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Mulyono, Budi
Pendidikan Matematika, Universitas Sriwijaya
Education Mathematics Social Sciences Other

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IDENTIFIKASI KESALAHAN MAHASISWA DALAM PENYELESAIAN SOAL-SOAL LIMIT Mulyono, Budi; Hapizah, Hapizah
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (547.853 KB)

Abstract

Limit is a main topic of calculus studied especially by students of mathematics education. Despite the fact that limit has been introduced and taught to students at the level of senior high school, there are many student’s mistakes occured in student’s answers of limit questions. These findings came from results of survey of 73 students of mathematics education by giving them some questions of limit. The student’s mistakes of solving of limit questions that the researchers identify are that students consider limit questions could be solved if there is a kind of variables (for instance, variable ) in a function which its limit will be determined; that students consider the value of limit  as  is the result of substituting of variable  directly into the function ; that students are not aware of left-sided limit and right-sided when determining the value of limit of a function, and that students do not use appropriately all information in form of graphic of a function to determine the value of limit of the function.Limit is a main top Limit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main top Limit is a main top Limit is a main topLimit is a main top ic of calculuic of calculu ic of calculuic of calculuic of calculuic of calculu ic of calculu ic of calculus studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially by students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics education. education. education. education. education. education. education. Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of 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Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of senior high school, senior high school, senior high school, senior high school, senior high school, senior high school, senior high school, senior high school, senior high school, senior high school, there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes occured occuredoccured in in student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of limit limit limit limit limit limit questions. questions. questions. These These findings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. 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The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider limit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solve limit questions could be solve d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that students consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limitasis the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variabledire diredirectly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function; that ; that ; that ; that ; that ; that students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not awareawareaware of leftof leftof leftof leftof left of left-sided limit and right sided limit and right sided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and right sided limit and rightsided limit and rightsided limit and rightsided limit and right sided limit and right-sided sided sided sided when when when when determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use approp
PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA Budi Mulyono; Hapizah Hapizah
KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 2 (2018): KALAMATIKA November 2018
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.838 KB) | DOI: 10.22236/KALAMATIKA.vol3no2.2018pp103-122

Abstract

This article discusses about what conceptual understanding is in learning of mathematics and how conceptual understanding could be developed in a student’s thinking. As we know, generally, at least there are two types of learning that we have already experienced until right now, they are rote learning and meaningful learning, where each type has itself characteristic different from each other. The fundamental difference between the two types of learning is that rote learning emphasizes on memorizing structurally meanwhile meaningful learning focusing on understanding concepts learned. Therefore, teachers should carefully consider suitable strategies of teaching before deciding which types of learning could be developed in students’ thinking, and teachers need to pay attention to the effectiveness of teaching and learning in order to help students achieving a conceptual understanding.
ANALYSIS OF MATHEMATICAL WRITING ERRORS RELATED TO THE ANGLE OF TRIGONOMETRI FUNCTIONS Budi Mulyono; Hapizah
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 1 (2021): KALAMATIKA April 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.501 KB) | DOI: 10.22236/KALAMATIKA.vol6no1.2021pp71-82

Abstract

Mathematical writing errors are often made by students, especially when writing mathematical expressions on the angle of trigonometric functions. One of the causes of this error is that students do not pay close attention to the difference between radians and degrees when writing questions or writing answers. These mathematical writing errors were made mainly by students who were oriented towards the result of the answer to a question, without paying attention to good and correct writing rules. One form of writing errors in mathematical expressions of trigonometric functions is writing y = sin (x + 45), which is considered the same as writing y = sin (x + 45o). If they are asked to compare the graphical form of the function of the two mathematical expressions in the same image, the writing error will be recognized and seen. Counterexamples and technology in learning mathematics can help students understand and correct errors in writing mathematical expressions of trigonometric functions.
CARA IDENTIFIKASI PENGETAHUAN PROSEDURAL DAN PEMAHAMAN KONSEPTUAL MAHASISWA TERHADAP MATERI LIMIT Budi Mulyono; Yaya S Kusumah; Rizky Rosjanuardi
Jurnal Pendidikan Matematika Vol 13, No 1 (2019)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.13.1.6706.73-82

Abstract

Limit merupakan materi utama dalam pembelajaran kalkulus yang telah dikenalkan dan dipelajari mahasiswa sejak jenjang sekolah menengah atas. Namun tidak sedikit mahasiswa masih mengalami kesulitan dalam mempelajari dan memahami materi limit di tingkat awal perguruan tinggi. Seorang mahasiswa tidak hanya harus memiliki pengetahuan prosedural saja, namun juga perlu memiliki pemahaman konseptual tentang limit. Artikel ini membicarakan tentang cara mengidentifikasi pengetahuan prosedural dan pemahaman konseptual mahasiswa terhadap materi limit. Adapun metode yang digunakan untuk mengidentifikasi pengetahuan prosedural dan pemahaman konseptual tersebut adalah dengan memberikan tes kepada mahasiswa berupa soal-soal yang berkaitan dengan materi limit. Soal-soal tes tersebut didesain sederhana dengan tujuan untuk menghindari kesalahan yang muncul disebabkan oleh tingkat kesulitannya. Temuan hasil tes dengan soal-soal yang telah didesain tersebut menunjukkan bahwa terdapat mahasiswa dapat menyelesaikan soal-soal limit dengan baik secara prosedural, namun mereka memiliki permasalahan dalam menyelesaikan soal yang berkaitan dengan pemahaman konseptual. Hal tersebut mungkin disebabkan pembelajaran tentang limit yang mereka dapatkan di jenjang sekolah menengah atas lebih berorientasi pada penyelesaian soal-soal limit secara prosedural saja.
PENGEMBANGAN MATERI PELAJARAN BERBASIS TIK UNTUK MATA KULIAH PROGRAM KOMPUTER Meryansumayeka Meryansumayeka; Budi Mulyono
Jurnal Pendidikan Matematika Vol 10, No 2 (2016)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.10.2.3627.13-22

Abstract

Tujuan dari penelitian ini adalah untuk mengembangkan materi pelajaran untuk mata kuliah Program Komputer dengan memanfaatkan MoDELss (Moodle E-Learning for Sriwijaya Students). Jenis penelitian ini adalah penelitian pengembangan menurut Rowntree. Ada tiga fase dalam penelitian ini: tahap perencanaan, tahap pengembangan, dan tahap evaluasi. Subjek penelitian ini adalah semua siswa yang mengikuti mata kuliah Program Komputer di tahun akademik 20152016. Data dikumpulkan dengan menggunakan observasi, dokumen online, wawancara, dan tes online. Hasil penelitian ini menunjukkan bahwa materi pelajaran yang dikembangkan dalam kualitas yang baik yang dapat digunakan untuk kuliah Program Komputer namun demikian mteri pelajaran ini masih dibutuhkan penyempurnaan.    DOI: http://dx.doi.org/10.22342/jpm.10.2.3627.13-22
IDENTIFIKASI KESALAHAN MAHASISWA DALAM PENYELESAIAN SOAL-SOAL LIMIT Budi Mulyono; Hapizah Hapizah
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (547.853 KB)

Abstract

Limit is a main topic of calculus studied especially by students of mathematics education. Despite the fact that limit has been introduced and taught to students at the level of senior high school, there are many student’s mistakes occured in student’s answers of limit questions. These findings came from results of survey of 73 students of mathematics education by giving them some questions of limit. The student’s mistakes of solving of limit questions that the researchers identify are that students consider limit questions could be solved if there is a kind of variables (for instance, variable ) in a function which its limit will be determined; that students consider the value of limit  as  is the result of substituting of variable  directly into the function ; that students are not aware of left-sided limit and right-sided when determining the value of limit of a function, and that students do not use appropriately all information in form of graphic of a function to determine the value of limit of the function.Limit is a main top Limit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main topLimit is a main top Limit is a main top Limit is a main topLimit is a main top ic of calculuic of calculu ic of calculuic of calculuic of calculuic of calculu ic of calculu ic of calculus studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially studied especially by students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics students of mathematics education. education. education. education. education. education. education. Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of Despite the fact that limit has been introduced and taught to students at level of 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high school, senior high school, senior high school, senior high school, senior high school, senior high school, there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes there are many student’s mistakes occured occuredoccured in in student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of student’s answers of limit limit limit limit limit limit questions. questions. questions. These These findings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education indings came from results of survey 73 students mathematics education by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. 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The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that by giving them some questions of limit. The student’s mistakes solving limit that the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider the researchers identify are that students consider limit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solve limit questions could be solve limit questions could be solvelimit questions could be solve limit questions could be solve d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a d if there is a kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable kind of variables (for instance, variable) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; 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that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that ) in a function which its limit will be determined; that students consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limit students consider the value of limit students consider the value of limitstudents consider the value of limit students consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limitstudents consider the value of limitasis the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variable is the result of substituting variabledire diredirectly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function ctly into the function; that ; that ; that ; that ; that ; that students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not students are not awareawareaware of leftof leftof leftof leftof left of left-sided limit and right sided limit and right sided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and rightsided limit and right sided limit and rightsided limit and rightsided limit and rightsided limit and right sided limit and right-sided sided sided sided when when when when determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use appropriately all determining the value of limit a function, and that students do not use approp
KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS IX TERHADAP MATERI PERSAMAAN KUADRAT MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH Tri Melinia; Budi Mulyono
Teorema: Teori dan Riset Matematika Vol 7, No 1 (2022): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v7i1.6642

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep matematis peserta didik menggunakan model pembelajaran berbasis masalah pada materi persamaan kuadrat. penelitian ini merupakan penelitian deskriptif. Adapun subjek penelitian ini adalah peserta didik kelas IX SMP IT Madani Kayuagung. Pengumpulan data menggunakan tes tertulis dan wawancara untuk mengukur kemampuan pemahaman konsep matematis peserta didik. Data yang diperoleh dianalisis menggunakan statistik deskriptif, yaitu: mean (rata-rata) dan persentase. Selanjutnya, hasil tes tertulis yang diperoleh akan diperiksa sesuai pedoman penskoran. Skor yang diperoleh dikategorikan berdasarkan kemampuan pemahaman konsep matematis peserta didik. Kemudian, akan ditentukan persentase peserta didik berdasarkan kategori kemampuan pemahaman konsep matematis (Sangat tinggi, Tinggi, Cukup, Rendah, atau Sangat rendah). Dari hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep matematis peserta didik kelas IX SMP Madani Kayuagung berada pada kategori Cukup dengan nilai rata-rata sebesar 63,88. Kata kunci: Kemampuan pemahaman konsep matematis, pembelajaran berbasis masalah, persamaan kuadrat
Learning trajectory for equivalent fraction learning: An insight Viona Adelia; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Budi Mulyono
Journal of Honai Math Vol 5, No 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.233

Abstract

Equivalent fraction is a sub-topic of fractions that highly contributes to explaining the basic concepts of fractions. However, this topic is one of the most challenging topics for students as it involves an advanced and formal concept and various representations. This study aims to present the preliminary result of the learning trajectory on equivalent fractions. This design research consisted of three stages: preparation, implementation, and retrospective analysis. The learning trajectory in the form of a hypothetical learning trajectory (HLT) was designed in the context of measuring cups. The data was collected through documentation, interviews, and class observations. The HLT was implemented to investigate students’ actual learning trajectories. The findings showed that the measuring cup context assists students to easily perceive those different fractions may have the same quantity (equivalent fractions). The learning trajectory consists of two activities. The first one aims to introduce a measurement concept of fractions to students. The second one aims to help students construct the concept of equivalent fractions. Finally, the study findings contribute to further development of learning trajectory on equivalent fractions.
KEMAMPUAN NUMERASI PESERTA DIDIK MELALUI IMPLEMENTASI BLENDED LEARNING PADA MATERI BILANGAN PECAHAN Ayu Lestari; Hapizah Hapizah; Budi Mulyono; Ely Susanti
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 1 (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/jupitekvol5iss1pp60-70

Abstract

This study aims to describe the numeracy skills of students in the matter of fractional arithmetic. This research method is a type of combination research. The research subjects were 31 students of class VIIU1 SMP Muhammadiyah 4 Palembang, but three people were chosen as subjects to be interviewed. The data collection techniques in this study were questionnaires, tests, and interviews. The instrument in this study is the researcher and assisted by questionnaires, numeracy questions, and interview guidelines. The data analysis technique of this research is quantitative and qualitative with the stages of quantitative data analysis. The results showed that the response of students to blended learning was good. The numeracy ability of students after being given blended learning on fractional numbers is still low. This can be seen from the results of the written test which showed that there were only 2 students in the high category, 6 in the medium category, and 23 in the low category. Based on the results of written tests and interviews that have been analyzed based on indicators of numeracy skills, students are able to using various numbers or mathematical symbols related to basic mathematics and able to analyze information displayed in various forms (graphs, tables, charts, diagrams). This can be seen in students who are able to use mathematical concepts and procedures on fractional number material. Most of the students are not able interpret the results of the analysis to predict and make decisions, because students are not used to reinterpreting the results of calculations into the context of the problem
Pengembangan Alat Peraga PATOLOGI (Papan Tol Logika) pada Materi Pernyataan Majemuk Devin Akbar Albany; Fadhilah Azzahra; Febriandini Muhtasya; Zulkardi Zulkardi; Hapizah Hapizah; Budi Mulyono; Meryansumayeka Meryansumayeka
Jurnal Tadris Matematika Vol 5 No 2 (2022)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2022.5.2.159-168

Abstract

This study aims to develop a valid, practical, and effective teaching aid in learning mathematical logic material. The teaching aid developed is Logic Toll Board named PATOLOGI (Papan Tol Logika). The development model used in this study uses the ADDIE development model. The stages of ADDIE development include analysis, design, development, implementation, and evaluation. Data collection was obtained from observation and interviews, then analyzed descriptively. The results of the research that has been carried out indicate that the PATOLOGI teaching aids have been well developed, starting from the analysis stage to the evaluation stage. The tests carried out included testing the validity of teaching aids to experts, practicality tests and effectiveness tests through trial activities with students. The trial results show that students have no difficulty in using teaching aids, so that teaching aids are said to be practical. The trial results also show that the use of visual aids can arouse students' enthusiasm and interest in participating in learning activities, so that students more easily understand the concepts of mathematical logic material, especially compound statements. This shows that the PATOLOGI teaching aids can be categorized as effective. Thus, it is concluded that the PATOLOGI teaching aid is valid, practical, and effective.
Co-Authors Andi Suharman Ayu Lestari Cecep Anwar FS Cecep Anwar Hadi Firdos Santosa Devin Akbar Albany Effendi Nawawi Eka Ad’hiya Ely Susanti Ely Susanti Endang Sri Agustini Fadhilah Azzahra Febriandini Muhtasya Hapizah Laela Sagita M Arman Putra Karwana M David Safitra M Rizky Ramandani Meryansumayeka Meryansumayeka Ratu Ilma Indra Putri Rizka Syifa Rizky Rosjanuardi Samsul Komar Tri Melinia Viona Adelia Winda Putri Yulianti Yaya S Kusumah Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi