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All Journal PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion
Rohman, Muhamad Gani
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Lembar kerja peserta didik berbasis etnomatematika jajanan tradisional materi bangun ruang sisi lengkung Rofiq, Ikhwan; Rohman, Muhamad Gani
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pyth.v13i2.6383

Abstract

Penelitian ini merupakan jenis Research & Development (R&D) dengan tujuan untuk mengembangkan produk Lembar Kerja Peserta Didik (LKPD) berbasis Etnomatematika Jajanan Tradisional materi bangun ruang sisi legkung yang valid, praktis, dan efektif dalam upaya meningkatkan pemahaman konsep siswa. Pengembangan ini dilakukan karena kurangnya LKPD yang mengangkat kekayaan daerah dalam hal ini jajanan tradisional untuk membantu peserta didik memahami konsep matematika yang bersifat abstrak. Penggembangan dilakukan dengan model pengembangan ADDIE (Analysis, Desain, Development, Implementation, Evaluation). Penelitian dilaksanakan di SMPN 3 Suruh, Kabupaten Semarang. Rancangan Pengembangan LKPD kemudian diuji kevalidannya melalui dua validator, yakni validator ahli materi dan validator ahli tampilan. Saran dan masukan dari validator ahli materi dan validator ahli tampilan menjadi bahan untuk perbaikan LKPD sebelum dilakukan uji kepraktisan dan keefektifan. Hasil validasi dari validator kemudian dianalisis dan mendapatkan rata-rata persentase 88,5% dengan kriteria sangat valid. Untuk menguji kepraktisan penggunaan LKPD, diberikan angket respon guru dan peserta didik. Hasil uji kepraktisan, penggunaan LKPD mendapatkan rata-rata persentase 91,74% dimana hasil tersebut menunjukkan kriteria LKPD sangat praktis. Selanjutnya, untuk menguji keefektifan LKPD dalam kaitannya dengan pemahaman konsep peserta didik materi bangun ruang sisi lengkung, dilakukan Paired Sample T-Test pada hasil pretest dan posttest yang diberikan kepada peserta didik. Nilai rata-rata pretest menunjukkan 45,7 sementara nilai rata-rata posttest adalah 82,24. Paired Sample T-Test dengan bantuan SPSS menunjukkan nilai sig. 0,000 yang berarti ada perbedaan signifikan antara pretest dan posttest. Dapat disimpulkan bahwa LKPD berbasis jajanan tradisional yang dikembangkan valid, praktis, dan efektif dalam upaya peningkatan pemahaman konsep peserta didik.
Creative Thinking Process and Brain Dominance: Divergent and Convergent Thinking in Originality and Elaboration Sukmaangara, Bayu; Rohman, Muhamad Gani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.661

Abstract

The creative thinking process results from the interaction between divergent and convergent thinking, which complement each other and are influenced by brain hemisphere dominance in processing information. The emphasis on originality and elaboration in this process demonstrates that each individual possesses unique problem-solving tendencies, making them worthy of focus in educational research. This study aims to describe the processes of divergent and convergent thinking in mathematical creative thinking, with a focus on originality and elaboration based on brain dominance. The research method employed was qualitative, with a descriptive and exploratory approach. The sample consisted of 3 students, selected for in-depth analysis from a total of 31 students. The instruments used were mathematical creative thinking, brain dominance tests, and unstructured interviews. Data were analyzed through data reduction, presentation, and conclusion. The study's results showed that students with left-brain dominance relied more on convergent thinking processes when solving problems. Conversely, students with right-brain dominance tend to prioritize divergent thinking. Students with balanced brain dominance showed a relatively balanced ability in using both thinking patterns. These findings provide educators with an overview of how to design questions that encourage thinking processes involving both divergent and convergent thinking, tailored to students’ brain dominance, to optimize learning outcomes.
Co-Authors Bayu Sukmaangara Rofiq, Ikhwan