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I Gusti Putu Suharta

Universitas Pendidikan Ganesha

Author-ID : 214659

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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FAKTOR-FAKTOR YANG MEMPENGARUHI KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA: PENGETAHUAN AWAL, APRESIASI MATEMATIKA, DAN KECERDASAN LOGIS MATEMATIS I Putu Eka Irawan; I Gusti Putu Suharta; I Nengah Suparta
Prosiding Seminar Nasional MIPA 2016: PROSIDING SEMINAR NASIONAL MIPA UNDIKSHA 2016
Publisher : Prosiding Seminar Nasional MIPA

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

Kemampuan memecahkan masalah matematika dengan menggunakan pemahaman sebelumnya atau kajian-kajian yang relevan secara logis dan teliti untuk menghadapi situasi yang tidak rutin. Para guru cenderung hanya menyoroti tentang metode pembelajaran yang digunakan untuk meningkatkan kemampuan pemecahan masalah matematika siswa. Akan tetapi ada faktor-faktor lain yang mempengaruhi kemampuan pemecahan masalah matematika siswa terutama faktor internal seperti kemampuan pengetahuan awal, apresiasi matematika, dan kecerdasan logis matematis. Pengetahuan awal mempermudah dan membantu siswa untuk menguasai materi pokok. Apabila pengetahuan awal dapat dimanfaatkan dengan baik dalam memahami materi baru, maka akan berpengaruh terhadap kemampuan pemecahan masalah matematika. Apresiasi matematika dapat menimbulkan gairah dan perhatian serius dalam belajar matematika. Gairah dan perhatian serius dalam belajar matematika dapat meningkatkan kemampuan pemecahan masalah matematika. Kecerdasan logis matematis membuat siswa dapat mengaitkan informasi-informasi yang terdapat dalam masalah dengan metode-metode yang tepat untuk menyelesaikan masalah matematika dan dalam melakukan perhitungan matematis. Sehingga kecerdasan logis matematis sangat mempengaruhi kemampuan pemecahan masalah matematika. Pengetahuan awal, apresiasi matematika, dan kecerdasan logis matematis dapat mempengaruhi kemampuan pemecahan masalah matematika pada siswa. Kata-kata Kunci: pengetahuan awal, kecerdasan logis matematis AbstractAbility to solve mathematical problems using a previous understanding or relevant studies logically and carefully to deal with situations that are not routine. Teachers tend to only sheds light on learning methods are used to improve students' mathematical problem solving abilities. But there are other factors that affect students' mathematical problem solving ability, especially internal factors such as the ability of prior knowledge, appreciation of mathematics and mathematical logical intelligence. Prior knowledge can help students to master the subject matter. If the initial knowledge can be put to good use in understanding the new material, it will affect the ability of mathematical problem solving. Appreciation of mathematics can passion and serious attention in learning mathematics. Passion and serious attention in learning mathematics can improve the ability of mathematical problem solving. Logical mathematical intelligence enables students to associate the information contained in trouble with the appropriate methods for solving mathematical problems and to perform mathematical calculations. So the logical mathematical intelligence greatly affect the ability of solving mathematical problems. Prior knowledge, appreciation of mathematics and mathematical logical intelligence may affect the ability of mathematical problem solving in students. Keyword: prior knowledge, mathematical logical intelligence

Pembelajaran Penjumlahan dan Pengurangan Bilangan Dua Digit secara Simultan untuk Mengembangkan Intuisi Bilangan Siswa Ratih Ayu Apsari; Sariyasa Sariyasa; I Gusti Putu Suharta; Baidowi Baidowi; Tabita Wahyu Triutami
Jurnal Tadris Matematika Vol 4 No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2021.4.1.31-40

The learning of addition and subtraction that usually be done in sequence impact students’ tendency to separate type of the strategies employ to solve the related problems. In fact, there are a number of situations that can be observed and solved through both lenses. Therefore, in this study we designed a simultaneous addition and subtraction of two-digit numbers learning trajectory. The learning activities were constructed based on Realistic Mathematics Education (RME) Approach. This design study was conducted in three steps consist of preliminary study, teaching experiments, and retrospective analysis. The teaching experiments were done in two cycle, the first was done with four students and the second was done with 33 students in two classes of an elementary school located in Singaraja, Bali. The data related to number sense ability were gathered from observation and students’ written work in solving worksheet and post-test. The collected data were analyzed using constant comparative method. From the results, we found that a simultaneous learning of two-digit numbers addition and subtraction were effectively develop the students’ number sense and encourage the students to develop efficient counting strategies.

A Note on Edge Irregularity Strength of Some Graphs I Nengah Suparta; I Gusti Putu Suharta
Indonesian Journal of Combinatorics Vol 4, No 1 (2020)
Publisher : Indonesian Combinatorial Society (InaCombS)

Let G(V, E) be a finite simple graph and k be some positive integer. A vertex k-labeling of graph G(V,E), Φ : V → {1,2,..., k}, is called edge irregular k-labeling if the edge weights of any two different edges in G are distinct, where the edge weight of e = xy ∈ E(G), wΦ(e), is defined as wΦ(e) = Φ(x) + Φ(y). The edge irregularity strength for graph G is the minimum value of k such that Φ is irregular edge k-labeling for G. In this note we derive the edge irregularity strength of chain graphs mK3−path for m ≢ 3 (mod4) and C[Cn(m)] for all positive integers n ≡ 0 (mod 4) 3n and m. We also propose bounds for the edge irregularity strength of join graph Pm + Ǩn for all integers m, n ≥ 3.

Systematic Literature Review: Etnomatematika Kearifan Lokal Budaya Sasak Muhammad Turmuzi; I Gusti Putu Sudiarta; I Gusti Putu Suharta
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1183

Tujuan penelitian ini adalah untuk mengetahui konsep-konsep matematika yang berhubungan dengan Etnomatematika kearifan lokal Budaya Sasak. Penelitian ini merupakan Systematic Literature Review yang dilakukan dengan mengidentifikasi, mengkaji, mengevaluasi, serta menafsirkan semua penelitian yang tersedia. Desain yang digunakan dalam penelitian ini adalah merangkum, mereview, dan menganalisis 10 artikel dengan lingkup pembahasan Etnomatematika Budaya Sasak dengan rincian satu artikel yang diterbitkan di jurnal bereputasi Q2 dan sisanya dalam Jurnal Nasional terakreditasi Sinta. Penelusuran artikel-artikel ini dilakukan melaui Jurnal online seperti artikel jurnal dari Google Schoolar, Research Gate, SINTA, DOAJ, dan Scopus. Kesimpulan penelitian ini adalah temuan konsep-konsep matematika yang terkait Etnomatematika kearifan lokal Budaya Sasak adalah terdiri dari Geometri Bidang Datar, Bangun Ruang Geometri, Konsep Transformasi geometri, Pengukuran, Volume Benda Putar, Keliling dan Luas Bangun Bidang Datar.

PENGEMBANGAN BAHAN AJAR INTERAKTIF MATERI PECAHAN UNTUK SISWA SMPLB TUNARUNGU DENGAN PENDEKATAN MULTI REPRESENTASI I Komang Adi Agus Juana Putra; I Made Suarsana; I Gusti Putu Suharta
Jurnal Nasional Pendidikan Teknik Informatika : JANAPATI Vol. 9 No. 2 (2020)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v9i2.23184

Ketersediaan sumber belajar matematika khusus untuk siswa tuna rungu saat ini masih terbatas. Tujuan penelitian ini adalah mengembangkan bahan ajar interaktif materi pecahan yang valid, praktis dan efektif untuk memenuhi kebutuhan khusus pembelajaran matematika bagi siswa tuna rungu. Penelitian dilakukan pada siswa kelas VII SLBN 1 Buleleng. Pengembangan bahan ajar menggunakan model ADDIE (Analisys, Desain, Development, Implementation, and Evaluation). Data kevalidan bahan ajar dikumpulkan dengan angket evaluasi ahli, data kepraktisan bahan ajar dikumpulkan dengan angket respon siswa, angket respon guru dan data kefektifan bahan ajar dikumpulkan dengan tes. Data dianalisis dengan statistik deskriptif. Bahan ajar disusun dengan pendekatan multi representasi, dilengkapi visualisasi yang menarik berupa media geogebra dan video pembelajaran. Hasil penelitian menunjukkan bahan ajar telah memenuhi kriteria valid, praktis dan efektif. Dengan demikian bahan ajar interaktif yang dikembangkan memiliki kualifikasi yang baik dan layak. Selanjutnya bahan ajar ini perlu dilakukan uji lapangan lebih luas agar memenuhi kelayakan secara empirik.

Ethnomathematics: Exploration of Traditional Balinese Flute as Mathematics Learning Resources I Wayan Puja Astawa; I Made Adi Wira Nata Putra; I Gusti Putu Suharta
Jurnal Pendidikan dan Pengajaran Vol 55 No 2 (2022): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i2.39284

The local culture of the community is a very rich source of learning. The use of Balinese culture in learning mathematics is still limited and needs to be studied more broadly and in depth. This research aims to analyse the ethnomathematical elements contained in the Balinese flute, to point out the potential application of the Balinese flute in mathematics learning, and to analyse how Balinese flute artists acquire knowledge. This research is qualitative research with an etnographic approach using three subjects of Balinese flute craftsmen and one Balinese flute artist. The research subjects were three Balinese flute craftsmen and a Balinese flute artist. Data were collected by using three methods such as literature study, observation, and interviews. The collected data were then analysed descriptively using domain analysis, taxonomy analysis, componential analysis, and analysis of cultural themes. This research found that the ethnomathematical elements contained in the Balinese flute are local terms related to measurement and measuring techniques, mathematical sequences, and concepts of geometry. This flute has potentials utilization as a source of contextual mathematics learning for student at junior and senior high schools. In addition, it is found that knowledge of Balinese flute possessed by craftsmen was obtained from self-learning and from their ancestors’ legacy.

Design of the Five Fastest Strategies to Create the Principle of Fairness for Students in Mathematics Learning I Made Dharma Atmaja; Gusti Putu Suharta; Sariyasa Sariyasa; Gede Suweken
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 3 (2022): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i3.5875

A review of aspects in the cognitive, affective, and psychomotor domains of students will be able to support the assessment process in learning, which is supported by the objectivity and fairness of teachers in providing assessments. Objective can be interpreted as an assessment based on facts without the influence of other factors such as likes or dislikes. While fair can be interpreted as equal treatment in accordance with the proportions that should be and appropriately. In learning mathematics there are stages that provide opportunities for students to present their work in front of the class. There are two possible conditions faced by the teacher when providing the stages of this session, namely that none of the students took the initiative to come forward, there were few students who were interested, and there were many students who were interested. The implementation of the five-fastest strategy can be used as an alternative to create the principle of fairness for students, especially the opportunity to appear in front of the class to convey the results of their work or answers to math problems given by the teacher.

Multi-Representation Discourse Model and Math Problem Solving Skills of High School Students Putu Gede Widhy Adnyana; I Made Suarsana; I Gusti Putu Suharta
Journal of Learning Improvement and Lesson Study Vol 1 No 1 (2021): JLILS (June Edition)
Publisher : Universitas Negeri Padang

This research is a pseudo-experimental study that aims to determine the influence of multi-representation discourse learning model on the mathematical problem solving skills of grade X students of SMA Negeri 3 Singaraja. The design of this research is post-test only control group design. The sampling of the research was conducted by cluster random sampling technique. Sampling is done by drawing against 3 classes. In this study, class X MIPA 1 and class X MIPA 2 were selected. The draw was re-drawn to determine the experimental class and control class, the result of the drawing was selected class X MIPA 2 as the experimental class and class X MIPA 1 as the control class. Data on solving students' math problems were collected through essay tests and analyzed using one-tail t-tests at a rate of 5% significance, the results of which showed that thitung = 1,79 and ttabel = 1,67. The results showed that with the application of multi-representation discourse learning model is better than the math solving skills of students who are taught with conventional learning.

THE DEVELOPMENT OF COLLABORATIVE MATHEMATICS LEARNING EMBEDDED WITH BALINESE CULTURAL PRINCIPLE Made Manik Widayani; I Gusti Putu Suharta; I Made Ardana
Jurnal Pengajaran MIPA Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v24i1.12182

Learning collaboratively has been proven to be beneficial in learning mathematics. Unfortunately, studies have elicited obstacles in implementing collaborative learning, such as students’ behavior when engaging in collaborative learning. We address this problem by embedding local wisdom from Bali, namely Tri Hita Karana, within a learning handbook for studying polyhedron. Successful conceptual understanding after learning mathematics with the handbook showed potential merit of the handbook to be implemented in learning mathematics and students’ behavior while doing collaborative works also showed that embedding cultural context in learning could foster students’ collaboration skills.

Students' Critical Thinking Skills in Solving Mathematical Problems: Systematic Literature Review I Putu Pasek Suryawan; I Gusti Putu Sudiarta; I Gusti Putu Suharta
Indonesian Journal Of Educational Research and Review Vol. 6 No. 1: April 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v6i1.56462

To develop mathematical critical thinking skills, students are expected to have a fighting attitude in solving mathematical problems. This can support learning that is oriented towards students' critical thinking skills. The purpose of this research is to analyze the trend of studying critical thinking skills in solving students' mathematical problems. This research uses the systematic literature review method which is carried out by identifying, assessing, and interpreting all available research evidence by studying indicators and how to bring up students' mathematical critical thinking skills as the object of research. The design used is to summarize, review, and analyze 25 articles that are very relevant to the object of research in Sinta accredited journals, indexed by Scopus and Web of Science. The results of this systematic literature review state that aspects of argumentation and reasoning are very important to be developed in solving mathematical problems. Implementing problem-based learning has positive effectiveness towards improving mathematical critical thinking skills and digitalization of learning is needed in facilitating students' critical thinking. Digitalization of learning can be developing problem-based digital modules that facilitate students' cognitive conflicts. The conclusion in this research are different indicators used to measure students' critical thinking skills, different aspects of interpreting indicators, the use of PBL, and the use of ICT.

Co-Authors - Sariyasa, - ., DIAH SAVITRI ., DR. I WAYAN SADRA, M.Ed. ., I KADEK YOGI MAYUDANA ., I Made Arya Gunawan ., I MADE BUDIADNYANA ., I MADE KARIADI ., I MADE SUDIRMAN ., I NENGAH AGUS SURYANATHA ., I PUTU EDITIA MIUSENA ., IKA DESI BUDIARTI ., LUH PUTU RISA PRABANDARI ., MADE WIDYA SURYAPRANI ., Ni Luh Made Dwijayanti ., NI PUTU DESSY MAYUNI APSARI ., Ni Putu Novia Krisna Dewi ., NI PUTU WIRUSMINI ., Ni Wayan Adikana Wiandari Yadnya ., NI WAYAN AYU WULANSARI ., NI WAYAN SRI WIDHYANTARI ., NI WAYAN YULI ASTUTI ., PUTU KARUNIA DEWI ., Putu Sinta Ari Utami ., WIRA ARIESETIANINGSIH Amalia Puspayanti Anis Azizah Anto, Ruli Anzelina, Dewi Ari, Ida Ayu Nyoman Maye Denia Arya Melyana Setiawati, Luh Putu Astawa, Wayan Puja Asthadi Mahendra Bhandesa, Asthadi Mahendra Baidowi Baidowi Baiq Aryani Novianti Clavinova, Sendy Larinsa Dewi, Ni Nyoman Triska Novita Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Durasa, Helfra Edwin Edwin Elly Herliyani Gede Rasben Dantes Gede Suweken Gunada, I Wayan Agus Gusti Ayu Mahayukti Husin, Vivi E. R I Dewa Ayu Eka Purba Dharma Tari I Dewa Gede Purwa Diastra . I Dewa Gede Purwa Diastra ., I Dewa Gede Purwa Diastra I Gst Putu Sudiarta I Gusti Ayu Purnamayanti I Gusti Putu Sudiarta I Kadek Suartama I KETUT SUTAMA . I Komang Adi Agus Juana Putra I Komang Adi Indra Pramana . I Made Adi Wira Nata Putra I Made Ardana I Made Ardana I Made Arya Gunawan . I Made Dharma Atmaja I Made Satria Wiguna I Made Suarsana I Made Suarsana I Made Tegeh I Made Widiatmika I MADE YOGA WICAKSANA . I NENGAH AGUS SURYANATHA . I Nyoman Gita I Putu Darma Putra . I PUTU EKA IRAWAN I Putu Eka Irawan I PUTU EKA WAHYU JULIASTA I PUTU PASEK SURYAWAN I Putu Wisna Ariawan I Wayan Ari Sadewa I Wayan Edy Ari Suandana I Wayan Kertih I Wayan Lasmawan I Wayan Puja Astawa I Wayan Putra Yasa I Wayan Sumandya I Wayan Widiana Ida Ayu Gede Sri Wahyuni Imanuel A. W. Chrismastianto Indra Himayatul Asri Juliawati, N. K K. DEADY IRMAWAN . Ketut Agustini Kusrianto, Wiwin Lasmanawan, I Wayan Lasmawan, Ni Wayan laxmi zahara Ledyari Noviyanti, Putu Lestari, Putu Linda Lianda Dewi Sartika Luh Nyoman Indah Yessy Wulandari Luh Putu Arya Melyana Setiawati M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Andi Laksana . Made Manik Widayani Made Widya Suryaprani Mahayani, Luh Riska Marjawati, Ni Putu Rina Muhammad Turmuzi Muhammad Zainul Majdi N. K Juliawati Ni Luh Made Dwijayanti . Ni Made Sri Mertasari Ni Nengah Mardiani . Ni Nengah Mardiani ., Ni Nengah Mardiani Ni Nyoman Parwati Ni Putu Darmayanti Ni Putu Juliantari Ni Putu Novia Krisna Dewi . Ni Putu Rina Marjawati Ni Putu Yuniarika Parwati Ni Wayan Adikana Wiandari Yadnya . Ni wayan Andhika Prastyani NI WAYAN DIAN PERMANA DEWI . NLM Dwijayanti, NLM Nurhasanah, Enung Partayasa, Wayan Patiung, Amos Pramartha, I Nyoman Bagus Prastyani, Ni wayan Andhika Pratiwi, Kadek Ayu Mutiara Prof. Dr.I Nengah Suparta,M.Si . Putra, I Komang Adi Agus Juana Putu Gede Widhy Adnyana Putu Sinta Ari Utami . Putu Yulia Paramita Rangu, Martinus Darto Rani Darmayanti Ratih Ayu Apsari Ratih Ayu Apsari Ratih Ayu Apsari Sari, Ni Kadek Ayu Indah Sariyasa . Setiawan, Kadek Aldi Sinta Javani Suandana, I Wayan Edy Ari Sukewen, Gede Supuwiningsih, Ni Nyoman Surya Adi Putra, I Putu Suryaprani, Made Widya Tabita Wahyu Triutami Wayan Partayasa Wayan Puja Astawa Wicaksana, I Made Yoga Widiatmika, I Made Wijaksono, Cahyo Febri Yulia Paramita, Putu

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