Gold Open Access

The process of achieving the principles of the triangle area of middle school students through YouTube assisted learning during a pandemic

Rahmat Jumri(1Mail), Wahyu Widada(2), Dewi Herawaty(3),
(1) Department of Mathematics Education, Universitas Muhammadiyah Bengkulu, Indonesia
(2) Mathematics Education Postgraduate Program, Bengkulu University, Indonesia
(3) Mathematics Education Postgraduate Program, Bengkulu University, Indonesia

Mail Corresponding Author

Abstract


The purpose of this study was to describe the achievement of the triangular principle of junior high school students through YouTube-assisted learning during the COVID-19 pandemic. It is exploratory research. The subjects of this study were middle school students in Bengkulu City, Indonesia. We conducted task-based interviews with twenty-one people. The data from the completion of the task was analyzed early to determine their level of thinking. It was using its genetic decomposition. We classified them into five levels of schema development. We selected students who were at the trance level for further in-depth interviews. We use audio-visual recorders to get complete and accurate data. Data were analyzed by applying qualitative data analysis techniques. The results of this study were 19% of the research subjects were at the intra level, 33% were at the semi-inter level, 33% were at the inter level, and 10% of the subjects were at the inter level, and only one person who was at the trance level (= 5%). The conclusion of this study is that students who are at the highest level are able to build relationships between actions, processes, objects, and previous schemas so that a mature schema is formed about the area of the triangle.


Keywords


Area of Triangle; YouTube; Rectangle; Pademic

   

Article DOI



DOI: https://doi.org/10.33122/ijtmer.v5i2.156 		       

Article Metrics

 Abstract views : 510 
 PDF views : 267 


   

Article Pages


Pages: 358-364

   

Full Text:

PDF

References


Barton, B. (1996). Making sense of ethnomathematics: ethnomathematics is making sense. Educational Studies in Mathematics, 31, 201–233.

Herawaty, D., Khrisnawati, D., Widada, W., & Mundana, P. (2020). The cognitive process of students in understanding the parallels axiom through ethnomathematics learning. IOP Conf. Series: Journal of Physics: Conf. Series 1470 (2020) 012077. https://doi.org/10.1088/1742-6596/1470/1/012077

Herawaty, D., Widada, W., Herdian, F., & Nugroho, K. U. Z. (2020). The cognitive process of extended trans students in understanding the real number system. IOP Conf. Series: Journal of Physics: Conf. Series 1470 (2020) 012070. https://doi.org/10.1088/1742-6596/1470/1/012070

Jumri, R., & Murdiana. (2019). Eksplorasi Etnomatematika Di Bumi Sekundang Setungguan (Manna-Bengkulu Selatan). Jurnal Pendidikan Matematika Raflesia, 04(02), 86–92. https://ejournal.unib.ac.id/index.php/jpmr

Jumri, R., & Murdiana, M. (2022). Kemampuan Representasi Matematis Siswa Dengan Resource Based Learning. Aksioma, 11(1), 1–7. https://doi.org/10.22487/aksioma.v11i1.1901

Kusumaningrum, B., & Wijayanto, Z. (2020). Apakah Pembelajaran Matematika Secara Daring Efektif? (Studi Kasus pada Pembelajaran Selama Masa Pandemi Covid-19). Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2), 139–146. https://journal.unnes.ac.id/nju/index.php/kreano/article/view/25029

Lehmann, T. H. (2018). Teaching Area Measurement and Subgoals Through Problem Solving. Faculty of Education Queensland University of Technology.

Lipka, J., & Andrew-irhke, D. (2009). Ethnomathematics applied to classrooms in Alaska : Math in a Cultural Context. The Journal of Mathematics and Culture., (Mcc), 2–4.

Ma’Rifah, N., Widada, W., Aida, A., Yulfitri, Y., & Effendi, J. (2019, October). The students’ mathematics understanding through ethnomathematics based on kejei dance. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012079). IOP Publishing. https://doi.org/10.1088/1742-6596/1318/1/012079

Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/8240

Nugroho, K. U. Z., Widada, W., & Herawaty, D. (2019). The ability to solve mathematical problems through YouTube based ethnomathematics learning. International Journal of Scientific & Technology Research, 8(10), 1232-1237.

Orey, D. C., & Rosa, M. (2004). Ethnomathematics: Teaching and Learning Mathematics from a Multicultural Perspective. The Journal of Mathematics and Culture, 1(May 2006), 139–148. http://nasgem.rpi.edu/files/1438

Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.

Sarama, J., & Clements, D. H. (2016). A preschooler ’ s understanding of “ Triangle :” A case study. https://www.researchgate.net/publication/258933042

Sunzuma, G., & Maharaj, A. (2019). In-service Teachers’ Geometry Content Knowledge: Implications for how Geometry is Taught in Teacher Training Institutions. International Electronic Journal of Mathematics Education, 15(1), 633–646. https://doi.org/10.29333/iejme/5776

T.R., F. (2017). Geometry Concepts in Mathematics Perceived Difficult To Learn By Senior Secondary School Students in Ekiti State, Nigeria. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 83–90. https://doi.org/10.9790/7388-0701018390

Widada, W., Herawaty, D., Jumri, R., Zulfadli, Z., & Damara, B. E. P. (2019, October). The influence of the inquiry learning model and the Bengkulu ethnomathematics toward the ability of mathematical representation. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012085). IOP Publishing. https://doi.org/10.1088/1742-6596/1318/1/012085

Widada, W., Herawaty, D., Lusiana, D., Afriani, N. H., Sospolita, N., Jumri, R., & Trinofita, B. (2020, October). How are the process of abstraction of the division of fraction numbers by elementary school students?. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012040). IOP Publishing. https://doi.org/10.1088/1742-6596/1657/1/012040

Widada, W., Herawaty, D., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019, July). The ability to Understanding of the Concept of Derivative Functions for Inter-Level Students During Ethnomathematics Learning. In Journal of Physics: Conference Series (Vol. 1179, No. 1, p. 012056). IOP Publishing. https://doi.org/10.1088/1742-6596/1179/1/012056

Widada, W., Agustina, A., Serlis, S., Dinata, B. M., & Hasari, S. T. (2019, October). The abstraction ability of students in understanding the concept of geometry. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012082). IOP Publishing. https://doi.org/10.1088/1742-6596/1318/1/012082

Widada, W., Herawati, A., Fata, R., Nurhasanah, S., Yanty, E. P., & Suharno, A. S. (2020, October). Students’ understanding of the concept of function and mapping. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012072). IOP Publishing. https://doi.org/10.1088/1742-6596/1657/1/012072

Widada, W., Herawaty, D., Hudiria, I., Prakoso, Y. A., Anggraeni, Y. R., & Nugroho, K. Z. (2020, October). The understanding of the triangle in Lobachevski geometry through local culture. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012038). IOP Publishing. https://doi.org/10.1088/1742-6596/1657/1/012038

Widada, W., Herawaty, D., Pusvita, Y., Anggreni, D., Aripianti, R., & Panduwinata, B. (2020, October). Multiplication and division of integers through cultural approaches of playing dakon. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012030). IOP Publishing. https://doi.org/10.1088/1742-6596/1657/1/012030

Widada, W., Herawaty, D., Widiarti, Y., Aisyah, S., Tuzzahra, R., & Berlinda, K. (2020, October). The cognitive process of students in understanding the triangles in Geometry of Riemann through local content. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012033). IOP Publishing. https://doi.org/10.1088/1742-6596/1657/1/012033

Widada, W., Herawaty, D., Andriyani, D. S., Marantika, R., Yanti, I. D., & Anggoro, A. F. D. (2020, February). The thinking process of students in understanding the concept of graphs during ethnomathematics learning. In Journal of Physics: Conference Series (Vol. 1470, No. 1, p. 012072). IOP Publishing. https://doi.org/10.1088/1742-6596/1470/1/012072

Widada, W., Herawaty, D., Jumri, R., Wulandari, H., Aliza, F., & Anggoro, A. F. (2020, February). Students of the extended abstract in proving Lobachevsky’s parallel lines theorem. In Journal of Physics: Conference Series (Vol. 1470, No. 1, p. 012098). IOP Publishing. https://doi.org/10.1088/1742-6596/1470/1/012098

Widada, W., Herawaty, D., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019, April). The scheme characteristics for students at the level of trans in understanding mathematics during etno-mathematics learning. In 3rd Asian Education Symposium (AES 2018) (pp. 417-421). Atlantis Press. https://doi.org/10.2991/aes-18.2019.95


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Rahmat Jumri, Wahyu Widada, Dewi Herawaty

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0