Symbol sense is crucial in the understanding of mathematical problems comprising various symbols. The misuses of symbols happen due to misinterpretation, which is considered the constraint to learn algebra more comprehensively, including in linear programming. The term ‘metaphor’ is defined as a means to carry over symbol sense, and is used to improve mathematical understanding. This present research was aimed at analyzing errors on mathematical symbol as a metaphor in linear programming. This research was conducted by means of descriptive qualitative design, with a test and interview as the instruments. The test was made essay, and its results were analyzed qualitatively. The test, further, was administered to five eleventh graders selected according to highest rates of errors committed. This research has shown that the students committed a number of errors in some cases, such as representing symbols as variables, representing numbers, and interpreting symbols as relational operators. In addition, errors which the students committed in constructing mathematical models covered defining the final value, representing numbers, applying inequality system, and interpreting symbols as operation counts. This present research has provided some ways for symbol sense, and thus the errors on mathematical symbol as a metaphor could be lessened. Next, this research can be further followed up by reviewing the effectiveness of remedial instruction according to the committed errors on mathematical symbols.

/pdf/an-analysis-of-errors-on-mathematical-symbol-as-a-metaphor-1c4juuwvxc.pdf

An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming

Tujuan penelitian ini adalah (1) menguji kualitas Inductive Discovery Learning terhadap kemampuan representasi matematis peserta didik, (2) menganalisis kemampuan representasi matematis ditinjau dari self efficacy peserta didik pada Inductive Discovery Learning. Penelitian ini merupakan penelitian kombinasi (mixed method) tipe concurrent embedded, dimana metode penelitian kualitatif lebih ditekankan. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VII SMP Islam Sultan Agung 4 Semarang. Sampel penelitian adalah dua dari lima kelas yang ada pada kelas VII (dipilih kelas eksperimen dan kelas kontrol). Pada kelas eksperimen dilakukan pengkategorian ditinjau dari self efficacy masing-masing peserta didik (self efficacy tinggi, sedang, dan rendah). Setiap kategori self efficacy diambil dua peserta didik untuk dijadikan subjek penelitian kualitatif. Pengumpulan data dilakukan melalui (1) pengumpulan data kuantitatif dengan tes dan kuesioner, (2) pengumpulan data kualitatif dengan wawancara dan dokumentasi. Hasil penelitian menunjukkan: (1) tahap perencanaan pembelajaran dinyatakan dalam kategori baik dari perolehan skor penilaian perangkat pembelajaran 3,954; tahap pelaksanaan pembelajaran dinyatakan dalam kategori baik dari perolehan rata-rata penilaian aktivitas guru 4,108; dan tahap penilaian menggunakan uji ketuntasan klasikal (lebih dari 75% dari seluruh peserta didik kelas eksperimen tuntas secara klasikal) dan uji beda rata-rata (t hitung > t tabel  dinyatakan rata-rata kemampuan kelas ekspeimen lebih dari rata-rata kemampuan representasi matematis kelas kontrol). Dari ketiga tahap tersebut dapat diperoleh kesimpulan kualitas pembelajaran melalui IDL terhadap kemampuan representasi peserta didik termasuk kategori baik, (2) Peserta didik dengan self efficacy tinggi dapat menggunakan semua indikator representasi matematis dengan maksimal dibandingkan dengan peserta didik dengan self efficacy sedang dan rendah.
The purpose of this study are (1) Inductive Discovery Learning quality of voice to the ability of mathematical representation of learners, (2) the ability to represent themselves from self-learning. This research is a combination research (mixed method) type of concurent embedded, where qualitative research method is more emphasized. The population in this research is all students of class VII Islamic Junior High School Sultan Agung 4 Semarang. The study sample is two of the five classes that exist in class VII (selected experimental class and control class). In the experimental class, categorization is done in terms of self efficacy of each learner (self efficacy is high, medium, and low). Each category of self-efficacy is taken by two students to be the subject of qualitative research. Data collection was conducted by (1) completion of quantitative data with tests and questionnaires, (2) completion of qualitative data with interviews and documentation. The results showed: (1) learning planning stage in good category of score assessment appraisal tool 3.954; Stage of learning implementation in the category of both average work average 4,108; And the assessment stage uses classical exhaustiveness test (more than 75% of all classical experiments class experiments are classical) and average difference test (t count = 15.92> t table = 1.675 average ability of expeimen class higher than average The ability of the mathematical representation of the control class). From the three stages can be obtained through the quality of learning through IDL to the ability of student representation including good category, (2) learners with high self efficacy can use all indicators of mathematical representation with the maximum compared with learners with moderate and low self efficacy.

Analisis Kemampuan Representasi Matematis Ditinjau dari Self Efficacy Peserta Didik melalui Inductive Discovery Learning

Critical thinking is an ability that students must have to make a reasonable decision based on facts in solving a problem correctly. But in reality not all students have this ability. This study aims to determine the effectiveness of applying the Realistic Mathematics Education approach compared to the direct learning model on the critical thinking skills of elementary school students. This study uses a quasi-experimental method. The research design was a non-equivalent control group design. The sample of this research is the fourth grade students of SDN 2 Mangunrejo as the experimental class and the fourth grade students of SDN 3 Mangunrejo as the control class. The instrument used to measure critical thinking skills is a written test. The average value of student learning outcomes for the experimental class is 82.30, while the control class is 62.33. Thus it can be concluded that there is a difference in the average student learning outcomes between the RME class and the control class. The results of the Independent Sample t-test showed a sig (2-tailed) value of 0.00 0.05 so it can be concluded that there is a significant difference between the average student learning outcomes in the RME class and the control class. From the results of data analysis, it can be concluded that the Realistic Mathematics Education approach is more effective in improving critical thinking skills when compared to the direct learning model.

/pdf/the-effectiveness-of-realistic-mathematics-education-276jwo8i.pdf

The effectiveness of realistic mathematics education learning approach on critical thinking skills of elementary school students

Abstrak Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran Penelitianini bertujuan menghasilkan perangkat pembelajaran matematika Model IKRARberpendekatan RME yang valid, praktis dan efektif. Model pengembangan mengacupada model Plomp. Hasil penelitian ini adalah: (1)perangkatpembelajaran yangdikembangkan valid: Silabus 3,99 (baik); RPP3,93 (baik); bukusiswa 3,86 (baik);LKS 3,84 (baik); dan TKRM 4,03 (sangat baik) untuk rentang 1-5; (2) Perangkatpembelajaran dinyatakan praktis: a) rata-rata kemampuan guru mengelola kelas4,27 (sangat baik) untuk rentang 1-5; danb)rata-rata respon siswa positif  83,64%;(3) Pembelajaran matematika dinyatakan efektif: a) rata-rata KRM kelas uji cobaperangkat lebih besar dari 70, proporsi siswa dengan nilai minimal 70 melebihi75%; b) KRM siswa kelas IKRAR dengan rata-rata sebesar 81,95 lebih baik daripada kelas ekspositori sebesar 68,91; c) KRM siswa dipengaruhi secara bersamasamaoleh kemandiriandanketerampilansebesar73,2%;d)peningkatan KRM kelasIKRARsebesar 0,62 (sedang).Dalam pembelajaan matematika, hendaknya gurumemperhatikankemampuanrepresentasimatematikasiswa,khususnya dalammerepresentasikansoaldari bentuk teksmenjadibentuksimbolmatematika. Abstract The purposeof  this studywas toproduce amathematics learning equipment is valid, practice,and effectiven. The research that used is instructional development model which refers toa Plomp’s model.Theresult of  learning equipment development as follows: (1) learningequipment developed isvalid: syllabusis 3,99 (good); RPPis3,93(good); student book is3,86 (good); LKSis3,84 (good); and testthe KRM is 4,03 (very good) for 1 to 5 scale; (2)learningtooluse specified practice, namely: a) abilityto manage classroom teacher is very goodhas an average 4,27, b) the positive student response to learning hasan average 83,64%;(3)learningmathematicseffective: a) KRM average grade test device is greater than 73, aswell as the proportion of  students who learn a minimum value equal by 70 by 75 %; b)the existence of  a positive influence of  independent learning and skill of  the matematicalrepresentationabilityas large as 81,95; c) class that learn use IKRAR Models better thanexpoxitory; and d) an increasing intheKRM formation proccess ofIKRAR class is 0,62(medium). In mathematics learning, teacher should pay attention to student’s mathematicalrepresentation ability, specialy to representate text form to mathematics symbol.

Aristiyo

Papers

Pembelajaran matematika model ikrar berpendekatan rme untuk meningkatkan kemampuan representasi matematika