Understanding Of Ability Research Articles

The Implementation of Scientific Approach to Increase Mathematical Understanding Ability on Junior High School Students

This research is motivated by the ability of mathematical understanding of students in Indonesia is still relatively low, students find it difficult to understand abstract mathematical concepts and mathematical understanding is not fully optimized and can be said to be still lacking, this condition is caused by a tendency to memorize and a little introduction to what is useful from the mathematical material studied. The purpose of this study is to implement a scientific approach to students' mathematical comprehension abilities. This research is a Classroom Action Research (PTK) using a spiral model from Kemmis and McTaggart with the stages being plan, action, observation or observation, and reflection for each cycle. The subjects in this study were grade VII students of Nur Al Rahman IT Junior High School for the 2022/2023 academic year with a total of 20 students. The material used is algebraic. The instrument used is a test instrument consisting of 7 mathematical understanding questions. The results of this study stated that students' mathematical understanding increased as evidenced by the increase in the percentage of question achievement indicators after 2 learning cycles. The percentage of cycle I results is low at 49%, while the percentage for cycle II is 81%. Based on the results of the study, the author concludes that implementing a scientific approach is an effort that can be done in the learning process to see or improve students' mathematical understanding.

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects.

Development of Discovery Learning Tools to Facilitate Junior High School Students’ Mathematical Understanding Ability

This research and development (R&D) aim to produce learning tools in the form of syllabus, lesson plans (RPP), and student worksheets (LKPD) based on discovery learning models on geometry flat-side materials to facilitate the mathematical understanding ability of 8th-grade students of junior high school that has met the valid and practical requirements. The development model used is 4-D, consisting of four stages: Define, Design, Development, and Disseminate. The research instruments used in this research are validity instruments in the form of validation sheets and practicality instruments in the form of student response questionnaires. The syllabus, RPP, and LKPD that has been developed are validated by three validators and then tested out. According to data analysis of validation results, learning tools have met the valid requirements with an average score syllabus of 3.93, RPP of 3.86, and LKPD of 3.80. The student response questionnaire showed that the practicality of LKPD has met the practical requirements with an average score of in small group trials 3.61 and large group trials 3.53. Thus, the learning tools developed have met the valid and practical requirements to be used by 8th-grade students of junior high school.

The Implementation of Scientific Approach to Increase Mathematics Understanding Ability on Algebraic Derivative Materials

Referring to the objectives of learning mathematics and NCTM, one of the abilities that must be developed is the ability to understand mathematics. The importance of having the ability to understand mathematics includes this ability listed in the learning of mathematics in the 2006 KTSP mathematics curriculum and the 2013 curriculum. This study aims to examine the increased understanding  of the material concept of derivatives of algebraic functions in class XI high school students. This type of research is classroom action research. This research was conducted on class XI high school students for the 2020/2021 academic year, consisting of 16 students. The instrument used is a test of students' mathematical understanding abilities, in the form of 6 questions that focus more on students' understanding abilities regarding the derivative of algebraic functions; observation sheet for teachers and students to see the condition of the implementation of the action. This study shows that students' mathematical understanding abilities have increased as seen from the questions tested on each test with an increase in mastery from initially 31.25% to 56.25%. The results of this study indicate that the application of a scientific approach can improve the comprehension skills of class XI students on material derived from algebraic functions.

The Implementation of Scientific Approach to Improve Mathematical Understanding Ability on Junior High School Students

Mathematical understanding ability is a very important skill for students to achieve, because mastering mathematical involves more than just remembering formulas and knowing how to count, understanding concepts is also needed. But in reality, understanding skills are still low, students are still mostly fixated on existing formulas and examples given by the teacher. The purpose of this study was to see the improvement of mathematical understanding ability of VII students on Algebra material at Dharma Kartini Junior High School. This research uses classroom action research (CAR). The method used the spiral model of action research from Kemmis and McTaggart. The instrument used was a test instrument consisting of 10 questions of algebra material which was prepared based on the mathematical understanding ability of students whose learning used a scientific approach. This research was conducted in 2 cycles, each cycle consists of several stages starting from the planning, action, observation and reflection stages. The results of this study indicate that the aspects of students' mathematical understanding ability have increased as seen from the increasing percentage achievement on the question indicators after 2 learning cycles, namely in cycle I by 48% and cycle II by 78%. It is known that algebra material in class VII students of Dharma Kartini Junior High School can be influenced by the scientific approach with mathematical understanding ability. As more and more students showing understanding they can conclude and explain back what they have learned.

PENGEMBANGAN BAHAN AJAR MATEMATIKA PADA MATERI PROGRAM LINEAR DENGAN MODEL PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SMA

This research supported by the lack of student’s mathematical understanding ability, and the need for the development of linear programming material for students.The purposes of this research are: to describe the characteristics of linear programming material written with problem-based learning model, and assess the quality of material considered from validity, practicality, and effectiveness.The research used quantitative and qualitative approaches, with research and development method, in form of Dick and Carey’s design. Research was conducted at one of senior high school in Bandung. The instruments used are: validation’s sheets, the mathematical understanding test, observation sheets, and questionnaire. According to the data processing and analysis of the development of material, researcher have two conclusions. The first conclusion, characteristic of material developed was: based on the curriculum 2013 standard with a KI-1 not specified in teaching materials and some KI-2 not all included in material, the presentation of material developed according to a problem-based learning model, and equipped with a problem, examples, exercise about, and evaluate compiled based on an indicator of mathematical understanding ability. The second conclusions, instruction materials developed was valid, practical, and effective.

Robot-Enabled Construction Assembly with Automated Sequence Planning Based on ChatGPT: RoboGPT

Robot-based assembly in construction has emerged as a promising solution to address numerous challenges such as increasing costs, labor shortages, and the demand for safe and efficient construction processes. One of the main obstacles in realizing the full potential of these robotic systems is the need for effective and efficient sequence planning for construction tasks. Current approaches, including mathematical and heuristic techniques or machine learning methods, face limitations in their adaptability and scalability to dynamic construction environments. To expand the current robot system’s sequential understanding ability, this paper introduces RoboGPT, a novel system that leverages the advanced reasoning capabilities of ChatGPT, a large language model, for automated sequence planning in robot-based assembly applied to construction tasks. The proposed system adapts ChatGPT for construction sequence planning and demonstrates its feasibility and effectiveness through experimental evaluation including two case studies and 80 trials involving real construction tasks. The results show that RoboGPT-driven robots can handle complex construction operations and adapt to changes on the fly. This paper contributes to the ongoing efforts to enhance the capabilities and performance of robot-based assembly systems in the construction industry, and it paves the way for further integration of large language model technologies in the field of construction robotics.

A Practical Guide in Designing Curriculum for Diverse Learners

The increasing diversity in the student population presents challenges for educators in designing curricula that cater to the needs of all learners. This article explores the importance of designing curricula for diverse learners and the benefits it brings in promoting educational equity and inclusive education. It emphasizes the need to recognize and respect learners' diverse backgrounds, abilities, and learning styles to create an environment that fosters equal opportunities and educational success. Library research was conducted to gather information on designing curriculum for diverse learners. Thorough literature searches were performed using online library catalogs, research databases, and academic journals. Relevant sources were critically evaluated for credibility and relevance to ensure reliable information.The article discusses the needs of diverse learners, the challenges in curriculum design, frameworks and models for designing curriculum, and strategies to adapt the curriculum to meet diverse learners' needs. It highlights the significance of understanding cultural backgrounds, language proficiency, learning styles, abilities, and equitable access to resources. The Universal Design for Learning framework and other models offer valuable strategies for inclusive curriculum design.

Analysis of Ability to Understand Concepts Using the Contextual Teaching and Leaning Learning Model in Class XI SMA Negeri 1 Ulu Idanotae

This research is based on the results of observations and interviews with teachers at SMA Negeri 1 Ulu Idanotae where researchers obtained information that the ability to understand students' concepts was low, making it difficult for students to explain math problems, this is evidenced by the average student test scores. only around 59 with sufficient category. This study aims to find out how students' understanding abilities when using the Contextual Teaching and Learning model. This type of research is quantitative research with a descriptive approach. The research design used is the One-Shot Case Study. The research instrument used was a test of the ability to understand mathematical concepts. The number of population in this study is 215 people with a large sample of 36 people taken using nonprobability sampling with purposive sampling technique. Based on the results of the research, after learning in class using the Contextual Teaching and Learning learning model, it was obtained that the average ability to understand students' mathematical concepts was 75.38 which was in the good category. This is inversely proportional to the average ability to understand students' mathematical concepts when making initial observations, which were only around 59 in the sufficient category. It can be shown that the mathematical understanding ability of students at SMA Negeri 1 Ulu Idanotae increased when learning was implemented using the Contextual Teaching and Learning model.

Ionosphere variability I: Advances in observational, monitoring and detection capabilities

The paper aims to review recent advances regarding the observational and monitoring capabilities of the ionization conditions in the Earth's upper atmosphere. The analysis spans both ground and space-based experiments, seeking for new installations and/or missions, new or upgraded instrumentation and/or observational network establishments as means for advancing current understanding and prediction ability of the ionosphere variability. As a solid basis and a clear requirement for considerable advances in the field, progress towards the more efficient access to research facilities and data centres is also investigated. Giving the emphasis in the period from 2015 onwards, the ultimate goal of the present analysis is to assess present status with respect to the COSPAR/ILWS Space Weather roadmap's considerations/recommendations for 2015–2025 as input to the roadmap’s update undertaken by the ISWAT/COSPAR action.

Science education using Kaanbale virtual reality

Virtual Reality (VR) is an emerging technology that has gained a significant role in the instruction of science because in contrast to text and face to face learning, has a positive impact on their contents learning, generating positive emotions for comprehending physics concepts. Kaanbale is a Virtual Reality system designed with Kanban and MeISE methodologies that provides an captivating and immersive experience for students and allows them to view and understand science subjects and topics through a personal virtual environment. The concept used in this work was Uniform Motion, which is defined as the motion of an object in which the object travels in a straight line and its velocity remains constant along that line as it covers equal distances in equal intervals of time, irrespective of the duration of the time; but through Kaanbale is possible simulate other physics motion concepts like uniformly acceleration, parabolic and free-fall. This paper intends to demonstrate that the immersion and engagement that high school students gain from Kaanbale VR significantly enhances their ability to understand and retain information.

Correlates of Oral Health Conditions and Oral Health Literacy Among a Sample of Patients With Cardiovascular Disease: A Cross-sectional Study

Background: Oral health literacy (OHL) and dental health indicators in people with cardiovascular diseases (CVDs) are important health conditions that have been less investigated in this group of patients. The aim of the present study was to evaluate oral health conditions and OHL in adult patients with cardiovascular conditions who referred to dental clinics in southwest, Iran. Methods: This cross-sectional study was conducted in Ahvaz, Iran in 2021-2022. The oral and dental health status and literacy of 302 people were investigated, and data were collected using a standard questionnaire about OHL (with dimensions of comprehension and calculation ability), as well as demographic and medical information. Then, the patients were clinically examined by a dentist to determine oral health indicators (Decayed, missing, and filled teeth: DMFT) and oral health index (OHI-S). Finally, data were analyzed using SPSS, version 22. Results: The mean DMFT was 11.06±3.55. According to the OHI-S, 124 (41.1%), 75 (24.8%), and 103 (34.1%) people were categorized in mean, good, and poor oral health levels, respectively. Pearson’s correlation coefficient demonstrated a direct, strong, and significant relationship between age and DMFT and OHI (r=0.702, r=0.678 P<0.001). The relationship between understanding ability and DMFT and OHI was inversely correlated (r=-0.389, r=-0.278, P<0.001), and the relationship between calculation ability and OHI, as well as between calculation ability and DMFT was inverse and significant ((r=-0.572, P<0.001) and r=-0.429, P<0.001, respectively). Conclusion: The results showed that there is a relationship between OHL and OHI in people with CVD, although it is not in a favorable condition. As a result, the design, implementation, and evaluation of oral health education programs for patients with CVD are highly recommended, and it is imperative that oral and dental health be carefully monitored in these patients.

디지털 리터러시의 인지적 실재감을 활용한 경계선지능 학습자의 학습지원 방안

The purpose of this study is to present a learning support plan for borderline intelligence learners who are repeatedly sluggish by utilizing the cognitive reality of digital literacy. Based on literature research, the influence of digital literacy and cognitive presence on learning was analyzed. As a result of the analysis, digital literacy is the foundation of learning, and learning outcomes vary depending on the degree of understanding of digital literacy. In order to strengthen the cognitive ability of borderline intelligence students, the learning of digital competencies and the production of content to experience a sense of cognitive reality were presented. It is a content that adds stories, pictures, and videos related to the learning concept. Cognition and understanding ability can be strengthened by increasing immersion through learning content. By assessing the cognitive, behavioral, and emotional functions of borderline intelligence learners, we can facilitate meaningful education through the utilization of relevant content. As follow-up research, research on methods for enhancing the digital literacy competency of students with borderline intelligence, research on cognitive function-enhancing content, and simulation models for each function of students with borderline intelligence should be continued.

Effect Size Analysis of the Use of Guided Inquiry-Based Teaching Materials on Students’ Competence

Teaching materials are needed in learning to deliver information systematically to students in order to achieve the expected competencies. The real condition in the field show that the use of teaching materials based on certain learning models were still limited. For this reason, this research was conducted to analyze the effect size of the use of guided inquiry-based physics and science teaching materials on students’ competence. The research method used is meta-analysis based on effect size with research subjects, namely 20 national and international articles. The results showed that the use of guided inquiry-based physics and science teaching materials was effective in increasing the competence of students at the junior high school level with a very high effect size. In addition, the use of guided inquiry-based physics and science teaching materials on teaching materials in the form of modules and textbooks gives a very high effect size and student worksheet and videos gives a high effect size. The use of guided inquiry-based physics and science teaching materials is effective in increasing the competence of students on cognitive learning outcomes with a very high effect size, on critical thinking skills, HOTS, conceptual understanding, and metacognitive abilities giving a high effect size, and on generic science skills gives a moderate effect size.

Evektifitas Pembelajaran Matematika dengan Model Pembelajaran Problem Based Learning Berbasis Powerpoint terhadap Kemampuan Pemahaman Konsep Matematika SMP N 4 Pekalongan pada Materi Statistika

This study aims to determine the ability to understand concepts with problem-based learning models better than direct learning models in class VIII statistics material at SMP N 4 Pekalongan and to determine students' conceptual understanding abilities to achieve completeness by applying problem-based learning models based on powerpoint learning statistical materials class VIII SMP N 4 Pekalongan. This research includes quantitative research in the form of an experimental study with a Quasi Experimental Design. Data was collected using a test technique. The respondents in this study were 32 class VIII students at SMP Negeri 4 Pekalongan in the 2022/2023 academic year. Preliminary data analysis includes normality test and homogeneity test. The average similarity test is used to determine the average similarity between the experimental class and the control class. Final data analysis in this study consisted of hypothesis 1 test (mean difference) and hypothesis 2 test (proportion test). The results of this study indicate that the ability to understand mathematical concepts of students who are taught using the Powerpoint-based Problem Based Learning learning model is better than the ability to understand mathematical concepts of students who are taught using the direct learning model and the ability to understand the concepts of students who are taught using the Powerpoint-based Problem Based Learning model. has achieved completeness by getting a score of ≥ 70 more than 75%.

Effect of Collaborative Learning on Conceptual Understanding ability in Mathematics among 5th Grade Neglected Children

Conceptual understanding is a fundamental component of learning as it allows students to develop a deep and meaningful understanding of a subject. This is especially true in subjects like mathematics, where understanding the principles and logic behind formulas and equations is crucial particularly for neglected children. The objectives of the study were to investigate the effect of collaborative learning on the conceptual understanding ability of 5th grade neglected children in mathematics and to explore the beliefs of students about mathematics and the teaching of mathematics in collaborative learning settings. This study used both quantitative and qualitative methods. The study involved 60 students of fifth-grade from Child Protection School Lahore, divided into control and experimental groups. The experimental group received collaborative learning treatment, while the control group used traditional learning methods for two weeks. Quantitative and qualitative data were collected using pre and post-tests and structured interviews. Results showed that the experimental group performed better on mathematic achievement test than the control group, and their beliefs about mathematics improved. The research findings indicated that collaborative learning is a more efficient approach for enhancing the conceptual understanding abilities of 5th grade students compared to traditional learning methods. The study recommended the widespread adoption of this approach for educational rehabilitation of neglected children throughout the Punjab.

Analysis of the Mathematical Comprehension Ability of Grade VIII Students on the Pythagorean Theorem

This study aims to describe students' mathematical understanding abilities, especially in circle material. This research was conducted at MTs Nurul Yaqin Pekanbaru to 10 grade VIII students. The method used in this study is a descriptive method using a qualitative approach to analyze student answers from the given instrument. The instrument used in this study was a written test of mathematical comprehension ability with two questions. Based on the results of data analysis, it can be seen that the mathematical understanding ability of class VIII students at MTs Nurul Yaqin Pekanbaru is still relatively low. Students cannot apply formulas in simple calculations, perform algorithmic calculations, and do not understand the questions given. During learning, only a few students actively asked and answered questions given by the teacher. Students who were less active in the learning process tended to listen and take notes delivered by the teacher. Students had difficulty understanding questions, were not challenged to solve non-routine math problems, were nervous about answering questions about poorly understood mathematic material, were doubtful about being able to learn difficult mathematic material on their own, and were unable to find new ways to do difficult math problems.

Peningkatan Kemampuan Pemahaman Matematis Siswa Kelas V Pada Pembelajaran Kooperatif Tipe Think Pair Share

The ability to understand is the main requirement in the process of learning mathematics. Understanding is the basis for achieving the expected abilities in mathematics. This study aims to obtain an overview of the increase in the ability to understand mathematically geometric material (cubes and blocks) in students who receive cooperative learning with the think-pair-share type and direct learning. The method in this study was a quasi-experimental design using non-equivalent groups for pretest and posttest. The subjects of this study were two classes, namely the fifth grade at an elementary school in Cidahu, Sukabumi Regency, West Java Province. From this study, it was concluded that, based on the average increase in students' mathematical understanding abilities in geometric material (cubes and blocks), those who studied with the think pair and share type cooperative model achieved higher results than those who received direct learning.

EXPLORING STUDENTS' PROFICIENCY THROUGH PERSONAL CHARACTERISTICS IN MATH LOGIC COURSES USING PEER TEACHING FLIPPED CLASSROOM

Mathematical logic is a mandatory course offered in a range of educational settings. Mathematical logic is a kind of particular understanding. Students must understand the concept of mathematical logic before they can apply it to solve problems. On the other hand, students are divided into two major personality types: extroverts and introverts. Students' personality types influenced their study process. This study was carried out to examine the impact of students' personality types on their conceptual understanding abilities. Where questionnaires for personality examinations and tests for understanding concepts were employed as research instruments. According to research findings, in using the peer teaching flipped classroom model, students' conceptual understanding in math logic courses is strongly affected by personality category. The results of experiments such as peer teaching flipped classrooms exhibit that extrovert students have better conceptual understanding skills than introvert students. On the other hand, students who use the PTFC model are better than students who learn using the conventional models. Creating videos and organizing class discussions has a big impact on students who are outgoing. They can improve their skills while also sharing their knowledge and information with their classmates.

Bruner’s theory on the development of e-book traditional snacks ethnomathematics for mathematical understanding ability

This study aims to make traditional books that were packaged electronically with an ethnomathematics approach to traditional snacks, which was adapted from Bruner's theory by presenting three stages of Bruner's theory as enactive, iconic, and symbolic by incorporating elements of traditional snacks as an ethnomathematics approach as an effort to build students' mathematical understanding abilities. The method used the 4-D concept by using questionnaires and test instruments so that this media was valid and suitable for use as a medium in learning mathematics. The results showed a score of 3.86 for material experts and 3.74 for media experts, with 82% eligibility criteria to improve students' mathematical understanding abilities. The response to the ethnomathematics-based e-book was 91% with the "Very Eligible" criteria. It can be concluded that this e-book was developed to meet valid criteria and is practical and effective in use.