Oleh :
Drs. Marsigit MA
(Dosen pada Jurusan Pendidikan Matematika, FMIPA, Universitas Negeri Yogyakarta)
dan
Retno Siswanto SPd
(Guru Matematika pada SMK Muhammadiyah IV Yogyakarta)
Reviewed by Naafi Awwalunita
In developing countries calculator to get an important role in the process of learning mathematics. This is indicated by the use of calculators in learning mathematics ranging from basic education to higher education. Not just limited to that, research on the graphing calculator is indicated by the number of journals, books, conference reports and dissertations that discuss the graphing calculator. The importance of a calculator is to bridge arithmetic and algebra (Tenoch E. Cedillo; 2002:1). In understanding the relationship between arithmetic and algebra, students experiencing problems. According to Lee and Wheeler (1989: 41-54) that the problems found in students' readiness in using algebra to solve algebra problems. In the process of learning math require the ability of teachers to have a learning scheme. With the scheme are expected to have a systematic teacher in the learning of mathematics. So that learning will be systematic and structured math.
This type of calculator had great development. Judging from their use calculator consists of two types. This type consists of two kinds, namely ordinary calculators and scientific calculators (scientific calculator). Ordinary calculator is widely used in everyday life. According to this calculator, a sign of repressed more dahululah more done. For example in the calculation 2 + 4 x 8, according to the ordinary calculator 6 x 8 =48. Yet according to the rules of mathematics, multiplication is completed first, so it should be 2 + (4 x 8) = 2 + 32 = 34. While the scientific calculator widely used by high school students, teachers, or students to assist counting function. Scientific calculator has a way of working that follows the rules work in mathematics. For example in the calculation 2 + 4 x 8, according to a scientific calculator, multiplication is done first, so 2 + 4 x 8 = 2 + 32 = 34.
One example of a scientific calculator is a graphing calculator. Graphing calculator has its own advantages than ordinary calculator. The advantage lies in the ability of a calculator to solve math problems quickly and displays it in graphical form. Another advantage of the graphing calculator to create a program that can solve math problems.
Electronic calculators have a low price, while the scientific calculator have a fairly expensive price. Price of graphing calculator is much more expensive than the price of an electronic calculator or scientific calculator. The price difference between the three calculators cause people tend to buy electronics or scientific calculator. This is why we need to realize because of the ability or the low purchasing power in a crisis situation.
Electronic calculators have a low price, while the scientific calculator have a fairly expensive price. Price of graphing calculator is much more expensive than the price of an electronic calculator or scientific calculator. The price difference between the three calculators cause people tend to buy electronics or scientific calculator. This is why we need to realize because of the ability or the low purchasing power in a crisis situation.
The results of this research can be translated into several sections. Some of these parts is the process of implementing the use of graphing calculators in mathematics learning process, methods of solving problems with equations and inequalities graphing calculators, and student responses to the use of calculators in mathematics learning.
Stages in using the calculator as a tool
There are few stages using the calculator as a learning tool in mathematics at SMK Muhammadiyah Yogyakarta IV, can be done as follows: The first stage is the stage of understanding about the importance of graphing calculators. The essence of understanding the process of explaining the basic and detailed on the graphing calculator. The second stage is the stage of understanding the theory and use of calculators graphs in equations and inequalities to solve problems. The second process is focused on how students understand the command, symbolic manipulation, and graphs to solve equations and inequalities problems with graphing calculators.
There are few stages using the calculator as a learning tool in mathematics at SMK Muhammadiyah Yogyakarta IV, can be done as follows: The first stage is the stage of understanding about the importance of graphing calculators. The essence of understanding the process of explaining the basic and detailed on the graphing calculator. The second stage is the stage of understanding the theory and use of calculators graphs in equations and inequalities to solve problems. The second process is focused on how students understand the command, symbolic manipulation, and graphs to solve equations and inequalities problems with graphing calculators.
The third stage, namely stage of entering data about graph. The process of entering data into the calculator about the process of moving the language into the language of mathematics in the matter of the graphing calculator. The fourth stage is the stage interpretation of the graphing calculator screen and draw conclusions. Of the five above process, can mean that students will experience the process respectively. This means that the process is an inductive process.
2. Use of graphic in calculator
From research conducted, noting there are some aspects of the use of graphing calculators in learning mathematics as follows:
a. Graphing calculator is useful to determine and match
graphic images
b. Graphing calculator is useful to determine and match the answers to the solving set
c. Graphing calculator to give you the real experience of graphic images.
d. Settlement about equations and inequalities can use the command, symbolic manipulation and graphics.
e. Graphing calculator is useful to provide answers
previously calculated without a calculator and accelerate the completion of about mathematics.
f. The constraints experienced by students in using the graphing calculator is a paraphrase sentences in the language of mathematics to express any calculator and the calculator screen display into a mathematical sentence.
g. With the graphing calculator in math learning math more interesting and solving math problems easier.
h. If the use of graphing calculators without the ability to offset
understand the operating procedures and to think mathematically it can cause high levels of dependency, loss of self confidence, and lazy thinking.
From research conducted, noting there are some aspects of the use of graphing calculators in learning mathematics as follows:
a. Graphing calculator is useful to determine and match
graphic images
b. Graphing calculator is useful to determine and match the answers to the solving set
c. Graphing calculator to give you the real experience of graphic images.
d. Settlement about equations and inequalities can use the command, symbolic manipulation and graphics.
e. Graphing calculator is useful to provide answers
previously calculated without a calculator and accelerate the completion of about mathematics.
f. The constraints experienced by students in using the graphing calculator is a paraphrase sentences in the language of mathematics to express any calculator and the calculator screen display into a mathematical sentence.
g. With the graphing calculator in math learning math more interesting and solving math problems easier.
h. If the use of graphing calculators without the ability to offset
understand the operating procedures and to think mathematically it can cause high levels of dependency, loss of self confidence, and lazy thinking.
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