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All Journal Jurnal Pendidikan Indonesia MATEMATIKA DAN PEMBELAJARAN M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Bada'a: Jurnal Ilmiah Pendidikan Dasar Integral : Jurnal Penelitian Pendidikan Matematika Journal on Mathematics Education
Kusnandi
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Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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DESAIN DIDAKTIS KONSEP LUAS PERMUKAAN DAN VOLUME PRISMA DALAM PEMBELAJARAN MATEMATIKA SMP Siti Aisah, Lusi ; Kusnandi; Yulianti, Kartika
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 1 No 1 (2016): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.635 KB) | DOI: 10.31943/mathline.v1i1.9

Abstract

The purpose of this study is to composing didactic design concept about surface area and volume of prismsbased on learning obstacle (learning difficulties) students when studying the concept.The research methods is qualitative methods with data  collection  techniques are  observation, question  and  answer,  and  documentation. The  initial  step  in  this  research  is identifying learning obstacle with learning obstacle instrument to students in grade IX junior high school and grade X senior hign scool who has studied about that concept. After learning obstacle is identified, the didactic design then composed by adjusting the learning theories that  are relevant and does not reduce mathematical abilities that can be developed. Didactic design which has been arrangedthen implemented in the students  learning  process  on  grade  VIII SMP. Didactic design effectiveness was measured using a modified degree increase of   the   gain   normalized   Hake.   Didactic design has show considerable effectiveness, with an effective medium category. Results of the implementation and effectiveness of the didactic design shows that the didactic design that has been composed can be used as one of the alternative designs in studying the concept of surface area and volume of prisms.
Praktik Baik Penggunan Math City Map dalam Pembelajaran Matematika Sholikhakh, Rizqi Amaliyakh Sholikhakh; Nanang Priatna; Kusnandi
Integral (Jurnal Penelitian Pendidikan Matematika) Vol. 5 No. 1 (2022): November 2022
Publisher : Program Studi Pendidikan Matematika, Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/jppm.v5i1.92

Abstract

Matematika dianggap sebagai subjek yang sukar dan abstrak, bahkan matematika dianggap pelajaran yang mempolarisasi siswa. Pada beberapa penelitian Math City Map telah berhasil membuat siswa dapat menikmati dan memperoleh pengalaman dalam pembelajaran matematika. Akan tetapi, perlu penelusuran informasi lebih lanjut berkaitan dengan penggunaan MathCityMap dalam pembelajaran matematika di berbagai tempat atau lokasi lainnya di manca negara. Penelitian ini dilakukan tujuan menjelaskan bagaimana pengalaman belajar guru dan peserta didik serta bagaimana hasil belajar matematika yang diperoleh dari penggunaan Aplikasi Math City Map dalam pembelajaran matematika di sekolah. Penelitian ini menggunakan metode systematic literature review (SLR), meliputi perencanaan, pelaksanaan, dan pelaporan. Data dianalisis berdasarkan kriteria inklusi data, selanjutnya data diekstraksi, menghasilkan 13 studi. Hasil penelitian menunjukkan MathCityMap berhasil merancang dan menawarkan aktivitas yang menarik bagi siswa sehingga siswa dapat menikmati dan memperoleh pengalaman dalam belajar matematika. MathCityMap membantu pembelajaran matematika berlangsung secara otentik, serta menawarkan kepada guru cara yang berarti untuk membelajarkan matematika di lingkungan belajar terbuka dan di luar kelas.
Manajemen Strategi Peningkatan Kompetensi Profesional Guru Salni; Kholisoh, Lilis; Kusnandi
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2024): :Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v6i1.1515

Abstract

Kompetensi merupakan perilaku rasional guna mencapai tujuan yang dipersyaratkan sesuai dengan kondisi yang diharapkan. Peningkataan kompetensi guru merupakan kebijakan strategis dalam rangka membenahi persoalan guru secara mendasar. Pengembangan kapasistas guru ini disusun dalam rangka peningkatan mutu pendidikan yang menjadi salah satu pilar pembangunan pendidikan nasional. Penelitian ini bertujuan untuk mengkaji pengembangan manajemen strategi dalam upaya peningkatan kompetensi profesional guru. Melalui pendekatan kualitatif, dan tunjang teknis studi kasus hingga penelitian ini menghasilkan kesimpulan bahwa: proses manajemen strategi yang dilakukan kepala sekolah dalam peningkatan kompetensi profesional guru menggunakan siklus PDCA (Plan, Do Check, Action) yaitu (1) Tahap perencanaan (Plan) adalah tahap untuk menetapkan target atau sasaran yang ingin dicapai sebelum menentukan metode yang akan digunakan untuk mencapai target tersebut; (2) Pada Pelaksanaan (Do) ini mulai menjalankan hal-hal yang telah direncanakan; (3) Fase Check dalam siklus PDCA adalah tahap di mana pemeriksaan dilakukan; (4) Dalam tahap ini, seluruh aspek proses telah diperbaiki berdasarkan evaluasi dari fase Do dan Check yang mengidentifikasi masalah dalam implementasi rencana.
DESAIN DIDAKTIS KONSEP LUAS PERMUKAAN DAN VOLUME PRISMA DALAM PEMBELAJARAN MATEMATIKA SMP Siti Aisah, Lusi; Kusnandi; Yulianti, Kartika
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 1 No. 1 (2016): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v1i1.9

Abstract

The purpose of this study is to composing didactic design concept about surface area and volume of prismsbased on learning obstacle (learning difficulties) students when studying the concept.The research methods is qualitative methods with data collection techniques are observation, question and answer, and documentation. The initial step in this research is identifying learning obstacle with learning obstacle instrument to students in grade IX junior high school and grade X senior hign scool who has studied about that concept. After learning obstacle is identified, the didactic design then composed by adjusting the learning theories that are relevant and does not reduce mathematical abilities that can be developed. Didactic design which has been arrangedthen implemented in the students learning process on grade VIII SMP. Didactic design effectiveness was measured using a modified degree increase of the gain normalized Hake. Didactic design has show considerable effectiveness, with an effective medium category. Results of the implementation and effectiveness of the didactic design shows that the didactic design that has been composed can be used as one of the alternative designs in studying the concept of surface area and volume of prisms.
STUDI KOMPARATIF TENTANG PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA MTs YANG MEMPEROLEH PEMBELAJARANDENGAN PENDEKATAN PROBLEM POSING DAN PEMBELAJARAN LANGSUNG Trisnawati, Rini; Wahyudin; Kusnandi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 2 No. 1 (2017): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v2i1.35

Abstract

This study aims to examine enhancement of critical thinking ability of the students who got learning with problem posing approach and the students who got direct instruction. This study employed experimental research with Pretest-Post-test two treatment design. The population in this study were class VIII the students of one MTsN in Pekanbaru. For sample for this study, two classes were taken as experimental class by using purposive sampling technique. The instruments which were used were in the forms of critical thinking ability tests. The findings of this study were: (1) Critical thinking ability of the students who get learning with Problem Posing approach was better than the students who got Direct Instruction and (2) The enhancement of mathematical critical thinking ability of the students who got learning with Problem Posing approach was better than the students who got Direct Instruction.
A DIDACTICAL DESIGN FOR TEACHING CONTINUITY OF FUNCTION Tonra, Wilda Syam; Suryadi, Didi; Endang Cahya Mulyaning; Kusnandi; Hadi, Windia
MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v12i2.8246

Abstract

Students face significant difficulties in understanding the continuity of functions that produces learning obstacle. Therefore it is necessary to develop a didactical design to enhance the teaching process. Qualitative research in this study is Didactical Design Research (DDR). This study was conducted in Universitas Khairun. Participants consist of two groups of students. Data collection and analysis  1) Test in which the results of this will be analyzed descriptively 2) In-depth interviews guideline in this research was to confirm students' answers 3) A didactical design which is used to minimize the obstacle. The results show that the Initial learning obstacle is the student cannot choose which function to use to find the left and right limit values, the student knows well the 3 conditions for continuity of function, however, the student incorrectly solves the problem. There are also the students who didn't know the conditions for continuity of function 2) Didactical design is compiled based on Theory of Didactical Situation (TDS) 3) The impact of implementing the didactical design can provide an understanding of continuity of function, there are still learning obstacles that arise. Further research is needed to ensure that as few learning obstacle appear as possible. Keywords: Continuity of Function; Didactical Design; Didactical Design Research (DDR)
How Teachers Encourage Students’ Mathematical Reasoning during the Covid-19 Pandemic? Rohati; Kusumah, Yaya S.; Kusnandi; Marlina
Jurnal Pendidikan Indonesia Vol 11 No 4 (2022): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.668 KB) | DOI: 10.23887/jpiundiksha.v11i4.52756

Abstract

Students' mathematical reasoning abilities can develop depending on the teacher's involvement in the classroom. The problem that often occurs in the class is that the teacher's actions have not been neatly arranged to encourage students' mathematical reasoning in learning mathematics. This article aims to observe the actions taken by a group of mathematics teachers in encouraging students' mathematical reasoning abilities. This type of research is qualitative research with data collected from learning recordings in the classroom. The research subjects were three junior high school, mathematics teachers. The teacher observed how students reasoned during 12 sessions as they studied and completed homework. The results of observing students' mathematical reasoning activities, such as building reasonable arguments and drawing correct conclusions, were concluded to enable teachers to test their students' mathematical reasoning. The findings of this study indicate that teachers can foster students' mathematical reasoning by applying the following strategies: (a) providing appropriate learning interventions; (b) assigning open tasks without solution methods, and (c) fostering a learning community that values ​​reasoning and the construction of shared ideas.
Learning obstacles and the didactical design for teaching the limit of function in a Calculus course Tonra, Wilda Syam; Suryadi, Didi; Mulyaning, Endang Cahya; Kusnandi
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp153-172

Abstract

Students often face difficulties in understanding the concept of limits in functions, a challenge that arises due to the abstract nature and complexity of the topic. Despite being familiar with the procedural steps, students may fail to grasp the underlying meaning of limits. This gap in comprehension leads to significant learning obstacles. As such, there is a critical need for effective didactical designs that can enhance the teaching and learning of this concept. This study aims to address this issue through a Didactical Design Research (DDR) approach, which is structured into three phases. The first phase involves a preliminary didactical design analysis, followed by administering a diagnostic test on the limit of functions to 26 third-semester students (Group 1) who have already completed a differential calculus course. This diagnostic test helps identify the initial learning obstacles. In the second phase, a didactical design is developed to address these obstacles, and it is then implemented with 33 first-semester students (Group 2) enrolled in a Differential Calculus course to evaluate the impact of the design. Data analysis is conducted based on the scores from the written diagnostic test, categorizing them into three levels of ability. The findings reveal that the primary learning obstacle for students is the formal definition of limits, and the identified obstacles are epistemological, psychological ontogenic, instrumental ontogenic, and conceptual ontogenic. The results of implementing the didactical design demonstrate a significant improvement in students' understanding of limits, as evidenced by a reduction in the learning obstacles encountered. This research contributes to the development of more effective didactical approaches for teaching complex mathematical concepts, offering a potential model for addressing similar learning challenges in other abstract topics.
No gender differences in mathematical problem-solving ability: A study with mathematics anxiety control Dzulfikar, Ahmad; Turmudi; Herman, Tatang; Kusnandi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3171

Abstract

Equality, including gender, is an essential principle in school mathematics education and learning. Previous research findings, however, have yielded mixed results in terms of students’ mathematics proficiency, particularly mathematical problem-solving abilities. Furthermore, mathematics anxiety is frequently related to a decline in these abilities. As a result, the purpose of this study is to examine gender disparities in students’ mathematical problem-solving abilities while accounting for the influence of students’ mathematics anxiety. This study used a survey method with 96 students chosen by cluster sampling from a public junior high school in an urban area. This study included two instruments: a mathematical problem-solving abilities test and a mathematics anxiety scale. The findings of this study show that: (1) there is no significant difference in students’ mathematics anxiety based on gender, (2) gender has no significant effect on students’ mathematical problem-solving abilities after controlling for mathematics anxiety, and (3) mathematics anxiety has a significant effect on mathematical problem-solving abilities after controlling for gender. These findings highlight the need for strategies for reducing mathematics anxiety in children. Comprehensive assistance from the learning environment, including the responsibilities of parents, teachers, and friends, as well as a positive learning environment, is intended to assist students in overcoming mathematics anxiety. Thus, this study has significant implications for the development of inclusive and successful mathematics learning strategies.
Co-Authors Ahmad Dzulfikar Didi Suryadi Endang Cahya Mulyaning Endang Cahya Mulyaning A. Kartika Yulianti Kholisoh, Lilis Marlina Nanang Priatna Rohati Salni Sholikhakh, Rizqi Amaliyakh Sholikhakh Siti Aisah, Lusi Tatang Herman, Tatang Tonra, Wilda Syam Trisnawati, Rini Turmudi Wahyudin Windia Hadi, Windia Yaya S. Kusumah