MATHEMATICAL UNDERSTANDING AND REPRESENTATION ABILITY OF PUBLIC JUNIOR HIGH SCHOOL IN NORTH SUMATRA
By Ani Minarni, E. Napitupulu, R. Husein. 2016
140 citations recorded by the source corpus.
This paper is the result of first phase of the research about the development of students’ mathematical understanding and representation ability through Joyful Problem-based Learning (JPBL) at Public Junior High School in North Sumatera, Indonesia. The population is all of the students of public junior high school (PJHS) in North Sumatera. Samples choose based on stratified random sampling. The samples are the students of PJHS 27 Medan, PJHS 1 Percut Sei Tuan, PJHS 1 Tebing Tinggi, and PJHS 2 Pematangsiantar. The techniques used for collecting data is observation, interview, and essay test. The research findings: (1) Based on interview and observation found that conventional approach still use in all of the class of PJHS; The students engagement in learning activity is very low as well as students self-regulated learning; Most of the students do not attain minimal mastery achievement, (2) Based on essay test found that achievement of the students in mathematical understanding and representation test is categories low. Keywords: mathematical understanding, mathematical representation, joyful problem-based learning  DOI : http://dx.doi.org/10.22342/jme.7.1.2816.43-56
Subfields: Applied Mathematics, Education
View Paper: https://www.semanticscholar.org/paper/1552612a0a99ad51a92c62423343c9b4b5e90ec6
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Citations in the corpus
- Cultivating Upper Secondary Students' Mathematical Reasoning-Ability and Attitude towards Mathematics Through Problem-Based Learning (2016, background): “…almost all of mathematics classrooms, and emphasis is heavily laid on grasping basic skills without any stressing on applying mathematics in daily life, communicate and reasoning mathematically (Hulukati, 2005; Minarni, Napitupulu, and Husein, 2016; Pomalato, 2005; Shadiq, 2007; Wahyudin, 1999).”
- Metaphorical Thinking Learning and Junior High School Teachers' Mathematical Questioning Ability. (2016, background): “This is in line with Widodo (2006), which suggests that analyzing the questions is based on certain considerations, including: (1) the question of academic and non-academic questions.”