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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Undiksha Jurnal Pendidikan Matematika dan IPA Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) EDU-MAT: Jurnal Pendidikan Matematika Journal of Research and Advances in Mathematics Education AKSIOMA Briliant: Jurnal Riset dan Konseptual Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan JMPM: Jurnal Matematika dan Pendidikan Matematika PRISMA IndoMath: Indonesia Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Tadris Matematika Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Humanities and Social Studies Math Educa Journal Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Karinov JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) International Journal of Insights for Mathematics Teaching (IJOIMT) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Research in Social Sciences and Technology Indian Journal of Forensic Medicine & Toxicology International Journal of Humanities and Innovation (IJHI) Journal of Disruptive Learning Innovation (JODLI) Jurnal Keguruan dan Ilmu Pendidikan Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal MIPA dan Pembelajarannya Nuris Journal of Education and Islamic Studies International Journal of Trends in Mathematics Education Research (IJTMER) Indonesian Journal of Science, Technology, and Humanities PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Tadris Matematika Journal on Mathematics Education Jurnal Didaktik Matematika
Susiswo
Universitas Negeri Malang
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REPRESENTASI DALAM MENYELESAIKAN MASALAH BARISAN BERDASARKAN TINGKAT KEMAMPUAN SISWA Prasanti, Devinta Reza; Susiswo, Susiswo
Jurnal Kajian Pembelajaran Matematika Vol 2, No 2 (2018): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (624.887 KB)

Abstract

Penelitian ini bertujuan untuk mendeskripsikan representasi dalam menyelesaikan masalah barisan berdasarkan tingkat kemampuan siswa. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian deskriptif. Subjek penelitian ditentukan berdasarkan hasil tes pengetahuan prasyarat, sedangkan data diperoleh dari hasil tes kemampuan representasi matematis dan wawancara. Hasil penelitian menunjukkan bahwa, dalam menyelesaikan masalah barisan, siswa berkemampuan tinggi menggunakan representasi verbal, visual, dan simbolik. Siswa berkemampuan tinggi melakukan keempat tahap penyelesaian masalah sehingga memperoleh jawaban yang benar. Sedangkan siswa berkemampuan sedang hanya menggunakan representasi verbal dan simbolik. Siswa berkemampuan sedang tidak melakukan tahap memeriksa kembali pada salah satu masalah, tetapi jawaban yang diperoleh benar. Sementara siswa berkemampuan rendah menggunakan representasi verbal, visual, dan simbolik. Pada saat menyelesaian masalah, siswa berkemampuan rendah tidak melakukan tahap memeriksa kembali pada kedua masalah, dan jawaban yang diperoleh salah.
IDENTIFICATION ERRORS OF PROBLEM POSED BY PROSPECTIVE PRIMARY TEACHERS ABOUT FRACTION BASED MEANING STRUCTURE Prayitno, Lydia Lia; Purwanto, Purwanto; Subanji, Subanji; Susiswo, Susiswo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

The purpose of this study was to identify problem posed by prospective teachers about addition fractions based on meaning structure. This study is a quantitative descriptive to identify errors of fraction problem posed by prospective teachers based on the meaning.  46 prospective primary teachers in 8th semester in universities at Surabaya were involved in this research. Instrument in this study is a problem posing worksheet consisting two operations on fractions. Problems posed by prospective teachers were analyzed through three stages, grouping problems based on categories, structure of meaning, and analyze the error of the problem posed. The results of data analysis indicated that: (1) on the category of questions about fractions of 93.48% for 1stoperations and 97.83% for 2ndoperation, (2) on the Non-question category about operations fraction is 6.52% for 1st operations and 1.17% for 2nd operation. Grouping problems posed by prospective teachers based on structure meaning combined category is 62.79% for 1st operations and 75.56% for 2nd operation. For category of part relationships overall is 27.91% for 1st operations and 20% for 2ndoperation, while those which not belonging to the second category are 9.3% for 1st operations and 4.44% for 2nd operation. The errors of problem posed by prospective teacher based on meaning structure are (1) not related to daily life situation, (2) illogical problem, (3) unit is not appropriate, (4) fractions incompatible with the sum operation (5) gives whole number to give meaning fraction, (6) lost information, and (7) the added result exceeds the overall concept of the fraction.
EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE Murtafiah, Wasilatul; Sa'dijah, Cholis; Chandra, Tjang Daniel; Susiswo, Susiswo; As'ari, Abdur Rahman
Journal on Mathematics Education Vol 9, No 2 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.813 KB) | DOI: 10.22342/jme.9.2.5388.259-270

Abstract

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are pre-service teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reason-giving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.
COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING Sapti, Mujiyem; Purwanto, Purwanto; Irawan, Edy Bambang; As'ari, Abdur Rahman; Sa'dijah, Cholis; Susiswo, Susiswo; Wijaya, Ariyadi
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.10.2.7351.171-184

Abstract

Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.
ANALISIS KESALAHAN NEWMAN SISWA DALAM MENYELESAIKAN SOAL NILAI MUTLAK DAN SCAFFOLDING-NYA Budi, Bhakti Setya; Nusantara, Toto Nusantara; Subanji, Subanji Subanji; Susiswo, Susiswo Susiswo
Jurnal Pendidikan Matematika Undiksha Vol 11, No 2 (2020): Jurnal Pendidikan Matematika Undiksha
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v11i2.24732

Abstract

This study aims to describe the types of errors made by students in solving questions of absolute value and scaffolding based on the Newman error analysis stage. The research method used is descriptive qualitative method. The research subjects are students of class X MA Miftahul Huda Kepanjen. Sampling with purposive sampling technique. Data obtained from the results of student tests, interviews and the scaffolding process. Based on the results of the study there were 81.25% reading errors, while transformation errors were 37.5%, and process skills were 28.13%. From this research it can be concluded that the types of mistakes made by students are reading inaccuracies, comprehension errors, transformation errors, process skill errors and encoding errors. While the form of scaffolding conducted is explaining, reviewing, restructuring and developing conceptual thinking
Covid -19 : The Effects of Distance Learning in Indonesia based on a Commognitive Perspective Adika Setyo Budi Lestari; Toto Nusantara; Susiswo; Tjang Daniel Chandra; Nonik Indrawatiningsih
Indian Journal of Forensic Medicine & Toxicology Vol. 15 No. 4 (2021): Indian Journal of Forensic Medicine & Toxicology
Publisher : Institute of Medico-legal Publications Pvt Ltd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37506/ijfmt.v15i4.16704

Abstract

Distance learning is a learning system that does not take place in one room and there is no face-to-faceinteraction between the teacher and the learner. This study aims to determine the impact of implementingdistance learning in Indonesia from a commognitive point of view. This research is a descriptive type ofresearch with a total of 543 participants who come from high school students in Pasuruan district, Indonesia.Data collection using a questionnaire. After the questionnaire is collected, it is analyzed using the Milesand Huberman method through reduction, display data, and conclusion, then it will be studied based on thecommognitive theory. The results show that based on commognitive studies, students are more likely to stillneed a visual mediator as a visible object to be used as a communication medium, its realization dependson the material context. Students need to communicate to ask questions related to material that has not beenunderstood. So it can be said that visual mediator is important during distance learning.
Pembelajaran Kooperatif Daring Tipe Gi Berbantuan Microsoft Teams terhadap Pemahaman Konsep Dewi Astutik; Cholis Sa'dijah; Susiswo Susiswo
BRILIANT: Jurnal Riset dan Konseptual Vol 6, No 2 (2021): Vol 6, No 2 (2021): Volume 6 Nomor 2, Mei 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v6i2.631

Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan pembelajaran kooperatif daring tipe Group Investigation (GI) berbantuan Microsoft Teams terhadap pemahaman konsep. Penelitian ini merupakan penelitian kuantitatif jenis quasi experimental design dengan pre-test dan post-test. Subjek penelitian adalah kelas XI IPS 2 dan XI IPS 3 MAN Kota yang mengikuti pembelajaran daring. Kelas XI IPS 2 sebagai kelas eksperimen dengan pembelajaran kooperatif daring tipe GI berbantuan Microsoft Teams sedangkan kelas XI IPS 3 sebagai kelas kontrol dengan pembelajaran konvensional. Hasil temuan penelitian ini adalah pemahaman konsep siswa setelah pembelajaran kooperatif daring tipe GI berbantuan Microsoft Teams meningkat, terdapat perbedaan kemampuan pemahaman konsep matriks siswa yang memperoleh pembelajaran kooperatif daring tipe GI berbantuan Microsoft Teams dengan siswa yang memperoleh pembelajaran konvensional dan pemahaman konsep matriks siswa pada pembelajaran kooperatif daring tipe GI berbantuan Microsoft Teams lebih baik daripada siswa pada pembelajaran konvensional.
PROSES BERPIKIR MAHASISWA DALAM MEMBUKTIKAN PROPOSISI: KONSEPTUALISASI-GAMBAR Lathiful Anwar; Syaiful Hamzah Nasution; Sudirman Sudirman; Susiswo Susiswo
Jurnal Kajian Pembelajaran Matematika Vol 2, No 2 (2018): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

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Abstract

Evidence is an absolute feature of mathematics and a key component in mathematics education. Although the evidence is very important, the fact is that the evidence is something that is difficult to teach or learn. One of the difficulty factors is the inadequacy of conceptual concepts and the inability to use definitions to structure evidentiary structures. This paper will describe the thinking process of students in proving a geometric proposition. Four concept of image conceptualization framework is used as a tool to explore students' thinking processes in proving a geometric proposition. One student's work and vignette, FMZ, was analyzed to provide a visualization of the image-conceptualization process used by FMZ in identifying a proposition. The results of the analysis confirm that the ability to construct evidence is related to the ability to conceptualize images, find local-local conceptualizations (traits / conclusions related to one part of the image) and global conceptualization and link relational relationships between local conceptualizations and global conceptualization into a series of statements supporting propositions / conclusion which will be proven to be a series of logical statements.
Cooperative learning with SAVI approach to improve student learning outcomes class X SMK Gajah Mada Banyuwangi Eko Prasetyo; Susiswo Susiswo; Erry Hidayanto
Jurnal Kajian Pembelajaran Matematika Vol 3, No 2 (2019): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (994.349 KB)

Abstract

The student learning outcomes are still low.we need to improve that. Cooperative learning with SAVI approach can be implemented to solve the problem above 
REPRESENTASI DALAM MENYELESAIKAN MASALAH BARISAN BERDASARKAN TINGKAT KEMAMPUAN SISWA Devinta Reza Prasanti; Susiswo Susiswo
Jurnal Kajian Pembelajaran Matematika Vol 3, No 1 (2019): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1104.251 KB) | DOI: 10.17977/um076v3i12019p40-49

Abstract

AbstractThe aim of this research is to describe the representation of solving problem in sequence based on the level of students’ abilities. This research used the qualitative research method with descriptive type. The subject of this research is determined by the result of the pre-requisite knowledge test and interview. The result of this research shows that, in solving problems in sequence, students with high ability use verbal, visual, and symbolic representation. Students with high ability use four steps of problem solving to obtain correct answer. Student with average ability only use verbal and symbolic representation. Student with average ability do not apply the look back step in one of the problems. On the other hand, student with low ability, use verbal, visual, and symbolic representation. In solving problem, student with low ability do not apply the look back step in two problems, and the answer obtained are wrong.
Co-Authors Abdillah, Rizka Abdur Rahman As’ari Adika Setyo Budi Lestari Adityawan, Tofan Agung, Citra Amelia Agus Alamsyah Akbar Sutawidjaja Alaiya, Syekha Vivi Alfiani Athma Putri Rosyadi Alkans Sofyawati Sutrisno Andika Setyo Budi Lestari Anies Fuady Anita Dewi Utami Annisa Andika Karisa Arilaksmi, Ni Putu Gita Ariyadi Wijaya Arlina Trie Cahyono As'ari, Aburrahman Azizah Azizah Azizah Azizah Barep Yohanes Bhakti Setya Budi Budi, Bhakti Setya Cholis Sa’dijah Dahliatul Hasanah Damayanti, Hanifah Devinta Reza Prasanti Dewi Astutik Dewi Astutik Dian Nastiti Utami Dian Putri Wulandari Diyo Kriswanto Dwi Rahmawati Utami Dyah Tri Wahyuningtyas Edy Bambang Irawan Edy Sutarto Eka Damayanti Eka Damayanti Eko Prasetyo Erika Arum Puspita Erry Hidayanto Ery Febrianto Falahi Nurmaulina Fatma Noordinar Rahma Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firnanda Pradana Putra Flavia Aurelia Hidajat, Flavia Aurelia Gatot Muhsetyo Hamidah, Dewi Harfin Lanya, Harfin Henny Rismawatie Yusmarina Hery Susanto Hery Susanto Hijriani, Lailin I Made Sulandra I Nengah Parta Iis Afidah Ikram, Muhammad Imam Rofiki Indrawatiningsih, Nonik Intan Ayu Maharani Intan Faraminda Putri Intan Syafitri Lathiful Anwar Latifah Mustofa Lestyanto Linda Ramadhanty Januar Lita Wulandari Aeli Lorenza, Nella Luluk Wahyu Nengsih Lydia Lia Prayitno Maftuha, Adiba Makbul Muksar Mamluatus Sa’adah Maulana, Hanief Maulidiyah Tutut Nurjanah Meira Indria Pratiwi Mila Sekar Ayu Mufidah, Wayan Indi Haidar Muhammad Ainur Rizqi Mujiyem Sapti Mujiyem Sapti Muliana Sari Nadia Nurudini Naela Nur Azizah Najwa, Wulida Arina Ni Putu Gita Arilaksmi Ningsih, Nova Widia Ninik Mutianingsih, Ninik Nursani Indah Pratiwi Nury Yuniasih, Nury Octavina Rizky Putri Utami Oktoviana, Lucky Tri Osman, Sharifah Pahrani, Andi Daniah Parameswari, Pradina Permadi, Hendra Permadi, Hendro Pradina Parameswari Prasanti, Devinta Reza Pratiwi, Enditiyas Pratiwi, Meira Indria Puguh Darmawan Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Puspitasari, Yesy Putri, Octavina Rizky Utami Putri, Reni Albertin Qohar, Abd. Ratna Titi Wulandari Ria Kurniawati Ria Norfika Yuliandari Rini Nurhakiki Risaldi Risaldi Risma Firda Diana Royyan Faradiba Rustanto Rahardi Samuntya, Fitri Sari, Ulum Rohma Sigmamitha Aghni Izzananda Sisworo Sitti Fithriani Saleh Subanji Subanji Sudirman Sudirman Suhartatik, Peni Surianastutiningtyas, Angela Maricilia Susilo, Claudya Zahrani Suwanti, Vivi Suwarman, Ramdhan F Swasono Rahardjo Syafitri, Intan Syaiful Hamzah Nasution Syamsul Hadi Tatik Retno Murniasih Tjang Daniel Chandra Toto Nusantara Trianingsih Eni Lestari Ulfa Ni'matil Hasanah umi faizah Wangguway, Yustinus Wasilatul Murtafiah Wayan Indi Haidar Mufidah Widi Candika Pakaya Wulida Arina Najwa Yesy Puspitasari Yrbayanti Putri Zaekhah Yundari, Yundari Zana, Firdha Mahrifatul Zuliati, Sulis Dwi Zulnaidi, Hutkemri