Penentuan Jenis Intervensi Sense Pecahan Calon Guru Berdasarkan Logika Fuzzy
DOI:
https://doi.org/10.26594/jmpm.v7i2.3094Abstract
This study aims to describe the implementation of the fuzzy inference system in determining the type of fractional sense intervention for preservice teachers and to make comparisons with conventional assessment techniques. The implementation phase of the research carried out included fuzzy modeling, inference system design, fractional sense test trials on preservice teachers, and comparative analysis. The instruments used in this study included fractional sense test sheets and interview guidelines. Based on comparative analysis, the use of fuzzy applications in determining the type of intervention is more in accordance with the results of qualitative analysis than the calculation of statistical averages. The results of the fuzzy application are more rational and fair in determining the type of intervention than the average calculation. In future research, it is suggested to use various fuzzy methods to compare the best fractional sense intervention decision making.
References
Birgin, O., & Peker, E. S. (2022). Development of Number Sense Test for Eighth-Grade Students?: A Validity and Reliability Study. Çukurova Üniversitesi E?itim Fakültesi Dergisi, 51(1), 187–219. https://doi.org/10.14812/cufej.871367
Dyson, N. I., Jordan, N. C., Rodrigues, J., Barbieri, C., & Rinne, L. (2020). A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties. Remedial and Special Education, 41(4), 244–254. https://doi.org/10.1177/0741932518807139
Eriana, E. S., Rivai, A. K., & Susanto, A. B. (2019). Implementasi fuzzy inferences system mamdani dalam menganalisis efektivitas penerapan e- learning di perguruan tinggi ( studi kasus?: FTI universitas pamulang ). Jurnal Teknologi Informasi ESIT, XIV(02), 33–43.
Fennell, F., & Karp, K. (2016). Fraction Sense?: Foundational Understandings. Journal of Learning Disabilities, 3. https://doi.org/10.1177/0022219416662030
Georges, C., & Schiltz, C. (2021). Number line tasks and their relation to arithmetics in second to fourth graders. Journal of Numerical Cognition, 7(1), 20–41. https://doi.org/10.5964/JNC.6067
Juningtyastuti, & Gunawan, F. A. (2016). Fuzzy-Mamdani Inference System in Predicting the Corelation Between Learning Method , Discipline and Motivation with Student ’ s Achievement. Proc. of 2016 3rd Int. Conf. on Information Tech., Computer, and Electrical Engineering (ICITACEE), 1–6.
Kor, L.-K., Teoh, S.-H., Mohamed, S. S. E. B., & Singh, P. (2018). Learning to Make Sense of Fractions: Some Insights from the Malaysian Primary 4 Pupils. International Electronic Journal of Mathematics Education, 14(1), 169–182. https://doi.org/10.29333/iejme/3985
Kurniawan, H., Nusantara, T., Subanji, S., Susiswo, S., Setiawan, I., Sutawidjaja, A., As’ari, A. R., & Muksar, M. (2016). Limited Intervention at Sub Concept of Fractions in the Object Conversion into Fractions. International Education Studies, 9(7), 145. https://doi.org/10.5539/ies.v9n7p145
Liu, Y. (2017). Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction. British Journal of Educational Psychology, 1–18. https://doi.org/10.1111/bjep.12182
Meimaharani, R., & Listyorini, T. (2014). Studi Penentuan Kualitas Dan Kuantitas Minyak Bumi Pada Lapangan Minyak Tiaka. Jurnal Simetris, 5(1), 89–96. https://doi.org/10.33536/jg.v4i2.50
Murniasih, T. R., Sa’dijah, C., Muksar, M., & Susiswo. (2020). Fraction sense: An analysis of preservice mathematics teachers’ cognitive obstacles. Center for Educational Policy Studies Journal, 10(2), 27–47. https://doi.org/10.26529/cepsj.742
Murniasih, T. R., Sadijah, C., Muksar, M., Susiswo, S., & Suwanti, V. (2020). Kesalahan Representasi Pecahan Pada Garis Bilangan. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2). https://doi.org/10.24127/ajpm.v9i2.2740
Nilashi, M., & Janahmadi, N. (2012). Assessing and Prioritizing Affecting Factors in E-Learning Websites Using AHP Method and Fuzzy Approach. Information and Knowledge Management, 2(1), 46–61.
Obersteiner, A., Alibali, M. W., & Marupudi, V. (2020). Complex fraction comparisons and the natural number bias: The role of benchmarks. Learning and Instruction, 67(March), 101307. https://doi.org/10.1016/j.learninstruc.2020.101307
Pamuji, A. (2017). Fuzzy Logic Inference System for Determining The Quality Assesment o f Student ’ s Learning I CT. Scientific Journal of Informatics, 4(1), 57–65.
Park, I., & Cho, S. (2019). The influence of number line estimation precision and numeracy on risky financial decision making. International Journal of Psychology, 54(4), 530–538. https://doi.org/10.1002/ijop.12475
Rafiu, I., Elijah, O., & Stephen, O. (2014). Mamdani Fuzzy Model for Learning Activities Evaluation Mamdani Fuzzy Model for Learning Activities Evaluation. International Journal of Applied Information Systems (IJAIS), 7(October), 3. https://doi.org/10.5120/ijais14-451155
Ridwan, W., Wiranto, I., & Dako, R. D. R. (2020). Ability estimation in computerized adaptive test using Mamdani Fuzzy Inference System Ability estimation in computerized adaptive test using Mamdani Fuzzy Inference System. IOP Conference Series: Materials Science and Engineering. https://doi.org/10.1088/1757-899X/850/1/012004
Rosli, R., Goldsby, D., Onwuegbuzie, A. J., Capraro, M. M., Capraro, R. M., & Gonzalez, E. G. Y. (2020). Elementary preservice teachers’ knowledge, perceptions, and attitudes towards fractions: A mixed-analysis. Journal on Mathematics Education, 11(1), 59–76. https://doi.org/http://doi.org/10.22342/jme.11.1.9482.59-76
Saleh, I., & Kim, S. (2009). Expert Systems with Applications A fuzzy system for evaluating students ’ learning achievement. Expert Systems With Applications, 36(3), 6236–6243. https://doi.org/10.1016/j.eswa.2008.07.088
?engül, S. (2013). Identification of Number Sense Strategies used by Pre-service Elementary Teachers. Educational Sciences: Theory & Practice, 13(3), 1965–1974. https://doi.org/10.12738/estp.2013.3.1365
Sukma, Y., Somakim, S., & Indaryanti, I. (2021). Students ’ number sense on fraction problems. Journal of Physics: Conference Series, 1882. https://doi.org/10.1088/1742-6596/1882/1/012055
Whitacre, I., & Nickerson, S. D. (2016). Investigating the improvement of prospective elementary teachers ’ number sense in reasoning about fraction magnitude. Journal of Mathematics Teacher Education, 57–77. https://doi.org/10.1007/s10857-014-9295-2
Yao, X., & Manouchehri, A. (2020). Teacher Interventions for Advancing Students’ Mathematical Understanding Xiangquan. Education Sciences, 10(164). https://doi.org/10.3390/educsci10060164
Downloads
Published
Issue
Section
License
Copyright (c) 2022 JMPM: Jurnal Matematika dan Pendidikan Matematika
This work is licensed under a Creative Commons Attribution 4.0 International License.
The formal legal aspect of access to any information and articles contained in this journal website refers to the Creative Commons Attribution 4.0 International (CC BY 4.0) license terms.
