Analisis hasil skor Tosm level A1 matematika detik terhadap kesiapan belajar matematika peserta didik

Abstract

The purpose of this research is to describe the results of the ToSM level A1 Mathematics Seconds score on the student’s readiness to learn mathematics and the results of the student’s ToSM level A1 Mathematics Seconds scores. This research uses a qualitative approach with a descriptive qualitative research design. Data collection techniques used in the form of questionnaires, tests and interviews. Supporting instruments used are student learning readiness questionnaires and ToSM level A1 Mathematics Seconds on android devices. The selection of research data sources is based on certain considerations, namely based on consideration of the results of the questionnaire on readiness to learn mathematics and the willingness to take tests and interviews. The data analysis technique used is data reduction, data presentation and data conclusion. The results showed that S1 and S2 subjects with very good learning readiness, S3 and S4 subjects with good learning readiness categories, and S5 and S6 subjects with fairly good learning readiness categories were only able to reach the total count stuttering category based on the results of the scores of four arithmetic operations addition, subtraction, multiplication and division. The subject of S1 achieved the yellow counting stuttering completeness category in addition operations, red counting stuttering categories in subtraction operations and dark counting stuttering categories in multiplication and division operations. Furthermore, the S2 subject reached the black count stuttering completeness category in addition, subtraction, multiplication and division operations. S3 subjects achieved the red count stuttering completeness category in addition operations and dark count stuttering categories in subtraction, multiplication and division operations. Subject S4 was only able to achieve the dark count stuttering completeness category in addition, subtraction, multiplication and division operations. Subject S5 reached the red count stuttering completeness category in subtraction operations and dark count stuttering categories in addition, multiplication and division operations. Subject S6 achieved the red count stuttering completeness category in addition operations, but was only able to achieve dark count stuttering categories in subtraction, multiplication and division operations.