Toto Nusantara

Analysis of the Students’ Argumentation based on the level of Ability: Study on the Process of Mathematical Proof

Argumentation is one important component in building an understanding of mathematics students. Argumentation is concerned with a persons ability to give reasons based on the facts to make a conclusion and is frequently used in mathematical proofs. Argumentation produce arguments that cannot be categorized right or wrong but it is valid or not, so a persons ability does not guarantee the validity of arguments, depending on his thinking process. This research aims to analyze the arguments using the Toulmin argumentation consists of: data, claim, warrant, backing, qualifier and rebuttal. The researchers grouped students based on skill level high and low then analyze the sixth component of argumentation used students and validitasnya in the process of proof. Qualitative Research methods are used to collect data in the form of the results of the work of students, think aloud, field notes, and the results of the interview. The results showed that students with low ability can make valid arguments with true claims whereas students with high ability can also produce a valid argument with wrong claims. Each component of the argument has different characteristics based on the students ability level.

Fragmentation of Thinking Structure's Students to Solving the Problem of Application Definite Integral in Area.

This study aims to reveal the fragmentation of thinking structure’s students in solving the problems of application definite integral in area. Fragmentation is a term on the computer (storage) that is highly relevant correlated with theoretical constructions that occur in the human brain (memory). Almost every student has a different way to construct a problem. That’s very interesting to finding a process of thinking students. Researcher works in three cases. The findings of this study were two in every case, which the fragmentation whole construction and fragmentation construction pseudo. Data this study a full description and in-depth exploration of the students majoring in mathematics education since high school that has been learned about the material Integral course and the area.

The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

A teaching model of peer assessment being developed based on the cooperative learningmodel brings an impact of active participation of the university students who are pre-service teachers in the learning process. Based on the researchers’ observation, there are some superiorities of the use of peer interactive learning over other cooperative learning models such as : 1) while having a discussion, the students are very active because they are assessed by their friends in the group, 2) the students are more self-prepared for the materials to be given (being less afraid of not understanding the contents), 3) lecturers or teachers can do assessment while they are teaching, 4) the assessment is done in the process of learning. The objective of this research is the development of peer assessment instrument in the evaluation of process and the result of teaching. The research subjects were the students who were pre-service teachers who took the course of Mathematical Statistics. The identification of distribution is obtained based on the result of weighted factor analysis by using five variables, which are accuracy, completeness, comment, suggestion, and the use of language. The identification result of this distribution is expectedto provide some assessments which can be contributed by the students to the result of lecturers’ or teachers’ evaluation. The result of factor analysis showedthe overall percentage of the five variables, i.e. 43.668% consisting of accuracy (27.5%), completeness (21.4%), comments (59.8%), suggestions (54.7%), and the use of language (54.9%). Through simulations of 837 score combinations and giving weight to each value, the suitable result of distribution identification which was in accordance with the peer value was found. It has a distributing lognormal (3p) with a location parameter of 1.002, scale parameter of 0.463, and threshold parameter of 2.178.While the average value was 5.75 and the standard of deviation was 1.483.The result was in the form of scores given by the students through peer assessment contributing to the evaluation of learning process and the results done by the lecturers or teachers.

Characteristics of Thinking Processes abstraction Reflective of Students in Solving limits Problems

This research was aimed to describe the thinking processes of students in problem solving limits by reflective abstraction. This research was classified as exploratory research with qualitative descriptive approach. Subjects of this research were 21 students of IAIN Ambon and Pattimura University of Ambon. The data of test results or problem-solving task limit function by incorporating student think aloud and interviewing transcripts. The combination of these data further was created a structure diagram of thinking that is based on study framework according to Piaget by the researchers. The results showed that: 1) Track student thinking in solving the problem limits by construction of study is the path of the ordered most of the track: 1 – 2 – 1 – 3 – 2 – 4 – 3 – 1 – 4 – 2 – 3. and 2) Characteristics of the thinking processes of students in solving problems limit based construction study with lines that are not consistent can be explained as follows: the activities of reflection occurs in the absence of coordination process between the components of cognitive structure is already complete.

Students' Thinking Process in Solving Combination Problems Considered from Assimilation and Accommodation Framework.

This study aims to explain the thinking process of students in solving combination problems considered from assimilation and accommodation frameworks. This research used a case study approach by classifying students into three categories of capabilities namely high, medium and low capabilities. From each of the ability categories, one student was chosen as a research subject. The results of this research showed that the student in high ability category, in understanding, planning, implementing and checking the problem solving used assimilation thinking process and they also used accommodation thinking process in solving a problem. The student in the category of medium ability, in understanding, planning, implementing and rechecking problem solving used assimilation thinking process. The student in the category of low ability, in understanding, planning and implementing problem solving used incomplete assimilation thinking process, and in rechecking the results of problem solving he was not able to do the thinking process of assimilation and accommodation. Key words: Thinking process, combination, assimilation, accommodation.