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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Undiksha Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan Sains Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Research and Advances in Mathematics Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AKSIOMA Briliant: Jurnal Riset dan Konseptual Sekolah Dasar: Kajian Teori dan Praktik Pendidikan 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 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 Journal Focus Action of Research Mathematic (Factor M) 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
Susiswo
Universitas Negeri Malang
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Analisis Aktivitas Diskusi Kelompok dalam Memberikan Umpan Balik (Feed Back) pada Pembelajaran Program Linier Bhakti Setya Budi; Susiswo Susiswo; Subanji Subanji
BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 4 (2021): Volume 6 Nomor 4, November 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.003 KB) | DOI: 10.28926/briliant.v6i4.680

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas diskusi yang dilakukan siswa dalam kelas. Aktivitas yang diteliti meliputi aktivitas verbal guru, aktivitas verbal siswa, serta aktivitas umpan balik yang dilakukan guru dan siswa. Jenis penelitian ini adalah penelitian deskriptif. dengan materi Program Linier. Metode pengambilan data dengan menggunakan video rekaman pembelajaran kemudian dibuat transkrip percakapan. Hasil penelitian menunjukkan bahwa dengan model pembelajaran diskusi kelompok yang diintegrasikan dengan umpan balik dapat memberi kesempatan siswa belajar dari ide/gagasan orang lain dan dapat segera mengatasi kesulitan yang dialami serta dapat memperkuat keyakinan atas tanggapan yang benar. Siswa belajar bagaimana berkomunikasi, menghargai orang lain dalam berpendapat, serta bagaimana membuat keputusan.
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.
Desain Modul Pembelajaran Geometri dengan Pendekatan Contekstual Teaching And Learning untuk Siswa Sekolah Dasar Dyah Tri Wahyuningtyas; Nury Yuniasih; Edy Bambang Irawan; Susiswo Susiswo
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Tahun 27 Nomor 1 Mei 2018
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (980.031 KB) | DOI: 10.17977/um009v27i12018p030

Abstract

Abstract: The research aimed to develop module of geometry learning with CTL approach in grade 4 and 5 primary school. The geometry learning module consists of two-dimensional figure and three-dimensional shape material. The development model used is divided into three phases as initial investigation, prototype, and assessment. The research instruments used validation sheets and questionnaires. The results showed that the product has reached valid criteria with score 3,65 (high criterion). Based on the validation result, the learning module of geometry with CTL approach for grade 4 and 5 primary school is declared valid and can be applied.Keyword: CTL, geometry, learning module, primary school.Abstrak: Penelitian bertujuan mengembangkan modul pembelajaran geometri dengan pendekatan CTL di kelas IV dan V SD. Modul pembelajaran geometri terdiri dari materi bangun datar dan bangun ruang. Model pengembangan yang digunakan terbagi menjadi tiga fase yaitu investigasi awal, prototipe, dan asesmen. Instrumen penelitian yang digunakan lembar validasi dan angket respon ahli dan praktisi. Hasil penelitian menunjukkan bahwa produk modul pembelajaran geometri dengan pendekatan CTL telah memenuhi kriteria valid dengan ketercapaian validasi modul 3,65 (kriteria tinggi). Berdasarkan hasil validasi tersebut, dapat disimpulkan bahwa modul pembelajaran geometri dengan pendekatan CTL untuk kelas IV dan V SD dinyatakan valid sehingga dapat diterapkan di SD.Kata Kunci: CTL, geometri, modul pembelajaran, SD
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.933 KB)

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.
PROFIL FOLDING BACK SISWA DALAM MENYELESAIKAN SOAL CERITA Mamluatus Sa’adah; Susiswo Susiswo; I Nengah Parta
Jurnal Kajian Pembelajaran Matematika Vol 4, No 2 (2020): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v4i22020p24-31

Abstract

The purpose of this study was to analyze and describe student folding backs in solving linear program problems based on Polya's steps. This research use desciptive qualitative approach. The subjects of this study consisted of 3 subjects, namely S1, S2, and S3 indicated that they were doing folding back. The results of this study indicate that the S1 folding back occurs. S1 is a subject who has problems when defining variables but already knows the steps to work well. Folding back is done by S1 in defining variables. Folding back is also carried out by S1 to determine the point of intersection between two lines. The intercept obtained by S1 is algebraically and geometrically different. S2 is a subject that has not been able to plan completion. Folding back is carried out by S1 in defining variables and formulating constraints. S2 writes constraints in two forms, namely equations and inequalities. Folding back is also carried out by S2 in determining the coordinates of the intersection point, drawing a graphic sketch of the inequality, determining the coordinates of the extreme points, and determining the optimum value. S3 is a subject that has been able to carry out the plan but has less accuracy. This folding back is done by S3 in writing the coordinates of a point, determining the point of intersection between two lines (because it is not careful in calculations), and when drawing inequality graphs (because it does not draw a complete graphic sketch).Keywords: folding back, problem
PROSES KONEKSI MATEMATIS SISWA BERGAYA KOGNITIF REFLEKTIF DALAM MENYELESAIKAN MASALAH ALJABAR BERDASARKAN TAKSONOMI SOLO Risma Firda Diana; Edy Bambang Irawan; Susiswo susiswo
Jurnal Kajian Pembelajaran Matematika Vol 1, No 1 (2017): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (913.886 KB)

Abstract

Hasil observasi dan uji pendahuluan pada beberapa SMP di kota Malang menunjukkan bahwa siswa masih kesulitan dalam menyelesaikan masalah aljabar. Hal tersebut karena siswa masih kesulitan dalam membuat koneksi matematika dengan kehidupan sehari-hari, koneksi konsep aljabar dengan konsep lain dimatematika, serta koneksi antar konsep aljabar. Respon yang ditunjukkan beberapa siswa dalam menyelesaikan masalah aljabar pada uji pendahuluan hanya sampai pada level multistructural pada taksonomi SOLO. Salah satu faktor yang mempengaruhi respon yang diberikan siswa dalam menyelesaikan masalah adalah gaya kognitif. Gaya kognitif berdasarkan penggunaan waktu dan jumlah kesalahan yang dibuat menurut Kagan dan Kogan adalah gaya kognitif reflektif dan impulsif. Tujuan penelitian ini adalah mendeskripsikan proses koneksi matematis siswa bergaya kognitif reflektif dalam menyelesaikan masalah aljabar berdasarkan taksonomi SOLO. Penelitian ini merupakan penelitian kualitatif deskriptif dengan menggunakan instrumen tes gaya kognitif, tes koneksi, dan wawancara. Hasil penelitian menunjukkan bahwa siswa bergaya kognitif reflektif mampu menggunakan semua informasi yang diketahui kemudian menghubungkan semua informasi tersebut sehingga dapat menyelesaikan permasalahan yang diberikan. Berdasarkan hal tersebut maka proses koneksi matematis siswa bergaya kognitif reflektif dalam menyelesaikan masalah aljabar mencapai level relational hingga level extended abstract pada taksonomi SOLO.
KESALAHAN REPRESENTASI SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA MATERI PERBANDINGAN Claudya Zahrani Susilo; Susiswo Susiswo; Swasono Rahardjo
Jurnal Kajian Pembelajaran Matematika Vol 5, No 2 (2021): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v5i22021p1-10

Abstract

This study is a qualitative descriptive study that describes the misrepresentation of junior high school students in solving mathematical problems. The research subjects were grade VII students representing high, medium, and low levels of mathematical ability. The results showed that the errors made by students in solving mathematical problems were: (1) high-ability students at the stage of understanding the problem made a verbal representation error, the stage of planning a solution, the stage of carrying out the completion, and the stage of checking the results of making a symbol representation error; (2) moderately capable students at the stage of understanding the problem of making verbal representations and symbol representations, the stage of planning a settlement, the stage of carrying out the settlement, and the stage of checking the results of making symbol representation errors, (3) students with low mathematical abilities at the stage of understanding the problem, the stage of planning a solution , the stage of carrying out the completion, and the stage of checking the results of making symbol representation errors.
Routines’ errors when solving mathematics problems cause cognitive conflict Enditiyas Pratiwi; Toto Nusantara; Susiswo Susiswo; Makbul Muksar
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.21911

Abstract

Many studies showed that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This descriptive qualitative study described and analyzed students’ errors in solving mathematics problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think-aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results showed that there was a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurred indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study’s findings indicated the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.
Co-Authors Abdur Rahman As’ari Aburrahman As'ari Adika Setyo Budi Lestari Adityawan, Tofan Agung, Citra Amelia Agus Alamsyah Akbar Sutawidjaja Alfiani Athma Putri Rosyadi Alkans Sofyawati Sutrisno Andika Setyo Budi Lestari Anies Fuady Anita Dewi Utami Arilaksmi, Ni Putu Gita Ariyadi Wijaya Arlina Trie Cahyono Azizah Azizah Azizah Azizah Barep Yohanes Bhakti Setya Budi Budi, Bhakti Setya Cholis Sa’dijah Claudya Zahrani Susilo Dahliatul Hasanah Damayanti, Hanifah Devinta Reza Prasanti Dewi Astutik Dewi Astutik Dewi Hamidah 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 Firnanda, Ganis Irma Flavia Aurelia Hidajat, Flavia Aurelia Gatot Muhsetyo Harfin Lanya, Harfin Henny Rismawatie Yusmarina 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 Lydia Lia Prayitno, Lydia Lia Makbul Muksar Mamluatus Sa’adah Maulana, Hanief Maulidiyah Tutut Nurjanah Mila Sekar Ayu Muhammad Ainur Rizqi Mujiyem Sapti Mujiyem Sapti Muliana Sari Nadia Nurudini Naela Nur Azizah Najwa, Wulida Arina Ni Putu Gita Arilaksmi Ninik Mutianingsih, Ninik Nursani Indah Pratiwi Nury Yuniasih, Nury Octavina Rizky Putri Utami Octavina Rizky Utami Putri Oktoviana, Lucky Tri Osman, Sharifah Pahrani, Andi Daniah Peni Suhartatik Permadi, Hendra Permadi, Hendro Pradina Parameswari Pradina Parameswari Prasanti, Devinta Reza Pratiwi, Enditiyas Puguh Darmawan Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Puspitasari, Yesy Putri, Reni Albertin Qohar, Abd. Ratna Titi Wulandari Reni Albertin Putri Ria Kurniawati Ria Norfika Yuliandari Rini Nurhakiki Risaldi Risaldi Risma Firda Diana Rizka Abdillah Royyan Faradiba Rustanto Rahardi Samuntya, Fitri Sari, Ulum Rohma Sharifah Osman Sigmamitha Aghni Izzananda Sisworo Sitti Fithriani Saleh Subanji Subanji Sudirman Sudirman Surianastutiningtyas, Angela Maricilia Suwanti, Vivi Suwarman, Ramdhan F Swasono Rahardjo Syafitri, Intan Syaiful Hamzah Nasution Syamsul Hadi Syekha Vivi Alaiya Tatik Retno Murniasih Tatik Retno Murniasih Tjang Daniel Chandra Toto Nusantara Trianingsih Eni Lestari Ulfa Ni'matil Hasanah umi faizah Wangguway, Yustinus Wasilatul Murtafiah Widi Candika Pakaya Wulida Arina Najwa Yesy Puspitasari Yrbayanti Putri Zaekhah Yundari, Yundari Zana, Firdha Mahrifatul Zuliati, Sulis Dwi Zulnaidi, Hutkemri