By: Asep Sapa’at, S.Pd. “Sitting still in a confined place is one of the most severe punishments that can be imposed on man. But this is what we often do to our students in class” (Edward T. Hall) Man’s greatest specialty when compared to other beings lies in his ability to think as a cultured […]
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Published in Journal of Infinity STKIP Siliwangi Bandung Vol 3, No.2, September 2014 By: Dewi Rachmatin (dewirachmatin@upi.edu) FPMIPA UPI Mathematics Education Courses Abstract Cluster Analysis is a data grouping analysis that groups data based on the information found in the data. The purpose of cluster analysis is for objects in one group to have similarities
Presented at the National Seminar on Mathematics and Mathematics Education Department of Mathematics Education FPMIPA UPI Year 2009 Abstract The results of research on Linear Discriminant Analysis (LDA) and Quadratic Discriminant Analysis (QDA) mostly use the Apparent Error Rate (APER) method in evaluating grouping rules in Discriminant Analysis. This APER method has the advantage of
It was announced at unisba mathematics seminar in 2014 Abstract Cluster Analysis is a data grouping analysis that groups data based on the information specified in the data. The purpose of cluster analysis is for objects in one group to have similarities to each other whereas with different objects the groups have differences. The process
It was announced at the UNPAR National Seminar on Mathematics in 2014 Abstract The process of grouping data in cluster analysis can be done with two methods: hierarchy method and non-hierarchy method. Hierarchical methods are clustering methods that form the construction of a hierarchy based on a certain level such as a tree structure. This
It was announced at the Second International Conference on Primary Education at UPI Sumedang Campus, October 29, 2011 Rini Marwati, Khusnul Novianingsih, and Dewi Rachmatin Department of Mathematics Education Faculty of Mathematics and Natural Sciences Education Indonesian University of Education Introduction The rapid advancement of science and technology, especially information and communication technology (ICT) affects
Previous : Part 3 : Accompanying the Teacher In addition to accompanying teachers, I also guide the research of students who use the DDR method. At that time I directed students to design learning based on learning trajectory analysis. However, the obstacle is the low mastery of students about the concepts and principles and structure
It was announced at the Second International Conference on Primary Education at UPI Sumedang Campus, October 29, 2011 By: 19Reviews , 10Followers (sujanadewi@yahoo.com) Department of Mathematics Education FPMIPA UPI Bandung Abstract Rapid advances in video-camera technology allow us to video the learning fields of mathematics and science in the classroom for learning or research purposes
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Previous : Part 2 : Repersonalization of Mathematics Accompanying The Teacher I became involved in DDR with Pa Didi and Pa Tatang when they collaborated with elementary school math teacher Gagas Ceria in 2012. The three of us discussed what factors underlie the changing teaching culture so as to make teachers have an independent way
Previous : Part 1 : Conception of Learning Mathematics Repersonalization When we are going to design a learning, the desired picture of learning must be in each of our minds. But it’s not easy. We need a conception of how to engage all students, provide assistance, and organize classroom interactions. In addition, observantly we need
