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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education AL ISHLAH Jurnal Pendidikan Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Indonesian Journal of Education and Learning Indonesian Journal of Mathematics Education Alpen: Jurnal Pendidikan Dasar Edumatica: Jurnal Pendidikan Matematika Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pengabdian Jurnal Abdimas Indonesian Journal of Mathematics Education
Arief Budi Wicaksono
Universitas Tidar
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Combinatorial Thinking Error in Solving Combinatorial Problem Gusti Uripno; Tatag Yuli Eko Siswono; Endah Budi Rahaju; Arief Budi Wicaksono
Indonesian Journal of Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i1.589

Abstract

Combinatorial thinking errors describe students’ difficulties and obstacles in solving combinatorial problems. This study aims to describe the errors experienced by students in solving combinatorial problems in terms of combinatorial thinking processes. This research involved two subjects who were 12th grade high school students at a school in Gresik, Indonesia. The students have already taken a combinatorics course. Data collection was conducted using the think-aloud observation method and task-based interviews. Both methods of data collection were conducted to validate the data using the triangulation method. The two subjects experienced similar errors. The research shows that the filling slots method is a simple and easy way for students to understand, but problems arise when students cannot understand the meaning of the questions and input the correct numbers for the problem. The combinatorial thinking error includes the general counting process and vertical upward formulas or expressions. The general counting process error is generating a number that represents the given aspects of the problem and the vertical upward formula/expression is identifying the concept that fits the problem. This research suggests enhancing students understanding of number representation when teaching the filling slot method. The teacher should illustrate some of the multiplication rule and addition rule examples to help students distinguish between these two fundamental rules. Further research is needed to provide solutions to the constraints experienced by students in solving combinatorial problems.
The Assistance of Sukosari Bandongan Elementary School Teachers through STEM Education as a Provision for Learning Innovation Chasanah, Aprilia Nurul; Wicaksono, Arief Budi; Darmawan, Ericka; Ardiyanto, Bagas; Abdulloh, Maryam
Pengabdian: Jurnal Abdimas Vol. 2 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/abdimas.v2i1.351

Abstract

Background. This community service program is encouraged by the need for partners, which is the absence of specific activities related to the development of science and technology. Therefore, through the introduction of STEM (science, technology, engineering, and mathematics) in the learning, it is expected that this program can provide a lighter for the Sukosari Bandongan Elementary School teachers. STEM forms quality human resources to reason, think critically, logically, and systematically so that later they can be useful in facing global challenges and solving problems in everyday life. Purpose. This program aims to provide teachers with learning innovations through STEM education. Method. The activity consists of training in making simple products from the surrounding environment which can later be used as learning media. The training is carried out using lecture, discussion, practice, and mentoring methods. Results. The expected output is an increase in basic knowledge, especially in the field of science and technology which is manifested in simple STEM-based products. There are also some other products like training modules, posters, and publications of service results on social media. Conclusion. STEM education is a form of assistance to Sukosari elementary school teachers in improving learning innovation. The teachers need assistance to explore learning materials that can be integrated with STEM. They have very good motivation in practicing simple STEM-based tools. This can be seen from those who actively participate in the training sessions, practice properly, and ask some questions about some matters they do not yet clearly understand. The created simple products can be simple demonstration examples in a STEM-nuanced learning.
Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Geometri Bidang berdasarkan Teori Newman Pamungkas, Megita Dwi; Wicaksono, Arief Budi
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2019: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (756.966 KB)

Abstract

Penelitian ini bertujuan untuk menganalisis jenis dan penyebab mahasiswa melakukan kesalahan dalam menyelesaikan soal pada mata kuliah Geometri Bidang menggunakan indikator teori Newman. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah mahasiswa program studi Pendidikan Matematika kelas 03 semester I Universitas Tidar tahun akademik 2018/2019. Pengumpulan data pada penelitian ini menggunakan hasil tes ujian akhir semester dan pedoman wawancara. Teknik analisis data melalui tahap reduksi, penyajian data, menarik kesimpulan dan diuji keabsahan dengan teknik triangulasi. Hasil penelitian menunjukkan bahwa mahasiswa melakukan (1) kesalahan membaca soal sebesar 25,8% yaitu kesalahan dalam membaca informasi penting dalam soal; (2) kesalahan memahami soal sebesar 38,7% yaitu kesalahan karena tidak mengetahui apa yang ditanyakan soal; (3) kesalahan mentransformasi soal sebesar 58,1% yaitu kesalahan karena tidak mampu menggunakan cara yang tepat untuk menyelesaikan soal; (4) kesalahan keterampilan memproses sebesar 77,4% yaitu kesalahan dalam perhitungan; (5) kesalahan penulisan jawaban akhir 87,1% yaitu kesalahan mahasiswa dalam menuliskan jawaban akhir dari soal.
Development of Mathematics Teaching Materials for Junior High School Based on Etnomathematics Franita, Yesi; Hendrastuti, Zuida Ratih; Pamungkas, Megita Dwi; Chasanah, Aprilia Nurul; Rahmawati, Fadhilah; Adna', Syita Fatih; Wicaksono, Arief Budi
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v14i2.28002

Abstract

In the world of education is required to be able to equip students with 21st century skills in order to achieve learning goals and be able to compete. One important component that supports learning activities is through teaching materials. Teaching materials will be meaningful if they are related to real life contexts and take advantage of local potentials that exist in the surrounding environment. This study aims to develop ethnomathematics-based mathematics teaching materials for junior high school students. This research was a research development. The research stages used refer to the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Based on the needs analysis of teaching materials that has been carried out in the first year of research, students need ethnomathematical-based teaching materials. The type of development research used in this research was intended to produce mathematics teaching materials, in the form of e-modules, based on ethnomathematics for junior high school students, especially on the material of flat-sided geometry. Data collection techniques used validation sheets, questionnaires, and test instruments. Data analysis in this study was carried out with the aim of getting an overview of the e-modules of good quality, namely meeting the aspects of validity, practicality, and effectiveness. The results of data analysis showed that based on the aspect of validity, the module was included in the very valid category, based on the student response questionnaire the module was practical and the posttest results showed that learning with the module was effective.
Analysis of The Need for The Development of Ethnomathematics-Based Teaching Materials for Junior High School Students Chasanah, Aprilia Nurul; Wicaksono, Arief Budi; Rahmawati, Fadhilah; Pamungkas, Megita Dwi; Franita, Yesi; Hendrastuti, Zuida Ratih; Gunawan, Gunawan
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 2, November 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i2.23414

Abstract

This research aims to analyze the ethnomathematics-based mathematics teaching materials for junior high school students. This analytical research uses a descriptive qualitative method. The subjects are junior high school mathematics teachers and students in Magelang. The objects include teachers’ and students’ responses to teaching materials and the learning process. The data are collected using a questionnaire sheet, observations, and interviews. The data are analyzed using the Miles-Huberman Interactive Analysis, which consists of data reduction, presentation, and conclusion. The results show that (1) teaching materials are available for the learning process; (2) teaching materials often used are textbooks and videos; (3) all teaching materials follow core (KI) and essential competencies (KD); (4) the students find it challenging to understand the materials contained in the available teaching materials; (5)the teaching materials need to be improved by providing concrete examples; (6) ethnomathematics-based learning models have not been implemented optimally, and; (7) the students agree to the development of ethnomathematics-based textbooks as the learning resources which makes them easier to understand the materials. The results of literature and field studies show that students need ethnomathematical-based teaching materials to improve their understanding. The cultural products that will be used in this research are the products of Magelang culture.
Analisis Kemampuan Literasi Matematika Mahasiswa pada Mata Kuliah Statistika Inferensial Ditinjau dari Gaya Belajar Aprilia Nurul Chasanah; Arief Budi Wicaksono; Sherlya Nurtsaniyah; Rivka Nur Utami
Edumatica : Jurnal Pendidikan Matematika Vol 10 No 2 (2020): Edumatica: Jurnal Pendidikan Matematika (Oktober 2020)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (868.88 KB) | DOI: 10.22437/edumatica.v10i2.10621

Abstract

The mathematics literacy abilities are strongly needed for the students to be able to face educational challenges from the cognitive aspects. The students' mathematics literacy abilities can be viewed from various dimensions, one of whixzch is the learning styles. The purpose of this research is to analyze the students' mathematics literacy abilities in inferential statistics subject based on the learning styles. This is a qualitative descriptive research. The subjects of this research are the fourth semester students at a higher education institution in Magelang, Central Java, Indonesia, who are currently taking inferential statistics course. The instruments used in this research are test and interview instruments. The data analysis is carried out through data reduction, data presentation, and drawing conclusions. The students’ mathematics literacy abilities with divergent learning styles are only able to arrive at the formulating step. The students’ mathematics literacy abilities with convergent learning styles are able to take the mathematical literacy processes. The students' mathematics literacy abilities in the assimilation learning style have come to the interpreting step, but they have not been able yet to solve the problems well. The students' mathematics literacy abilities in the accommodation learning style have been able to understand and check (formulating and interpreting) well but in preparing plans or arguing (employing stage) in solving the problems, it has not been achieved yet properly. Based on the research results, it is found that each different learning style has its own different mathematics literacy abilities
Konsepsi Guru Matematika SMA tentang Berpikir Kreatif Arief Budi Wicaksono; Siti Khabibah; Masriyah Masriyah
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 3 (2022): Edumatica: Jurnal Pendidikan matematika (Desember 2022)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v12i03.22667

Abstract

This study aims to describe the high school mathematics teachers' conceptions of creative thinking. The research approach used is descriptive qualitative. The subject in this study was a high school mathematics teacher in Yogyakarta. This study uses the results of an open questionnaire as the main data and interviews as supporting data. The results of the study show that the mathematics teachers' conceptions of creative thinking are limited to ways of thinking/solving a problem by using new steps or ideas so as to find/produce something new/different from usual. Creative mathematics teachers are described as being able to come up with new ideas, being able to make new innovations in learning. The teacher plays an active role in guiding students to be able to think creatively by giving questions or assignments that trigger mathematics in the form of descriptions (open questions) so that students can explore their abilities to trigger their creative thinking. The teacher assesses the ability to think creatively by giving open questions/trigger assignments and then analyzing the steps/results of the work to find new steps/ideas in the process.
Development of trigonometry course module based on problem solving Wicaksono, Arief Budi; Chasanah, Aprilia Nurul; Gunawan, Gunawan
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 9 No 1 (2024)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jm.v9i1.4503

Abstract

Problem-solving is one of the most important skills for students to have. One of the efforts to develop students' problem-solving skills is to conduct learning using modules designed to improve problem-solving abilities. The purpose of this research is to develop a good quality trigonometry course module that meets the criteria of being valid, practical, and effective. The type of research conducted is research on the development of the Borg & Gall model. The Borg & Gall model consists of potential and problem phases, data collection, product design, design validation, usage trials, product revisions, product trials, design revisions, product revisions, and mass production. The subjects of this study were the first semester students of the Mathematics Education Study Program, Tidar University. Data were analyzed based on the level of validity, practicality, and effectiveness of the module. The results showed that the module was included in the valid category and the practical category. The aspect of effectiveness based on the results of the posttest with problem-solving questions is said to be effective. The result of the development in this research is the product of a trigonometry course module based on problem solving that is valid, practical, and effectively used for mathematics education students. The contribution of this research is that the module can be used in trigonometry lectures.
Co-Authors Abdulloh, Maryam Adhetia Martyanti Adna', Syita Fatih Aprilia Nurul Chasanah Ardiyanto, Bagas Chasanah, Aprilia Nurul Chasanah, Aprilia Nurul Desy Nurhikmahyanti Dwi Juniati Endah Budi Rahaju Ericka Darmawan Fadhilah Rahmawati Fadhilah Rahmawati Franita, Yesi Gunawan Gunawan Isnawan, Muhamad Galang Masriyah Masriyah Pamungkas, Megita Dwi Rivka Nur Utami Setiyo Prajoko Sherlya Nurtsaniyah Siti Khabibah Sugiyanto Sugiyanto Tatag Yuli Eko Siswono Uripno, Gusti Yesi Franita Zuida Ratih Hendrastuti