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All Journal Delta Jurnal Ilmiah Pendidikan Matematika FKIP Universitas Pekalongan Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Kontinu: Jurnal Penelitian Didaktik Matematika REFLEKSI EDUKATIKA Math Didactic: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JPM : Jurnal Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Berdaya Mandiri Mosharafa: Jurnal Pendidikan Matematika Jurnal Abdimas Serawai Jurnal Ilmiah Sultan Agung Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pendidikan Sultan Agung QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Infinity Jurnal Pendidikan Progresif
Mohamad Aminudin
Universitas Islam Sultan Agung
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Effects of Synchronous and Asynchronous Approaches in Geometry Learning to Stimulate Students' Critical Thinking Aminudin, Mohamad; Maharani, Hevy Risqi; Fauzanah, Aldira Eka
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1: Mei 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.1.76-85

Abstract

Geometry learning has an important role in stimulating critical thinking. During the Covid-19 pandemic, synchronous and asynchronous approaches became an alternative in geometry learning. The purpose of this study is to investigate the effectiveness of geometry learning by combining synchronous and asynchronous approaches in stimulating critical thinking. This study used a mixed design, namely quantitative and qualitative approaches. The sample was mathematics education students who had taken basic calculus and mathematical logic courses. Quantitative data collection used critical thinking worksheets and questionnaires to measure student activities and responses. Qualitative data collection through learning video recordings and researcher notes during learning. The results showed that student activity was high. Details can be explained in the discussion section.
Analysis of Students' Algebraic Reasoning Level in Learning Limit Function Puspitasari, Ratna; Basir, Mochamad Abdul; Aminudin, Mohamad
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 1: Mei 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.1.47-65

Abstract

Algebraic reasoning is essential for students to develop thinking systematically and analytically to conclude. This study analyzes students' algebraic reasoning levels about learning limit functions. The method used is a qualitative method with data collection techniques using algebraic reasoning tests on 23 first-semester students of the mathematics education study program and interviews conducted with one student from each of the high, medium, and low levels. Data analysis techniques in this study consist of data collection, reduction, presentation, and conclusions. In completing the algebraic reasoning test, students with high levels can fulfill four of the five indicators of algebraic reasoning. Students with a moderate level of algebraic reasoning can fulfill three of the five indicators of algebraic reasoning. Students with a low level of algebraic reasoning can fulfill four of the five indicators of algebraic reasoning. Students with high, medium, and low algebraic reasoning cannot find patterns, create patterns, and generalize patterns. Keywords: reasoning algebraic, function limit, generalized patterns
THE ROLE OF EQUILIBRATION IN THE FORMATION OF COGNITIVE STRUCTURES IN MATHEMATICS LEARNING Imam Kusmaryono; Mohamad Aminudin; Kartinah Kartinah
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p311-324

Abstract

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.
The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy Imam Kusmaryono; Mohamad Aminudin; Nila Ubaidah; Evi Chamalah
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p251-270

Abstract

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.
EKSPLORASI HUBUNGAN LITERASI DIGITAL TERHADAP KEMAMPUAN SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA KOMPLEKS Putri, Evana Purwagana; Aminudin, Mohamad; Ubaidah, Nila
Jurnal Ilmiah Penelitian Mahasiswa Vol 3, No 3 (2024): September 2024
Publisher : Jurnal Ilmiah Sultan Agung

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Abstract

Penelitian ini bertujuan untuk mengidentifikasi sejauh mana literasi digital mempengaruhi kemampuan siswa SMP dalam menyelesaikan masalah matematika kompleks. Selain itu, penelitian ini juga berupaya menganalisis peran penting komponen-komponen literasi digital, seperti kemampuan mengakses, mengevaluasi, dan menggunakan informasi digital, dalam proses penyelesaian masalah matematika. Dengan memetakan tantangan dan peluang yang dihadapi siswa, penelitian ini diharapkan dapat memberikan rekomendasi yang relevan untuk pengembangan kurikulum dan strategi pembelajaran yang dapat meningkatkan literasi digital siswa dalam konteks matematika. Penelitian ini menggunakan kerangka langkah-langkah Polya, yang meliputi memahami masalah, merencanakan penyelesaian, melaksanakan perhitungan, dan memeriksa kembali jawaban. Dengan semakin berkembangnya teknologi digital, literasi digital menjadi faktor penting yang dapat mempengaruhi kemampuan siswa dalam menyelesaikan masalah, terutama dalam konteks pendidikan matematika. Metode penelitian yang digunakan adalah metode kualitatif, di mana data dikumpulkan melalui tes dan wawancara. Subjek penelitian terdiri dari enam siswa kelas VIII di SMP N 6 Ungaran, yang dipilih berdasarkan tingkat literasi digital mereka. Masing-masing kategori literasi digital (tinggi, sedang, dan rendah) diwakili oleh dua siswa. Hasil penelitian menunjukkan bahwa siswa dengan literasi digital tinggi mampu memenuhi keempat indikator Polya dengan baik dan secara efektif memanfaatkan alat digital seperti ChatGPT dan Brainly untuk mendukung proses penyelesaian masalah. Siswa dengan literasi digital sedang menunjukkan kemampuan yang memadai tetapi kurang optimal dalam penggunaan teknologi digital. Sementara itu, siswa dengan literasi digital rendah mengalami kesulitan yang signifikan dalam semua tahapan pemecahan masalah. Temuan ini menegaskan pentingnya literasi digital dalam pendidikan matematika dan perlunya peningkatan literasi digital di kalangan siswa SMP. Kata kunci: Literasi digital, Masalah Matematika Kompleks, Tahapan Polya.
The Effectiveness of Project-Based Learning Assisted by Educational Teaching Aids of Building Blocks on Students' Mathematical Creative Thinking Skills wati, Lutfi Rahma; Maharani, Hevy Risqi; Ubaidah, Nila; Aminudin, Mohamad
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 1: Mei 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.1.83-97

Abstract

Abstract. The aim of this research is to examine the effectiveness of a project-based learning model assisted by educational teaching aids, specifically construction blocks, on students' mathematical creative thinking skills. The research method employed is a pre-experimental design with a one-group pretest-posttest approach. The research instruments consist of observation sheets and student essay tests. Data analysis techniques include individual minimum mastery criteria (MMC) achievement tests, classical completeness tests, pretest-posttest mean difference tests, and N-gain tests. The individual MMC hypothesis test, using a one-sample t-test, yielded a significant value (2-tailed) of 0.000 < 0.05, indicating that after the project-based learning intervention with construction block educational aids, the MMC exceeded 70. The classical completeness test, utilizing Z statistics, resulted in Z_calculated = 3.560545 ≥ Z_table = 0.6736, demonstrating that the proportion of students meeting the minimum mastery criteria exceeded 75%. Furthermore, the mean difference test showed that students' mathematical creative thinking skills increased from 36.82 to 85.15. Additionally, the N-gain test yielded a score of 0.7675, with a percentage of 76.74%, categorizing it as high and effective. Therefore, project-based learning assisted by educational teaching aids, specifically construction blocks, is effective in enhancing students' mathematical creative thinking skills. Keywords: Construction blocks, students' mathematical creative thinking skills.
Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching Mohamad Aminudin; Imam Kusmaryono; Dyana Wijayanti; Chunyu Ji
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Restructuring the Mathematical Power of Students and Teachers: A Case Study in the Misconceptions of Parallelogram Teaching. Objectives:  This research aims to (a) investigate cases of misconceptions about understanding parallelograms in mathematics learning and (b) restructure the mathematical power of teachers and students in understanding the concept of parallelograms. Methods: This research is a case study that analyzes in-depth cases of misconceptions in parallelogram learning. The data collection methods are surveys and interviews. This survey involved 120 students and ten teachers as respondents. In the final data analysis, the researcher conducted confirmation and triangulation to ensure the credibility of the findings and conclusions. Findings: The study's findings indicate ontological misconceptions about parallelograms in mathematics learning in elementary and high schools. Students and teachers experience two types of misconceptions, namely preconception errors and modeling errors. Conclusion: The conclusion states that students and teachers have successfully corrected misconceptions through knowledge or mathematical power restructuring so that students and teachers can understand the concept of parallelograms. The process of restructuring mathematical power is characterized by cognitive conflict, scaffolding, and cognitive balance in their thinking processes (teachers and students). The implication is that teachers must correctly instill conceptual knowledge about parallelograms through project-based or inquiry-based learning strategies so that students can build their knowledge based on their learning experiences.Keywords: case study, mathematical power, misconception, parallelogram.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202486
Analysis of Islamic Value-Integrated Mathematics Learning: Efforts to Form Prospective Mathematics Teacher with Religious Character Imam Kusmaryono; Mohamad Aminudin; Mochamad Abdul Basir
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.2015

Abstract

Penelitian ini menerapkan mixed methods dengan desain embedded experimental.  Tujuan penelitian untuk mendeskripsikan implementasi pembelajaran matematika terintegrasi nilai Islam dalam membentuk karakter religious mahasiswa, dan menguji adanya pengaruh karakter religious dan motivasi terhadap prestasi belajar mahasiswa  dalam pembelajaran matematika terintegrasi nilai Islam. Partisipan penelitian terdiri dari seorang dosen, seorang observer, dan 35 mahasiswa calon guru matematika. Pengumpulan data diperoleh melalui wawancara, angket, tes, dan observasi.  Data kualitatif dianalisis secara deskriptif dan data kuantitatif dianalisis melalui  uji korelasi dan ANOVA. Hasil penelitian menyimpulkan bahwa implementasi pembelajaran matematika terintegrasi nilai-nilai Islam dalam rangka mengembangkan karakter religious terdiri tiga tahap yaitu: tahap penanaman nilai, tahap implementasi, dan tahap reflection. Implementasi pembelajaran matematika terintegrasi nilai Islam telah membentuk mahasiswa memiliki karakter religious dan mampu mengingat 4 – 5 ayat Al Quran dan maknanya. Analisis inferensi menunjukkan terdapat korelasi antara variable religious charater dan motivation terhadap prestasi belajar.  Ketiga variable memiliki hubungan searah (positif). Hal ini berarti, apabila religious charater dan motivation semakin tinggi maka prestasi belajar semakin tinggi (mengalami kenaikan). Secara simultan variable karakter religious dan motivasi berpengaruh signifikan terhadap variable prestasi belajar. This study applies mixed methods with an embedded experimental design. The research objectives were to describe the implementation of Islamic values integrated mathematics learning in shaping students' religious character, and examine the influence of religious character and motivation on student achievement in learning mathematics integrated with Islamic values. The research participants consisted of a lecturer, an observer, and 35 students. Data collection was obtained through interviews, questionnaires, tests, and observation. Qualitative data were analyzed descriptively and quantitative data were analyzed through correlation tests and ANOVA. The results of the study concluded that the implementation of integrated mathematics learning with Islamic values in order to develop religious character consisted of three stages, namely the value instillation stage, the implementation stage, and the reflection stage. The implementation of learning mathematics integrated with Islamic values has formed students who have religious character and are able to remember 4-5 verses of the Koran and their meanings. Inference analysis shows that there is a correlation between religious character and motivation variables on learning achievement. The three variables have a unidirectional (positive) relationship. This means, if the religious character and motivation are higher, the learning achievement will be higher (increase). Simultaneously the variables of religious character and motivation have a significant effect on the learning achievement variable.
Tantangan Berpikir Desain Dalam Menyelesaikan Masalah Garis Singgung Lingkaran Berbantuan Gemini: Analisis Pada Siswa Berkategori Tinggi Lu'lu'ul Mu'awanah; Mohamad Aminudin
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 3 No 2 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v3i2.1159

Abstract

Garis singgung lingkaran sering menjadi tantangan dalam pembelajaran geometri karena membutuhkan pemahaman konseptual dan kemampuan berpikir kritis. Pendekatan berpikir desain berbantuan teknologi seperti Gemini dapat menjadi solusi inovatif untuk meningkatkan efektivitas penyelesaian masalah matematika. Penelitian ini bertujuan untuk mengungkap bagaimana siswa berkategori tinggi menerapkan proses berpikir desain dalam menyelesaikan masalah garis singgung lingkaran dengan bantuan Gemini. Metode penelitian ini adalah kualitatif deskriptif dengan subjek siswa kelas XI F MAN 2 Semarang yang memiliki skor awal tes berpikir desain tinggi. Data dikumpulkan melalui tes berpikir desain dan wawancara semi terstruktur. Hasil menunjukkan bahwa subjek mampu memenuhi hampir seluruh tahapan berpikir desain, seperti empathize, define, ideate, prototype, dan test, dengan kemampuan merumuskan masalah, menghasilkan ide strategis, serta mengevaluasi solusi secara kritis. Gemini digunakan aktif sebagai sumber informasi dan alat refleksi, memfasilitasi eksplorasi solusi alternatif yang lebih mendalam. Keberhasilan berpikir desain pada siswa kategori tinggi ini didukung oleh penguasaan konsep, kemampuan berpikir kritis, dan keterampilan menyusun strategi yang baik
Efek Model Make A Match yang Dimodifikasi Terhadap Kemampuan Berpikir Kritis Siswa Tipe 1 Dhiemas Roro Indry Prastika; Mohamad Aminudin
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 3 No 2 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v3i2.1163

Abstract

Kemampuan berpikir kritis merupakan kemampuan yang penting dan harus dimiliki siswa dalam pembelajaran matematika karena berperan dalam menganalisis, mengevaluasi, dan memecahkan masalah secara logis. Namun, kenyataannya masih tergolong rendah ditingkat SMP. Salah satu penyebabnya adalah penggunaan metode pembelajaran konvensional yang kurang interaktif dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa setelah diterapkan model pembelajaran make a match yang dimodifikasi pada materi persamaan linier satu variabel. Penelitian ini menggunakan metode kualitatif dengan teknikobservasi, wawancara, dan dokumentasi. Subjek dalam penelitian adalah siswa kelas VIII SMP Al-Huda Semarang. Hasil penelitian menunjukkan bahwa model make a match yang dimodifikasi lebih efektif dalam meningkatkan kemampuan berpikir kritis siswa. Modifikasi yang digunakan berupa penambahan fitur interaktif yang berupa respon visual emoticon di layar. Model make a match yang dimodifikasi tidak hanya menciptakan suasana belajar yang menyenangkan, tetapi dapat meningkatkan motivasi, rasa percaya diri, serta keterlibatan siswa dalam proses pembelajaran. Model ini dapat diterapkan sebagai alternatif pembelajaran inovatif dalam upaya meningkatkan kemampuan berpikir kritis siswa
Co-Authors Afifatun Nasekhah Amin Suyitno Anita Dewi Utami Bagus Adi Saputro Basir, Abdul Basir, Mochamad Abdul Basir, mochammad Abdul Cholis Sa’dijah Chunyu Ji Dewi, Fatimah Candrawati Dhiemas Roro Indry Prastika Dyana Wijayanti Evi Chamalah Evi Chamalah Fauzanah, Aldira Eka Herlian Dessi Kusumawati Hery Widijanto Imam Kusmaryono Intan Sari Rufiana Kartinah Kartinah, Kartinah Kisfatul Ummamah Laili Wakhidah Lu'lu'ul Mu'awanah Maharani, Hevy Risqi Muhammad Kharis Nida' Khoirunnisa' Nila Ubaidah Nuhyal Ulia, Nuhyal Pida Mahani Putri, Evana Purwagana Putri, Novi Rahmadhani Rahmawati, Siti Annis Ratna Puspitasari, Ratna Rini Puji Astuti salma, emilia wati, Lutfi Rahma Wati, Sri