Learning Mathematics Through Videos Lines and Angles: How to Analyze Students' Understanding of Mathematical Concepts?

Riska Nur Rohmah; Wahyu Setyaningrum

doi:10.31764/jtam.v6i2.7403

Learning Mathematics Through Videos Lines and Angles: How to Analyze Students' Understanding of Mathematical Concepts?

Riska Nur Rohmah, Wahyu Setyaningrum

Abstract

The use of technology through learning videos has a high-quality impact on students' understanding of mathematical concepts. However, the facts show that the use of learning videos has not been fully utilized, especially in the lines and angles material. The purpose of this research is to determine and describe students' understanding on lines and angles concepts through the use of instructional videos. This study is a qualitative descriptive approach which employed interviews of students' conceptual understanding after their taking a test. This research involved two seventh-grade students of a junior high schools in Tulungagung, namely AL and YL. Both research subjects have studied the material of lines and angles in mathematics learning through the use of mathematics learning videos. The two students in this study were also students with high learning achievement categories. The results obtained from this study stated that the average ability of students to understand mathematical concepts was 80 out of a maximum score of 100 which can be categorized a good level of conceptual understanding. This implies that mathematics learning videos can be used as an alternative for teachers and other researchers in conveying material, and training students' abilities in understanding mathematical concepts, especially lines and angles material. As for further research, students' ability to understand mathematical concepts can be supported by using worksheets, media, or other learning approaches on lines and angles material.

Keywords

Mathematics learning videos; Lines and angles; Conceptual understanding;

Full Text:

DOWNLOAD [PDF]

References

Agustina, A. (2018). Kemampuan Pemahaman Konsep Matematika Siswa Kelas Vii Dalam Penerapan Model Penemuan Terbimbing. Jurnal LEMMA: Letters of Mathematics Education, 5(1), 52–60. https://doi.org/10.22202/jl.2018.v5i1.3006

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126(August), 334–345. https://doi.org/10.1016/j.compedu.2018.07.021

Akgunduz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), 1365–1377. https://doi.org/10.12973/eurasia.2016.1518a

Anwar, Z., Kahar, M. S., Rawi, R. D. P., Nurjannah, N., Suaib, H., & Rosalina, F. (2020). Development of Interactive Video Based Powerpoint Media In Mathematics Learning. Journal of Educational Science and Technology (EST), 6(2), 167–177. https://doi.org/10.26858/est.v6i2.13179

Asih, & Imami, A. I. (2021). Analisis Kemampuan Pemahaman Konsep Matematis Siswa SMP Kelas VIII Pada Materi Himpunan. Maju, 8(1), 9–16.

Augustine, S. H., Hartono, Y., & Indaryanti, I. (2020). Pemahaman Konsep Siswa Kelas Vii Smp Dalam Materi Garis Dan Sudut Melalui Pendekatan Reciprocal Teaching. Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika, 2(2), 1–13. https://doi.org/10.36706/jls.v2i2.12167

Brahier, D. J. (2016). Teaching Secondary and Middle School Mathematics. In Teaching Secondary and Middle School Mathematics. Routledge.

Haji, S., & Yumiati. (2019). NCTM’s Principles and Standards for Developing Conceptual Understanding in Mathematics. Journal of Research in Mathematics Trends and Technology, 1(2), 52–60. https://doi.org/10.32734/jormtt.v1i2.2836

Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032

Hernawati, L., & Pradipta, T. R. (2021). Analisis Kemampuan Pemahaman Konsep Matematis Peserta Didik Pada Penerapan E-Learning Berbasis Google Classroom. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 1616–1625. https://doi.org/10.31004/cendekia.v5i2.683

Ibrahim, M. (2018). Pemahaman Konsep Siswa pada Materi Bangun Datar Terhadap Hasil Belajar Dimensi Tiga. JTAM | Jurnal Teori Dan Aplikasi Matematika, 2(2), 132. https://doi.org/10.31764/jtam.v2i2.715

Irsal, I. L., Jupri, A., & Prabawanto, S. (2017). Junior High School Students’ Understanding and Problem Solving Skills on the Topics of Line and Angles. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012073

Lalian, O. N. (2018). The effects of using video media in mathematics learning on students’ cognitive and affective aspects. AIP Conference Proceedings, 2019(October 2018). https://doi.org/10.1063/1.5061864

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-016-0044-2

Mahadewi, N. K. N., Ardana, I. M., & Mertasari, N. M. S. (2020). Kemampuan Komunikasi Matematis Melalui Model Reciprocal Teaching Berbantuan Media Interaktif. JNPM (Jurnal Nasional Pendidikan Matematika), 4(2), 338. https://doi.org/10.33603/jnpm.v4i2.3606

Marsudi, A. S., Lestari, M. P., & Hidayati, N. (2021). The Use of YouTube Social Media in the Covid19 Pandemic to Improve Understanding of Mathematical Concepts. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 6327–6333. https://www.turcomat.org/index.php/turkbilmat/article/view/9921

NCTM. (2000). Principles and Standards for School Mathematics.

Putri, M. D., Rusdiana, D., & Rochintaniawati, D. (2019). Students’ conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022046

Rahayu, S., & Jupri, A. (2021). Geometrical thinking of junior high school students on the topic of lines and angles according to Van Hiele theory. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012089

Retnawati, H. (2013). Problem Posing dalam Setting Kooperatif Tipe TAI Ditinjau dari Kemampuan Komunikasi dan Pemecahan Masalah. Pythagoras: Jurnal Pendidikan Matematika, 8(1), 33–43. https://doi.org/10.21831/pg.v8i1.8492

Riayah, S., & Fakhriyana, D. (2021). Optimalisasi Pembelajaran dalam Jaringan (Daring) dengan Media Pembelajaran Video Interaktif Terhadap Pemahaman Matematis Siswa. Jurnal Pendidikan Matematika (Kudus), 4(1), 19. https://doi.org/10.21043/jmtk.v4i1.10147

Rosdianah, Kartinah, & Muhtarom. (2019). Analisis Faktor Penyebab Kesulitan Belajar Matematika pada Materi Garis dan Sudut Kelas VII Sekolah Menengah Pertama. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 1(5), 120–132. https://doi.org/10.26877/imajiner.v1i5.4458

Salsabila, V., Amalia, A. R., & Malula, L. H. (2020). Analisis Pemahaman Konsep Matematika Menggunakan Media Video Pembelajaran Matematika Di Kelas Iii C Sdn Dewi Sartika Cbm. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 6(1), 148–154. https://doi.org/10.36989/didaktik.v6i1.123

Santosa, F. H., Hadi, S., Jinan, R., & Astutiyani, L. M. (2022). Students ’ Mathematical Understanding of Online Learning : Evaluation of Triangular and Rectangular Materials. 6(1), 126–133.

Saputra, A. W., Minggi, I., & Djadir. (2021). The Identification of the Concept Understanding on Limit of Functions Based on Students’ Learning Styles in Mathematics Department at FMIPA UNM. Journal of Physics: Conference Series, 1899(1). https://doi.org/10.1088/1742-6596/1899/1/012130

Sepriani, R. (2021). Kemampuan Pemahaman Konsep Pada Materi Garis Dan Sudut. Maju, 8(1), 291–298.

Setyaningrum, W. (2018). Blended Learning: Does it help students in understanding mathematical concepts? Jurnal Riset Pendidikan Matematika, 5(2), 244–253. https://doi.org/10.21831/jrpm.v5i2.21428

Sina, I., Farlina, E., Sukandar, S., & Kariadinata, R. (2019). Pengaruh Multimedia Interaktif dalam Pembelajaran Matematika Terhadap Kemampuan Komunikasi Matematis Siswa. Suska Journal of Mathematics Education, 5(1), 57. https://doi.org/10.24014/sjme.v5i1.5081

Steen-Utheim, A. T., & Foldnes, N. (2017). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481

Suharto, S., & Widada, W. (2019). The Cognitive Structure of Students in Understanding Mathematical Concepts. 295(ICETeP 2018), 65–69. https://doi.org/10.2991/icetep-18.2019.16

Tomas, L., Evans, N. (Snowy), Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0135-4

Trilling, B., & Fadel, C. (2009). 21st Century Skills Learning for Life in Our Times. In Journal of Sustainable Development Education and Research. Jossey-Bass.

Utami, C., Anitra, R., & Moseki, U. R. (2020). Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU. JETL (Journal of Education, Teaching and Learning), 5(2), 229–237. https://doi.org/http://dx.doi.org/10.26737/jetl.v5i2.2045

Yanti, R. A., Nindiasari, H., & Ihsanudin, I. (2020). Analisis Kemampuan Pemahaman Konsep Matematis Siswa SMP dengan Pembelajaran Daring. WILANGAN: Jurnal Inovasi Dan Riset Pendidikan Matematika, 1(3), 245–256.

Yuliani, K., & Suragih, S. (2015). The Development Of Learning Devices Based Guided Discovery Model To Improve Understanding Concept And Critical Thinking Mathematically Ability Of Students At Islamic Junior High School Of Medan. Journal of Education and Practice, 6(24), 116–128. http://search.proquest.com/docview/1773215035?accountid=8330

DOI: https://doi.org/10.31764/jtam.v6i2.7403