According to the analysis on the each translating skill’s prediction of the subscales of the algebraic reasoning, only translating to graph and table representation skills predict subscales of algebraic reasoning.

Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented

&lt;p class="0abstract"&gt;Chemistry is branch of science that is different because of chemical representations. The chemical representation made students assumed that chemistry is difficult. Students must master chemical representation to be able understand chemistry deeply. Besides, science process skills are crucial skills in learning chemistry, however, the students’ science process skills are rare to be involved. Chemical representation and science process skills have relationship each other. Nowadays, it was still difficult to find module could be used either face-to-face learning or online learning. Therefore, this study aimed to develop valid module integrated chemical representation and science process skills, and can be used in face-to-face learning and online learning (dual mode module) and to investigate teachers’ response about module. The research design used was ADDIE, data collected by using online validation form that was given to 6 validators to assess module based on suitability content, potential effectiveness, and overall satisfaction. To investigate chemistry teachers’ response to module, the online questionnaire given to teachers and it was further analyzed using percentage and compare to criteria of validity and criteria of response user. Th result found that module developed is valid with suitability content is 90.7%, potential effectiveness is 92%, and overall satisfaction is 92.5%. The chemistry teachers’ response showed that this module is very good criteria (92.36%). Therefore, dual mode module hopefully would be used in learning chemistry as media in face-to-face learning and online learning and also support chemical representation and science process skills among students. &lt;/p&gt;

Barriers and enablers to the implementation of multidisciplinary team meetings: a qualitative study using the theoretical domains framework

BackgroundEvidence-based clinical practice guidelines recommend discussion by a multidisciplinary team (MDT) to review and plan the management of patients for a variety of cancers. However, not all patients diagnosed with...

Representation Mathematics through The Power of Two

Mathematical representation is one of the abilities that support students in understanding mathematical concepts. However, some students have difficulty in developing mathematical representation skills so that it needs good handling so that the objectives of learning mathematics are achieved. The purpose of this study was to describe the improvement of students' mathematical representation abilities in mathematics learning using “The Power of Two” model. Researchers used a quantitative approach with the method of Quasi Experiment and Pretest-Posttest Control Group Design. The population in this study were students of class X one of the high schools in Bandung Regency, the sample was taken by simple random sampling technique. The selected sample was class X MIPA-4 as the experimental class and X MIPA-5 as the control class. The instruments used were in the form of description questions to obtain N-Gain data and student responses to obtain response data regarding mathematics learning through the Power of Two model. The data analysis technique used is the Independent t-Test. The results showed that the average increase in the mathematical representation ability of students who received mathematics learning using The Power of Two model was 0.88 in the high category, while the average increase in the mathematical representation ability of students who received conventional learning was 0.67 in the moderate category. That is, there are differences in the increase in the mathematical representation ability of students who learn using The Power of Two model with students who learn using conventional models. In general, 87.5% of students gave positive responses to learning mathematics using the Power of Two model. Thus, learning mathematics through The Power of Two model can improve students' mathematical representation abilities.

Peningkatan Kemampuan Representasi Matematis Siswa dengan Pembelajaran Berbasis Masalah Melalui Pendekatan Konstekstual dan Matematika Realistik

Mathematical representation ability is still low. The purpose of this research is to find out the difference in increasing mathematical representation skills between students who get problem-based learning models through contextual approaches and realistic mathematics. The research method is quasi-experimental with a population of all eighth-grade students of a private junior high school in Kadungora. The samples are class VIII-A and class VIII-C. The data was obtained through a description test of the mathematical representation ability. The results showed that there was no difference in the improvement of students' mathematical representation abilities between those who received problem-based learning models through contextual approaches and realistic mathematics. The quality of improving the ability to interpret mathematical representation is moderate. Contextual approach and realistic mathematical approach, both can be used to improve mathematical representation ability.

Kemampuan Representasi Matematis Siswa Melalui Model Problem Based Learning dan Probing Prompting Learning

The students' mathematical representation ability is low. Efforts to improve mathematical representation skills include innovating learning models. The purpose of the study was to analyze the differences and quality of improvement in mathematical representation skills between students who received the problem-based learning model with probing prompting learning, along with student attitude responses. The research method is quasi-experimental. The population is all class VIII students of one of the private junior high schools in Garut for the 2018/2019 academic year, the samples are class VIII-A and VIII-B. The results showed that there were differences in the ability of mathematical representation between students who received the problem-based learning model with probing prompting learning, the quality of improving the mathematical representation ability of students in both classes had moderate interpretation, and students' attitudes had good interpretations. A problem-based learning model with probing prompting learning can be used in learning to improve mathematical representation abilities.

Analysis of David Kolb's Learning Style According to Mathematical Representation Ability

The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills.&#x0D; Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

Students' Quantitative Literacy in Solving PISA Problem Based on Gender Differences

Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA MELALUI PENERAPAN STRATEGI SCAFFOLDING

This descriptive qualitative research aims to describe the mathematical representation abilities of students through the application of the scaffolding strategy. The subjects of this study were 2 students with low representation abilities and 2 students with moderate representation abilities in class VIII-4 of SMP Negeri 6 Banda Aceh. The data was collected by means of a mathematical representation ability test sheet, interviews, and a recording device. Then data analysis by reducing data, presenting data, triangulating time, and drawing conclusions. The results showed that subjects with low representation skills tended to perform visual representations, but after scaffolding they were able to use visual representations independently and verbal representations by checking several times. Meanwhile, subjects with moderate representation ability tend to perform visual and verbal representations with multiple checks and symbolic representations with several interventions, after scaffolding they are able to use visual and verbal representations independently, even though symbolic representations still require several interventions. This shows that the students' representation ability gets better after being given a scaffolding strategy.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA SAAT PEMBELAJARAN DALAM JARINGAN DI MASA PANDEMI COVID-19

The ability of mathematical representation becomes a student bridge to connect abstract ideas with logical thinking in order to understand mathematical problems. This qualitative descriptive study aims to analyze the mathematical representation abilities of class XI.IPA students of SMA Ali Maksum Yogyakarta in the online learning during the Covid-19 pandemic. The instrument used was a mathematical representation ability test and written interview guidelines via google form. The data analysis technique used is interactive analysis with the stages of data reduction, data presentation, and making overall conclusions. Analysis of test result data is used to determine the level of mathematical representation ability of students, while the results of interviews are to strengthen test results and determine student learning constraints. The results of this study indicate that the level of students' mathematical representation skills in verbal forms is included in the high category, while visual and symbolic forms are included in the medium category. Constraints that arise when learning online, such as limited learning time, signal stability, difficulty understanding the material, and lack of freedom to ask questions have an effect on the test results obtained.