Abdur Rahman As’ari

The Thinking Process of Students in Representing Images to Symbols in Fractions

Thinking is the development of ideas and concepts within a person caused by the process of establishing relationships between parts of the information stored in a person. In the early stages, the object of thought is accepted by the senses, processed in the brain into concepts / ideas, and expressed into a representation. Elementary students who are generally in a concrete operational stage desperately need this representation to facilitate their understanding. This research is a qualitative research with the subject of 12 students grouped into 3 groups, namely: (1) group representation in the usual way; (2) representation group with percent; (3) representation group by degrees. This research is intended to describe the thinking process of students in representing images to symbols on fractional materials. The results show that the representations of these three groups are essentially similar. All of them follow the APOS process (action, process, object and schema). The difference only occurs in group 1, where group 1 tends to think procedurally, while groups 2 and 3 think analytically.

Pointing Gesture and Speech of Teachers in Mathematics Learning Accordingto Information, Initiation, and Feedback

The purpose of this research is to describe the pointing gesture and teachers speech SMPN 2 and SMPN 4 Ternate in learning mathematics accordingto information, initiation and feedback. Pointing gesture forms an integrated system with assertive and directive speech and contributes to mathematics learning. Information as an explanation in the conversation and example. Initiation in classroom conversation is a form of opening speech as a trigger/stimulus performed by the teacher with the aim of obtaining student responses. Feedback is teachers comment on student response. The type of research is case study. In this research, case studies aimed at pointing gestureaccompanied by teachers assertive speech in information, pointing gestureaccompanied by teachers directive speech in initiation and pointing gesture accompanied by teachers assertive in feedback. The result of this research are (1) pointing gesture accompanied by teachers assertive speechin information, that is teacher giving explanation to student about concept or idea of mathematics in exchange structure of conversation of learning mathematics specially information, (2) pointing gesture accompanied by teachers directive speech in initiation, that is the teacher asks the students questions about the concept or idea of mathematics in the structure of the exchange of conversation learning mathematics especially initiation and (3) pointing gesture accompanied by teachers assertive speech in feedback, the teacher explains/elaborates concepts or mathematical ideas and affirming or justifies student answers.