Quiz about Asesmen Bahasa Inggris untuk Matematika

Question 1

the smallest nonzero whole number that is a multiple of two or more whole numbers

Accepted Answer

least common multiple

Answer

greatest common factor

Answer

prime factorization

Answer

divisible

Question 2

a whole number greater than 1 whose only factors are 1 and itself

Accepted Answer

prime number

Answer

common factor

Answer

composite number

Answer

prime factorization

Question 3

the product of a given number and an integer

Accepted Answer

multiple

Answer

factor

Answer

divisible

Answer

prime number

Question 4

a number composed of a whole number and a fraction

Accepted Answer

mixed number

Answer

improper fraction

Answer

reciprocal

Answer

repeating decimal

Question 5

a number expressed in relation to 100

Accepted Answer

percent

Answer

percent proportion

Answer

discount

Answer

benchmark

Question 6

the set of numbers that can be written in the a form a/b, where a and b are integers and b does not equal zero

Accepted Answer

rational numbers

Answer

irrational number

Answer

mixed number

Answer

terminating decimal

Question 7

one of a pair of numbers that have a product of 1

Accepted Answer

reciprocal

Answer

benchmark

Answer

percent

Answer

discount

Question 8

a numeral that indicates how many times a number or variable is used as a factor

Accepted Answer

exponent

Answer

base

Answer

square

Answer

power

Question 9

represented by the exponent n, to which a number is used as a factor n times

Accepted Answer

power

Answer

exponent

Answer

square

Answer

square root

Question 10

a number that when multiplied by itself equals a given number

Accepted Answer

square root

Answer

cube root

Answer

power

Answer

exponent

Question 11

the number used as the factor in exponential form

Accepted Answer

base

Answer

cube

Answer

square

Answer

power

Question 12

a selection of elements from a larger set in which the order does not matter

Accepted Answer

combination

Answer

factorial

Answer

event

Answer

permutation

Question 13

represented by the symbol !, the product of all the whole numbers between 1 and a given positive whole number

Accepted Answer

factorial

Answer

combination

Answer

permutation

Answer

event

Question 14

a special kind of bar graph that displays the frequency of data that has been organized into equal intervals

Accepted Answer

histogram

Answer

scatter plot

Answer

normal distribution

Answer

stem-and-leaf plot

Question 15

the quotient obtained when the sum of the numbers in a set is divided by the number of addends

Accepted Answer

mean

Answer

median

Answer

mode

Answer

lower quartile

Question 16

the middle number in an ordered set of numbers

Accepted Answer

median

Answer

mean

Answer

mode

Answer

outlier

Question 17

represented by a bell curve, the most common distribution of most qualities across a given population

Accepted Answer

normal distribution

Answer

experimental probability

Answer

flat distribution

Answer

probability

Question 18

a number from 0 to 1 that measures the chance that an event will occur

Accepted Answer

probability

Answer

range

Answer

event

Answer

outlier

Question 19

the number or element that occurs most frequently in a set of data

Accepted Answer

mode

Answer

mean

Answer

median

Answer

quartiles

Question 20

a logical equivalent of a given conditional statement, often expressed in negative terms

Accepted Answer

contrapositive

Answer

converse

Answer

counterexample

Answer

inverse

Question 21

the set of elements common to two or more sets

Accepted Answer

intersection

Answer

set

Answer

union

Answer

inverse

Question 22

a collection of objects / a collection of distinct elements or items

Accepted Answer

set

Answer

intersection

Answer

union

Answer

inverse

Question 23

the numerical factor of a term that contains a variable

Accepted Answer

coefficient

Answer

equation

Answer

function

Answer

expression

Question 24

a mathematical sentence stating that two expressions are equal

Accepted Answer

equation

Answer

domain

Answer

equivalent

Answer

expression

Question 25

a comparison of two numbers

Accepted Answer

ratio

Answer

function

Answer

rate

Answer

quotient

Question 26

the ratio of the rise to the run

Accepted Answer

slope

Answer

ratio

Answer

range

Answer

term

Question 27

a letter or other symbol that represents a number or set of numbers in an expression or an equation

Accepted Answer

variable

Answer

equation

Answer

coefficient

Answer

function

Question 28

... is a set of two or more equations with the same variables

Accepted Answer

system of equations

Answer

function

Answer

expression

Answer

direct variation

Question 29

a mathematical combination of numbers, variables, and operations

Accepted Answer

expression

Answer

function

Answer

domain

Answer

range

Question 30

a statement that two ratios are equal

Accepted Answer

proportion

Answer

rate

Answer

rise

Answer

ratio

Question 31

the distance around (perimeter) a circle

Accepted Answer

circumference

Answer

arc

Answer

diameter

Answer

diagonal

Question 32

a solid figure with six congruent square faces

Accepted Answer

cube

Answer

polygon

Answer

prism

Answer

rhombus

Question 33

the side opposite the right angle in a right triangle

Accepted Answer

hypotenuse

Answer

parallelogram

Answer

radius

Answer

pyramid

Question 34

a quadrilateral with two pairs of parallel sides

Accepted Answer

parallelogram

Answer

rhombus

Answer

trapezoid

Answer

polygon

Question 35

a closed figure that has three or more sides

Accepted Answer

polygon

Answer

prism

Answer

pyramid

Answer

parallelogram

Question 36

a solid geometrical figure that has four or more plane faces

Accepted Answer

polyhedron

Answer

prism

Answer

cube

Answer

pyramid

Question 37

a solid figure that has two parallel / congruent polygonal faces (called bases)

Accepted Answer

prism

Answer

polyhedron

Answer

pyramid

Answer

parallelogram

Question 38

a polygon that has four sides

Accepted Answer

quadrilateral

Answer

rhombus

Answer

polygon

Answer

parallelogram

Question 39

a parallelogram with all sides of equal length

Accepted Answer

rhombus

Answer

parallelogram

Answer

trapezoid

Answer

tetrahedron

Question 40

the sum of the areas of all the faces of a geometric solid, measured in square units

Accepted Answer

surface area

Answer

volume

Answer

quadrilateral

Answer

regular polygon

Question 41

a mathematical process that changes the shape or position of a geometric figure

Accepted Answer

transformation

Answer

transversal

Answer

translation

Answer

segment

Question 42

a quadrilateral, but it is not a parallelogram/ a quadrilateral with only one pair of parallel sides

Accepted Answer

trapezoid

Answer

parallelogram

Answer

regular polygon

Answer

rhombus

Question 43

the amount of space an object occupies / the space occupied by a solid, measured in cubic units

Accepted Answer

volume

Answer

surface area

Answer

face

Answer

circumference

Question 44

a line segment from the center of a circle to any point on its perimeter

Accepted Answer

radius

Answer

rotation

Answer

segment

Answer

diameter

Question 45

a line segment connecting the center of a circle with two points on its perimeter

Accepted Answer

diameter

Answer

diagonal

Answer

radius

Answer

arc

Question 46

the measure of the interior region of a 2-dimensional figure or the surface of a 3-dimensional figure, expressed in square units

Accepted Answer

area

Answer

volume

Answer

circumference

Answer

surface area

Question 47

the factor by which all the components of an object are multiplied in order to create a proportional enlargement or reduction

Accepted Answer

scale factor

Answer

similar figures

Answer

metric system

Answer

customary system

Question 48

The variables in this research are?

Accepted Answer

Conceptual Understanding of Mathematics, Blended Learning Using Google Classroom

Answer

Improving Conceptual Understanding, Blended Learning, Google Classroom

Answer

Conceptual Understanding of Mathematics, Blended Learning, Google Classroom

Answer

Improving Conceptual Understanding, Blended Learning Using Google Classroom

Question 49

Which paragraph indicates the problem in the article above?

Accepted Answer

Indonesian students tend to be weak in mathematics, except for PISA 2018. In mathematics, the average score on the PISA test for Indonesian students fluctuates; the lowest average score was obtained in PISA 2003, which was 360, and the highest average score was achieved in PISA 2006, 391 points. At PISA 2018, Indonesian students obtained an average score of 379 (level 1, lower bound score of 358 out of 6 levels, lower bound score of 669).

Answer

One of the objectives of learning mathematics is to understand mathematical material in the form of facts, concepts, principles, operations, and mathematical relations and apply them flexibly, ccurately, efficiently, and precisely in solving mathematical problems (mathematical understanding and procedural skills) (Kemdikbud Ristek, 2022).

Answer

Based on the results of the 2018 PISA, it is recommended to increase learning achievement by improving the quality of teaching and learning climate (Kemdikbud Ristek, 2019). Responding to these recommendations, efforts are needed to improve the quality of teaching and student learning climate.

Answer

Blended learning combines face-to-face and online learning that aligns with current developments. Students are more interested and motivated to study more seriously and look for learning resources that are closer to them through devices or computers (Ulfa & Puspaningtyas, 2020), feel happier and attractive not easily bored during the lesson (Fitri & Zahari, 2019), and can help them to learn mathematics at their own pace and express their opinions (Lin, Tseng, & Chiang, 2017).

Question 50

What is the research objective of the article above?

Accepted Answer

This research will prove whether understanding of mathematical concepts can be improved through blended learning using Google Classroom.

Answer

This research will prove whether understanding of mathematical concepts can be improved through blended learning.

Answer

This research will prove whether blended learning using Google Classroom can be improved through understanding mathematical concepts.

Answer

This research will prove whether understanding mathematical concepts will improve blended learning using Google Classroom.

Question 51

What is the design of this research?

Accepted Answer

quantitative research

Answer

mixed research

Answer

research and development

Answer

qualitative research

Question 52

The sample in this research were?

Accepted Answer

14 students in grade VIII junior high school in Jambi City

Answer

14 students in grade VIII junior high school

Answer

students in grade VIII junior high school in Jambi City

Answer

junior high school in Jambi City

Question 53

What data collection techniques and instruments were used in this research?

Accepted Answer

test; test

Answer

survey, questionnaire

Answer

observation, observation sheet

Answer

interview; structured interview questions

Question 54

how was the data analyzed in this research?

Accepted Answer

Inferential statistics are used to analyze whether the conceptual understanding of mathematics can be improved through blended learning using Google Classroom. The t-test was used for this analysis, which was previously tested for the normality of the data.

Answer

Students' conceptual understanding of mathematics increases if the t-test is statistically significant, and the magnitude of the increase in understanding is categorized into low (d=0.2), medium (d=0.5), and high (d=0.8) categories (Fritz, Morris, & Richler, 2011).

Answer

Descriptive statistics are used to o analyze whether the conceptual understanding of mathematics can be improved through blended learning using Google Classroom.

Answer

Inferential statistics are used to describe scores of students' conceptual understanding of mathematics in the form of the highest scores, lowest scores, range, average, median, mode, standard deviation, and magnitude of influence.

Question 55

Which one appropriately describes the results of this research?

Accepted Answer

Based on the descriptive and inferential findings above, it is evident that conceptual understanding of mathematics can be improved through blended learning using Google Classroom. This finding is in line with previous findings that blended learning is more effective in academic achievement and attitudes toward mathematics than traditional methods (Lin, Tseng, & Chiang, 2017), has a better conceptual understanding than those applying conventional teaching methods (Setyaningrum, 2018), has a positive effect and more effective to improves students' conceptual understanding of mathematics (Huda, et al., 2019; Ulfa & Puspaningtyas, 2020; Indrapangastuti, Surjono, Sugiman, & Yanto, 2021).

Answer

Conceptual understanding is formed during online learning and supported by face-to-face learning will help students avoid high levels of error in solving problems (Kilpatrick, Swafford, & Findell, 2001) thereby enabling better problemsolving (Zulkarnain & Budiman, 2019). If the conceptual understanding is good and correct, students will have no difficulty solving problems using mathematics, as expected in the PISA test (Kemdikbud Ristek, 2019).

Answer

The mean, median, and mode gains at the posttest were relatively high, indicating an increased conceptual understanding of mathematics through blended learning using Google Classroom.In contrast, the standard deviation value at the posttest (18.3) was greater than the pretest (17.0) due to the posttest range (69) greater than the pretest (50). Descriptively, students' conceptual understanding of mathematics can be improved through blended learning using Google Classroom.

Answer

Through the Rotation Model sub-model Flipped Classroom Model, students will be more interested and motivated to study more seriously and look for learning resources closer to them through devices or computers (Ulfa & Puspaningtyas, 2020) Students are not easily bored during learning (Fitri & Zahari, 2019), and it can help them learn mathematics at their own pace and express their opinions (Lin, Tseng, & Chiang, 2017).

Question 56

appropriate conclusions and suggestions are?

Accepted Answer

Conclusion: Blended learning using Google Classroom can improve conceptual understanding of mathematics. Suggestion: future researchers use a more stringent design to control other variables outside the research variables, such as a pretest-posttest control group design or other designs.

Answer

Conclusion: Blended learning using Google Classroom cannot improve conceptual understanding of mathematics. Suggestion: future researchers use a more stringent design to control other variables outside the research variables, such as a pretest-posttest control group design or other designs.

Answer

Conclusion: Blended learning using Google Classroom can improve conceptual understanding of mathematics. Suggestion: future researchers should use a simple design to control other variables outside the research variables, such as a pretest-posttest design or other designs.

Answer

Conclusion: Blended learning using Google Classroom cannot improve conceptual understanding of mathematics. Suggestion: future researchers should use a simple design to control other variables outside the research variables, such as a pretest-posttest design or other designs.

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