This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

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Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics

Education Approach Assisted E-Learning Edmodo

View the table of contents for this issue, or go to the journal homepage for more

2016 J. Phys.: Conf. Ser. 693 012014

(http://iopscience.iop.org/1742-6596/693/1/012014)

Home Search Collections Journals About Contact us My IOPscience

Mathematics Literacy on Problem Based Learning with

Indonesian Realistic Mathematics Education Approach

Assisted E-Learning Edmodo

Wardono, S B Waluya, Scolastika Mariani, S Candra D

Postgraduate, Semarang State University, Indonesia

E-mail: wardono.unnes@gmail.com

Abstract. This study aims to find out that there are differences in mathematical literacy ability

in content Change and Relationship class VII Junior High School 19, Semarang by Problem

Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called

Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted E-

learning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of

students with learning PBL models with PMRI approach and assisted E-learning Edmodo can

improve mathematics literacy; to know that the quality of learning PBL models with a PMRI

approach assisted E-learning Edmodo has a good category; to describe the difficulties of

students in working the problems of mathematical literacy ability oriented PISA. This research

is a mixed methods study. The population was seventh grade students of Junior High

School 19, Semarang Indonesia. Sample selection is done by random sampling so that the

selected experimental class 1, class 2 and the control experiment. Data collected by the

methods of documentation, tests and interviews. From the results of this study showed average

mathematics literacy ability of students in the group PBL models with a PMRI approach

assisted E-learning Edmodo better than average mathematics literacy ability of students in the

group PBL models with a PMRI approach and better than average mathematics literacy

ability of students in the expository models; Mathematics literacy ability in the class using the

PBL model with a PMRI approach assisted E-learning Edmodo have increased and the

improvement of mathematics literacy ability is higher than the improvement of mathematics

literacy ability of class that uses the model of PBL learning with PMRI approach and is higher

than the improvement of mathematics literacy ability of class that uses the expository models;

The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo

have very good category.

1. Introductio n

Math proficiency is considered very beneficial for learners to follow learning at levels more or to

overcome problems in their daily lives. Mathematics studied and developed in order to equip students

with the ability to think logically, analytical, systematic, critical, and creative. It thus is the reason for

the importance of mathematics to be learned. However, during the learning of mathematics is still not

able to make students proficient in mathematics. According Rusmining et al., (2012), Indonesia has a

low education quality in all aspects. The problem is the students' ability in solving problems related to

daily life is still low (in Zulkarnain, 2013). Indonesian students are only able to answer questions PISA

level 1, 2 and 3, and some students can solve level 4. (Edo, S. I., et al., 2013). Indonesian student

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution

of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

Published under licence by IOP Publishing Ltd 1

success in solving problems of PISA is largely determined by the evaluation system and the ability of

teachers to develop students' mathematical literacy. (Johar, R., 2012). Now the need to improve

science, technology and mathematics literacy among students has become a major focus for the

learning of science, technology and mathematics in schools. (Adeneye, et al., 2012). Wardono and

Mariani (2014), Wardono et.al (2015) research results concluded that learning innovation model PMRI

(Pendidikan Matematika Realistik Indonesia or Indonesian Realistic Mathematics Education in

English) with character education and PISA assessment effective to develop students' ability in

mathematics literacy compared with expository class.

Based on Kemendikbud (2011) note that Indonesia's ranking in PISA in 2000 was ranked 39th

out of 41 countries, in 2003 was ranked 38th out of 40 countries, and in 2006 was ranked 50th out of

57 countries, while in 2009 was ranked 61 out of 65 countries. This means that the mathematics

education in Indonesia has not been able to complete the mathematics literacy. In practice, the learning

of mathematics in school do not always emphasize to students in order to improve the ability of logical

thinking, analytical, systematic, critical, and creative, but still focused on the textbook. This fact gives

rise to the questions of why Indonesian students have such low mathematical literacy scores on the

task like in PISA survey and why they seem to experience more difficulties in performing their

mathematical literacy than students in other countries. Therefore, this present study aims to describe

the Indonesian students' difficulties in solving mathematical literacy problems qualitatively which

analyzes (1) level of students' errors in term of mathematical process proceeded and (2) difficulties in

term of activating fundamental mathematical capabilities mentioned in PISA framework 2012, i.e.

communication, reasoning and argumentation, mathematising, representation, problem solving, and

the use of formal/symbolic language (Ahmad, W.K., et al., 2014). Based on the OECD (2010) for the

fields of mathematics, the ability of the students who were tested using a 6 levels, and the results

showed that: (1) no Indonesian students (0%) that reached level 6; (2) to level 5 only 0.1%; (3) to level

4 only 0.9%; (4) to level 3 was 5.4%; (6) for level 2 is 16.9%; (7) for level 1 is 33.1%.

It appears that only students' mathematics literacy ability up to level 3. This is in accordance

with Stacey (2010) examines the literacy level achieved by the students of Indonesia from 2000 until

2009 the level of achievement of the literacy ability of students Indonesia when viewed from the

scores achieved can only reach values below 400 with the highest cognitive ability on average can

only reach level 3 and 4. Weak mathematics literacy for category level 3 to level 6 is caused by 1)

Students are not able to develop the capacity to think is optimum in mathematics at school; 2) The

process of learning mathematics students have not been able to make a habit of reading, thinking and

working, in order to understand the essential and strategic information in solving problems; 3) from

the settlement of the problems that made the student, it appears that it is still too large a dose

mechanistic and dose reasoning is still low; 4) mathematics courses for students not yet become a

"school of thought". Students still tend to "receive" information and then forget about it, so that the

subjects of mathematics has not been able to make students astute, intelligent and nimble (Depdiknas,

2011). Based on interviews with math teachers class VII Junior High School 19, Semarang stated that

the ability of students is still low: the ability to solve problems in context.

Under these conditions, it is necessary for innovation mathematics student-centered, learning

provides the opportunity for students to be able to increase the activity of learning. Problem Based

Learning (PBL) is a learning that uses real-world problems as a context for students to learn about

problem solving skills (Arends, 2007). In the model of PBL, the problem posed by the teacher is a

real-world problems and interesting. Characteristics or traits PBL according Akınoğlu and Tandoğan

as follows: (1) the learning process should begin with a problem which is predominantly concrete

problems; (2) materials and learning activities should pay attention to the circumstances of how that

can attract the attention of students; (3) The teacher is a supervisor during the learning process; (4)

students need to be given enough time to think or collect information and develop strategies for

problem solving and creativity they have driven while learning; (5) the level of difficulty of the

materials studied are not at high rates which can make students despair; (6) the learning environment

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

comfortable, quiet and safe should be constructed so that developing students' ability to think and

solve problems. According Nalole (2008) deals with the presentation of mathematics that begins with

something concrete, in the Netherlands have long been developed Realistic Mathematics Education

(RME), in Indonesia known as PMRI (Pendidikan Matematika Realistik Indonesia).

PMRI (Indonesian RME) in line with PISA (Mathematics Literacy) (Marpaung, Y and

Julie, H., 2011). Teaching using PMRI (Indonesian RME) helps students develop sophisticated

mathematical reasoning way through three heuristics: reinvention, didactical phenomenology, and

modeling. Modeling is an important part of mathematics literacy component (George J. Roy and

Farshid Safi, 2008). Learning PMRI (Indonesian RME) to motivate each student who studied

mathematics in the capacity of mathematical context used in mathematical problem solving so as to

facilitate its completion (Barnes, H and Elsie Venter. 2008). With PMRI (Indonesia RME) make

learning mathematics more meaningful and fun for students. The learning process will be meaningful

and fun, ... (Judah P. Makonye, 2014). The building blocks activity based on PMRI) supports the

development of students' spatial visualisation ability (Risma, D. A., Putri, R.I.I., Hartono, Y., 2013)

which becomes part of PISA mathematical literacy component in shape and space content. Learning

RME According to Webb (2011) not only because of its relationship with the real world context, but

associated with suppression imaginable. RME put on the student issue deals with the situation

imaginable. RME principle is that engagement in mathematics for students should begin within a

meaningful context and the development of understanding and ability to make sense of a mathematical

representation of formal reasoning begins with the students themselves. Teachers themselves need to

develop the positive experience of the use of mathematics in context. After teachers develop their

experience of mathematics literacy, they will reflect on the learning process they have done (Brown, B

and Marc Schäfer., 2015).

According to Lange, J. de (1995) and Lange, J. de (1996) five characteristics of RME are: (1)

using the contextual issues (phenomenological exploration or the use of Contexts); (2) using a model

(the use of models or bridging by vertical instruments); (3) appreciate the variety of answers and

contributions of students (the use of students own); (4) interactivity (the interactive character of the

teaching process or interactivity); (5) integrated with other learning topics (the intertwining of various

learning strands).

Problem PISA mathematics focuses on real-world problems. Problem PISA developed by 4

content, the fourth such content include: Shape and Space, Change and Relationship, Quantity, and

Uncertainty and Data. PISA questions on the content Change and Relationship thoroughly focused on

the need for quantification. Important aspects include understanding the relative size, the recognition

of numerical patterns, and the ability to use numbers to represent real-world objects quantitative

attributes. On this content also deals with the subject of algebra. Mathematical relationships often

expressed by equations or relationships that are common, such as addition, subtraction, and division.

The association was also expressed in a variety of algebraic symbols, graphics, geometric shapes, and

tables. Therefore, any representation of the symbol that has the purpose and nature of each, the

translation process often becomes very important. Based on that there are similarities between the

characteristics of PBL models, realistic approach, and about the type of PISA is the use of contextual

issues. Use of the contextual issues that can be documented in a coherent one can use learning media

by utilizing the internet. One social network that pretty much has the features to support learning is

Edmodo. Pange, J. and Dogoriti, E. (2014) suggested Edmodo is a social network which is considered

to provide a safe education for students and educators to learn. The use of social networks for learning

has many advantages such as access to learning is not limited by space and time. It is also supported

by the results of research Patahuddin (2012) "The Internet has the potential as a medium for learning

mathematics in a richer, joyful, and meaningful way." In this case the use of the Internet into

mathematics learning has the potential to create a learning atmosphere that is meaningful and fun.

Formulation of the problem of this study were (1) Is there a difference in the mathematics

literacy ability of class VII Junior High School 19, Semarang by PBL learning model with a PMRI

approach assisted E-learning Edmodo, PBL learning models with a PMRI approach, and expository

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

models, (2) Does mathematics literacy ability in the classroom learning gets PBL models with PMRI

approach assisted E-learning Edmodo, a class that gets learning PBL models with a PMRI approach,

and expository models classes increased, (3) How is the quality of learning PBL with a PMRI

approach assisted E-learning Edmodo, and (4) How the difficulties experienced by students in

working on PISA oriented. The purpose of this study were (1) Knowing that there are differences in

mathematical literacy ability of students of class VII Junior High School 19, Semarang by PBL

learning model with a PMRI approach assisted Edmodo, PBL with a PMRI approach, and expository

model, (2) Knowing that mathematics literacy ability gets PBL model learning with PMRI approach

assisted E-learning Edmodo increases, (3) Knowing the quality of learning PBL models with PMRI

approach assisted E-learning Edmodo have good category, and (4) Examine, describe the difficulties

of students in working on PISA oriented.

2. Method

This research includes studies combined (mixed methods) that uses concurrent models embedded with

a quantitative method as the primary method (see Figure 1). According to (Sugiyono, 2013: 537). This

research method is more interesting, because researchers can collect two kinds of data (quantitative

and qualitative or otherwise) simultaneously, in a single stage of data collection. Thus the data

obtained to be complete and more accurate

Figure 1. Mixed methods that uses concurrent models embedded

The population in this study were students of class VII Junior High School 19, Semarang

academic year 2014/2015. The samples in this study using random sampling method. The sample used

in this research is class VII F as experiment 1 PBL models were subjected to treatment with a PMRI

approach assisted E-learning Edmodo, class VII G as the control class given expository, and the class

as a class VII H 2 were subjected to experimental treatment PBL models with PMRI approach.The

treatment in this study is learning to use the PBL models with a PMRI approach assisted E-learning

Edmodo, learning to use the PBL models with PMRI approach and learning use expository models.

The dependent variable was the mathematics literacy of students.

The data were obtained using the methods of documentation, testing, observation and

interviews. Documentation methods used to obtain data on the name of the student, lesson plans used

by teachers, and the replay value of the final semester of the school year 2014/2015 at the

experimental class and control class. Observation methods used to obtain the quality of learning using

PBL models with a PMRI approach assisted E-learning Edmodo. The test is used to obtain data on the

value of the mathematics literacy ability of students as sample. Prior to this mathematics literacy

ability tests given to students, test tested beforehand to determine the validity, reliability, power

differentiator, and the level of difficulty of the eight questions. From the test results that have been

calculated, the entire matter is qualified to serve as a test of mathematics literacy ability at the

Focus and

Problem

Formulati

on

Theoritical

Review

Quantitative Data

Collection and Analysis

Quanlitative Data

Collection and Analysis

Data Analysis

Quantitative and

Qualitative

Presentation

of Data

Research

conclusions

and

suggestion

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

beginning and end of the test execution. The collected data is then analyzed to test the hypothesis.

Analytical techniques used are: (1) analysis of variance test one path, to determine the average

difference between the experimental class 1, experiment 2, and control; (2) z test, to test the level of

classical completeness; and (3) the gain test, to determine the increase math literacy ability of students

in the experimental class 1, experiment 2, and control.

3. Results and Discussion

PISA researchers developed similar instruments that are tailored to the material received by the

students in the class VII. Adjustments are made on the content aspect, in this study using content

Change and Relationship. The material in accordance with the content of the variables is linear

equations. The research starts from the initial test in class VII in Junior High School 19, Semarang to

determine the ability of mathematical literacy. From the initial tests conducted obtained information

that mathematics literacy ability of students still unsatisfactory.

Figure 2 Histogram Improving Mathematics Literacy Content Change and Relationship on

experimentation Class 1

Increased mathematics literacy very significant from occurring in the experimental class 1 is

the class that uses the learning model of PBL with PMRI approach assisted E-learning Edmodo (see

Figure 2). Experimental class 1 has the highest average compared with experimental class 2 that uses

the PBL model with a PMRI approach and grade control using a model of expository. This can be

demonstrated by the percentage of students who achieve mastery learning in the experimental class 1

is 93.75%, completeness experimental class 2 was 81.25%, and the thoroughness of the control class is

70.96%. Supported also by the resulting increase in the classical experimental class 1 by 67% and the

increase in individual categories of 0% low, medium category of 71.875%, and amounted to 28.125%

high category.

Table 1. Results of individual criteria for the normalized Gain

Experiment 1 Experiment 2 Control

Low 0 % 0 % 9,68 %

Moderate 71,875 % 96,875 % 90,32 %

High 28,125 % 3,125 % 0 %

Table 2 Results of Pre-test and post-test Mathematical Literacy Ability

Class Pre-test Post test ( Pre-test ) – (Post test)

Experiment 1 45,5 81,5625 36,0625

Experiment 2 44,75 75,375 30,625

Control 44,68 69,9 25,3

Description: (Pre-test) - (Post test): the average increase mathematics literacy ability of students

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

Table 3. Test Results Similarity Average Post-test

Fcount

Ftable Conclusion It means

27,884 5% 3,095 Fcount ≥ Ftable

There is a significant

difference

Based on Table 3 it can be concluded that the average mathematics literacy ability were no

significant differences. Then conducted a further test using Scheffe test. Further trials have been

because the number of members in each group different samples and data group have the same

variance / homogeneous. Based on the conclusions obtained further test the average post-test

mathematics literacy 1 experimental group was better than the average post-test mathematics literacy

ability group 2 experimental and group control with expository models. In other words, the average

mathematics literacy group is highest PBL learning model with a PMRI approach assisted E-learning

Edmodo.

Results were in accordance with Dogoriti and Pange, J. and Dogoroti (2014) the proper use of

social networks offers significant potential to improve education outcomes. 1 student response

experiments to study the use E-learning Edmodo also give a positive response. Based on interviews

learners recognize that learning to use E-learning Edmodo is a new thing so as to provide variety in

teaching and variation in the assessment. All students in the experimental class 1 also recognizes that

learning to use E-learning Edmodo add motivation in learning and provides many benefits.

The quality of learning in the classroom using the PBL model with PMRI approach included

in the excellent category. This is according to research conducted by Chandra, S. B. (2014) concluded

that the quality of learning using similar PISA PBL model with PMRI approach and assisted student

worksheet media executed very good quality

Figure 2 Histogram Quality Learning in Classroom Experiment 1

Cooney, et al. (1975: 204) gives a hint, that the difficulties students in learning mathematics

that focused on two important types of mathematical knowledge, ie knowledge of concepts and

knowledge of the principles. Concepts and principles of basic knowledge of mathematics is to master

the students, so that students can solve math problems properly. Thus to know the difficulties of the

students in working on PISA can type in terms of knowledge about the concepts and principles on the

material linear equations of the variables tested.

Difficulties students may result in the identification of problem solving algebra written

submission followed by oral questions relating to students' understanding of concepts and principles

contained in the issues that have been given to students. If these results indicate that students make a

mistake, then the student will need to do a diagnosis of difficulty, how students make the mistake.

Based on the analysis of students' responses and interviews with respondents researchers

found difficulties experienced by students in working on the same type with PISA is presented in

Figure 3 and Figure 4 below.

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

Problem number 10:

Tickets of a drama show cost Rp 20,000 for children and Rp 50,000 for adults. There is a group

consisting of 30 people (children and adults) pay Rp 870,000. Determine how many children in the

group!

student answers:

Figure 3 Student Answers for Problem Number 10

Based on the results of student work 1 which has a low Traffic, showed that the students were

only able to component communication and component Using Mathematics Tool. Students are able to

write what is known and what is asked of the matter, and the students could only answer the questions

given by way of guessing the number of children group and adult group number in order to obtain that

amount of money to be paid 870,000.00 IDR. So the students do not change the problem into a

mathematical model.

Figure 4 Student Answers for Problem Number 10

Based on the results of the work and interviews, two students who have the ability was not yet

meet the seven components of the process. The first component is communication, students are able to

communicate through writing down problem given what is known and what is being asked. The

second component is that mathematising, students are able to transform real-world problems into

mathematical models. The third ability is Representation, students have not been able to choose the

variables used. In the work of students using two variables and when do interviews regarding the

selection of these variables, the student admitted that she experienced confusion when using one

variable. The fifth ability is Devising Strategies for Solving Problems, students have been able to

establish the equation, but the students have not been able to substitute variables correctly. Namely the

ability of the sixth Using Symbolic, Formal and Technical Language and Operation, students have not

been able to use the language of symbols through conversion into a mathematical model and there are

some errors in calculation operations. The ability of seventh i.e. Mathematics Using Tool, students are

able to use tools using play money provided so as to determine the amount of the group of children

and adult group.

ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

Based on the analysis of answers and interviews of certain respondents, it can be concluded

that students who have difficulty in working on PISA-like because of the students do not have a high

curiosity through search PISA questions when learning to use E-learning Edmodo, it is very noticeable

differ significantly with students who have high ability and has a high curiosity. The students are very

actively looking for problems similar with PISA or questions that require reasoning, then they upload

it into E-learning Edmodo group and try to do it. So the ability of these students are trained according

to seven indicators mathematics literacy.

4. Conclusions

Based on the results of research and discussion, conclusions can be drawn use the PBL model with

PMRI approach assisted E-learning Edmodo to improve the mathematics literacy ability class VII

Junior High School 19, Semarang can be summarized as follows. (1) the average mathematics literacy

ability of students in the group PBL models with PMRI approach assisted E-learning Edmodo better

than average mathematics literacy ability of students in the group PBL models with PMRI approach

and better than average mathematics literacy ability students in the group expository model; (2) The

ability of the mathematical literacy of students of class VII junior High School 19, Semarang in the

class using the PBL model with PMRI approach assisted E-learning Edmodo has improved and

improvement of mathematics literacy ability is higher than the improvement class that uses the model

of PBL learning with PMRI approach and is higher than the improvement class that uses expository

models; (3) The quality of learning using a PBL model with PMRI approach assisted E-learning

Edmodo has a very good category; (4) difficulties experienced by students of class VII Junior High

School 19, Semarang in solving PISA type associated with the concepts and principles are (a) in the

mastery of concepts, students still have difficulty in using images and symbols to present concepts, (

b) in the control principle of the students still have difficulty in using the principles correctly.

5. Suggestion

Based on the above conclusion, the researchers recommended that advice is (1) for the seventh grade

mathematics teacher at Junior High School 19, Semarang selection and use of learning PBL models

with PMRI approach assisted E-learning Edmodo can do to improve students' mathematical literacy

ability, (2) for mathematics teacher at Junior High School 19, Semarang more often in use examples of

problems PISA so that students have a vocabulary of about problems PISA more and learners

accustomed to work on the problems of the same type with about PISA, (3) for teachers in Junior High

School 19, Semarang use E-learning Edmodo can provide variety in learning and assessment, so they

can make variations and learning innovations.

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[19] Risma, D. A., Putri, R.I.I., Hartono, Y. 2013. On Developing Student's Spatial Visualisation

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http://dx.doi.org/10.5539/ies.v6n9pl. Accessed March 6, 2015.

[20] Webb, D. 2011. Design Research in the Netherlands: Introducing Logarithms Using Realistic

Mathematics Education. Journal of Mathematics Education at Teachers College. Spring–

Summer 2011, Volume 2.

[21] Brown, B and Marc Schäfer. 2015. Teacher education for Mathematical Literacy: A modelling

approach. Pythagoras Journal. www.pythagoras.org.za. Accessed March 25, 2015.

ICMAME 2015 IOP Publishing

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[22] Lange, J. De. 1995. Assessment: No Change without Problems, in: Romberg, T.A. (eds). (1995).

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[24] Pange, J. and Dogoriti. 2014. Instructional Design For A "Social" Classroom: Edmodo And

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ICMAME 2015 IOP Publishing

Journal of Physics: Conference Series 693 (2016) 012014 doi:10.1088/1742-6596/693/1/012014

... Lebih lanjut, guru juga dapat memperoleh statistik penilaian siswa dengan segera, sehingga dapat mengefisiensikan waktu mereka jika dibandingkan dengan menghitung secara manual (Balasubramanian, Jaykumar, & Fukey, 2014). Di sisi lain, pembelajaran matematika berbasis Edmodo, juga dapat menciptakan suasana belajar yang menyenangkan dan bermakna, dengan menyediakan berbagai bahan ajar yang dapat berdampak positif dalam prestasi siswa dalam pelajaran matematika (Wardono, Waluya, Mariani, & Candra, 2016). ...

... Kedua butir tersebut masih dalam kategori tidak siap. Dengan berdasarkan dasar teori yang menunjukkan bahwa kegiatan e-learning mampu meningkatkan minta dan motivasi sebagaimana yang dinyatakan Wardono et al. (2016), seharusnya butir nomor 19 dan 20 dalam keadaan siap. Pemberian motivasi serta inovasi yang dilakukan dosen perlu ditingkatkan lagi pada pembelajaran e-learning ini. ...

  • Bayu Setiaji Bayu Setiaji
  • Pri Ariadi Cahya Dinata

Efektivitas dari penerapan e-learning di perguruan tinggi pada situasi pandemi Covid 19 dipengaruhi beberapa faktor. Faktor yang paling penting adalah kesiapan mahasiswa menggunakan ­e-learning dalam proses perkuliahan. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kesiapan mahasiswa pendidikan fisika dalam menggunakan e-learning. Dengan mengetahui tingkat kesiapan mahasiswa, dosen dan pemangku kebijakan dapat mempersiapkan kebijakan pengembangan lebih lanjut. Metode yang digunakan adalah survei. Kesiapan mahasiswa menggunakan e-learning diukur dengan menggunakan angket kesiapan mahasiswa. Angket kesiapan mahasiswa yang dikembangkan berdasarkan pada instrumen model Aydin dan Tasci. Angket kesiapan mahasiswa ini memiliki 25 pernyataan dengan 4 indikator. 75 mahasiswa pendidikan fisika dilibatkan dalam penelitian ini. Hasil pengisian angket dianalisis dengan menggunakan metode suksesif interval kemudian dikategorikan ke dalam skala penilaian kesiapan e-learning. Hasil penelitian menunjukkan bahwa mahasiswa Jurusan Pendidikan Fisika UNY termasuk dalam kategori siap pada 3 indikator dan tidak siap pada 1 indikator. Hal ini dapat dijadikan evaluasi bagi para dosen dan pemangku kebijakan agar kesiapan mahasiswa dapat lebih ditingkatkan. Analysis of e-learning readiness on physics education students during Covid-19 pandemic AbstractThe effectiveness of e-learning implementation in University during Covid-19 Pandemic is depending on several factors. The most important factor is the readiness of students using e-learning in the studying process. The aim of this research is to know physics education student's readiness in using e-learning. By knowing student's e-learning readiness, lecturer and stakeholders would be able to prepare further development of e-learning. The method in this research is survey method. Student's e-learning readiness is measured by using student's e-learning readiness questionnaire. This questionnaire is developed based on Aydin and Tasci Model. This questionnaire has 25 statements and 4 indicators. 75 students involved in this research. The results are analyzed using successive interval method then categoryzed using e-learning readiness scale. The results show that Physics Education Students of UNY are ready in 3 indicators and not ready in only 1 indicator. This result could be an evaluation for lecturers and stakeholders to increase student's e-learning readiness.

... There are several reasons why PBL models with TAI settings can improve student learning achievement. First, PBL learning activities emphasize the active role of students in the learning process (Arends, 2012;Savin-baden & Major, 2004;Wardono, Waluya, Mariani, & Candra D, 2016). Second, the active role of students in this learning process is also supported by investigative activities on problems that are carried out independently or in groups by students. ...

  • Anggoro Eko Yuni Cahyono

Learning achievement and attitude towards mathematics are two of the indicators of student success in learning mathematics. Problems related to these two things that occur in classrooms where the author teaches encourage the author to make improvements in learning through a classroom action research to improve student achievement and attitudes toward mathematics. Classroom action research is carried out by applying Problem-Based Learning (PBL) with Team Accelerated Instruction (TAI) arrangements. Data were collected using two types of instruments, namely mathematics achievement test, and students' attitude toward mathematics questionnaire. The results showed that the average attitude of students towards mathematics there were 81% of students had good attitude categories to the top (59% good categories and 22% of very good categories), student achievement as much as 87.50% had been completed with an average student completeness is 81.75 while the implementation of learning activities has exceeded the specified target that is equal to 92.11% has been implemented. It can be concluded that the application of the PBL setting TAI model has succeeded in improving student achievement and student attitudes towards mathematics.

... The data above shows that an in-depth study of mathematical literacy is needed so that students can improve their mathematical literacy. The study of efforts to improve mathematical literacy has been carried out for various levels, for example with the Problem Based Learning learning model [7], Creative Problem Solving [8], or the Indonesian Mathematics Realistic approach combined with Edmodo implementation [9]. And although PISA is intended for junior high school students, the study of mathematical literacy is also conducted at the Senior High School level. ...

  • Andes Safarandes Asmara Andes Safarandes Asmara
  • St Budi Waluya
  • Hardi Suyitno
  • Iwan Junaedi

The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so if the learning task requires too much capacity, learning will be hampered. The purpose of this study was to see how the role of learning that optimizes the use of working memory capacity and avoid cognitive overload with the use of CLT nuanced learning processes. The method used is meta-analysis and uses 15 data relating to CLT and applies statistical methods to complement other purposes. This article shows that the application of cognitive load theory is able to minimize the cognitive load process of students so as to produce effective and optimal learning and know the opportunities for application to mathematics learning.

The chart of Indonesian student of mathematical ability development in Program for International Student Assessment (PISA) event during the last 4 periods shows an unstable movement. PISA aims to examine the ability of children aged 15 years in reading literacy, mathematics literacy, and science literacy. The concept of mathematical literacy is closely related to several other concepts discussed in mathematics education. The most important is mathematical modelling and its component processes. Therefore the goal of this research is to investigate secondary school students' difficulties in modeling problems PISA-model level 5 and 6. Qualitative research was used as an appropriate mean to achieve this research goal. This type of research is a greater emphasizing on holistic description, and phenomenon identified to be studied, students' difficulties in modelling real world problem in PISA model question level 5 and 6. 26 grade 9 students of SMPN 1Palembang, 26 grade 9 students of SMPK Frater Xaverius 1 Palembang, and 31 participants of mathematical literacy context event, were involved in this research. The result of investigate showed that student is difficult to; (1) formulating situations mathematically, Such as to representing a situation mathematically, recognizing mathematical structure (including regularities, relationships, and patterns) in problems, (2) evaluating the reasonableness of a mathematical solution in the context of a real-world problem. The students have no problem in solve mathematical problem they have constructed.Keywords: Mathematical model, Modelling competence, PISA, PISA Questions level 5 and 6, Students'difficulties in solving PISA-model Questions. Mathematics Literacy. DOI: http://dx.doi.org/10.22342/jme.4.1.561.41-58

  • Kaye Stacey Kaye Stacey

PISA, the OECD's international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students' attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment.Keyword: PISA View, Mathematical Literacy, Indonesia DOI: http://dx.doi.org/10.22342/jme.2.2.746.95-126

This research aims at studying on how students develop their spatial visualisation abilities. In this paper, one of five activities in an ongoing classroom activity is discussed. This paper documents students' learning activity in exploring the building blocks. The goal of teaching experiment is to support the development of students' spatial visualisation ability and to study about how students visualise and interpret the building blocks. The analysis of the activity is focused on exploring how the building blocks activity develop students' spatial visualisation, various way of students' interpretation and visualisation of building blocks, and how teacher affect the way students visualise and interpret the building blocks. The results of this study show that the building blocks activity supports the development of students' spatial visualisation ability.

  • Judah P. Makonye Judah P. Makonye

This paper discusses how the notion of a function can be developed for high school learners through the use of different representations and models; verbal, visual, graphical and symbolic. The realistic mathematics education approach provides the framework that guides the discussion. Using the matchstick problem as an example, multiple-representations of the function concept inherent in it are mathematised. The possible representations of the function are; geometric patterns, independent - dependent variables, ordered pairs, fish diagrams, number sequences (quadratic sequences, arithmetic sequences, geometric sequences), dual bar graphs, graphs on the Cartesian plane and the functional f(x) symbolism. It is argued that multiple representations that start with the informal and every day and then gradually progress to the formal and abstract, help learners to gain insight of the big idea functions in mathematics. The paper provides mathematics educators a platform which facilitates a realistic

  • Hayley Barnes
  • Elsie Venter

Why is teaching in context an important option to consider in the teaching of mathematics? What does it mean to teach mathematics from and in contexts? And what are the possible challenges associated with this practice? The aim of this paper is not to provide a comprehensive answer or solution to these questions. We attempt rather to address these questions specifically with regard to South Africa and the theory of Realistic Mathematics Education. In this article we consider a vignette of a more formal and traditional mathematics lesson and then suggest possible reasons why we need to be teaching more in context. Furthermore we discuss the application of the theory of Realistic Mathematics Education as a potential approach to facilitate teaching in context. Finally we present some challenges associated with this practice.

This article describes Realistic Mathematics Education (RME), a design theory for mathematics education proposed by Hans Freudenthal and developed over 40 years of developmental research at the Freudenthal Institute for Science and Mathematics Education in the Netherlands. Activities from a unit to develop student understanding of logarithms are used to exemplify the RME design principle of progressive formalization. Starting from contexts that elicit students' informal reasoning, a series of representations and key questions were used to build connections between informal, pre-formal and formal representations of mathematics. Student and teacher comments from the pilot of this unit in a College Algebra course at a U.S. community college suggest this approach may benefit students who have been underserved by traditional approaches to mathematics instruction.

  • Zulkarnain Zulkarnain

Developing students' ability in solving sentence questions is one of the important goals of mathematics learning at school, since sentence questions are able to increase the problem solving capability. However, mathematics is one of the subjects, less favoured by the students. Students' have poor mastery of mathematics other than difficulty in solving sentence questions. This has encouraged the execution of related research concerning enhancement of students' ability in solving sentence questions. This study aimed to investigate the influence of the use of sentence questions in the beginning of the lesson on the ability of solving mathematical sentence questions among the students of standard five of Primary School under the ministry of education. The study also aimed to examine the impacts of the use of the sentence questions on these students' attitude towards learning mathematics. The design of this research was quasi-experimental. As for this study, the research design was The One Group Pretest-posttest Design which was included in the Quasi Experimental Design without Control Group, with the sample of 44 students of Class V. Data collection was carried out by recording the test scores and administering the questionnaires on the attitude towards learning mathematics. Research findings showed that there was an influence of the use of sentence questions in the beginning of the lesson on the ability of solving mathematical sentence questions among the students. The contribution of the use of sentence questions in the beginning of the lesson to the enhancement of students' ability in solving the mathematical sentence questions was as high as 67.17%. The research also discovered the positive influences of the use of the sentence questions on the attitude of the students towards mathematics learning. Furthermore, this study had given teachers the choice of using one of strategies of learning mathematics which was able to increase students' learning outcomes and improve their attitudes towards mathematics.

  • Jan de lange Jan de lange

During the last decade several major shifts have occurred in the conceptualisation of mathematics as a domain, of mathematical competence as a goal for instruction, and of the way in which this competence should be acquired through schooling. This chapter begins with a summary of the general characteristics and principles underlying the ongoing world-wide reform of mathematics education. Afterwards it documents and illustrates how these general characteristics and principles permeate a major domain of the mathematics curricula for the elementary school, called 'Number and Arithmetic'. Five related topics within this domain are discussed, namely: number concepts and number sense, the meaning of arithmetic operations, mastery of basic arithmetic facts, mental and written computation, and word problems as applications of the numerical and arithmetical knowledge and skills. The final section lists some remaining issues and tasks for further curriculum research and development in the domain of number and arithmetic.

The introduction of Mathematical Literacy into the Further Education and Training (FET) curriculum in South Africa has brought with it formidable challenges to teacher education in this field. This paper attempts to unravel some pertinent issues arising in the training of Mathematical Literacy teachers, using an approach based on mathematical modelling. It does this by discussing the design and implementation of an ACE(ML), an Advanced Certificate in Education, specialising in Mathematical Literacy teaching.