Jerito Pereira
Guangxi Normal University

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Learning the Concept of Absolute Value with Hawgent Dynamic Mathematics Software Jerito Pereira; Yongxing Huang; Jihe Chen; Neni Hermita; Maximus Tamur
Tarbawi : Jurnal Ilmu Pendidikan Vol. 16 No. 2 (2020): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v16i2.688


Understanding the concept is one aspect that is needed and must be owned by students in learning mathematics. This research aims to make learning media assisted by hawgent dynamic mathematics software on understanding the absolute value in grade 10 Senior high school to help teachers explain the concepts and assist students in finding and understanding the basic concepts of absolute value topic. The development model used in this research is ADDIE development model. ADDIE is an abridgment of Analyze, Design, Develop and Evaluation. Researchers the learning media Hawgent can help students to understand and find the concept of absolute value. Based on several aspects, clearly and attractively with an average of 78.9% in the excellent category. It is concluded that the development of learning media Hawgent dynamic mathematics software can be used on the subject of understanding the concept of absolute value and with the help of this software it can help teachers explain the concept of absolute value and the students are also very interested in this ICT-based learning media. This conclusion is related to the validation results of media experts and material experts, where the validation results from media experts on the use of learning media are in good categories.
Developing a math textbook using realistic mathematics education approach to increase elementary students’ learning motivation Jesi Alexander Alim; Neni Hermita; Melvi Lesmana Alim; Tommy Tanu Wijaya; Jerito Pereira
Jurnal Prima Edukasia Vol 9, No 2 (2021): July 2021
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v9i2.39393


This study aims to develop an appropriate and practical math textbook in the unit of the Least Common Multiple (LCM) and the Greatest Common Divisor (GCD) using Realistic Mathematics Education (RME) in order to increase elementary students’ learning motivation. This is a Research and Development (RnD) type of study with the Plomp model. A mathematician and a teacher assessed the validity of the textbook. The practicality of the textbook was assessed by two teachers and 15 students using questionnaires. The students' motivation was assessed by the students using questionnaires as well. The results showed that the textbook was appropriate with an average of 83.32%, the respondent results from the students’ views were practical with an average of 82.33% and very practical with an average of 87.6 from the teachers’ view. This study also found that the textbook increased the students’ learning motivation by 6.45%.
The Correlation between Mathematics and Physics Achievement of Senior High School Students Chen Jihe; Jerito Pereira; Xinxin Li; Ying Zhou; Maximus Tamur; Syaharuddin Syaharuddin
Tarbawi : Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2021): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v17i1.768


Physics and mathematics are the two most closely related natural rudimentary subjects. In physics, students often need to rely on rigorous mathematical reasoning and argumentation and use various mathematical methods for investigation, reasoning, calculus, test, and discussion, but students often appear in these difficulties. This research aims to explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were selected, and the data were analyzed with SPSS.22 software, and three students of different learning abilities were interviewed in detail. The innovation of this paper lies in the use of hierarchical research methods to compare classes of mathematics achievement and physics achievement. The conclusions are (1) in objective level, there is a positive linear relationship between math achievement and physics achievement; (2) on the subjective level, students accept the view that the performance of mathematics can promote the performance of physics; students' subjective cognition will affect their cognitive structure and learning behavior, to actively seek for the relationship between mathematical knowledge and physical knowledge, and then slowly affect the objective level of students, and then in mathematics and physics performance, and (3) applying mathematical thinking to physics learning can improve the efficiency of learning physics. Use mathematical knowledge of trigonometry to solve the force analysis problem of physical movement. The finding shows that math scores play a significant role in physics scores. Remind us that in teaching, we should pay attention to the integration of mathematical ideas into physics learning and help students learn physics knowledge better with mathematical ideas.
Sejauh Mana Perbedaan Kemampuan Matematis yang diukur Memoderasi Efektivitas Pendekatan Ralistic Mathematics Education: Studi Meta-Analisis Maximus Tamur; Sabina Ndiung; Adi Nurjaman; Jerito Pereira
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 7 No 1 (2021): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v7i1.15736


Evidence-based research on the effect of Realistic Mathematical Education (RME) has been conducted. However, whether differences in the measured variables alter the studies' effect sizes have not been explored. To fill this gap, it is necessary to conduct a meta-analysis study that can summarize the evidence for the effect of RME and analyze how the differences in the measured variables are associated with the effect size (ES) of the study. The research sample is an individual study of the effect of RME on various mathematical abilities identified from the ERIC database, the Scopus database, and Google Scholar. Based on the inclusion requirements, 54 independent samples from 38 individual studies were included in the analysis with a total of 6140 students included. The estimation method uses a random-effect model, and the Comprehensive Meta-Analysis (CMA) software is used as a data processing tool. The results of the analysis showed that the ES of the study was 0.97. This shows that overall, the use of RME has a significant effect on students' mathematical abilities. The moderator analysis results explain that the differences in the measured variables moderate the implementation of RME. These findings contribute to the implementation of RME in classrooms and the further development of RME by considering the categories of abilities being measured.
A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics Yunita Yunita; Dadang Juandi; Maximus Tamur; Angela Merici G Adem; Jerito Pereira
Beta: Jurnal Tadris Matematika Vol. 13 No. 2 (2020): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i2.380


[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis
Student Semiotic Representation Skills in Solving Mathematics Problems Wa Ode Dahiana; Tatang Herman; Elah Nurlaelah; Jerito Pereira
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.30770


Representational transformation skills significantly influence students' success in problem-solving. Students who struggle with representational transformation skills are often less adept at utilizing mathematical ideas and relationships, and vice versa. Therefore, this study used a qualitative, descriptive-interpretive approach to examine students' semiotic representation skills when solving mathematical problems. The research was conducted in a Year 9 classroom in a public school in Bandung, Indonesia, with 30 participants divided into high, middle, and low-ability groups based on their level of mathematical ability. Data was collected using both test and interview techniques. The results indicated that students in the high and middle ability groups had adequate skills in algebraic treatment and conversion from algebra to geometry and verbal expression skills for constructing algebraic expressions and converting verbal statements into mathematical equations. In contrast, the low-ability group demonstrated a lack of semiotic representation skills in problem-solving. These findings highlight the importance of transformation and conversion skills in mathematical problem-solving activities and can be valuable information for teachers and observers of mathematics education.