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Siti Maghfirotun Amin
Universitas Nahdlatul Ulama Surabaya, Indonesia

Published : 42 Documents
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Supporting Fifth Graders in Learning Multiplication of Fraction with Whole Number Khairunnisak, Cut; Amin, Siti Maghfirotun; Juniati, Dwi; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

#### Abstract

The meaning of fractions with integer multiplication is something that is difficult toÃ‚Â  understand by students. They tend to think that the product it produces a larger number, while the multiplication of fractions with integers, the result can be any number larger or smaller. This study is a research design that aims to develop a local instructional theory to support the students expand their understanding of the meaning of multiplication of fractions with integers. By applying the characteristics of realistic mathematics education (Realistic Mathematics Education), the researchers designed aÃ‚Â  series of instructional activities related to daily life, such as Indonesia prepares dishes and equitable distribution. Participants of this study were Grade 5 students from an elementary school in Surabaya, along with a mathematics teacher of that class.Ã‚Â  Some students of the class participated in the first cycle, in order to see how the design of the hypothetical learning trajectory (Hypothetical Learning Trajectory) is running. After going through several revisions, HLT is then implemented in all the other students in grade 5. The results showed that students' prior knowledge affect their learning process. The fractions solve multiplication problems with whole numbers, some students convert the integers to fractions and then use a fraction by a fraction multiplication procedure. The learning process begins with students exploring the contextual situation of fair division, where students extend their understanding that the fraction associated with the division and multiplication. One indicator that the student has broadened his understanding is the more varied representation of the given problem. Keywords: multiplication of fraction with whole number, RME, daily life situations, extend the understanding, initial knowledge, design researchÃ‚Â DOI: http://dx.doi.org/10.22342/jme.3.1.615.71-86
Learning The Concept of Area and Perimeter by Exploring Their Relation Winarti, Destina Wahyu; Amin, Siti Maghfirotun; Lukito, Agung; Gallen, Frans Van
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

#### Abstract

Learning the concept of perimeter and area is not easy for students in grade 3 of primary school. A common mistake is that students think that if the area is the same, the perimeter also has to be the same. It is difficult for them to understand that for aÃ‚Â  given area, there are many possibilities of perimeter and vice versa. When student are not aware of this relation they might confuse about the concept in their continuation of learning process. This research was conducted to study if it would support studentsÃ¢â‚¬â„¢ understanding of the concept of perimeter and area if we let them explore the relation between perimeter and area in the very first phase of the learning process.Ã‚Â Design research was chosen as the method to study this issue and the three basic principles in The Realistic Mathematics approach were applied in this study to support the learning process of perimeter and area. Real life context such as picture frames was choosen in developing a sequence of learning line to reach the learning goal of perimeter and area. The partipants of this research were students and mathematics teacher of grade 3 in one of the elementary school in Surabaya. Two classes were taken to involve in the first cycle and second cycle respectively.Ã‚Â  The teaching experiment shows that the class activities such as making photo frame, measuring photo paper with sticky paper and arranging shapes with wooden matches are activities which can be used to reveal the relation of perimeter and area. From those activities students build their own understanding that in fact area and perimeter are not in one to one correspondence, they found that for the given area they might find different perimeter or vice versa. They also found the reason why they multiply length and width to count the area of rectangular or square shape from sticky paper activity. Somehow some students were found still struggle with their understanding of area and perimeter. They often simply count the area and perimeter but when it comes into comparing the area or perimeterÃ‚Â  they still struggle to differentiate between area and perimeter. Keywords: Perimeter, Area, Relation between perimeter and area, UnderstandingÃ‚Â DOI: http://dx.doi.org/10.22342/jme.3.1.616.41-54
Eliciting Mathematical Thinking of Students through Realistic Mathematics Eucation Anwar, Lathiful; Budayasa, I Ketut; Amin, Siti Maghfirotun; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

#### Abstract

This paper focuses on an implementation a sequence of instructional activities about addition of fractionsÃ‚Â  that has been developed and implemented in grade four of primary school in Surabaya, Indonesia. The theory of Realistic Mathematics Education (RME) has been applied inÃ‚Â  theÃ‚Â  sequence, which aims to assist low attaining learners in supporting studentsÃ¢â‚¬â„¢ thinking in the addition of fractions. Based on the premise that eliciting and addressing learnersÃ¢â‚¬â„¢ alternative conceptions in mathematics is beneficial inÃ‚Â  assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learnersÃ¢â‚¬â„¢ responses to contextual problems given to them during the course of the instructional activities. Keywords: Realistic Mathematics Education, mathematical thinking, a sequence of instructional activitiesÃ‚Â DOI: http://dx.doi.org/10.22342/jme.3.1.620.55-70
The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII Kristanto, Yosep Dwi; Amin, Siti Maghfirotun; Khabibah, Siti
(JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016
Publisher : Universitas Muhammadiyah Surakarta

#### Abstract

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.
Motivation Cards to Support Studentsâ Understanding on Fraction Division Wahyu, Kamirsyah; Amin, Siti Maghfirotun; Lukito, Agung
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

#### Abstract

This design research aims to develop a learning activity which supports the fifth-grade students to understand measurement fraction division problems (A whole number divided by a fraction that result in a whole number answer) conceptually. Furthermore, how students solve the fraction division problem using models is also analyzed. Â Data for the retrospective analysis is collected through two teaching experiments in the form of studentsâ work, field notes, and some part of classroom discussions. The important findings in this research are: 1) the developed learning activity namely Motivation Cards support students understand thatÂ  3 divided by one-half means how many one-half are in 3 through models. However, when the divisor is not a unit fraction they could not directly relate the unshaded part in area model for example. 2) area model is proper model to be firstly introduced when the students work on fraction division. 3) understanding this kind of fraction division help students understand other measurement fraction division where both divisor and dividend are fractions. 4) the learning activity supports the development of character values for students. Â Â Â
Keefektifan Problem Based Learning pada Materi Aritmetika Sosial Kelas VII SMP Rokhim, Alfath Famela; Amin, Siti Maghfirotun; Fuad, Yusuf
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 10, No 1 (2019): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

#### Abstract

Penelitian ini termasuk jenis penelitian pengembangan dan deskriptif yang mengacu pada model pengembangan 4D Thiagarajan (1974). Proses pengembangan perangkat pembelajaran PBL ini meliputi tahap pendefinisian, perancangan, pengembangan, dan pendiseminasian. Teknik pengumpulan data menggunakan lembar validasi untuk menilai perangkat pembelajaran yang dikembangkan, teknik observasi terhadap kemampuan guru dan aktivitas siswa, tes hasil belajar siswa, serta angket respon siswa terhadap pembelajaran. Hasil pengembangan perangkat pembelajaran menunjukkan bahwa perangkat pembelajaran telah memenuhi kriteria valid, praktis dan efektif. Kemudian, perangkat pembelajaran PBL pada materi aritmetika sosial ini efektif saat diimplementasikan pada kelas lain. Dengan demikian, perangkat pembelajaran PBL pada materi aritmetika sosial kelas VII hasil pengembangan ini layak dan efektif untuk digunakan sebagai perangkat pembelajaran di dalam kelas.This research includes the type of development and descriptive research that refers to the Thiagarajan (1974) 4D development model. The process of developing PBL learning devices includes the stages of defining, designing, developing, and disseminating. The data collection technique uses a validation sheet to assess the learning device developed, observation techniques on the teacher's abilities and student activities, student learning outcomes tests, and student response questionnaires to learning. The results of the development of learning devices show that learning devices have met the criteria of valid, practical and effective. Then, PBL learning devices on social arithmetic material are effective when implemented in other classes. Thus, PBL learning devices in class VII social arithmetic results of this development are feasible and effective to be used as learning tools in the classroom.
PENGEMBANGAN PERANGKAT PEMBELAJARAN PENJUMLAHAN DAN PENGURANGAN PECAHAN DESIMAL UNTUK KELAS V SEKOLAH DASAR DENGAN PENDEKATAN MATEMATIKA REALISTIK Saidah, Nur Yum; Amin, Siti Maghfirotun; Mustaji, Mustaji
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol 5, No 3 (2019): Vol. 5 No. 3 September 2019
Publisher : Universitas Negeri Surabaya

#### Abstract

STUDENTSâ€™ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Imah, Elly Matul; Amin, Siti Maghfirotun; Fiangga, Shofan
Journal on Mathematics Education Vol 10, No 1 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

#### Abstract

This study aimed to determineÂ the cognitive processÂ employed in problem-solving related to the concept of area conservation for seventh graders.Â Two students with different mathematical ability were chosen to be the subjectsÂ of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test.Â Results indicate that both samples performedÂ more cyclic processesÂ on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, itÂ wasÂ found that theÂ highÂ achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samplesâ€™ cognitive processes, the use of area formula come first before students decided to look for another strategyÂ such as doingÂ â€˜cut-rotate-pasteâ€™ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.
Improve Critical Thinking Ability and Motivation in Learning Mathematics Through the Adobe Flash Cs 5.0 Game Fathoni, Fathoni; Amin, Siti Maghfirotun; Khabibah, Siti
International Journal for Educational and Vocational Studies Vol 1, No 8 (2019): December 2019
Publisher : Universitas Malikussaleh

#### Abstract

Mathematical learning needs to be given to all students starting from elementary school, so that students practice how to think in drawing conclusions and be able to express their opinions with the beliefs and honesty that comes from someone. But when learning mathematics the problem that often arises is a lack of motivation. Baroody (1993) says that reasoning is an important tool in learning mathematics to produce ideas so students can understand mathematical concepts correctly. Efforts made by teachers to improve thinking skills and motivation in learning mathematics are through the Adobe Flash CS 5.0 game which is expected to provide new and enjoyable experiences for teachers and students. In addition to more varied learning, students can be motivated to learn and enjoy what they learn.
Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style Mariana, Risa; Khabibah, Siti; Amin, Siti Maghfirotun
International Journal for Educational and Vocational Studies Vol 2, No 12 (2020): December 2020
Publisher : Universitas Malikussaleh

#### Abstract

Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.