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Penerapan Model Pembelajaran Giving Question and Getting Answer Terhadap Kemampuan Komunikasi Matematis Siswa Sujana, Asep; Cahyawati, Rika
GAUSS: Jurnal Pendidikan Matematika Vol 1, No 1 (2018)
Publisher : Universitas Serang Raya

The research aims to analyse the students pre-ability, post-ability, and improvement of mathematical communication ability towards Giving Question and Getting Answer technique. The research is conducted in SMP Negeri 1 Cinangka academic year 2017/2018. The research method is quasi-experiment with pretest and posttest control group design. The research sample is 33 students for experimental class and 36 students for control class. The improvement is calculated by using N-Gain. The data analysis uses T-Test. The research result show that the student pre-ability of mathematical communication for experimental and control class is equal. The students post-ability of mathematical communication for experimental class is higher than the students who is applied by conventional technique. Therefor, the implementation of Giving Question and Getting Answer technique can improve the students mathematical communication ability for grade VIII SMP Negeri 1 Cinangka.

PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA Sujana, Asep; Meika, Ika; Tiaraswati, Tiaraswati
Math Educa Journal Vol 4, No 1 (2020)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v4i1.1310

Penelitian ini dilatar belakangi oleh rendahnya kemampuan berpikir kritis matematis siswa dalam pembelajaran matematika. Tujuan penelitian ini yaitu untuk mengetahui perbedaan kemampuan berpikir kritis matematis antara siswa yang memperoleh model pembelajaran Advance Organizer dibandingkan dengan siswa yang memperoleh pembelajaran biasa. Penelitian ini dilakukan terhadap siswa kelas XI SMA Mathla’ul Anwar Menes kabupaten Pandeglang, Provinsi Banten. Metode yang digunakan dalam penelitian ini adalah metode Quasi Eksperimental yang berdesain The Nonequivalent Pretest-Posttest Control Group Design. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik Purposive Sampling yaitu kelas XI IIS 1 sebanyak 35 siswa sebagai kelas eksperimen yang mendapatkan pembelajaran matematika dengan model pembelajaran Advance Organizer dan kelas XI IIS 2 sebanyak 35 siswa sebagai kelas kontrol yang memperoleh pembelajaran biasa. Berdasarkan analisis data dan pengujian hipotesis bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara siswa yang memperoleh model pembelajaran Advance Organizer dibandingkan dengan siswa yang memperoleh pembelajaran biasa.

PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING PADA MATERI ATURAN SINUS DAN COSINUS Meika, Ika; Selfiantika, Laras; Yunitasari, Ika; Sujana, Asep
Jurnal Penelitian dan Pembelajaran Matematika Vol 17, No 2 (2024): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 17 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppm.v17i2.28430

Siswa mengalami kesulitan dalam memahami materi aturan sinus dan cosinus. Hal ini diperkuat dengan nilai siswa yang rata-ratanya masih dibawah KKTP dan juga dilihat dari respon siswa yang dimana proses belajar tersebut mempengaruhi nilai siswa, pendidik menyatakan bahwa berdasarkan hasil penilaian formatif pada materi aturan sinus dan cosinus peserta didik memperoleh nilai rata-rata 54,5, sedangkan KKTP kelas XI yaitu 75 sehingga bisa disimpulkan tujuan pembelajaran belum tercapai. Adapun tujuan penelitian ini yaitu untuk menghasilkan LKPD materi aturan sinus dan cosinus yang valid melalui pendekatan PBL. Penelitian dan pengembangan dilaksanakan menggunakan metode 4-D (Define, Design, Development, Disseminate). Penelitian ini dimulai dengan pengamatan awal kebutuhan di lapangan, lalu dilanjutkan dengan perancangan prototype-1. LKPD divalidasi oleh ahli materi, ahli desain dan ahli bahasa. Hasil validasi LKPD oleh ketiga validator menunjukan bahwa LKPD layak untuk diujikan kepada peserta didik dengan persentase rata-rata sebesar 88,9% dengan kategori sangat valid. Revisi dari tahap validasi ahli menghasilkan prototype-2. Uji coba terbatas dilakukan pada 6 peserta didik dengan tingkatan kemampuan matematis, pada uji coba terbatas tidak terdapat saran perbaikan, maka prototype-2 siap dilakukan uji lapangan pada kelas XI.1 dengan hasil penilaian rata-rata sebesar 80,4 sehingga kualitas LKPD termasuk dalam kategori “Baik”.

Unveiling the TPACK profile: Exploring mathematics prospective teachers in the micro teaching course Sartika, Nenden Suciyati; Munawaroh, Tatu; Meika, Ika; Mauladaniyati, Ratu; Yunitasari, Ika; Sahrudin, Asep; Sujana, Asep; Rifa'i, Rusdian; Rosdianwinata, Eka; Pratidiana, Deni; Mulyanah, Mulyanah
Jurnal Riset Pendidikan Matematika Vol. 10 No. 2: November 2023
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v10i2.64215

The objective of this research is to ascertain the Technological Pedagogical Content Knowledge (TPACK) profile of prospective mathematics teachers in the microteaching course. The research methodology employed a survey research design. The target population for this investigation comprises prospective mathematics teacher students enrolled at a University in Banten, Indonesia. The sample for this study comprises students in their sixth semester of the Mathematics Education program who are currently enrolled in the microteaching course. The inclusion criteria for the sample require that these students have successfully completed coursework in foundational technology use, pedagogical principles, and both basic and advanced mathematics subjects. The research findings indicate that the majority of students exhibit a high level of Technological Content Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK), with percentages of 50% and 81.25% respectively. On the other hand, the majority of students demonstrate a moderate level of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), with percentages of 56.25% and 31.25% respectively. Moreover, a significant portion of students show a low level of Technological Knowledge (TK) at 31.25%, Content Knowledge (CK) at 37.5%, and Pedagogical Content Knowledge (PCK) at 37.5%. It conluded, most prospective tezchers use the Technological Conten Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK) domains to conduct learning.

Penerapan Model Pembelajaran PBL Untuk Mengembangkan Kemampuan Pemecahan Masalah Matematika Sujana, Asep
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2015): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v5i1.2520

This research is a mixed method research with concurrent embedded strategy. The aim of theresearch is to find outthe students’ ability in mathematical problem solving that learn withproblem-based learning (PBL) is better than the conventional learning; The population of theresearchwas the mathematics education students of FKIP UNMA Banten.The sample of theresearch was two classes in semester IV. The instrumentsin this research werean essay,questionnaires and observation sheet of students’ and lecturersactivities. The data wereanalyzed quantitatively and qualitatively that was obtained from the pretest and posttest. Theresults showed thatthere is no significant difference between the students’ ability inmathematical problem solving that learnt with the problem-based learning (PBL) and theconventional learning.

E-didactics design of differential calculus based on TPACK to overcome learning obstacles for mathematics pre-service teachers Meika, Ika; Sartika, Nenden Suciyati; Sujana, Asep; Jarinah, Jarinah; Hakim, Zaenal; Windiarti, Ika Safitri; Hendra, Hendra
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p733-752

Many mathematics pre-service teachers face obstacles in understanding basic differential calculus concepts, which could affect their teaching abilities. A deep understanding of learning obstacles and developing relevant learning strategies is necessary to address this issue. This research aims to identify learning obstacles experienced by mathematics pre-service teachers in differential calculus and evaluate the effectiveness of an e-didactics design based on TPACK in overcoming those obstacles. The research method is Design-Based Research (DBR) with the Plomp development model, which includes the stages of analysis, design, evaluation, and revision. The subjects involve 39 mathematics pre-service teachers from Mathla’ul Anwar University and La Tanza Mashiro University, Banten, Indonesia. Research instruments include pretest, post-test, validation, and effectiveness questionnaires with data analysis covering walkthrough, documents, triangulation, instruments, and qualitative analysis. The finding identifies three types of learning obstacles: ontogenic, epistemological, and didactical. The improvement in learning outcomes demonstrates the effectiveness of the e-didactics design: 52% in real number systems and functions, 74% in limits, 88% in derivatives, and 65% in the application of derivatives. The effectiveness survey recorded a score of 83%, indicating that the e-didactics design of differential calculus based on TPACK effectively addresses learning obstacles.

E-didactics design of differential calculus based on TPACK to overcome learning obstacles for mathematics pre-service teachers Meika, Ika; Sartika, Nenden Suciyati; Sujana, Asep; Jarinah, Jarinah; Hakim, Zaenal; Windiarti, Ika Safitri; Hendra, Hendra
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p733-752

Many mathematics pre-service teachers face obstacles in understanding basic differential calculus concepts, which could affect their teaching abilities. A deep understanding of learning obstacles and developing relevant learning strategies is necessary to address this issue. This research aims to identify learning obstacles experienced by mathematics pre-service teachers in differential calculus and evaluate the effectiveness of an e-didactics design based on TPACK in overcoming those obstacles. The research method is Design-Based Research (DBR) with the Plomp development model, which includes the stages of analysis, design, evaluation, and revision. The subjects involve 39 mathematics pre-service teachers from Mathla’ul Anwar University and La Tanza Mashiro University, Banten, Indonesia. Research instruments include pretest, post-test, validation, and effectiveness questionnaires with data analysis covering walkthrough, documents, triangulation, instruments, and qualitative analysis. The finding identifies three types of learning obstacles: ontogenic, epistemological, and didactical. The improvement in learning outcomes demonstrates the effectiveness of the e-didactics design: 52% in real number systems and functions, 74% in limits, 88% in derivatives, and 65% in the application of derivatives. The effectiveness survey recorded a score of 83%, indicating that the e-didactics design of differential calculus based on TPACK effectively addresses learning obstacles.

Analisis Kemampuan Literasi Matematis Pada Materi Sistem Persamaan Linear Tiga Variabel (SPLTV) Siswa SMA Wusto, Qiyamul; Sujana, Asep; Rifa'i, Rusdian
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 12 No 1
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.0121.406

The purpose of this study is to examine high school students’ mathematical literacy in understanding the topic of Three-Variable Linear Equation Systems (SPLTV). Mathematical literacy encompasses the ability to formulate problems, apply mathematical concepts, and interpret results within various real-life contexts. This competence plays a crucial role in supporting students’ problem-solving skills in everyday situations. The study employed a qualitative descriptive method with research subjects consisting of tenth-grade students from a senior high school. The instruments used included a mathematical literacy test and semi-structured interviews. The analysis revealed that students’ levels of mathematical literacy varied, with most experiencing difficulties in connecting contextual problems to appropriate mathematical representations. Therefore, the implementation of learning models that foster critical thinking and deepen conceptual understanding of mathematics is necessary.

PERAN PEMBELAJARAN BERBASIS MASALAH BERBANTUAN MEDIA VIDEO UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA KELAS V SD PADA MATERI SIKLUS AIR. Amalia, Nindia; Sunaengsih, Cucun; Sujana, Asep
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23026

One of the problems that occurs in science learning is that in the process of delivering material from teachers to students, they still use conventional learning models, resulting in less than optimal understanding of concepts and students. Efforts that can be made to improve students' understanding of concepts are by implementing a problem-based learning model assisted by video media to help students become smarter in solving problems, making it easier to master the material. The aim of this research is to determine the role of the problem-based learning model assisted by video media in increasing students' conceptual understanding. The method used is a quasi-experiment with a Nonequivalent Control Group Design. The number of participants was 60 class V students in one of the elementary schools in Patrol District. The research instruments used were concept understanding tests and observation sheets consisting of teacher performance sheets and student activities. The research results show: 1) The implementation of learning using a problem-based learning model obtains very good criteria between teacher performance and student activity. 2) The average N-Gain results show that there is a difference in the increase in students’ mastery of concepts between the experimental class and the control class, the experimental class has a highter average N-Gain than the control classs.

Analisis Kesulitan Belajar Matematika Siswa Pada Pokok Bahasan Pola Bilangan Suciyati Sartika, Nenden; Sujana, Asep; Fitriyani, Gita
SJME (Supremum Journal of Mathematics Education) Vol 6 No 2 (2022): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v6i2.5702

Penelitian ini bertujuan untuk mendeskripsikan jenis kesulitan siswa dalam menyelesaikan soal pokok bahasan pola bilangan. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek dalam penelitian ini adalah 6 siswa kelas VIII C SMP Negeri 3 Cikeusik dengan purposive sampling technique. Teknik pengumpulan data yang digunakan adalah triangulasi dengan menggunakan instrumen tes dan wawancara. Analisis data menggunakan teknik Miles and Huberman yaitu reduksi data, penyajian data, menarik kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa jenis kesulitan siswa dalam menyelesaikan soal pola bilangan antara lain: 1) Kesulitan konsep adalah kesulitan memahami maksud soal yaitu sebesar 20,8%. 2) Kesulitan prinsip adalah kesulitan siswa menghubungkan dua atau lebih konsep, sulit dalam menggunakan rumus dan salah dalam perhitungan sebesar 37,5%. 3) Kesulitan keterampilan adalah kesulitan siswa dalam operasi dan prosedur, pengerjaan dan langkah-langkah pekerjaan dalam menyelesaikan permasalahan dalam matematika sebesar 41,7%. Jadi dapat disimpulkan bahwa kesulitan tertinggi siswa dalam menyelesaikan soal pokok bahasan pola bilangan terletak pada jenis kesulitan keterampilan.

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