Concluding remark
By : Rakhmatika Sri Wardhani/10305144046/www.rakhmatika-wardhani.blogsot.com
Matematika Swadana 2010
Calculator became the key position of the mathematics learning process in developed country. It is indicated with using calculator in the mathematic learning process from the elementary until the senior education. Moreover, the research about graphic calculator indicated with the number of journal, books, the report of conference and dissertation which discussed about graphic calculator. The kind of calculator is seven-league boots with the modern technology. From the utilization, there are two kind of the calculator, that is common calculator and scientific calculator. Usually, common calculator applying in daily live. One of the example from scientific calculator is graph calculator. Graph calculator have excess than common calculator, the excess of scientific calculator is the ability to done the mathematics exact and appearing in the graphic. The aim of case study is to identifying the utilization of graphic calculator in mathematics learning process and to know the student response about utilization of graphic calculator on process. Place of the research is in SMK Muhammadiyah IV Yogyakarta, on February until June 2003.
From research conducted, the conclusions obtained are:
- Stages utilization the calculator as a tool. Stages use the calculator as a learning tool mathematics at SMK Muhammadiyah Yogyakarta IV, can be done as follows:
The first stage is the stage of understanding about the significance of the graph calculator. The essence of the understanding process is explained in basic and detail on the graph calculator.
The second stage is the stage of understanding the theory and use of graphs calculators
in equations and inequalities to solve problems. The second process is focused on how students understand the command, symbolic manipulation, and graphs to solve problems and equations inequalities with graph calculator.
in equations and inequalities to solve problems. The second process is focused on how students understand the command, symbolic manipulation, and graphs to solve problems and equations inequalities with graph calculator.
The third stage, namely stage of entering data about the graph calculator. The process of entering data into the calculator about process to moving the language into the language of mathematics in the matter of the graphing calculator.
The fourth stage is the stage interpretation of the graph calculator screen and draw conclusions.
Of the five above process, can mean that students will experiencing the process in a row. This means that the process is an inductive process.
- Use of graphic calculator. From research conducted, there are some aspects use of graph calculators in learning mathematics as the following:
- Graph calculator is useful to determine and match graphic images
- Graph calculator is useful to determine and match answer set solution
- Graph calculator to give you real experience of graphic images.
- Settlement about equations and inequalities can be using the command, symbolic manipulation and graphics.
- Graph calculator is useful to provide answers previously calculated without a calculator and speed up the completion mathematics question.
- The constraints experienced by students in using the graph calculator is a paraphrase sentence into the language of mathematics calculator and disclose any appearance of the calculator screen to in math sentences.
- With the graphing calculator in the mathematics learning process, math lesson more interesting and solving math problems easier.
- If the use of graphing calculators without the ability to offset understand the operating procedures and to think mathematically, it can be cause high levels of dependency, loss of
selfconfidence, and lazy thinking.
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