R Rosnawati
Universitas Negeri Yogyakarta

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PENGGUNAAN ALAT PERAGA MATERI RENTAN MATEMATIKA SEKOLAH DASAR Mathilda Susanti; A Sardjana; R Rosnawati
INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Vol 8, No 2 (2004): Agustus 2004
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (6999.609 KB) | DOI: 10.21831/ino.v8i2.5232

Abstract

Both  the  abstract  mathematical   concept  and who are  in the  stage  of operasional    concrete    thinking    need   teaching   media   to   bridge   the   gap. Teaching  media  is  one  of the  alternatives   used  by teachers  in  elementary schools.   The   objective    of   this   research    is   to   improve    the   learning mathematics  quality  by means  of appropriate  media.This  is action  research   consists  of three  cycles.  The  subject  of the research   is   19  first   grade   students   of  SD  Negeri   Palbapang    J  Bantul Yogyakarta.The result  shows  that  (1) using  the  appropriatte  teaching  media  canimprove   the   students'    activity    in   learning   mathematics.    By   using   the teaching  media,  the  teacher   can  be  more  creative  in solving  the  students' learning  problems.   (2)  The  main  handicap   in using  teaching   media  in the learning   and  teaching   process   is  time   constraint,   lacking   of  media   and teachers     capability      creating      and     developing           media.      (3)     The students'difficulty    in learning  mathematics   can be solved  by teaching  using media.Key words:  media, susceptible teaching  material,  mathematics
STUDENTS’ ERROR ANALYSIS IN SOLVING PROBABILITY STORY QUESTIONS BASED ON REVISED NEWMAN THEOREM Dyah Nirmala Sani; R Rosnawati
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 2 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss2pp123-131

Abstract

Generally, students still need help working on story-shaped questions. This error is natural, but if it continues, it will harm the mastery of the next material. The ability to solve story questions is closely related to numeracy skills, therefore knowing the location of the difficulties using the revised Newman theorem and the causal factors will help students achieve higher learning outcomes. This research was a quantitative descriptive approach, with the research subjects of junior high school students as many as 152 students. The instruments used were diagnostic tests and questionnaires. Each had an estimated reliability of 0.701 and 0.705 with good qualifications. The results show that students' most frequent types of errors in solving story questions on empirical and theoretical probabilities were 43% transformation errors, 36% comprehension errors, 15% process skill errors and encoding errors by 6%. The specific factors of student errors are not thorough students, being in a hurry, having difficulty understanding the questions, did not master the material, forgetting the formula, hesitating in determining the formula, not re-check the answers, and were unable to write the final project answers/conclusions. Interest and motivation factors as well as society factors are the general factors that most influence the mistakes made by students