Articles
<![CDATA[Implementasi Model Pembelajaran Diskursusmulty Reprecentacy ditinjau dari Kemampuan Penalaran Proporsional pada Materi Trigonometri ]]>
<![CDATA[Laili Wakhidah]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 1, No 2: November 2017-April 2018 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30659/kontinu.1.2.%p
<![CDATA[Tujuan dilakukannya penelitian ini yaitu untuk mengetahui bahwa modelpembelajaran Diskursus Multy Reprecentacy (DMR) efektif dalam meningkatkan kemampuan penalaran proporsional siswa.Metode yang digunakan dalam penelitian iniyaitu metode dokumentasi, observasi, dan tes. Sedangkan instumen yang digunakan adalah tes kemampuan penalaran proporsional, dan lembar observasi siswa. Hasil penelitian ini menunjukan bahwa: (1) rata-rata kemampuan penalaran proporsional siswadengan pembelajaranDiskursus Multy Reprecentacy (DMR) mencapai ketuntasan klasikal sebesar 92% dengan jumlah siswa yang tuntas sebanyak 33 dari 36 siswa (2) rata-rata kemampuan penalaran proporsional siswa dengan pembelajaranDiskursus MultyReprecentacy (DMR) sebesar 78,92 dan rata-rata kemampuan penalaran proporsionalsiswa dengan pembelajaranReciprocal Teaching sebesar 72,32 (3) terdapat pengaruh positif aktivitas belajar siswa terhadap kemampuan penalaran proporsional siswa dengan pembelajaran Diskursus Multy Reprecentacy(DMR) sebesar 65,7% variasi yang terjadidi dalam aktivitas belajar siswa melalui regresi Ŷ = 95,361 + 1,657 X , sedangkan 34,3% dipengaruhi oleh variabel lain.]]>
<![CDATA[Mathematical teacher efforts to develop student's critical thinking skill ]]>
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Imam Kusmaryono]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 3 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33654/math.v5i3.773
<![CDATA[: The purpose of this study is to evaluate mathematics learning by looking at the efforts of mathematics teachers in developing students' critical thinking skills in the classroom. Methods: This qualitative research explores the mathematics teacher's efforts in developing critical thinking skills. Two mathematics teachers were selected, observed and interviewed about mathematics learning in the classroom, the learning environment that was wanted to be created, and the assessment carried out. The results of the observations combined with the results of the interview found several conclusions that the two mathematics teachers had not tried maximally in learning mathematics to develop students' critical thinking skills. Both subjects have not created an effective learning environment. In addition, the assessment of mathematics learning outcomes is still done at the end of learning]]>
<![CDATA[KONSEPSI AWAL SISWA SMP TENTANG KUBUS ]]>
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 3, No 2 (2017): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (463.76 KB)
|
DOI: 10.33474/jpm.v3i2.621
<![CDATA[Konsepsi merupakan pemahaman suatu konsep tertentu yang dipahami oleh siswa. Tujuan penelitian ini adalah untuk mendeskripsikan konsepsi awal siswa mengenai definisi kubus. Penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian ini adalah siswa SMPN 27 Semarang yang berjumlah 36 orang. Metode pengumpulan data yang digunakan meliputi tes dan wawancara. Hasil penelitian menunjukkan bahwa siswa memiliki banyak konsepsi awal yang berbeda-beda mengenai definisi kubus. konsepsi awal siswa didapatkan dari pengalaman sebelumnya. Konsepsi awal siswa tentang definisi kubus ditunjukkan dengan menyebutkan ciri-ciri kubus yaitu bangun ruang yang memiliki volume, yang dibentuk oleh 6 buah persegi. Selain itu, Kubus adalah bangun ruang yang memiliki 6 sisi, 12 rusuk, dan 8 titik sudut.]]>
<![CDATA[Interaction between mathematical disposition and independent learning in distance learning success: An ex post facto study ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Nuhyal Ulia]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 11, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25273/pe.v11i2.10575
<![CDATA[This study uses an ex post facto design with the aim of knowing the interaction between the independent variables (mathematical disposition and learning independence) as a determinant of the dependent variable (learning outcomes). The sample of this study was 32 elementary school students. The data was taken through a questionnaire method and a written test. Data analysis through two-way ANOVA test with interaction factors. The results showed that was an interaction between the independent variables (mathematical disposition and learning independence) on the dependent variable (learning outcomes) with a significance level of 0.05. So it can be concluded that the interaction between mathematical disposition and learning independence is a determining factor in the mathematics learning outcomes of elementary school students in distance learning.]]>
<![CDATA[PERSEPSI MAHASISWA TERHADAP PENGGUNAAN APLIKASI GOOGLE MEET DAN GOOGLE FORM DI MASA PANDEMI ]]>
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Kisfatul Ummamah]]>
<![CDATA[ Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 12, No 2 (2022): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2022) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24176/re.v12i2.6730
<![CDATA[The purpose of this study is to describe students' perceptions of the use of Google Meet and Google Form.The research method used is descriptive using a survey method. Purposive sampling was used as a data collection technique. Data collection was carried out online using a questionnaire instrument and interviews with a sample of 34 students of the S1 Mathematics Education Study Program FKIP Unissula who used the Google Meet and Google Form applications when conducting lectures on algebra courses. The data collection technique is using Google Form, then data collection is carried out using the WhatsApp application using an unstructured interview instrument.The results showed that students' perceptions of the use of Google Meet and Google Form were classified as good criteria. This is because there are still obstacles in both applications. The constraint of the Google Meet application is the signal factor, an unstable signal will make users automatically leave Google Meet, while the problem with Google Form itself is the absence of math equation facilities. The hope is that there will be developments in the Google Meet and Google Form applications so that they can provide more comfort and convenience for their users.]]>
<![CDATA[Pengembangan Profesionalisme Guru Melalui Pelatihan Komik Digital dengan Canva for Education ]]>
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 3 (2022): Dinamisia: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/dinamisia.v6i3.10084
<![CDATA[The purpose of the service activity is to provide insight and improve the professionalism of teachers in Central Java in making interesting and interactive teaching materials for students, especially in making digital comics with the Canva for Education application. In general, the difficulties experienced by teachers in making digital comics are how to make comic designs easy and attractive. The Canva for Education application is one application that can be used to overcome these problems. Teachers can create digital comics using a wide selection of available templates. The implementation of this service is carried out online using Zoom Meeting and Google Classroom. The training was attended by approximately 100 participants from various regions in Central Java. The final result of the training activity is that teachers can create digital comics published on social media Instagram. It is intended that the results of digital comics that have been made by teachers can be useful for the general public, especially students who get related material.]]>
<![CDATA[Pelatihan Penggunaan Geogebra Classroom untuk Mengoptimalkan Pembelajaran Matematika ]]>
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Bagus Adi Saputro]]>
<![CDATA[ Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 4 No 2 (2021): Volume 4 Nomor 2 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29407/ja.v4i2.15353
<![CDATA[GeoGebra Classroom provides solutions for mathematics learners to design online mathematics lessons during the Covid-19 pandemic. The purpose of Community Service (PKM) is to provide mathematics learners with skills to use the GeoGebra Classroom to optimize online mathematics learning. This PKM activity uses an educational approach; that is, this activity has an element of education that can dynamize society towards educational goals. The method used is in the form of online training on the use of GeoGebra Classroom in designing virtual finishes. The training results show that there are positive benefits for this training, teacher motivation to design virtual classes, and teacher activeness in completing independent exercises after the first training session. The main obstacle experienced by participants during online training is the poor signal quality which reduces the quality of sound and video during the training. The results of this training provide skills in designing online mathematics lessons using the GeoGebra Classroom.]]>
<![CDATA[THE ROLE OF EQUILIBRATION IN THE FORMATION OF COGNITIVE STRUCTURES IN MATHEMATICS LEARNING ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Kartinah Kartinah]]>
<![CDATA[ Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/infinity.v11i2.p311-324
<![CDATA[The purpose of this study was to investigate the critical role of equilibration in organizing and building students' cognitive structure in the practice of learning mathematics. This qualitative research was designed using a phenomenological study approach. Participants in this study were 30 high school students of XI level. The main research instrument was the interview guide format and the document of cognitive test questions with the circle equation material. Research data obtained were tested for the validity of the data by triangulation. Method triangulation was done by comparing student work data and interview data. Theory triangulation is done by comparing the descriptions of the data obtained with the relevant theoretical sources. The results showed that in the context of knowledge construction (cognitive structure), there is a strong relationship between the process of assimilation and accommodation with equilibration. The role of balance in forming cognitive structures is to guide students to organize previous knowledge (schemas) and new knowledge and create thinking structures to become more complex by considering the socio-cultural dimension (environment) in mathematics learning. Further studies suggest that when selecting topics for equilibration-based activities, teachers should provide an effective learning environment to support the formation of cognitive structures to become more prosperous and complex.]]>
<![CDATA[Pengembangan Buku Teks Matematika berbasis Investigasi untuk Meningkatkan Penalaran Aljabar ]]>
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 1 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang ]]>
Publisher : <![CDATA[Urogram Studi Pendidikan Matematika, Universitas IVET ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (525.454 KB)
|
DOI: 10.31331/medivesveteran.v4i1.1016
<![CDATA[Aljabar merupakan generalisasi aritmatika sehingga dijadikan sebagai titik awal pembelajaran matematika tingkat lanjut. Meski aljabar sangat penting namun siswa memiliki banyak kendala dalam mempelajari aljabar. penelitian pengembangan ini bertujuan untuk mengembangkan buku teks matematika berbasis investigasi dalam meningkatkan kemampuan penalaran aljabar siswa. Tujuan dari buku teks matematika adalah untuk memfasilitasi siswa menyelidiki masalah dalam materi Persamaan Kuadrat. Penelitian pengembangan menggunakan model Four-D yang dimodifikasi diantaranya Define (identifikasi dan pengembangan struktur model bahan ajar), Desain (desain buku teks untuk mendapatkan prototipe yang sesuai dengan pembelajaran yang akan dilakukan), Develop (Pengembangan draft buku teks berdasarkan ahli diperoleh dari uji coba lapangan). Untuk tahap DIseminate pada tahap ini tidak dilakukan. Pada setiap tahappengembangan berisi kegiatan yang menunjukkan adanya urutan langkah-langkah kegiatan. Khususnya, dalam tahap Develop berisi siklus kegiatan. Prosedur penelitian ini dimulai dengan tahap awal studi mendalam tentang eksplorasi kebutuhan buku teks yang dilakukan sebagai cara mengatasi kesalahpahaman siswa dalam menyelesaikan masalah persamaan kuadrat melalui investigasi untuk meningkatkan penalaran aljabar. Langkah selanjutnya adalah menyusun buku teks matematika berbasis investigasi. Buku teks yang dihasilkan divalidasi oleh para ahli dalam pendidikan matematika dan para ahli dalam buku teks matematika. Buku teks diuji secara terbatas untuk mengetahui kepraktisan buku teks. Alhasil dalam penelitian ini diperoleh buku teks matematika berbasis investigasi yang valid dan praktis. Kata kunci: analisis, struktur kognitif, berpikir matematis, bilangan bulat, ABSTRACT The algebraic concept is a generalization of arithmetic so that it is used as an entry point in further learning mathematics. Thus algebra is important. However students have many obstacles in learning algebra. This is development research to develop mathematics textbooks to improve students' algebraic reasoning abilities. The purpose of mathematics textbooks is to facilitate students investigate problems in the material of Quadratic Equations. This development study used a modified Four-D model include Define (identification and development of instructional material model structures), Design (textbook design to obtain prototypes that are appropriate to the learning to be carried out), Develop (Improved draft textbooks based on expert input and data obtained from field trials). At each stage contains activities that indicate the existence of a sequence of steps of activity. Especifically, in the Develop stage contains the activity cycle. The procedure of this study begin with the early stages an in-depth study of the exploration of the needs of textbooks was carried out as a means of overcoming students' misconceptions in solving investigative quadratic equation problems to improve algebraic reasoning abilities. The next step is to compile a textbook that is presented in print media. The resulting textbooks were validated by experts in mathematics education and experts in mathematics textbook. After that the textbook tested in a limited way through developmental experimental studies to study the practicality of textbooks. As a result this study can obtain a valid and practical textbook has obtained. Keywords: Algebraic Reasoning, Investigation, mathematics Textbooks]]>
<![CDATA[The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy ]]>
<![CDATA[Kusmaryono, Imam]]>;
<![CDATA[Aminudin, Mohamad]]>;
<![CDATA[Ubaidah, Nila]]>;
<![CDATA[Chamalah, Evi]]>
<![CDATA[ Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/infinity.v13i1.p251-270
<![CDATA[The research aims to analyze the gap between teachers' and students' understanding of language literacy and mathematical symbols. The study was designed with a concurrent triangulation strategy. The research respondents consisted of 20 teachers and 120 class VII students. Data collection through questionnaires, interviews, and cognitive tests. Qualitative data was analyzed descriptively, and quantitative data was analyzed inferentially. The results of the analysis of quantitative data show that there is a linear (significant) relationship between understanding language and mathematical symbols and mathematical literacy skills. The results of the qualitative data analysis describe that the teacher's understanding of language and mathematical symbols (high criterion) does not necessarily support the students' understanding of language and mathematical symbols. We confirm the suspicion that there is a gap in the ability of teachers and students to understand language and mathematical symbols. Students need to improve their understanding of mathematical language and symbols. The pattern of errors is based on the teacher's conception of learning in the previous class, so the process of transitioning the teacher's knowledge to students' understanding of mathematics experiences obstacles. The implication is that the process of transitioning meaning from mathematical symbols to written and spoken language must be carried out when the teacher introduces or teaches new topics to students, and the context in which mathematical symbols are used must be followed by clarification.]]>
