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All Journal Jurnal Riset Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching MaPan : Jurnal Matematika dan Pembelajaran Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Unram Journal of Community Service (UJCS) Jumper : Journal of Educational Multidisciplinary Research Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang

Firmansyah B

Unknown Affiliation

Author-ID : 1500833

Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 9 Documents Claim Missing Document

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Articles

THE DEVELOPMENT OF MATHEMATICS LEARNING TOOLS USING REALISTIC MATHEMATICS EDUCATION APPROACH TO RELATIONS AND FUNCTIONS Julia Noviani; Firmansyah Firmansyah
MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 2 (2020): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2020v8n2a12

This study aims to produce learning tools using Realistic Mathematics Education approach to relations and functions material. This type of research used the Plomp development model, which consists of three phases, namely the initial investigation phase, the development or prototyping phase, and the assessment phase. The research subjects were grade VIII students of SMPN 2 Takengon. The instruments of research are expert validation sheets, practicality assessment sheets, and effectiveness assessment sheets. The resulting tools include lesson plan, student books, teacher books, and student worksheets. The average assessment of the four aspects of the lesson plan was 3.89 with valid criteria. The average assessment of the three aspects of the teacher's book was 3.98 with valid criteria. The average assessment of three aspects of the student book was 3.97 with valid criteria. The average assessment of two aspects on the student worksheets was 3.75 with valid criteria. Learning implementation 96.86% and carried out well. The teacher's response showed that, on average, 82% of the lesson plan assessment aspects are responded positively by the teacher. The response of student books was obtained by 83.2% of students who gave positive responses to student books and 82.6% of students who gave positive responses to student worksheets. The students’ learning outcomes obtained a classical average value of 74.2. The results of validation and testing of learning tools show that the tools meet the criteria of learning tools developed, referring to valid, practical, and effective.

MENAKAR KEMAMPUAN BERPIKIR TINGKAT TINGGI CALON GURU MATEMATIKA MELALUI LEVEL HOTS MARZANO Ega Gradini; Firmansyah Firmansyah; Julia Noviani
Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

This paper aims to measure students' high-level thinking skills through the level of pre-service mathematics teachers. The author used the Marzano HOTS level which is divided into five dimensions of thinking ability; (1) decision making, (2) problem solving, (3) error analysis, (4) abstraction, and (5) perspective analysis and classification. The instrument used was adapted from Marzano Rubrics for Specific Tasks or Situations (1993). This research is a quantitative research that involved 53 students of the Mathematics Education Department, STAIN Gajah Putih. The results of the study indicate that the ability to think on high-level of the pre-service teacher is at the moderate and low levels.

PEMAHAMAN MATEMATIS SISWA DALAM PEMBELAJARAN PERSAMAAN LINEAR SATU VARIABEL MENGGUNAKAN ELPSA FRAMEWORK Firmansyah B; Ega Gradini; Elfi Rahmadhani
Jurnal Numeracy Vol 5 No 2 (2018)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

This paper aims to set out the level of mathematical understanding MTsNegeri 1 Takengon after taught with ELPSA. ELPSA component (Experience, Language, Pictorial, Symbol, and Application) implemented in the study of Linear equations of one Variable to dig a level deeper understanding mathematical students. This research is the research mix (mixed-method) using qualitative data to strengthen the quantitative findings.The research was carried out in Class VII MTs Negeri 1 Takengon involving 28 students. The level of mathematical understanding which is used is a level of understanding that developed from Skemp Kinach, where there are 5 levels of mathematical understanding: (1) understanding of the content, (2) understanding, (3) understanding of problem solving, (4), and epistemic (understanding 5) understanding Inkuiri. Based on the results of the study it can be concluded that learning through ELPSA (Experience, Language, Pictorial, Symbol, and Application) are generally the respondent has been able to achieve the level of problem solving. There is a small percentage of students who have achieved an understanding epistemic, but none reached the understanding of inkuiri. Abstrak Tulisan ini bertujuan untuk memaparkan tingkat pemahaman matematis siswa MTs Negeri 1 Takengon setelah diajarkan dengan ELPSA. Komponen ELPSA (Experience, Language, Pictorial, Symbol, dan Application) di implementasikan pada pembelajaran Persamaan Linear Satu Variabel untuk menggali level pemahaman matematis siswa. Penelitian ini merupakan penelitian campuran (mixed-method) yang menggunakan data kualitatif untuk memperkuat temuan kuantitatif. Penelitian dilaksanakan di kelas VII MTs Negeri 1 Takengon dengan melibatkan 28 siswa. Level pemahaman matematis yang digunakan adalah level pemahaman Kinach yang dikembangkan dari Skemp, dimana terdapat 5 level pemahaman matematis yakni: (1) pemahaman konten, (2) pemahaman Konsep, (3) pemahaman pemecahan masalah, (4) pemahaman epistemic, dan (5) pemahaman Inkuiri. Berdasarkan hasil penelitian dapat disimpulkan bahwa melalui pembelajaran ELPSA (Experience, Language, Pictorial, Symbol, dan Application) umumnya responden telah mampu mencapai level Pemecahan Masalah. Terdapat sebagian kecil siswa yang telah mencapai pemahaman epistemic, namun tidak ada yang mencapai pemahaman inkuiri. Kata kunci: Pemahaman matematis, kerangka kerja ELPSA, pembelajaran matematika

MENDESAIN TES LITERASI MATEMATIS MENGGUNAKAN SOAL PISA-LIKE KONTEKS KULTUR LOKAL Ega Gradini; Firmansyah B; Edy Saputra
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 5 No 1 (2021): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v5i1.2945

Artikel ini bertujuan untuk (1)membahas masalah matematika berkonteks budaya lokal yang digunakan dalam tes literasi matematis, dan (2) menentukan validitas, reliabilitas, dan indeks kesukaran soal tes. Penelitian ini merupakan penelitian pengembangan (R&D). Model pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini model pengembangan Plomp. Model Plomp terdiri dari fase (1)investigasi awal, (2)fase desain, (3)fase realisasi/konstruksi, dan (4)fase tes, evaluasi, revisi dan (5) fase implementasi. Instrumen yang digunakan adalah tes literasi matematis berbentuk PISA-like dengan konteks multikultur lokal berjumlah 6 soal sesuai dengan level literasi matematis yang ditetapkan PISA. Tes diujicobakan pada 34 siswa MA Negeri 1 Takengon. Data hasil tes literasi matematis lalu dihitung validitas isi, reliabilitas, dan indeks kesukaran soal. Hasil penelitian menemukan bahwa: (1)skor validitas RVI = 77,3% (Validitas Tinggi) dan Reliabilitas R = 87,2% (Reliabilitas Tinggi) yang menunjukkan bahwa tes yang didesain valid dan reliabel; (2)masalah 1 valid dengan nilai koefisien korelasi r = 0,70 (sangat tinggi) dan tingkat kesukaran soal adalah 0,89 (mudah); (3)Masalah 2 valid dengan nilai koefisien korelasi r = 0,82 (sangat tinggi) dan tingkat kesukaran soal 0,78 (mudah); (4)Masalah 3 memiliki koefisien korelasi r = 0,74 (tinggi) dan tingkat kesukaran soal 0.67 (sedang), (5)Masalah 4 valid dengan nilai koefisien korelasi r = 0,74 (tinggi) dan tingkat kesukaran soal 0,61 (sedang), (6)Masalah 5 valid dengan nilai koefisien korelasi r = 0,76 (tinggi) dan tingkat kesukaran soal 0,32 (sulit), dan (7)Masalah 6 valid dengan nilai koefisien korelasi r = 0,81 (sangat tinggi) dan tingkat kesukaran soal 0,30 (sulit).

Implementing Class Wide Peer Tutoring to Enhance Students' Mathematical Reasoning Ability in Understanding Absolute Value Equations and Inequalities Ega Gradini; Firmansyah B; Septia Wahyuni; Meri Mailinda
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 5 No 1 (2021): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

This article aims to determine the effectiveness of Class Wide Peer Tutoring (CWPT) implementation to improve students' mathematical reasoning abilities. This research is experimental research with a mixed-method approach. The research sample was determined through cluster random sampling. Data were collected through mathematical reasoning tests arranged according to indicators of mathematical reasoning ability. Data were analyzed using inferential statistics with the stages of normality, homogeneity, and hypothesis testing. The result shows that the implementation of CWPT enhances students' mathematical reasoning on Equations and Inequalities of an Absolute Value. Mathematical reasoning test results show that the 10th grader score of mathematical reasoning is 76.75 (Good). The indicator of mathematical reasoning that is the most difficult for students to master is "drawing logical conclusions" with the acquisition of a mathematical reasoning score of 35.81 (poor), while the easiest mastered by students is "Presenting mathematical statements or premises in writing, drawings or graphics" with mathematical reasoning score of 80.14 (Very Good). The students' mathematical reasoning ability on the indicator "compiling an analogy or explanation of the problem and its solution" is 74.09 (Good). The mathematical reasoning ability of students on the indicator "mathematical manipulation" is 42.10 (fair). Keywords: Mathematical Reasoning, Students’ ability, Class Wide Peer Tutoring

Integrasi Nilai Islami dengan Pendekatan Saintifik pada Pembelajaran Matematika di MTs Negeri 3 Aceh Tengah Bettri Yustinaningrum; Nur Ainun Lubis; Ega Gradini; Firmansyah Firmansyah; Aida Fitri
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 2 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Tujuan dari penelitian ini adalah untuk mendeskripsikan upaya integrasi nilai islam di MTsN 3 Aceh Tengah, mendeskripsikan perencanaan dan pelaksanaan program pembelajaran matematika MTs yang terintegrasi nilai Islam dengan pendekatan saintifik, dan mengetahui tingkat integrasi nilai Islam dengan pendekatan saintifik pada pelaksanaan pembelajaran matematika. Penelitian ini menggunakan pendekatan analitif, jenis penelitian adalah penelitian kualitatif. Pengambilan sampel menggunakan teknik purposive sampling. Tekhnik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data mengikuti konsep Miles dan Huberman. Pengujian kredibilitas dilakukan dengan triangulasi. Integrasi nilai-nilai Islam dalam pembelajarandiupayakan melalui program-program seperti menghafal ayat Al Qur’an, program one day one ayat. Perencanaan pembelajaran meliputi program tahunan, program semester, minggu efektif, kriteria ketuntasan minimal, silabus, dan RPP. Nilai islam yang dikembangkan adalah nilai hablun minAllah dan hablun minannafsi. MTsN 3 Aceh Tengah dalam pelaksanaan pembelajaran telah melakukan tahapan pendekatan saintifik seperti mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. MTs Negeri 3 Aceh Tengah melakukan integrasi nilai islam dengan pendekatan saintifik pada tingkat strategi dan tingkat materi di tiap pertemuan masing-masing sebesar 100%. Kata kunci: integrasi, nilai Islam, pendekatan saintifik. ABSTRACT The purpose of this study was to describe efforts to integrate Islamic values ??in MTsN 3 Aceh Tengah, describe the planning and implementation of MTs mathematics learning programs that integrated Islamic values ??with a scientific approach, and find out the level of integration of Islamic values with a scientific approach to the implementation of mathematics learning. This isa qualitative researchwith an analytic approach. The sample is obtained by a purposive sampling technique. Data collection techniques use observation, interviews, and documentation. Data analysis techniques follow the concept of Miles and Huberman. Credibility testing is done by triangulation. The integration of Islamic values ??in the learning is pursued through memorizing Al Qur'an verses and one day one verse programs. The learning planning includes annual programs, semester programs, effective weeks, minimum completeness criteria, syllabus, and lesson plans. The Islamic values ??developed are the values ??of hablun min Allah and hablun minannafsi. The implementation of learning has carried out the stages of a scientific approach such as observing, asking, trying, reasoning, and communicating. The integration of Islamic values ??with a scientific approach at the strategy level and material level at each meeting reach 100% each. Keywords:integration, Islamic values, scientific approach.

Fostering Higher Order Thinking Skills in Mathematics Learning: A Scoping Review of Teacher Development Initiatives Ega Gradini; Ali Umar; Firmansyah Firmansyah; Yusuf Effendi; Winardi Winardi
Unram Journal of Community Service Vol. 5 No. 1 (2024): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i1.570

This community service program aimed to enhance both the understanding and application of Higher-Order Thinking Skills (HOTs) in mathematics instruction for participating teachers. Employing a targeted professional development approach informed by the Community-Based Participatory Research (CBPR) framework, the program equipped 21 mathematics teachers from Musyawarah Guru Mata Pelajaran (MGMP) in Aceh Tengah District, Indonesia, with the necessary knowledge and pedagogical strategies to foster and cultivate high-level thinking skills in their students. The program demonstrably improved teachers' knowledge, skills, and commitment towards implementing HOTs-oriented instruction. While areas like solving HOTs questions necessitate further attention, the overall results suggest success, paving the way for continued advancements in promoting deep-thinking and problem-solving skills in mathematics education. Analysis of the data reveals a positive impact of the program on teachers' understanding of HOTs. While areas such as problem-solving and critical thinking require further development, the program evidently achieved its goals of raising awareness, knowledge, and application skills related to HOTs. Building upon this foundation, future interventions can delve deeper into these advanced skills, further empowering teachers to cultivate critical thinking and problem-solving abilities in their students.

Meningkatkan Hasil Belajar Melalui Metode Information Search: Mengakomodasi Keragaman di Sekolah Dasar Nurliani, Reni; Evanirosa; Gradini, Ega; Nurjani; Firmansyah B
Jumper: Journal of Educational Multidisciplinary Research Vol 4 No 1 (2025): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v4i1.285

This research aims to improve the learning outcomes of grade IV students of SDN 4 Karangpawitan on the material The Beauty of Mutual Respect in Diversity through the application of the Information Search learning method. This method encourages active involvement of students in searching, evaluating, and utilizing information effectively, based on constructivism theory, inquiry-based learning, and planned behavior theory. The research uses the Classroom Action Research (PTK) approach in two cycles involving 13 students. Data was collected through learning outcome tests, observations, and documentation. The results showed a significant increase in the second cycle, with the average student score reaching 85 and learning completion of 92%. Student activity in learning increased from 61% in the first cycle to 88% in the second cycle. The application of this method has succeeded in creating an interactive learning atmosphere, increasing student understanding, and supporting the formation of inclusive characters. This study proves the effectiveness of the Information Search method in thematic learning based on diversity values.

Enhancing Mathematical Literacy: Evaluating the Effectiveness of the ELPSA Framework in Mathematics Classrooms Firmansyah B; Gradini, Ega; Husna, Nadiatul
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.73108

This study aimed to investigate the effectiveness of the ELPSA Framework in enhancing the mathematical literacy skills of seventh-graders at SMP IT Cendekia Takengon. The research employed a quantitative approach using an experimental design. Data were collected through tests and analyzed using an independent sample t-test. The findings revealed a significant improvement in mathematical literacy skills among students in the experimental group compared to those in the control group. This improvement was evident in the N-Gain test results, indicating that 35% of the students in the experimental group achieved a high level of mathematical literacy, while 65% attained a moderate level, with an average Gain of 0.68, categorized as moderate. Moreover, the post-intervention assessment of mathematical literacy skills in the experimental group revealed that prior to ELPSA implementation, student's mathematical literacy indicated a concentration at First Level proficiency, with a smaller portion reaching Second Level. Following the introduction of the ELPSA framework, a positive shift was observed. The number of students at First Level decreased to only six, 16 students achieved Second Level, four demonstrated Third Level proficiency, six reached fourth Level, and two students achieved Fifth Level proficiency. However, none of students able to reach the Sixth level. The hypothesis test results indicated that the null hypothesis (H0) was rejected, confirming a significant difference in the improvement of mathematical literacy skills between students taught using the ELPSA Framework and those instructed using conventional teaching approaches employed by the school's teachers.

Co-Authors Aida Fitri Ali Umar Bettri Yustinaningrum Edy Saputra Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Ega Gradini Elfi Rahmadhani Evanirosa husna, nadiatul Julia Noviani Julia Noviani Meri Mailinda Nur Ainun Lubis Nurjani Nurliani, Reni Septia Wahyuni Winardi Winardi Yusuf Effendi

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