Using Context to Learn Matrices Concepts Meaningfully

Authors

  • Yoppy Wahyu Purnomo Universitas Negeri Yogyakarta, Yogyakarta
  • Nurlaela Rahmawati SMAN 6 Kota Tangerang Selatan
  • Kadir Kadir UIN Syarif Hidayatullah, Jakarta

DOI:

https://doi.org/10.12928/ijeme.v5i2.19456

Keywords:

Design research, local instructional theory, learning trajectory, realistic mathematics education

Abstract

Mathematical concepts will be embedded if they can be imagined and appear in everyday life. Therefore, this study aims to develop Local Instructional Theory in context-based matrix learning. Design research is adopted to achieve these objectives. The design research has three stages, namely, preliminary experiment, teaching experiment, and retrospective analysis. The study was conducted at a high school on the outskirts of the capital, involving 39 students of class XI. The data was collected employing tests, observation, interviews, worksheets, and documentation in the form of video recordings, photos, and student journals. The results indicated that students were able to construct their concept of matrices through the context of a favorite or a hobby as a starting point in compiling and defining a matrix, and continued with the matrix multiplication concept (matrix scalar multiplication as repeated addition; terms and products of two matrices).

Author Biography

Yoppy Wahyu Purnomo, Universitas Negeri Yogyakarta, Yogyakarta

Educational Background: - S.Pd., Pendidikan Matematika, Universitas Muhammadiyah Surakarta - M.Pd., Pendidikan Matematika, Universitas Sebelas Maret - Dr., Pendidikan Matematika, Universitas Pendidikan Indonesia Work Experience: Dosen Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Prof. DR. HAMKA

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Published

2021-10-03

How to Cite

Purnomo, Y. W., Rahmawati, N., & Kadir, K. (2021). Using Context to Learn Matrices Concepts Meaningfully. International Journal on Emerging Mathematics Education, 5(2), 165–180. https://doi.org/10.12928/ijeme.v5i2.19456

Issue

IJEME, Vol. 5 No. 2, September 2021

Section

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