Garuda - Garba Rujukan Digital

ANALISIS KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL MATERI FUNGSI DAN RELASI Agustin, Riayanti; Ruli, Redo Martila
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 1 (2023): Januari
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i1.14578

Analysis of students' difficulties aims to assist teachers in analyzing difficulties in solving material relationships and functions. The research method used is phenomenologically qualitative in junior high school in one of the schools in Karawang district in the odd semester of the 2022/2023 academic year. Sampling was 41 students of class VIIIB. In this study, this collection technique took data with test results based on the number of questions as many as 3 questions and what was used was tests and interviews, based on the results of analysis and discussion and observation. The validity of the data used in this study is a type of source triangulation. The results of this study indicate that students who experience difficulties in solving material relations and function questions are: (1) junior high school students who have difficulty using concepts because students cannot translate the form of the questions, so they cannot use the appropriate formula. (2) ) junior high school students have difficulty using principles because students cannot process calculations, so students do not complete calculations correctly, (3) junior high school students have difficulty solving verbal problems because students cannot use concepts and principles to work on problems on questions.

Kemampuan Literasi Matematis Siswa Kelas IX dalam Menyelesaikan Soal PISA Quantity Content Putri, Amelia; Ruli, Redo Martila
Prosiding Sesiomadika Vol 5 No 1 (2024): Sesiomadika
Publisher : Prosiding Sesiomadika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Berdasarkan survei yang dilakukan oleh PISA dari tahun 2000 sampai dengan 2018, terlihat bahwa kemampuan literasi matematis siswa Indonesia selalu menempati posisi 10 negara terendah. Oleh karena itu, Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa kelas IX dalam menyelesaikan soal PISA pada konten kuantitas. Pendekatan penelitian yang digunakan yaitu pendekatan kualitatif dengan metode deskriptif. Subjek penelitian adalah siswa kelas IX di salah satu SMP di Kabupaten Karawang Tahun Ajaran 2023/2024 yang berjumlah 37 siswa. Kemampuan literasi matematis dalam penelitian ini mengacu pada indikator proses literasi matematis, yaitu 1) Merumuskan situasi nyata secara matematis, 2) Menggunakan konsep, fakta, prosedur, dan penalaran matematika, 3) Menafsirkan, menerapkan dan mengevaluasi hasil matematika. Pengambilan data diperoleh dengan menggunakan instrumen tes berupa tiga butir soal uraian yang diadopsi dari PISA pada konten kuantitas, wawancara tidak terstruktur, dan observasi. Pengambilan responden untuk wawancara dipilih berdasarkan keragaman hasil jawaban siswa. Hasil penelitian menunjukkan bahwa dari tiga butir soal yang diberikan mayoritas siswa belum mampu untuk memenuhi seluruh indikator kemampuan literasi matematis pada komponen proses.

Learning obstacle instrument analysis of proportion concept with praxiology framework Maudy, Septiani Yugni; Ruli, Redo Martila
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.2435

This study explores the development and application of a praxiology-based instrument designed to identify and address learning obstacles in the teaching of the concept of proportion in early algebra. Proportion plays a crucial role in connecting concrete numerical concepts with abstract algebraic thinking; however, many students face significant challenges when transitioning from numerical to algebraic representations. The study utilizes a praxiology framework, which emphasizes the relationship between the type of mathematical task, the techniques employed by students, and the underlying theoretical principles that shape students' understanding. This framework provides a deeper understanding of how task design can influence students' mathematical practices, making it particularly effective for diagnosing learning obstacles in proportion-related tasks. The instrument, which was applied to seventh-grade students in Bandung, Indonesia, consists of five types of tasks aimed at developing students’ skills in arithmetic-algebraic representations and solving linear equations in both abstract and contextual forms. By predicting students' potential solutions and analyzing their problem-solving strategies, the study highlights how the praxiological approach facilitates the identification of key difficulties in students' understanding of proportion. The findings demonstrate that this approach not only helps to diagnose learning obstacles more effectively but also supports the creation of targeted instructional strategies that improve students’ grasp of proportional reasoning. This research contributes valuable insights into the use of praxiology in mathematics education, offering a robust framework for analyzing and overcoming learning obstacles in early algebra instruction.

Didactical design of the proportionality concept based on anthropological theory of the didactic Yugni Maudy, Septiani; Ruli, Redo Martila
Beta: Jurnal Tadris Matematika Vol. 18 No. 1 (2025): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v18i1.690

[English]: This study aims to develop a didactic design grounded in the Anthropological Theory of the Didactic (ATD), with a focus on mathematical praxeology, to enhance students’ understanding of proportionality. The study uses the Didactical Design Research (DDR) methodology, which consists of three primary stages: retrospective analysis, metadidactical analysis, and prospective didactical situation analysis. Classroom observations, teacher and student interviews, and the examination of diagnostic tasks completed by thirty seventh-grade students at a junior high school in West Java, Indonesia, were used to gather data. The findings, which are interpreted using the Brousseau's framework, classify learning obstacles into three categories: (1) Ontogenic obstacles, which are associated with students' developmental readiness and prior knowledge; (2) Epistemological obstacles, which include misusing additive reasoning in multiplicative contexts and misinterpreting unit rates; and (3) Didactic obstacles, which are caused by unfamiliar task structures, implicit information, and insufficient instructional representations. The study has developed five learning tasks based on the praxeological framework, which included task, technique, technology, and theory. Despite not yet being used in classrooms, the didactic design's development is supported by both theoretical and empirical evidence. This study offers a different strategy for teachers dealing with proportionality learning obstacles and helps create more meaningful and contextually relevant math instruction. It also creates opportunities for further study to examine how the suggested design is implemented and how it affects students' mathematical thinking. [Bahasa]: Penelitian ini bertujuan untuk mengembangkan desain didaktik berbasis Teori Antropologi Didaktik (ATD) dengan fokus pada praksiologi matematika untuk membantu siswa agar lebih memahami konsep proporsionalitas. Metode yang digunakan adalah Didactical Design Research (DDR), yang terdiri dari tiga tahap utama: analisis retrospektif, analisis metadidaktik, dan analisis situasi didaktik prospektif. Data dikumpulkan melalui observasi di kelas, wawancara dengan guru dan siswa, serta analisis tugas diagnostik yang dikerjakan oleh 30 siswa kelas VII di sebuah SMP di Jawa Barat. Menggunakan kerangka Brousseau hasil penelitian ini menunjukkan bahwa hambatan belajar siswa terbagi menjadi tiga jenis: (1) hambatan ontogenik, yaitu terkait kesiapan dan pengetahuan awal siswa; (2) hambatan epistemologis, seperti penggunaan penalaran aditif yang salah dalam konteks yang seharusnya menggunakan penalaran multiplikatif, serta kesalahan dalam memahami laju satuan; dan (3) hambatan didaktik, yang muncul karena struktur tugas yang asing, informasi yang tidak jelas, serta kurangnya representasi yang memadai dalam pembelajaran. Berdasarkan temuan tersebut, dirancang lima tugas pembelajaran melalui pendekatan praksiologi. Studi ini memberikan alternatif strategi bagi guru untuk mengatasi kesulitan belajar proporsionalitas dan mendukung terciptanya pembelajaran matematika yang lebih bermakna dan relevan dengan konteks siswa. Selain itu, penelitian ini juga membuka peluang untuk penelitian lebih lanjut terkait penerapan desain ini dan dampaknya terhadap cara berpikir matematika siswa.

ANALISIS HAMBATAN BELAJAR SISWA SMK PADA MATERI STATISTIKA Safitri, Rafidah; Ruli, Redo Martila
PHI: Jurnal Pendidikan Matematika Vol 9, No 1 (2025): EDISI APRIL 2025
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v9i1.429

Penelitian ini bertujuan untuk mengetahui hambatan belajar siswa pada materi statistika. Hambatan belajar siswa terbagi menjadi 3 macam menurut Suryadi, yaitu (1) Hambatan ontogeni; (2) Hambatan epistimologis; (3) Hambatan didaktis. Penelitian ini menggunakan metode kualitatif dengan jenis penelitian deskriptif, yang terdiri dari tahap penelitian persiapan, pelaksanaan, dan tahap akhir. Subjek penelitian ini adalah 27 siswa kelas XII dan seorang guru matematika dari salah satu SMK di Jawa Barat. Instrumen yang digunakan untuk mengumpulkan data adalah tes dan wawancara. Instrumen tes yang diberikan menggunakan soal pada materi statistika sebanyak lima soal, sedangkan wawancara dilakukan pada 6 orang siswa dan seorang guru matematika untuk mengetahui lebih dalam tentang hambatan belajar yang dialami siswa. Hasil yang didapatkan dari soal tes dan wawancara yang diberikan adalah ditemui hambatan-hambatan belajar pada siswa yang harus diperbaiki.

HAMBATAN BELAJAR SISWA SMP PADA MATERI STATSITIKA Rahima, Nada Dwi Putri; Ruli, Redo Martila
PHI: Jurnal Pendidikan Matematika Vol 9, No 1 (2025): EDISI APRIL 2025
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v9i1.434

Siswa masih sering menerima kesalahan konsep dari pembelajaran yang menimbulkan beberapa hambatan belajar. Hambatan belajar merupakan halangan yang mampu memperlambat siswa dalam memahami atau mengamplikasikan pembelajaran karena berbagai faktor. Penelitian ini bertujuan untuk mengetahui hambatan belajar yang dialami oleh siswa SMP pada materi Statistika. Penilitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini diperoleh dari 38 siswa dari kelas VIII disalah satu SMP Kabupaten Karawang. Teknik pengumpulan data dilakukan dengan memberikan soal tes yang terdiri dari 3 butir soal dengan bentuk uraian dan dilanjutkan dengan wawancara. Dari hasil dan pembahasan penelitian ini menunjukkan bahwa masih terdapat hambatan belajar yang dialami oleh beberapa siswa SMP kelas VIII pada materi Statistika. Terdapat beberapa faktor yang menjadi alasan siswa mengalami hambatan belajar. Dapat disimpulkan bahwa siswa kelas VIII disalah satu SMP Kabupaten Karawang masih mengalami hambatan belajar pada materi Statistika.

Hambatan Belajar Siswa Sekolah Menengah Pertama (SMP) pada Materi Teorema Pythagoras Ifada, Ricca Barnika; Ruli, Redo Martila
PHI: Jurnal Pendidikan Matematika Vol 8, No 1 (2024): APRIL 2024
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v8i1.362

Tujuan penelitian ini untuk mengkaji dan menganalisis hambatan-hambatan belajar serta faktor penyebab munculnya hambatan belajar yang dialami peserta didik di Sekolah Mengah Pertama (SMP) dalam mempelajari konsep teorema Pythagoras agar permasalahan matematika yang ditimbulkan peserta didik dapat diminimalisir atau dikurangi. Penelitian ini menggunakan metode kualitatif dengan metode deskriptif. Subjek pada penelitian ini ialah 38 orang peserta didik kelas IX yang telah mempelajari konsep teorema pythagoras. Teknik pada penelitian ini menggunakan triangulasi data dengan mengumpulkan data berupa pemberian tes berupa soal uraian sebanyak 5 soal terkait teorema pythagoras. Selanjutnya dilakukan wawancara setelah para peserta didik mengerjakan tes. Dan yang terakhir peneliti melakukan observasi secara langsung peserta didik pada saat mengerjakan instrumen test yang diberi. Hambatan belajar yang akan dieksplor dan dikaji pada penelitian ini yakni hambatan belajar pada konsep teorema pythagoras berdasarkan 3 bagian berdasarkan hambatan belajar epistemologis, hambatan belajar ontogenik dan hambatan belajar didaktis. Dengan demikian dapat disimpulkan bahwa peserta didik kelas IX disalah satu SMP Kabupaten Karawang masih mengalami hambatan belajar pada materi teorema pythagoras.

From Arithmetic to Algebra: Students’ Epistemological Obstacles Ruli, Redo Martila; Juandi, Dadang; Dahlan, Jarnawi Afgani; Maudy, Septiani Yugni
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): 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.v9i2.205

The initial algebraic concept typically introduced to students is the linear equation in one variable. One of the earliest difficulties students encounter with this concept is comprehending the significance of a variable. This study aims to investigate the epistemological obstacles faced by students in acquiring proficiency in linear equations in one variable. A qualitative phenomenological methodology was employed in this research. The participants consisted of 35 eighth-grade students enrolled in a junior high school who had previously studied linear equations in one variable. In the initial phase of the study, the researcher formulated two word problems. The utilization of word problems was intended to elucidate students’ thought processes in articulating their ideas or reasoning in written form. Subsequently, interviews were conducted with four selected students to corroborate the researcher’s interpretation of their written responses. The findings and discussion reveal that the conceptual deficiencies acquired during instruction contributed to the emergence of epistemological learning obstacles among students. This learning obstacle was identified through the solutions proposed by students, which were predominantly arithmetic rather than algebraic. Although the students acknowledged that the problem they were dealing with was related to the concept of linear equations in one variable, the majority still encountered difficulties in providing solutions in the form of a linear equation in one variable., particularly in the forms and .

Educators’ Knowledge Transposition: the Algebra Devolution of Thinking Maudy, Septiani Yugni; Ruli, Redo Martila
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 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.v12i2.84986

In mathematics learning, knowledge is in the form of meaning, and it is part of the transposition process so that it is situational and in the form of abstraction from the context of its use. The process begins with repersonalization (the process of mathematizing a mathematical concept as done by mathematicians) and recontextualization (provide a new mathematical context) so that it becomes knowledge that is a posteriori. The role of educators is so fundamental because it is related to the stages. This study is based on the hermeneutic phenomenology. Data collection is carried out in the form of documentation studies, observations, and reflective argumentative dialogue. The image of knowledge is collectively constructed, and the knowledge is emerged from conjoining understandings between educator and researcher. The educators’ experiences were traced from a reflective-argumentative dialogue to investigate what educators have done and what will be done in mathematics teaching practice. The researcher also examined the educators’ knowledge transposition in thinking algebraically. These were projected in three knowledge conceptions of educators' thinking process. There are at least five main issues revealed concerning knowledge for practice, knowledge in practice, and knowledge of practice. The transposition of educator knowledge becomes devolution of algebraic thinking from educators to students.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search