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All Journal International Journal of Evaluation and Research in Education (IJERE) Proceeding of International Conference on Science, Education, and Technology
Andi Saparuddin Nur
Universitas Negeri Semarang
Education

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Solving mathematical word problems using dynamic assessment for scaffolding construction Andi Saparuddin Nur; Kartono Kartono; Zaenuri Zaenuri; Rochmad Rochmad
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22535

Abstract

Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve word problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that student need to solve mathematical word problems. This study aimed to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across 10 public junior high schools in Jeneponto Regency, South Sulawesi Province, Indonesia. There was a four-word problem tested and analyzed using dynamic assessment. Student solutions were grouped based on the type and form of scaffolding needed: level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems.
Ethnomathematics studies: Mapping and construction of culture-based teaching materials Andi Saparuddin Nur; Kartono Kartono; Zaenuri Zaenuri; Rochmad Rochmad
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical ideas are often found in community activities and culture. Researchers have paid much attention to ethnomathematical studies describing mathematical ideas in culture. However, the mapping and construction of Makassar culture-based mathematics teaching materials have not been widely explored. This study aims to map and construct culture-based mathematics teaching materials through ethnomathematical studies. This type of research is a qualitative study with an ethnographic approach. The subject of this research is the Jeneponto community with Makassar ethnic background. The research instrument used observation sheets, interview guides, voice recorders, and field notes. Observation of cultural objects focuses on salting methods, fishing methods, time systems, forms of craft, and the use of horses. The results show that mathematical ideas are used in various activities and cultures of society. Mathematical concepts are connected with various cultural objects: numerical systems, lines and angles, plane figures, spatial figures, statistics, sequences and series, social arithmetic, and algebra. Activity-based task sheets, project assignments, modules, and field observation reports are forms of culture-based teaching materials in harmony with the ethnomathematical model as a learning innovation. The findings in this study propose integrating culture-based teaching materials in the ethnomathematical learning model.
Co-Authors Kartono - Rochmad - Zaenuri Mastur