Griya Journal of Mathematics Education and Application

Analysis of Preservice Teachers' Ability to Develop TPACK Integrated Learning Tools

2024-07-27T07:51:06+00:00

This study aims to analyze the ability of preservice mathematics teachers at University of Mataram to develop learning tools such as powerpoint presentations and student worksheets integrated with TPACK to foster 21st-century skills. The study was conducted in Micro Teaching courses with 14 students as research subjects. Data collection techniques included assessment sheets and interviews. The results shows that the learning tools created by preservice teachers are quite capable of supporting 21st-century skills. The ability of preservice mathematics teachers to develop TPACK-integrated powerpoint presentations overall has an average score of 2.43, which is categorized as moderate. The ability of preservice mathematics teachers to develop worksheets integrated with TPACK overall has an average score of 3.59, which is categorized as high. Based on interview results, it was found that applying the TPACK approach in learning tools is very important, as it can create engaging, interactive learning and facilitate students' understanding of the material.

Analisis Kemampuan Berpikir Kreatif Matematis Siswa SMPN 8 Mataram pada Materi Teorema Pythagoras

2024-08-31T08:28:03+00:00

Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir kreatif matematis siswa SMPN 8 Mataram pada materi Teorema Pythagoras. Jenis penelitian ini adalah penelitian deskriptif. Instrumen yang digunakan yaitu tes kemampuan berpikir kreatif matematis yang terdiri dari 2 soal uraian dan pedoman wawancara. Indikator berpikir kreatif yang digunakan dalam penelitian ini adalah fluency (kefasihan), flexibility (fleksibilitas), dan novelty (kebaruan). Teknik penarikan sampel menggunakan cluster random sampling (sampel acak kelompok) berdasarkan kelas dalam populasi dan diperolah kelas VIII-C SMPN 8 Mataram, dengan jumlah 36 orang siswa. Seluruh siswa VIII-C diberikan soal tes kemampuan berpikir kreatif matematis, dari hasil tes dilakukan analisis dan wawancara kepada 5 siswa, masing-masing mewakili 1 ketegori, yang dipilih dengan cara simple random sampling (sampel acak sederhana). Hasil penelitian menunjukkan bahwa persentase siswa dengan tingkat berpikir sangat kreatif (tingkat 4) adalah 8,3%, siswa dengan tingkat berpikir kreatif (tingkat 3) adalah 27,8%, siswa dengan tingkat berpikir cukup kreatif (tingkat 2) adalah 11,1%, siswa dengan tingkat berpikir kurang kreatif (tingkat 1) adalah 44,4%, dan terakhir siswa dengan tingkat berpikir tidak kreatif (tingkat 0) adalah 8,3%.

Analisis Kesalahan Siswa Tipe Kepribadian Thinking dan Feeling dalam Menyelesaikan Soal HOTS berdasarkan Newman’s Error Analysis

2024-09-30T10:03:44+00:00

This research is a descriptive study which aims to describe the errors made by students in solving HOTS mathematics problems based on Newman's error analysis. This research was conducted at MTs NU Al Badar with research subjects of 1 student with a thinking personality type and 1 student with a feeling personality type. The research instrument used in this research is a test instrument in the form of HOTS type mathematics questions with material on Building a Curved Side Room with 3 questions and an interview guide. The results of the research obtained information that the errors made by students when working on high order thinking skills (HOTS) type mathematics problems with the material Building Curved Side Spaces were divided into four types of error categories, namely errors in understanding the problem (comprehension errors), transformation errors (transformation errors). errors), processing skills errors, and errors in writing answers (encoding errors).

Pengembangan Media Pembelajaran Matematika Berbasis Aplikasi Android Menggunakan Power Point dan iSpring pada Materi Himpunan untuk Siswa Kelas VII SMP Swasta Swadaya Tarus

2024-09-30T10:03:31+00:00

The number of smartphone users is increasing across various demographics, including students. With the presence of smartphones among students, it should be able to assist learners in enhancing their interest and understanding of mathematics effectively, anytime and anywhere. Therefore, this research aims to develop a mathematics learning media based on an Android application using PowerPoint and iSpring for set theory material for Grade VII students at Swadaya Tarus Private Junior High School that is valid, practical, and effective. The method employed in this research is research and development using the ADDIE development model: Analysis, Design, Development, Implementation, and Evaluation. Data for this research were obtained through interviews, questionnaires, and tests. The results of this research show that the set theory class application meets the criteria for valid, practical, and effective learning media for set theory material. The average total validity score from three validators is 4.34, indicating that the Android-based mathematics learning media falls into the valid category. The average practicality score from the large class teacher is 4.38, and the responses from the small-scale trial students were 4.6, while the responses from the large-scale trial students were 4.67, placing the Android-based mathematics learning media in the practical category. Additionally, the pass rate for small-scale trial students was 80%, and the pass rate for the large-scale trial students was 70%, indicating that the developed Android-based mathematics learning media falls into the effective category.

Penerapan Model Discovery Learning Berbantuan Video Animasi Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Turunan Fungsi Aljabar Kelas XI IPA Madrasah Aliyah Al-Hikmah Soe

2024-10-03T10:05:06+00:00

This research was motivated by the low learning outcomes of class XI Science at Madrasah Aliyah Al-Hikmah Soe on algebraic function derivatives. The aim of this research is to describe the application of the discovery learning model assisted by animated videos to improve the learning outcomes of class The research method used is Classroom Action Research (PTK), with qualitative and quantitative data types. Data collection techniques in this research were through observation, tests and questionnaires, with the instruments used namely teacher and student observation sheets, test questions and student response questionnaires. Implementation of this Classroom Action Research has 4 stages, namely 1) Planning; 2) Implementation of action (action); 3) Observation; 4) Reflection. The research results showed that the percentage of completeness of students' classical learning outcomes at the end of cycle I reached 50%, increasing to 90% at the end of cycle II and was in very good criteria. The implementation of teacher teaching activity score data at the end of cycle I reached 95.18%, increasing to 96.93% at the end of cycle II and was in very good criteria. In addition, the implementation of student learning activity score data at the end of cycle I reached 91.25% and also increased to 95% at the end of cycle II and was in the very good criteria.