Mathematical resilience is necessary for learning mathematics because the nature and impression of mathematics is a complex subject for most students. This study aimed to determine the effect of the ...module-assisted Direct Instruction model and mathematical resilience on the problem-solving abilities of prospective teacher students at a private university in Yogyakarta. This research is a quantitative descriptive study with a quasi-experimental design of the nonequivalent control group design type. The sample used was 40 students divided into 19 students in the experimental class, namely the class that received the module-assisted Direct Instruction learning model, and 21 students in the control class, namely the class that received the Expository learning model. The data collection technique is done by giving a mathematical resilience questionnaire. The data analysis technique used quantitative descriptive analysis techniques. The results also show that the Direct Instruction learning model assisted by the module effectively supports problem-solving abilities controlled by the variable of mathematical resilience in discrete mathematics lectures.
The purpose of this paper is to introduce the idea of how to construct transfinite numbers and study transfinite arithmetic. The research method used is a literature review, which involves collecting ...various sources such as scientific papers and books related to Cantorian set theory, infinity, ordinal or transfinite arithmetic, as well as the connection between infinity and theology. The study also involves constructing the objects of study, namely ordinal numbers such as finite ordinals and transfinite ordinals, and examining their arithmetic properties. The results of this research include the methods of constructing both finite and transfinite ordinal numbers using two generation principles. Both finite and transfinite ordinal numbers are defined as well-orderings that are also transitive sets. Arithmetic of finite ordinal numbers is well-known, but the arithmetic of transfinite ordinal numbers will be introduced in this paper, including addition, multiplication, and exponentiation.
Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. ...Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.
Banyak permasalahan yang terjadi dalam proses pembelajaran, terutama pada media pembelajaran berbasis teknologi yang digunakan, peneliti bermaksud untuk mengembangkan media pembelajaran yaitu ...pengembangan kuis dan game edukasi menggunakan Wordwall pada pembelajaran pertidaksamaan nilai mutlak bentuk linier. Tujuan penelitian ini adalah (1) untuk mengembangkan kuis dan game edukasi menggunakan Wordwall, dan (2) untuk mengetahui kelayakan produk tersebut dari hasil validasi. Metode penelitian yang digunakan adalah Model ADDIE. Metode pengumpulan data yang digunakan adalah kuesioner. Data dianalisis dengan teknik deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kuis dan game edukasi menggunakan Wordwall telah dikembangkan mengikuti Model ADDIE yang meliputi lima langkah, yaitu: (1) analisis, (2) perancangan, (3) pengembangan, (4) implementasi, dan (5) evaluasi. Hasil validasi menunjukkan bahwa (1) ahli materi menilai pengembangan media ini sangat layak dengan rata-rata persentase 77%, dan (2) ahli media memperoleh rata-rata persentase 77,33% berkualifikasi layak. Pada tahap implementasi memperoleh skor rata-rata pada uji coba terbatas sebesar 78,67% (termasuk kategori sangat menarik) dan uji coba lapangan utama sebesar 84,14% (termasuk kategori sangat menarik sekali); dan diperoleh korelasi yang positif dan signifikan antara skor angket respons peserta didik dan skor hasil belajar melalui kuis (r = 0,641 signifikan pada taraf signifikansi 5%). Implikasinya. kuis dan game yang dihasilkan melalui penelitian ini dapat digunakan sebagai sarana pembelajaran. Oleh karena itu, disarankan kepada guru untuk mengembangkan kuis dan game menggunakan aplikasi Wordwall untuk materi lainnya.
This systematic literature review examines the development of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education and its impact on teaching. The study analyzed 25 ...peer-reviewed articles published between January of 2018 and December of 2022 from the Scopus and ERIC databases to answer four research questions. The results reveal that most studies on TPACK have been conducted in Turkey, the United States, Costa Rica, and Malaysia, with both in-service and pre-service mathematics teachers as subjects. The majority of the studies focus on the use of digital technology and identify factors that hinder the development of TPACK among mathematics teachers, including lack of confidence, resistance to change, lack of institutional support, and inadequate resources. The study recommends active participation in pedagogical technology training for teachers and prospective teachers to improve mathematics teaching. Although the use of technology in teaching and learning offers many benefits, it also presents challenges that need to be addressed to effectively integrate technology into mathematics teaching and enhance the development of TPACK among mathematics teachers.
This research aims to produce and determine the feasibility of quiz and educational game using Word Wall that are suitable for online learning of quadratic inequality, rational, and irrational for ...grade X. This research method is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research result is learning media in quiz and educational game using Word Wall for quadratic inequality, rational, and irrational material. The feasibility test of materials and media on quiz and educational game resulted in a percentage of 77% and 79,1% with a decent category. The attractiveness of quiz and educational game resulted in a percentage of 81% in the limited trial and 82,2% in the field trial, both of which were in the very interesting category. The results of the correlation test obtained a positive and significant correlation between student responses and student learning outcomes. The implication is that this development product can be used as a student learning tool, and it is recommended that teachers can develop Quiz and educational game using Word Wall on other materials.
This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. ...The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.
Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based ...mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.
The purpose of this research was to find out the thinking processes of a concrete student in solving two-dimensional problems. The research method used is descriptive qualitative. The research ...subjects were two students taken using purposive sampling. The instrument used was the Test of Logical Operations and problem-solving tests. Stages of data analysis used are researching all data, making a cognitive classification of students, choosing concrete students to be used as research subjects, reviewing the results of concrete student work in solving mathematical problems, verify data and data sources that have been classified and transcribed in the presentation or exposure of data. The results showed that at the stage of understanding the problem and re-checking the answers, concrete students use the assimilation at the stage of planning to solve the problem of doing the disequilibration. At the stage of carrying out a plan to solve a problem, concrete students carry out the accommodation. During this study, it was found that students 'habits in mathematical problem-solving did not plan to solve problems, did not re-examine answers, and there were students' habits by interpreting the final results of problems. It can be concluded that the students' concrete thinking processes in solving two-dimensional problems vary according to the stages of problem-solving.
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