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Journal articles on the topic 'Mathematics learning'

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Published: 4 June 2021
Last updated: 25 April 2022

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1

Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.
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2

Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.
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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (September 30, 2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.
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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.
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5

Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning
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6

Harper, Frances K., and Sandra Crespo. "Learning to Collaborate While Learning Mathematics." Mathematics Teacher: Learning and Teaching PK-12 113, no. 10 (October 2020): 800–811. http://dx.doi.org/10.5951/mtlt.2019.0192.

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This task structure both engages students in serious, grade-level appropriate mathematical work and allows the teacher to do the intentional and purposeful work of building a collaborative classroom culture. We highlight possibilities for adapting this task structure to teach different mathematics content across grade levels 3–5.
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7

Wewe, Melkior. "THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT." Journal of Education Technology 1, no. 1 (May 3, 2017): 13. http://dx.doi.org/10.23887/jet.v1i1.10079.

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This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the learning achievement which used problem based learning model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement.
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8

Habibi, Andrik, and Tri Novita Irawati. "The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, no. 1 (January 31, 2019): 33–43. http://dx.doi.org/10.36835/axi.v4i1.342.

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Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education
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9

Young-Loveridge, Jennifer M. "Learning mathematics." British Journal of Developmental Psychology 5, no. 2 (June 1987): 155–67. http://dx.doi.org/10.1111/j.2044-835x.1987.tb01051.x.

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10

Voigt, Jörg. "Negotiation of mathematical meaning and learning mathematics." Educational Studies in Mathematics 26, no. 2-3 (March 1994): 275–98. http://dx.doi.org/10.1007/bf01273665.

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11

Pasaribu, Joy Frandero Yoni Astra, and Louise M. Saija. "IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1539–49. http://dx.doi.org/10.35974/isc.v7i1.1161.

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Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with individual assignments and small group assignments, and to find out whether there are differences between those two. Method: The sample in this study was VII grade students at SMP Advent Cimindi and SMP Advent II Bandung, Bandung. The instruments used in the study are mathematical problem solving test and questionnaire for response toward the Missouri Mathematics Project (MMP) learning model as the non-test instrument. Result: The results showed that the improvement of mathematical problem solving abilities of students who obtained the Missouri Mathematics Project (MMP) learning model with individual assignments and students who obtained the Missouri Mathematics Project (MMP) learning model by assigning small groups was categorized as high. Statistically, there is a significant difference in the students mathematical problem solving improvement after being taught using Missouri Mathematics Project (MMP) learning model, between students who get individual assignments and small group assignments. The response questionnaire result shows that students who acquire individual assignments like the Missouri Mathematics Project (MMP) learning model, more further the students who acquire group assignments really like the Missouri Mathematics Project (MMP) learning model.
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12

Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (July 20, 2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.

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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions
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Riyanto, Bambang, Zulkardi Zulkardi, Ratu Ilma Indra Putri, and Darmawijoyo Darmawijoyo. "SENIOR HIGH SCHOOL MATHEMATICS LEARNING THROUGH MATHEMATICS MODELING APPROACH." Journal on Mathematics Education 10, no. 3 (September 27, 2019): 425–44. http://dx.doi.org/10.22342/jme.10.3.8746.425-444.

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By modeling learning students enjoy learning and doing mathematics in new ways. This study aimed firsly to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for valid mathematical learning; secondly, to produce senior high school mathematics modeling, lesson plan, and student worksheet for practical mathematics learning; lastly, to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for potentially effective mathematics learning. This study used method of development research that consisting of 3 steps, i.e., analysis, design, and evaluation. In the analysis stage, researcher did student analysis, curriculum, and mathematical modeling. Second stage are to design and product. Finally, researchers applied a design of formative evaluation consists of self-evaluation, one-to-one, experts review, small group, and field test. Based on experts review, one-to-one, small groups, and field test were obtained valid, practical, and potentially effective, i.e. mathematical modeling tasks, lesson plan, student worksheet to teach mathematical modeling in senior high school and Mathematical modeling tasks and student worksheets to learn mathematical modeling in senior high school.
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Tanu Wijaya, Tommy, Zhou Ying, and Aditya Purnama. "Using Hawgent Dynamic Mathematic Software in Teaching Trigonometry." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 215. http://dx.doi.org/10.3991/ijet.v15i10.13099.

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Learning media is a help assistant for students to understand mathematics concept. Sometimes textbooks are very boring and not interesting therefore an innovation using a technology based media is needed. This research aims to make a learning media to improve students’ ability on the topic of trigonometry. The learning process will use hawgent dynamic mathematic software as a mathematics learning media. The problems that we are going to find out through this research are 1) can developing a learning media such as hawgent dynamic mathematic software improve students’ mathematical ability? and 2) did the student show a positive response in the learning process when using hawgent dynamic mathematic software? This research will use the ADDIE method. The target of this research are 30 high school students. The instruments use for this research are the cognitive test, interview and observation. According to the research result, there is an improvement in the students’ mathematical ability for trigonometry when using hawgent dynamic mathematic software. This means that the implementation of hawgent dynamic mathematic software in the learning process is successful. Students are more active and enthusiastic in class. In conclusion, developing hawgent dynamic mathematic software can improve the students’ mathematical ability in trigonometry as students’ show positive response when the learning process is helped by hawgent.
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Aristika, Ayu, Darhim Darhim, Dadang Juandi, and Kusnandi Kusnandi. "THE EFFECT OF HYBRID LEARNING AND ENJOYMENT LEARNING IN INCREASING ADVANCED MATHEMATICAL THINKING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 3 (October 3, 2021): 1860. http://dx.doi.org/10.24127/ajpm.v10i3.4064.

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Abstract AMT ability is one of the skills that is a priority to be developed in learning mathematics in universities. This research aims to test the effect of hybrid learning and enjoyment learning in improving Advance Mathematical Thinking of prospective teacher students moderated by learning style. This research is a quantitative research that aims to examine the effect of the independent variable on the dependent variable. The sample in this study is conducted by purposive sampling based on certain criteria. The research data is obtained by distributing questionnaires to the mathematics education program student at University X in Bandung City. The data collected is analyzed by path analysis assisted by Smart PLS application. Smart PLS analysis in this study is carried out in 2 stages which are the analysis of the outer model and the inner model. Analysis of the inner model is aimed at (1) testing the validity and reliability of the instrument and (2) performing the r-square test to determine the percentage of influence. The test results show that learning enjoyment and hybrid learning have a significant positive effect on advanced mathematics learning. The learning styles in this study have not been able to moderate the relationship between hybrid learning and enjoy learning on Advance Mathematical Thinking. Hybrid learning can be used as an alternative or learning solution in improving advanced mathematical learning.Keywords: hybrid learning, Advance Mathematical Thinking, enjoyment learning, prospective teacher students, learning style Abstrak Kemampuan AMT merupakan salah satu kemampuan matematis yang menjadi prioritas untuk dikembangkan dalam pembelajaran matematika di perguruan tinggi. Penelitian Ini Bertujuan Untuk Menguji Pengaruh Hybrid Learning dan Enjoyment Learning Dalam Meningkatkan Berpikir Advance Mathematical Thinking of Prospective Teacher Students dimoderasi Gaya Belajar. Penelitian ini merupakan penelitian kuantitatif yang bertjuan untuk menguji pengaruh variabel independen terhadap variabel dependen. Sample dalam penelitian ini dilakukan dengan purposive sampling dengan berdasarkan beberapa kriteria tertentu. Data penelitian diperoleh dengan menyebar quesioner pada mahasiswa program studi Pendidikan Matematika di Universitas X di Kota Bandung. Data yang terkumpul dianalisa dengan analisis path berbantuan aplikasi Smart PLS. Analisis smart PLS pada penelitian ini dilakukan dengan 2 tahapan yaitu analisa outer model dan inner model. Analisa inner model untuk 1) menguji validitas dan reliabilitas instrumen serta 2) melakukan uji r square untuk mengetahui presentase pengaruh. Hasil pengujian hipotesis menunjukkan bahwa enjoyment learning dan Hybrid learning berpengaruh secara positif signifikan terhadap Advance mathematic learning. Adapun, gaya belajar dalam penelitianini belum mampu memoderasi hubungan hybrid learning dan enjoyment learning terhadap Advance Mathematic Thinking. Hybrid learning dapat dapat dijadikan alternatif atau solusi pembelajaran dalam meningkatkan Advance Mathematic Learning. Kata kunci: pembelajaran hibrid, Advance Mathematical Thinking, kenikmatan belajar, mahasiswa calon guru, gaya belajar
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Nakamura, Akira. "Self-adaptive e-Learning Website for Mathematics." International Journal of Information and Education Technology 6, no. 12 (2016): 961–65. http://dx.doi.org/10.7763/ijiet.2016.v6.825.

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17

Kurniawan, Sandra Bayu, and Noeng Muhadjir. "Humanization of mathematics learning." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 1 (September 5, 2017): 66. http://dx.doi.org/10.21831/jppfa.v5i1.14305.

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The study concerned here was to describe (1) the characteristics of humanistic mathematics learning and (2) the stages to actualize such learning. The said study was a qualitative one employing the phenomenological approach with six stages of inductive analysis. The data were validated by using the data source triangulation technique. The study involved 75 students of an elementary school, SD Mangunan, Berbah, Sleman, 36 students of a state senior high school, SMA Negeri 1 of Sewon, Bantul, and 42 students of another state senior high school, SMA Negeri 1 of Dlingo, Bantul. The results of the validation showed that the data were valid and consistent. The conclusions of the study are as follows. (1) Humanistic mathematics learning is characterized by the facts that the use of the mathematics learning media gives students space and time to explore and construct mathematical concept understanding and mathematics learning methods are applied by using an inductive approach. (2) The stages to realize humanistic mathematics learning include the setting of mathematics learning objectives based on humanism, existentialism, and religious teachings by building individual students’ strengths through independent and civilized manners, the setting of mathematics learning goals emphasizing balance among the domains of idea, intention, and action, and the setting of the development of contextual and cooperative mathematics learning strategies.Keywords: humanization, mathematics learning
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18

Simon, Martin A. "Learning mathematics and learning to teach: Learning cycles in mathematics teacher education." Educational Studies in Mathematics 26, no. 1 (January 1994): 71–94. http://dx.doi.org/10.1007/bf01273301.

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Kusaeri, Al, Habib Husnial Pardi, and Abdul Quddus. "Culture and mathematics learning: Identifying students’ mathematics connection." Beta: Jurnal Tadris Matematika 12, no. 1 (May 31, 2019): 82–93. http://dx.doi.org/10.20414/betajtm.v12i1.264.

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[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection. Keywords: Mathematics learning, Culture, Mathematics connection [Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa. Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika
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Suzana, Yenny, Sabaruddin Sabaruddin, Suesthi Maharani, and Zainal Abidin. "MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS." Infinity Journal 10, no. 2 (August 11, 2021): 301. http://dx.doi.org/10.22460/infinity.v10i2.p301-318.

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This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mathematics-based character education in thematic learning, then making initial designs and developing character education-based mathematics teaching materials that are integrated into the learning theme. The results showed that character education-based mathematics teaching materials were compatible with elementary students' thematic learning. Mathematics teaching materials focused on solving math problems for elementary students, integrating character values in mathematics with various themes in thematic learning by integrating each mathematics material into themes. The mathematics teaching materials developed were designed with various activities related to daily activities with straightforward language to be understood and made into a mathematical model.
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Tao, Wan. "The Importance of Mathematical Model in Mathematics Learning." Theoretical Mathematics Study 2, no. 2 (2002): 66–70. http://dx.doi.org/10.35534/tms.0202010c.

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Hendrayana, A., and Wahyudin. "Mobile learning to improve mathematics teachers mathematical competencies." Journal of Physics: Conference Series 948 (January 2018): 012049. http://dx.doi.org/10.1088/1742-6596/948/1/012049.

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Dewi, N. R., N. R. Kamila, Mashuri, and K. Wijayanti. "Mathematical communication ability in knisley mathematics learning model." Journal of Physics: Conference Series 1567 (June 2020): 032002. http://dx.doi.org/10.1088/1742-6596/1567/3/032002.

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Wahyuni, Priska, Saka Aji Pangestu, Itsna Shalihatus Sabila Mursyida, and Aji Pangestu. "The Effect of Mathematical Language On Learning Mathematics." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 617–21. http://dx.doi.org/10.14421/icse.v3.575.

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Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language is not optimal. This study aims to determine the effect of students' mathematical language on understanding material. So the results of this study can be used by teachers as a reference in teaching mathematics to students and teachers become more concerned with students' mathematical language abilities. The method used in this study is the study of literature, which examines relevant previous studies and concludes based on the results obtained. The results of this study are that if students have understood the language of mathematics well, students can receive and understand the material easily and can increase student interest in learning. So indirectly high mathematical language skills can improve students' mathematical ideas to be more structured and convincing. Moreover, on material related to many symbols such as algebra. In addition, students can receive and understand the material easily and student interest in learning will increase.
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Mohamed, Siti Rosiah, Teoh Sian Hoon, Mohammad Mubarrak Mohd Yusof, Nor Syazwani Mohd Rasid, and Ainun Hafizah Mohd. "Mathematics Learning Community: A Case Study." Asian Journal of University Education 17, no. 2 (June 6, 2021): 252. http://dx.doi.org/10.24191/ajue.v17i2.13406.

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Abstract: The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students’ knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills. Keywords: Community, Mathematics, Parents, Teachers.
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Haryanto, Loeky, Andi Galsan Mahie, Amir Kamal Amir, Naimah Aris, and Kasbawati Kasbawati. "Pembelajaran Matematika Berbasis Komputer Untuk MGMP Matematika SMP Di Kabupaten Pangkajene dan Kepulauan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 1 (March 27, 2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.

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Computers as learning media have become mandatory in the teaching and learning process. Mathematical learning in which the field of study is abstract and requires logical thinking is also inseparable from computer learning media. Many software made to facilitate mathematics learning activities, among others: Geogebra, Microsoft Mathematic, Maple, Matlab, SAS, SPSS etc. The dedication activities have been carried out by the Mathematics Department of FMIPA in collaboration with the Hasanuddin University Research and Community Service Institute (Lp2M) in Mathematics Subject Teacher (MGMP) at the junior high School in Pangkajene and Kepulauan District (Pangkep) held in the Junior High School 4 hall with a number of participants as many as 30 teachers from 23 various junior high schools in Pangkep Regency who are members of the MGMP. The purpose of this activity is to improve the ability of junior high school mathematics teachers in Pangkep Regency to use computer-based learning media such as Maple and Matlab. The material provided was training on Maple and Matlab software to support mathematics learning. The results of this activity can improve the ability of mathematics teachers to master mathematical material assisted by software.
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Moustafa, Ahmed A., Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi, and Abeer Eissa. "Mathematics, anxiety, and the brain." Reviews in the Neurosciences 28, no. 4 (May 24, 2017): 417–29. http://dx.doi.org/10.1515/revneuro-2016-0065.

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AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.
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N K Dwidayati, Hardi, H. Suyitno, Kartono,. "Mathematical Connections Of Students Based On Learning Style Using Blended Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 197–202. http://dx.doi.org/10.17762/turcomat.v12i5.812.

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In the process of learning mathematics many students can not make connections in mathematics, thus causing the ability of students in mathematical connections to be low. This problem is characterized by insufficient methods and approaches to improve math achievement in students.The purpose of this study was to find out the difference in mathematical connection ability of students of Madrasah Ibtidaiyah Teacher Education (PGMI) IAIN Surakarta reviewed from the learning style by using blended learning. Based on the results of the study showed that there are differences in the ability of mathematical connections of students who use blended learning and expository. Blended learning tends to have higher value than expository learning. Indicators of connection with other science disciplines scored highest for both control and experiment classes. As for the learning style in the highest comprehension experiment class for mathematical connections, students have the type of audio learning style while the lowest for visual learning style type.
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Denton, B. H., and L. S. Pontrjagin. "Learning Higher Mathematics." Mathematical Gazette 69, no. 447 (March 1985): 71. http://dx.doi.org/10.2307/3616484.

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Cai, Jinfa. "Improving Mathematics Learning." Phi Delta Kappan 82, no. 5 (January 2001): 400–404. http://dx.doi.org/10.1177/003172170108200511.

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Turner, Julianne C., Kristen Bogner Warzon, and Andrea Christensen. "Motivating Mathematics Learning." American Educational Research Journal 48, no. 3 (June 2011): 718–62. http://dx.doi.org/10.3102/0002831210385103.

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Ginsburg, Herbert P. "Mathematics Learning Disabilities." Journal of Learning Disabilities 30, no. 1 (January 1997): 20–33. http://dx.doi.org/10.1177/002221949703000102.

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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (May 5, 2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
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Copur-Gencturk, Yasemin, Debra Plowman, and Haiyan Bai. "Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth." American Educational Research Journal 56, no. 5 (January 11, 2019): 1590–628. http://dx.doi.org/10.3102/0002831218820033.

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This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.
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Zulkarnain, I., E. Kusumawati, and S. Mawaddah. "Mathematical communication skills of students in mathematics learning using discovery learning model." Journal of Physics: Conference Series 1760 (January 2021): 012045. http://dx.doi.org/10.1088/1742-6596/1760/1/012045.

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Adiba, Asfa Riha Farah. "REALISTIC MATHEMATIC EDUCATION (RME) DALAM MENINGKATKAN HASIL BELAJAR SISWA MI DI MALANG." Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam 2, no. 2 (September 8, 2020): 47. http://dx.doi.org/10.33474/elementeris.v2i2.8694.

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This study is to find out the learning problems in MI Cemorokandang kedungkandang malang, namely about the problem of low student learning outcomes and students' knowledge of mathematics subjects in class III on multiplication and division material. This study uses a realistic mathematic education learning model. Studying mathematics is including increasing students' knowledge in thinking logically, rationally, critically, carefully, effectively, and efficiently. Therefore, as a teacher must be able to apply effective and efficient learning so students can understand to work on and solve mathematical learning problems. However, the teacher cannot apply it because the teacher does not understand the problems that arise from the model, the media or the characteristics of their students. In this case the researcher will discuss realistic mathematics learning in class III at MI Cemorokandang Kedungkandang Malang, the problems experienced by teachers in mathematics learning are low levels and the problems faced by students in learning mathematics at MI Cemorokandang Kedungkandang Malang
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Sharma, Jyoti. "EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 151–58. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2117.

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The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and teachers in mathematics creativity task. Responses of students were analyzed on the basis of three criteria: Originality, Mathematical Descriptors and Approach. The analysis of the study highlighted the conditioning of minds while learning, teaching and doing mathematics. It brings to our attention the more serious issues about how mathematics is presented and taught to the students.
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Hrytsiuk, O. "СИСТЕМИ КОМП’ЮТЕРНОЇ МАТЕМАТИКИ ЯК ЗАСІБ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (June 28, 2019): 11–18. http://dx.doi.org/10.30929/1995-0519.2019.3.11-18.

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39

Santos, María Jesús, Alejandro Medina, José Miguel Mateos Roco, and Araceli Queiruga-Dios. "Compartmental Learning versus Joint Learning in Engineering Education." Mathematics 9, no. 6 (March 20, 2021): 662. http://dx.doi.org/10.3390/math9060662.

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Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.
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Weber, Keith, and Kathryn Rhoads. "Book Review of Learning Through Teaching Mathematics." Journal for Research in Mathematics Education 42, no. 5 (November 2011): 521–27. http://dx.doi.org/10.5951/jresematheduc.42.5.0521.

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Understanding what mathematics teachers know, what they need to know about mathematics, and how that knowledge is learned are important goals in mathematics education. Research on mathematics teacher knowledge can be divided into two categories: (a) what knowledge mathematics teachers have or need to have to teach effectively (e.g., Hill, Rowan, & Ball, 2005; Kahan, Cooper, & Bethea, 2003), and (b) how teachers' mathematical knowledge for teaching can be developed (e.g., Bell, Wilson, Higgins, & McCoach, 2010; Proulx, 2008). This book describes research of the second type. To date, research in this area has focused primarily on how mathematical knowledge develops in university or researcher-led teacher preparation or professional development programs. This book is novel in that it concerns how and what teachers learn through the process of teaching itself. In his contribution to this book, Ron Tzur (chapter 3) lays out three reasons why this research is essential. First, he argues, teacher preparation programs simply do not contain enough time for teachers to learn all they need to know, so teachers' learning through teaching is essential. Second, for teachers to develop knowledge of how students think about mathematics and how students receive mathematical lessons, teachers must have classroom experience. Third, the experiences that teachers encounter when teaching have the potential to give rise to meaningful changes in their beliefs and practice.
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Greenes, Carole. "Investigations: Vehicles for Learning and Doing Mathematics." Journal of Education 178, no. 2 (April 1996): 35–49. http://dx.doi.org/10.1177/002205749617800203.

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Professional organizations of mathematics educators and mathematicians are calling for major reforms in the teaching and learning of mathematics. Among those reforms are a shift in emphasis in curriculum from mastery of lists of unrelated mathematical concepts and skills to exploration of rich mathematical topics and problem situations, and a shift in learning from memorizing and replicating algorithmic procedures to investigating and solving complex problems. To help students achieve proficiency in solving problems, the curriculum must focus on development of the major concepts of mathematics, the enhancement and enlargement of students' repertoires of problem-solving strategies and reasoning methods, and the refinement of communication and collaboration skills. Because they present intriguing problems whose solutions or solution methods are not immediately obvious, and require the application of concepts from different areas of mathematics, and, in some instances, knowledge from other content areas, investigations are powerful vehicles for helping students achieve expertise in solving problems. The nature of investigations and their educational benefits are described. Three types of investigations, whimsical, real, and mathematical, are defined and illustrated. For each investigation, the mathematical content and problem-solving strategies are identified, and a solution method is presented. The responsibilities of the teacher, before, during and after an investigation are described.
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Nasiroh, Dewi. "Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning." Journal of Education and Learning Mathematics Research (JELMaR) 2, no. 2 (December 8, 2021): 26–33. http://dx.doi.org/10.37303/jelmar.v2i2.58.

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This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.
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Prediger, Susanne. "Mathematics learning is also intercultural learning." Intercultural Education 12, no. 2 (July 2001): 163–71. http://dx.doi.org/10.1080/14675980120064809.

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Hossain, Anowar, and Muhammad Rezal. "Integration of Structured Cooperative Learning in Mathematics Classrooms." International Journal of Psychology and Educational Studies 5, no. 1 (January 1, 2018): 23–29. http://dx.doi.org/10.17220/ijpes.2018.01.004.

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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (September 9, 2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.

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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) assisted by number hours, it is expected to be able to improve student learning achievement in the addition operation material at SDN Batulawang. This research uses quantitative research using quasi experimental methods with the Nonequivalent Control Group Design. This research was conducted in SDN Batulawang with a population of thirty people and used a systematic sample that divided students into two classes using even odd numbers, so that the control class was fifteen people and the experimental class fifteen people. Data collection techniques were carried out through pretest and posttest. Data were analyzed using SPSS.
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Armania, Marzan, Siti Eftafiyana, and Asep Ikin Sugandi. "ANALISIS HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR SISWA SMP DENGAN MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 6 (November 28, 2018): 1087. http://dx.doi.org/10.22460/jpmi.v1i6.p1087-1094.

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Abstract This study aimed to analyze the correlation between Mathematical Communication skill and learning interest of Junior High School students by using The Realistic Mathematic Education (RME) approach. The method used in study is using the Quasi-experimental method, by picking up two different (2) classes occupied by Junior High Students in Bandung Residence, and there will be two (2) classestaken as the sample of this study. the first class (experimental)use the Realistic Mathematics Education (RME) Approach, while the second class (Control) use the usual learning. The questionnaire answer then transformed by using the Method of Successive Interval (MSI), and the data will be tested by using the Product Moment Pearson and Spearmant Theory. The result of this study may point that there is a significant correlation between Mathematical Communication Skill and The Learner's Interest in Studying Mathematics. Keywords: Mathematical Communication, Learning Interests, Realistic Mathematic Education Approach.
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Putra, Aji Permana. "ANALISIS KESULITAN BELAJAR MATEMATIKA PADA TOPIK LOGIKA DI SMK MUHAMMADIYAH 3 KLATEN UTARA." Academy of Education Journal 10, no. 01 (January 7, 2019): 22–33. http://dx.doi.org/10.47200/aoej.v10i01.268.

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Mathematics is the basis of all sciences, one that is emphasized in learning mathematics is logic thinking. In learning in vocational mathematics mathematics is an important material because logic underlies mathematical thinking, in fact there are still many students who have difficulty in learning mathematical logic material, so it needs to be analyzed to find out the learning difficulties of students in learning mathematics especially mathematics topics. In addition, the causative factors of learning difficulties in mathematics also need to be analyzed in terms of physiological, social, emotional, intellectual and pedagogical factors, so that the right solution to overcome mathematical learning difficulties, especially the topic of mathematical logic.
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Das, Kaushik. "Realistic Mathematics & Vygotsky’s Theories in Mathematics Education." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 104–8. http://dx.doi.org/10.34293/education.v9i1.3346.

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Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.
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Hany, Bella Asista, and Nining Setyaningsih. "The Influence of Learning Media, Learning Motivation and Mathematics Communication on Mathematics Learning Outcomes." Journal of Mathematics and Mathematics Education 11, no. 2 (December 31, 2021): 50. http://dx.doi.org/10.20961/jmme.v11i2.58715.

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<p>This study aim to determine the relationship between the influence of learning media, learning motivation, and mathematics communication on student learning outcomes. Learning outcomes play an important role in shaping the quality of education today. Qualitative-correlation research was conducted on 215 randomly student populations. The number of samples was determined using Slavin's theory. Junior High School 2 Banyodono was chosen as the research location referring to the results of observations which showed the low scores of the students' final exams. The results showed that the variables had an influence on student learning outcomes of 12.7%, while the remaining 87.3 were influenced by other factors. Learning media, learning motivation, and mathematical communication provide unexpected data, which contributes to student learning outcomes and deserves to be investigated further in this article.</p>
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Mutjah, Mutijah. "Kolaborasi Pendekatan Pembelajaran Matematika Problem Solving, Pendekatan Pembelajaran Matematika Realistik dan Pendekatan Pembelajaran Matematika Open-Ended." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 16, no. 2 (May 27, 2018): 187–204. http://dx.doi.org/10.24090/insania.v16i2.1587.

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Abstract: Every approach to mathematics learning must have specific characteristics. Problem solving mathematics learning Approached has specific characteristics that issue or question presented must have more than one way to get a correct answer. to Realistic mathematics learning approached (PMR, Ina red) or often called Realistic Mathematics Education (RME) has the characteristic that the learning of mathematics students are taken in the direction that is close to everyday life. Open-Ended Mathematical Learning approached has characteristic that in learning math presented problems required an open issue. The results of a literature review of the three approaches of mathematics learning at the elementary school (SD) can be applied the collaboration between problem solving mathematics learning approached and realistic mathematics approached. Collaboration between realistic mathematical approached and Open-Ended mathematics approached can also be applied. However, based on the specific characteristics of problem solving mathematics learning approached and openended mathematics learning approached so they both can not be collaborated. Among the three approaches of mathematics learning, the more flexible approach to be collaborated is realistic mathematics learning aproached. Keywords: Problem Solving Mathematical Learning Approached, Realistic Mathematics Learning Approached, Open-Ended Mathematics Learning Approached, Collaboration
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