bluuebunny/crossref_metadata_2025_split huggingface dataset:
Design division mixed fractions materials using PMRI and lesson study
Authors: Mahardika Dinda , Putri R I I 
Published: March 2020

Abstract
One of the problem in modern mathematical learning prosess is the mathematics concept presented by the teacher to students such as machines. So, the concepts are used by students as finished product without knowing the origin and how to reconstruct them. The effort that can be done by the teacher to overcome this problem by designing learning wherever possible starting with presenting realistic problems to drive and support students understanding abstract idea in mathematics. In this article we will discuss the design mixed fraction division based on PMRI, which is a type of design research. Design research has three cycles, namely preliminary design, classroom experiment, and retrospective analysis. This Design is aimed for supporting students understanding the concept division mixed fraction then use it into problem solving. In this article only the preliminary study phase will be discussed, which includes literature study activities, curriculum analysis, and the design of the initial prototype based on non-formal trials conducted at the SMP Srijaya Negara Palembang. An HLT (Hypotetical Learning Trajectory) has been produced regarding division of mixed fraction using image representation. This material not only designed using PMRI but also Lesson Study as learning system. So the design contain three activities, which are two activities about sharing task and one activity about jumping task.
Preparedness of [K-12] teachers for the implementation of the senior high curriculum in a selected Philippine private school
Authors: Migallos K M , Cabahug R G , OSA  , Hipol A I 
Published: March 2020

Abstract
The study investigates the preparedness of teachers at a private school for the implementation of the K-12 Senior High School curriculum. To know this, inquiries were made to determine whether the teachers considered themselves ready for the new curriculum and whether they actually possess the eligibilities and competencies required to satisfy the criteria for prepared teachers. Investigations were also conducted to identify the supports that the school provides which the teachers recognize as contributory to their preparedness for the implementation of the new curriculum. Results of the study show that teacher perceptions of preparedness are integral to the success of curriculum implementation.
Learning pythagorean theorem from ancient China: A preliminary study
Authors: Fachrudin A D , Ekawati R , Kohar A W , Widadah S , Kusumawati I B , Setianingsih R 
Published: March 2020

Abstract
In this article, we explore how History of the Pythagorean theorem, especially from ancient China, as a source of inspiration for learning design. Based on historical examples and problem solving from the history of mathematics, we try to arrange instructional tasks for seventh-grade secondary education students and how its role in supporting students’ understanding of Pythagorean theorem. We focus on explaining the preliminary studies or the first phase of the three main phases in design research. The basic idea of instructional design is to introduce historical geometric diagrams and solve the right triangle problem in the manner of Liu Hui (3rd century CE). The purpose of introducing geometric diagrams is to connect students’ symbolic algebraic thinking with visual thinking about geometric shapes especially in the case of right triangles. In this study, we also conducted interviews and debrief sessions with teachers and tested the student’s history-based tasks to several students for initial investigation in the matter of developing the Hypothetical Learning Trajectory. Results of this study show that teachers have a positive response toward the history-based instructional task developed. On the other hand, we find the resolution of Right Triangles problems with diagrams by the students involving three steps: translation, transformation, and diagrammatic reasoning.
Learning activities using worksheet characterized by the recognition of mathematical symbols
Authors: Zukhrufurrohmah  , Rizky Utami Putri Octavina 
Published: March 2020

Abstract
One of the purposes of learning mathematics in college is to improve the ability of critical thinking and problem-solving. Before solving the problems, the college students need to recognize the problems not excepted the mathematics symbols written in the problem. Thereover it is important for the problem solver to aware and recognizes the meaning of mathematics symbols, called recognition of mathematical symbols. This educational design research aims to describe the development of learning activities using a worksheet to recognize the mathematical symbol. The design research phase consists of four successive phases: knowledge, designing, experimenting and analyzing. Findings reveal that: College students can distinguish between the form of functions and the value of functions; College students transform

∂
f
(
x
,
y
)

∂
y

to fy
(x, y) when solving problems; College students can read

∂
2

z

∂
2

x

symbol but need more time to interpret that symbol rather than fxx
(x, y) symbol. At the end of the learning practice, college students that doing error to recognize mathematics symbols are less than at the first teaching practice. The college students can recognize mathematical symbols well and then solve the problem correctly using correct mathematics symbols.
Mathematical modeling learning design using Model-Eliciting Activities (MEAs) approach to two variable linear equation system material
Authors: Pitriana N , Darmawijoyo  , Susanti E 
Published: March 2020

Abstract
This study aims to produce a trajectory of mathematics modeling learning with the context of Malnutrition in Indonesia using Model-Eliciting Activities (MEAs) approach in the of two-variable linear equation system material. In mathematics modeling classes, students learn to solve real problems using mathematical procedures and concepts. The method used is a study validation type research design that aims to prove learning theories. This research design consists of three stages; preliminary design, teaching experimentation, and retrospective analysis. The subjects of the study are Grade VII students of Public JHS 21 Palembang. Data collection techniques used are video recording, interviews, and documentation. Data were analyzed by comparing Hypothetical Learning Trajectory (HLT) and what happened during the learning process. This research produces a learning path of mathematical modeling using Model-Eliciting Activities (MEAs) approach with the context of Malnutrition in Indonesia in the two-variable linear equation system material. The results of this study indicate that through a series of mathematical modeling activities using Model-Eliciting Activities (MEAs) approach can help students in understanding two-variable linear equation system material.
Students’ logical mathematical intelligence in completing mathematical problems with natural disaster context
Authors: Fatimah S , Johar R , Zubainur C M 
Published: March 2020

Abstract
Disaster awareness in the community is necessary to be improved continuously, especially for regions in Indonesia that are prone to natural disasters. One way to do is to integrate disaster problems in mathematics learning. Teachers need to train students to solve mathematical problems in the context of disaster. Through this problem, it is expected that students’ logical mathematical intelligence will increase. This research is a preliminary study to determine the logical mathematical intelligence of students in solving mathematical problems in the context of disaster. The participants in this study were all 23 junior high school students in class VII at SMPN 1 Peukan Bada, Aceh Besar. These students were domiciled in the 2004 tsunami-affected areas registered and members of the Disaster Preparedness Schools (SSB). The data in this study were collected through tests and interviews which were analyzed descriptively. Based on the indicators of logical mathematical intelligence, it was concluded that students’ logical mathematical abilities in solving mathematical problems in the context of disaster were in the low category, even though students in these schools already had knowledge of disaster through disaster simulation activities. Thus the mathematical learning design is needed to improve students’ logical mathematical intelligence in solving mathematical problems in the context of disaster.
The prototype of PISA-like digital mathematical tasks
Authors: Meryansumayeka  , Zulkardi  , Putri R I I , Hiltrimartin C 
Published: March 2020

Abstract
This article describes a part of study aimed to develop digital mathematical tasks like PISA which are valid, practice, and having potential effect to secondary students’ 21th century competencies. The discussion of this article is limited to the description of the first prototype of PISA-like digital mathematical tasks. Design research type development study is chosen as research methodology in this study that consisted of three stages namely preliminary stage, prototyping stage, and evaluation stage. Data were gathered using printed documents such as curriculum document, PISA framework, and PISA problems and digital documents including mathematical tasks in the form of digital video. The first prototype was produced after experiencing changes in the choice of context, content, mathematical process, and conformity with the level of the PISA problem.
Developing teachers’ PCK about STEM teaching approach through the implementation of design research
Authors: Sarkim Tarsisius 
Published: March 2020

Abstract
Since the introduction by Shulman in the early 1980s, Pedagogical Content Knowledge (PCK) has been identified as a key teachers’ knowledge that influence teachers’ classroom activity. The identification of this particular type of knowledge developed awareness that the improvement of teachers’ competencies should take the teachers’ PCK into account. If the teachers’ classroom activities need to be improved, the professional development programs should also aware of the teachers’ knowledge and beliefs related to their daily classroom practices. This research was aiming at developing a teacher professional development model with the development of PCK as a main improvement indicator. The research implemented Design Research method. The participants of the research were science teachers and mathematics teachers of Junior High School in Yogyakarta participating in the STEM approach project. The data collected during the processes of preparation, implementation, and evaluation-reflection of the implementation of STEM approach through interviews, focus discussion group, and questionnaires. The research resulted a model of teachers’ professional development program that focuses not only on the teachers competencies but also the teachers’ knowledge that drive their activities in the classroom. One of the main features of the model is on its time allocation dedicated for teachers to be aware of their value and knowledge system and to reflect on the extent to which their value and knowledge system influence their teaching practices.
Analysis of problem solving ability of eight grade students of Santo Aloysius Sleman junior high school in mathematical learning using problem pased learning approach to inner tangent between the two circles material
Authors: Maran J P , Renggi A S J 
Published: March 2020

Abstract
This study aims to describe the steps of the learning process by using Problem Based Learning (PBL) approach and students’ problem solving ability on inner tangent between the two circles material after experiencing the learning process using PBL approach. The type of research used is design research. The subjects of the research were eighth grade students of Santo Aloysius Sleman junior high school. The object of the research was problem solving ability of eighth grade students of Santo Aloysius Sleman junior high school using PBL approach. The stages carried out in the study were the prior design, trial, and implementation of learning. Data analysis techniques of the research are data reduction, data presentation and conclusions or verification. In this study the researchers designed and developed the Hypothetical Learning Trajectory (HLT) with the PBL approach to inner tangent between the two circles material as the learning model. Researchers designed and developed Hypothetical Learning Trajectory (HLT) with Problem Based Learning (PBL) approach for tangent line to two circles as the learning model. HLT is made, implemented in learning to describe the steps of the learning process and analyze students’ problem solving ability. The steps of the research were as follow: orient the students through inner tangent between the two circles; organize the students to learn; guide the individual’s or groups’ experience towards the learning process; develop and present the students’ work from group discussions; and conclude the results of the learning process that have been done. From the result of tests and interviews, the researchers found that all students experienced the five indicators of problem solving ability based on NCTM.
Developing learning trajectories with the RME of phytagorean theorem
Authors: Towe M M , Julie H 
Published: March 2020

Abstract
There are three main parts of the hypothetical learning trajectory (HLT), are (1) learning objectives, (2) learning activities, (3) student understanding and problem solving strategies. The researcher tried to develop a context that helped students in finding the concept of the pythagorean theorem using the RME approach. In this study, the type of research used by researchers was design research developed by Gravemeijer and Cobb. There are three phases in design research according to Gravemeijer and Cobb, namely preliminary design, experimental design, and retrospective analysis. In this paper, researchers describe limited to the first phase of design research.
The effect of integrated science learning based on local wisdom to increase the students competency
Authors: Usmeldi  , Amini Risda 
Published: March 2020

Abstract
The national education prioritizes the character building, religion, culture and the demands of the era in the 21st century. Local wisdom is very appropriate to build the student character which is a nurturant effect in the learning process in school. Understanding of local wisdom as one of the elements integrated into learning at school. Science learning in Junior High School based on the 2013 curriculum is presented in an integrated with themes related to the subject matter of Physics, Chemistry, Biology and Earth and Space Sciences. The observation results show that science learning in schools has not been presented in an integrated and has not yet integrated local wisdom. To integrate local wisdom requires an appropriate learning model. One learning model that can be used is an integrated learning model. Through integrated learning the students were provided with more comprehensive knowledge, so that students easily master science learning material. To implement an integrated learning model, teaching materials are needed in the form of lesson plan, student activity sheet, student book, and assessment. Therefore, integrated science learning based on local wisdom is implemented. The aim of this research is to know the effect of integrated science learning based on local wisdom on student competency. This research used quasi experiment method with pre-test post-test group control design. The research subjects of seventh grade in Junior High School in Padang, Indonesia. The data were collected use interview guide, observation sheet and learning outcome tests. The result shows that the effect of integrated science learning based on local wisdom to improving the student competencies include large category for knowledge domain and medium category for affective domain.
Local wisdom value’s-based literacy education learning model in elementary school
Authors: Lyesmaya D , Musthafa B , Sunendar D 
Published: March 2020

Abstract
The lack of a model for promoting productive learning environments and a clear major value of choice to guide practice has resulted in the needs for this research. Values are important aspects of learning, yet they are not used to their fullest potential in educational practices in Indonesia. The primary objective for this study was to propose an appropriate model with application of local wisdom value in elementary school, and synthesized strategies for challenging the value for sustainable use in schools. This paper discusses and describe possible guidelines targeting the design of learning local wisdom value’s-based learning model with creative learning environments that influence student literacy skills. This research was an Educational Design Research. To develop the local wisdom value’s-based learning model we need, the following five steps will be taken 1) putting several available models side by side (literature research), 2) comparing and contrasting the models (plenary study), 3) deciding most essential model components (ethnography analysing), 4) creating theoretical model and prototype (setting by Focus Group Discussion/FGD), 5) testing the prototype models with limited empirical verification sample (setting by workshop). At present, this research has been in the stage of compiling a prototype of the local wisdom value’s-based literacy learning model. The next stage will be consolidated through a workshop. The outcomes of the focus group interview and future workshop activities will be synthesized into five design guidelines providing orientation for the design of a local wisdom value’s-based literacy learning model. The results of this research recommend that the learning with the local wisdom value can be used as an approach to learning literacy. The model also promotes a positive classroom climate, a community of learners, developing learner responsibility, and maximizing opportunities for learning.
Analysis of grade VII students’ learning outcomes for animals classification and sets by using the STEM approach
Authors: Utami S , Roostika M , Setiawan I N , Julie H , Panuluh A H 
Published: March 2020

Abstract
With the global economic system emerging in the 21st century, learning in the fields of science, technology, engineering, and mathematics (STEM) has gained a very important role in increasing the role of a country in the global economy. Therefore, learning in all four fields is focused on the emergence of innovative solutions to a complex contextual problem facing the world today. The purpose of this study was to describe the learning outcomes achieved by students for animal classification in science and set in mathematics after students experienced the learning process with the STEM approach. The Gravemeijer and Cobb design research model used in this study. The research subjects in this study were 34 students of class VII D of SMPN 1 Yogyakarta. The instrument used in this study was a test. In the learning process, to help students understand how the process of classifying animals in science, and how to make sets, determine membership requirements from a set, and write down membership from a set, students were invited to make observations about animal characteristics and animal placement in the Gembiraloka zoo. 65.63% of students could define the meaning of a set, make a set along with the terms of membership, and write down the membership of a set.
The ability of the civil engineering students to represent partial derivative symbols as metonymy and metaphor
Authors: Rizky Utami Putri Octavina , Zukhrufurrohmah  
Published: March 2020

Abstract
Symbolic representation is a form of one’s ideas interpretation to ease the problem-solving. The representation of symbols is an important thing in mathematical learning because it reflects the definition of a concept. Symbolic representation involves metonymy as the symbol scheme and metaphor as the denotation of the symbol. Metonymy and metaphor are related to each other and are involved in a symbolization system to discover new symbols in mathematics. The Civil Engineering students have to deal with a number of new symbols in Calculus II, such as the symbol of a function of two or more variables and its derivative. This symbol, needless to say, is nothing like the symbol of a function of one variable and its derivative which the students had learned in Calculus I offered in the previous semester. This study aimed to describe the ability of the Civil Engineering students to represent symbols as metonymy and metaphor through partial derivative problem-solving. This study was designed as a case study to detect the difficulties faced by the students in solving partial derivative problems. The students were provided with a worksheet containing partial derivative problems which focused on symbolic representation as metonymy and metaphor. The students’ answers were analyzed based on how they denoted the partial derivative, both from the notation and the definition of the notation. Interview and observation were conducted to support worksheet findings. The results showed that the students had a poor ability in representing the partial derivative symbol of f with respect to x and y. The students’ analogy was that the derivative symbol can be expressed with the d and prime notations such as in the derivative of functions of one variable. Therefore, this symbol was used in the partial derivative. The students were able to provide a correct solution to the partial derivative problems, but less careful in determining the partial derivative symbol. The error in using the partial derivative symbol was not noticed by the students because they focused more on the problem-solving procedure rather than the symbolization.
Development of data presentation instructional material based on local wisdom for preservice teachers
Authors: Lutfianto M , Syarifuddin A , Suhartono  , Atok M 
Published: March 2020

AbstractLocal wisdom like Surabaya Zoo, Semanggi, and Maulud Nabi has pedagogical value because it aims to regulate behavior that is beneficial to the common interests of the community. Thus, this research aims to develop teaching materials of data presentation using local wisdom for preservice teachers. The feasibility of teaching materials was evaluated based on their validity and practicality. The design of this research was four-D-model, consist of Define, Design, Develop, and Disseminate. The data of this research was analyzed by quantitative descriptive. The results of this research were as follows: (1) The teaching materials that were developed consist of lesson plan, worksheets, power point media, and assessment; (2) The instructional materials developed were valid and practical and have scored 3.1 and 3.34 respectively. The category of validity in content, construct, language, and contain principles of local wisdom; (3) The lecturer implemented the lesson plan well, the increased of preservice teachers’ activities were indicated through investigation, investigation result analysis and presentation of final product. Based on the results of the research, the teaching materials of data presentation empowers preservice teachers’ skills in data presentation using local wisdom context.