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<![CDATA[Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding ]]>
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Nahdi, Dede Salim]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): Jurnal Elemen ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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<![CDATA[One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.]]>
<![CDATA[How a Traditional Homemaker Predicts: An Ethnographic Study ]]>
<![CDATA[Suciawati, Vici]]>;
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Kania, Nia]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v4i1.2973
<![CDATA[Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.]]>
<![CDATA[Pre-service teacher's ability in solving mathematics problems viewed from Self-Resilience ]]>
<![CDATA[Nahdi, Dede Salim]]>;
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Suciawati, Vici]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v4i2.2916
<![CDATA[The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.]]>
<![CDATA[Kesulitan Siswa Dalam Memahami Konsep Trigonometri Di Lihat Dari Learning Obstacles ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Jurnal Didactical Mathematics Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/dmj.v2i1.1664
<![CDATA[Abstrak—Studi ini mengungkapkan bagaimana pemahaman konseptual siswa tentang konsep triginometri. Meskipun guru telah menjelaskan prosedur operasi dalam konsep trigonometri, tetapi siswa masih mengalami kesulitan dalam memahami konsep trigonometri, sehingga prosedur yang ditempuh selanjutnya menjadi terhambat. Kemudian mengembangkan desain didaktis berdasarkan kesulitan siswa. Penelitian ini merupakan penelitian desain menggunakan kerangka didactical design research dengan menggunakan pendekatan kualitatif. Data dikumpulkan melalui uji kemampuan siswa melalui tes tertulis, wawancara dan observasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan disebabkan karena hambatan belajar konsep trigonometri, Hasil implementasi dari desain didaktis awal ini secara umum sesuai dengan prediksi respon siswa yang telah dibuat sebelumnya. Selama proses pengimplementasian ada beberapa respon siswa yang tidak sesuai dengan prediksi sebelumnya, namun hal ini dapat diatasi dengan baik]]>
<![CDATA[Pythagorean Theorem Concept Image in Junior High School: An Analysis in The Online-Based Learning ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Vici Suciawati]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v8i2.21902
<![CDATA[The concept image comprises all the cognitive structures in an individual's mind connected with a specific notion. However, if the learning situation is not relevant to help students construct knowledge and provide meaningful experiences, it will affect their concept image. This study aims to examine the concept of the image of the Pythagorean theorem during online-based learning. The research is a qualitative approach, and the method is phenomenological to understand the meaning for the participants of their concept image. Initially, this study enrolled 66 students. Two students were selected as research subjects and acted as resource persons to provide adequate contextualization based on students who answered right and wrong. Data collection combines data from the outcomes of testing the Pythagorean theorem test, interviews, and literature studies. The data analysis technique employed is Interpretative Phenomenological Analysis (IPA). There are six categories of student concept image. Based on in-depth interviews with two students who answered correctly and incorrectly, students were given inconsistent meanings of the Pythagorean theorem due to the learning situation to improve students' understanding of the subject.]]>
<![CDATA[STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS ]]>
<![CDATA[Ujiati Cahyaningsih]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Vici Suciawati]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4366
<![CDATA[One of the main goals in learning mathematics, both at the primary and secondary education levels, is to equip students with mathematical problem solving skills. This is important because there are so many problems in life that need to be solved by mathematics. However, several studies show that students' problem solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This study uses a quantitative approach, with the type of expost facto research. The population in this study were elementary school students in Majalengka Regency with a sample of fifth grade students at SDN Jatipamor I, Panyingkiran District. The results showed that the problem solving abilities of students who had high Mathematical Resilience and metacognition skills were better than other students. Thus it can be concluded that Mathematical Resilience and metacognition skills have a very large influence on students' ability to solve mathematical problems.]]>
<![CDATA[REFLEKSI PEMBELAJARAN BERBASIS DIDACTICAL DESIGN RESEARCH SEBAGAI UPAYA PENGEMBANGAN PROFESIONAL GURU PAUD ]]>
<![CDATA[Vici Suciawati]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4005
<![CDATA[AbstrakKompetensi professional guru pendidikan anak usia dini menjadi salah satu faktor penting untuk memprediksi dan meningkatkan kualitas pembelajaran, melalui pengembangan professional guru Pendidikan anak usia dini diharapkan pengetahuannya tetap terjaga dan bahkan meningkat, sebagai modal mengajarkannya kembali. Tujuan dari penelitian ini untuk mendeskripsikan proses refleksi pembelajaran berbasis didactical design research sebagai upaya pengembangan profesional. Metode penelitian menggunakan kualitatif dengan desain fenomenologi. Partisipan dipilih secara purposive sampling pada penelitian ini adalah satu orang guru pendidikan anak usia dini. Pengumpulan data menggabungkan data dari observasi, wawancara dan focus group discussion. Teknik analisis data yang digunakan adalah Interpretative Phenomenological Analysis (IPA). Hasil penelitian menunjukan bahwa learning obstacles yang di hadapi oleh siswa berdasarkan hasil analisis guru mengarah pada epistemological obstacle. Guru memaknai konsep segitiga sebagai bentuk bangun datar yang memiliki tiga sisi dan persegi merupakan bangun datar yang memiliki empat sisi. Guru membuat hypothetical learning Trajectory berdasarkan hasil analisis yaitu learning obstacles dan concept image.Kata kunci: Didactical design research; Guru pendidikan anak usia dini; Pengembangan professional; Abstract[H1] [gj2] The competence of early childhood education teachers is one of the essential factors to predict and improve the quality of learning. Through the development of early childhood professional teachers, it is hoped that their knowledge will be maintained and even increased to re-teach them. The purpose of this study is to describe the process of reflection on didactic design-based learning as a professional development effort. The research method uses a qualitative phenomenological design. The participant selected by purposive sampling in this study was one early childhood, education teacher. Data collection combines data from observations, interviews, and focus group discussions. The data analysis technique used is Interpretative Phenomenological Analysis (IPA). The results showed that the learning barriers faced by students based on the results of the teacher's analysis led to epistemological barriers. The teacher interprets the concept of a triangle as a flat shape with three sides, and a square is a flat shape with four sides. The teacher hypothesizes a learning trajectory based on the analysis results, namely learning obstacles and concept images.Keywords: Didactical design research; Early childhood education teachers; Professional development]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2042
<![CDATA[One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.]]>
<![CDATA[Scientific Learning to Improve Critical Thinking Ability ]]>
<![CDATA[IIK NURHIKMAYATI]]>;
<![CDATA[MOHAMAD GILAR JATISUNDA]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i2.3398
<![CDATA[The importance of the ability to think critically in mathematics learning is contrary to the fact that the development of these abilities is still not optimal. Not many teachers creatively develop critical thinking skills during the learning process. The consequence of the implementation of the 2013 curriculum is the use of a scientific approach to learning, including mathematics. Steps in scientific learning include: (1) observing; (2) ask; (3) collecting information; (4) associate; and (5) communicating. These five steps provide great opportunities for students to be able to develop mathematical critical thinking skills. This study describes the implementation of a scientific approach in learning mathematics, especially in improving mathematical critical thinking skills.]]>
<![CDATA[DIDACTICAL DESIGN RESEARCH BASED REFLECTION PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Vici Suciawati]]>;
<![CDATA[Sudianto Sudianto]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Iik Nurhikmayati]]>
<![CDATA[ Pasundan International of Community Services Journal (PICS-J) Vol 3 No 1 (2021): Volume 03 Number 1 June 2021 ]]>
Publisher : <![CDATA[LPM Universitas Pasundan ]]>
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DOI: 10.23969/pics-j.v3i1.4171
<![CDATA[Reflection practice is a form of teacher professional development activity that has become the focus of study, research, and discussion in several scientific forums. The practice of reflection used so far is lesson study and educational action research. Didactical design research is one form of educational design research. DDR for mathematics teachers has been widely developing in Indonesia, both at the elementary, junior high, and high school levels. This service program begins with an introduction to Didactical Design Research. Form and its characteristics of didactical design research provide through a zoom meeting, and it will continue with the creation and development of a didactic design for learning mathematics based on the problems faced by the teacher. After the participants' activities, especially teachers, based on the results of the questionnaire response analysis of knowledge and understanding related to the concept of didactical design research, then the practice of reflection based on didactical design research increases and is ready for a workshop.]]>
