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Cholis Sa’dijah

Universitas Negeri Malang

Author-ID : 2388532

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Penerapan Model Pembelajaran Matematika Melalui Pemecahan Masalah untuk Meningkatkan Penalaran Matematis Siswa Kelas X-A SMA Al-Muslimun Maimunah Maimunah; Purwanto Purwanto; Cholis Sa’dijah; Sisworo Sisworo
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 1 No. 1 (2016)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

The purpose of this study to improve students mathematical reasoning with the application of teaching mathematics through problem solving. This models consist of four fase, that is: giving problems, investigation, presentation results, and evaluation results. Method of research is quasi experimental is implemented in class X-A SMA Al Muslimun Pelalawan Riau. Subject of this study were 19 students who divided into groups of 4-5 students with the capability of high, medium, and low. The instrument used was a test and observation. In the pretest result there were 10 students with sufficient reasoning and good criteria. While on the posttest there were 19 students with the criterion of mathematical reasoning is good. No students obtains criterion of mathematical reasoning is very good in two test.

Penerapan Model Discovery Learning Berbantuan Video Pembelajaran untuk Meningkatkan Hasil Belajar Matematika Eka Damayanti; Susiswo Susiswo; Cholis Sa’dijah
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 7, No 1 (2022): Maret - Agustus 2022
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v7i1.2595

Penelitian ini bertujuan untuk menggambarkan penerapan discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar matematika. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang diselesaikan dalam dua siklus dengan tahapan persiapan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas X MM SMK Negeri Puspo. Hasil penelitian menunjukkan bahwa discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar peserta didik meliputi pemberian stimulus, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian (verifikasi), dan penarikan kesimpulan. Dari penerapan discovery learning berbantuan video pembelajaran diperoleh peningkatan hasil belajar dari siklus I ke siklus II dengan rata-rata hasil belajar dari 73,28 ke 80,16 dan ketuntasan belajar dari 62,5 % ke 87,5%.

KESALAHAN REPRESENTASI PECAHAN PADA GARIS BILANGAN Tatik Retno Murniasih; Cholis Sadijah; Makbul Muksar; Susiswo Susiswo; Vivi Suwanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 2 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian tentang analisis kesalahan representasi pecahan calon guru matematika penting karena pecahan berguna dalam kehidupan sehari-hari. Tujuan penelitian untuk menyelidiki kesalahan calon guru matematika dalam representasi tugas kepekaan pecahan pada garis bilangan. Tipe kesalahan dan indikator menunjukkan keterampilan representasi pecahan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan 19 calon guru matematika sebagai calon subjek. Wawancara dilakukan pada 5 subjek yang dipilih. Pada wawancara, kami meminta mereka untuk mendeskripsikan jawaban mereka dalam merepresentasikan tugas kepekaan pecahan pada garis bilangan dan faktor-faktor yang menyebabkan kesalahan. Hasil penelitian menunjukkan dua kesalahan terbesar pada calon guru matematika, yaitu tidak terampil menggunakan estimasi, dan tidak terampil menggunakan benchmark. Temuan lain menunjukkan lebih banyak calon guru matematika yang melakukan kesalahan dalam representasi pecahan negatif daripada pecahan positif pada garis bilangan. Hal ini disebabkan adanya hambatan kognitif calon guru matematika dari pengetahuan sebelumnya dalam domain pecahan positif ketika diterapkan pada domain pecahan negatif. Sehingga lebih banyak calon guru matematika yang melakukan kesalahan dalam representasi pecahan negatif daripada pecahan positif pada garis bilangan. Faktor-faktor penyebabkan kesalahan representasi dari penugasan kepekaan pecahan pada garis bilangan adalah calon guru menganggap materi pecahan sulit, sulit membayangkan pecahan, mengalami kebingungan dan lupa dengan materi pecahan. Intervensi berbantuan media direkomendasikan untuk mengatasi ketidakmampuan calon guru menggunakan estimasi dan bencmark terutama dalam domain pecahan negatif.

BERPIKIR KRITIS CALON GURU DALAM MENYELESAIKAN MASALAH KONTROVERSIAL MATEMATIKA DENGAN MENGGUNAKAN HIGH ORDER THINKING SKILLS Alfiani Athma Putri Rosyadi; Cholis Sadijah; Susiswo Susiswo; Swasono Rahardjo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis calon guru dalam menyelesaikan masalah kontroversial matematika dengan menggunakan High Order Thinking Skills. Penelitian ini menggunakan jenis penelitian studi kasus dengan pendekatan kualitatif. Subjek penelitian dalam penelitian ini adalah calon guru yang mengalami kontroversial setelah menyelesaikan masalah kontroversial yang diberikan. Instrumen penelitian yang digunakan adalah tes dan wawancara. Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Proses berpikir dalam menyelesaikan masalah kontroversial matematika terdiri dari aspek identifying, connecting, applying, argumentation dan clarifying. Pada saat menggunakan HOTS untuk mengetahui proses berpikir kritisnya diperoleh kesimpulan bahwa tahap analisis terjadi pada saat calon guru identifying dan connecting. Untuk aspek evaluasi terjadi pada saat calon guru melakukan proses applying. Untuk aspek mencipta, terjadi pada saat calon guru menggunakan argumentation and clarifying dalam menyelesaikan masalah yang diberikan. Kata kunci: Berpikir kritis; calon guru matematika; high order thinking skills; masalah kontroversial. Abstract This study aims to describe the critical thinking process of prospective teachers in solving controversial mathematics problems using High Order Thinking Skills. This research uses a case study research type with a qualitative approach. The research subjects in this study were prospective teachers who experienced controversy after solving a given controversial problem. The research instruments used were tests and interviews. The data analysis technique used is data reduction, data presentation and conclusion drawing. The thinking process in solving controversial mathematical problems consists of identifying, connecting, applying, argumentation and clarifying aspects. When using HOTS to determine the critical thinking process, it can be concluded that the analysis stage occurs when the prospective teacher is identifying and connecting. For the evaluation aspect, it occurs when the prospective teacher does the applying process. For the creative aspect, it occurs when prospective teachers use argumentation and clarifying in solving the problems given. Keywords: Critical Thinking; Mathematics Prospective Teacher; High Order Thinking Skills; Controversial Issues.

NEEDS ANALYSIS OF THE DEVELOPMENT STUDENT WORKSHEET BASED BLENDED LEARNING TO ENCOURAGE MATHEMATICAL LITERACY Risa Utaminingsih; Cholis Sa’dijah; Abd. Qohar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Mathematical literacy is the ability of students to carry out activities formulate, apply, and interpret & evaluate mathematics in various contexts. This study aims to analyze the needs of student worksheet development which can stimulate students' mathematical literacy. This type of research is a qualitative descriptive study involving 15 students of class XI MIPA and 2 mathematics teachers of SMA Negeri 1 Gresik. This needs analysis includes material analysis, curriculum analysis, and student analysis. The results showed that one of the difficult mathematics materials for class XI MIPA was linear program, mathematics learning was carried out according to the 2013 Curriculum with the application of Blended Learning in the new normal era, and students still had difficulty solving problems on indicators of interpreting & evaluating mathematical process abilities. Therefore, Student Worksheet based Blended Learning will be developed which is more focused on activities that prioritize the interpretation and analysis of problem solving results according to the limitations and context of the problem in the Linear Program material.

Exploration on students’ understanding layers in solving arithmagon problems Cholis Sa'dijah; Sri Rahayuningsih; Sukoriyanto Sukoriyanto; Abd. Qohar
Jurnal Cakrawala Pendidikan Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i1.33837

The research aims at exploring the characteristics of ‘don’t need’ boundaries of students in solving arithmagon problems using qualitative descriptive approach. The participants win this research are 23 eight-grader junior high school students. The research used the instruments including test questions and unstructured interviews. The data collection procedure began with giving test questions to 23 participants. All of them could make mathematical diagrams/drawings/model precisely according to the information presented from the problem. The student who used effective and clear sentences in solving problems though could not solve the problem in a structured manner is called as Subject 1 (S1). The student who did not use effective and clear structured sentences is called as Subject 2 (S2). The student who used effective and clear sentences as well as structured in solving problems is called Subject 3 (S3). This research used triangulation method by exploring data obtained from the test and interview results. According to the research result, it is concluded that S1 crossed the first ‘don’t need’ boundaries when solving the addition and multiplication arithmagon problems. S2 crossed the first and second “don’t need” boundaries when solving addition arithmagon problem and only crossed the first ‘don’t need’ boundaries in solving multiplication arithmagon problems. However, S3 crossed the second ‘don’t need’ boundaries in solving arithmagon problem of addition and multiplication. Through this research, it is hoped that further research will be able to find and explore the third ‘don’t need’ boundaries in solving mathematical problems.

REFLECTIVE THINKING CHARACTERISTICS: A STUDY IN THE PROFICIENT MATHEMATICS PROSPECTIVE TEACHERS Cholis Sa'dijah; Muhammad Noor Kholid; Erry Hidayanto; Hendro Permadi
Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p159-172

Reflective thinking begins with repeated confusion and evaluation to solve a problem. There are four aspects to reflective thinking, namely techniques, monitoring, insight, and conceptualization. However, the problem-solvers’ reflective thinking characteristics in mathematical problems have not been discovered. The study describes the reflective thinking characteristics of proficient mathematics prospective teachers based on four aspects. The qualitative research was conducted at Universitas Muhammadiyah Surakarta with a total of 64 reflective thinkers. Data collected by test, observation sheets, and interview methods. The tests were administered twice. The instruments developed has been through the validation process and declared valid. Data analyzed through the stages of reduction, presentation, and verification. We successfully conclude that proficient mathematics prospective teachers have complete and consistent reflective thinking characteristics. Further research can be focused on the characteristics of reflective thinking based on another aspect.

TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES Cholis Sa'dijah; Wasilatul Murtafiah; Lathiful Anwar; Rini Nurhakiki; Ety Tejo Dwi Cahyowati
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.13087.159-180

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE Wasilatul Murtafiah; Cholis Sa'dijah; Tjang Daniel Chandra; Susiswo Susiswo; Abdur Rahman As'ari
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 | DOI: 10.22342/jme.9.2.5388.259-270

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.

CHARACTERISTICS OF STUDENTS’ ABDUCTIVE REASONING IN SOLVING ALGEBRA PROBLEMS Indriati Nurul Hidayah; Cholis Sa'dijah; Subanji Subanji; Sudirman Sudirman
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11869.347-362

When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.

Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Abdul Jamil Abdul Jamil Abdullah, Abdul Halim Abdur Rahman As’ari Abdur Rohim, Abdur Agus Hidayat Agus Setiawan Agus Setiawan Ahmad Farid Haebah Ahyansyah, Ahyansyah Ainun Naziya Rohmah Akhmad Riandy Agusta Akmalia, Yuyun ALFARIS, RENALDY Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aprilia Dwi Mayangsari Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aulia Al Tsani Izzati Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani Desyandri Desyandri Dewi Astutik Dewi Astutik Dewi, Aulia Rahma Dian Wardhani Dyah Triwahyuningtyas Dyah Triwahyuningtyas Dyaswardani, Hapsari Eddy Sutadji Edy Bambang Irawan Eka Damayanti Eka Damayanti Eko Waluyo Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Erry Hidayanto Ery Tri Djatmika RWW Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fimmatur Rizka Ardina Fimmatur Rizka Ardina, Fimmatur Rizka Firdaus Dyah Utami Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firman Tsabbit Abqari Fithriyah, Inayatul Fitri Kumalasari Flavia Aurelia Hidajat, Flavia Aurelia Galuh Putri, Yuniar Heksaria Hajjah Rafiah Hajjah Rafiah Handayani, Ucik Fitri Hanurawan, Fattah Heni Pujiastuti Henry Praherdhiono Herawati Susilo Heri Purnomo Heri Setiawan Heri Susanto Herti Prastitasari Hery Susanto Hery Susanto Hidayah, Irma Rachmah Himmatul Ulya Huljannah, Miftha Husniyah, Hana Kholifatul I Ketut Suada I Made Arnawa I Made Sulandra I Nengah Parta I Nyoman Sudana Degeng I Wayan Dasna Ika Ratih Sulistiani Imam Rofiki Imelda Dastania Pradani Imro'atul Mubarokah Imro'atul Mubarokah Indriati Nurul Hidayah Intan Sari Rufiana Istiqomah, Roshydatul Itsnaniya Fatwa Nurani Khafidhoh Nurul Aini Khalimatus Syuhriyah Khusnil Khatimah Khusnul Khotimah Kristayulita Kristayulita Kumala, Shifni Afida Kusumaningtyas, Nopem Labuem, Susana Lathiful Anwar Latifah, Eka Ratna Anjanuarti Laurentcia Noviafta Widya Lenita Puspitasari Luluk Faridatuz Zuhroh Luluk Wahyu Nengsih M. Misbachul Huda Maimunah Maimunah Maimunah Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mega Fatimah Rosana Mei Dwi Jayanti Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana Muhana Gipayana Muhana Gipayana Mujiyem Sapti Mujiyem Sapti Mukhlis Mukhlis Mulia, Abigail Christina Murpratiwi, Gendis Murwanto, Arik Nafi Isbadrianingtyas Nazila Naf’atu Fina Nita Retno Wahyuningati Novi Rahmadhani Putri Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nur Roudlotul Jannah Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pratiwi, Nike Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Qohar, Abd. Radeni Sukma Indra Dewi Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman Ratna Ekawati Ratri Rahayu Renika Arisinta Resyarusyda Parandrengi Ria Norfika Yuliandari Rini Nurhakiki Risa Utaminingsih Rizka Riana Rizka Zulvana Wardhani Rizky Nova Damayanti Rizqi, Muhammad Ainur Rustanto Rahardi Sa'dun Akbar Saad, Muhamad Ikhwan Mat Saiful Anwar Saputri, Risma Rintias Sari, Feti Eka Ratna Sari, Marinda Rosita Satrio Agung Prabowo Sepharyanto Sepharyanto Sisworo Sisworo, S Siti Chusnia Siti Lailiyah Siti Salina Mustakim Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri Syaiful Hadi Syamsul Hadi Syifa’ul Amamah Tatik Retno Murniasih Titik Harsiati Tjang Daniel Chandra Tomi Listiawan Toto Nusantara Vinarahmah, Aula Rizqi Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Widi Ardianto Widya, Laurentcia Noviafta Wikan Budi Utami Yerizon Yerizon Yudhi Hanggara Zana, Firdha Mahrifatul Zukhrufurrohmah, Zukhrufurrohmah Zulnaidi, Hutkemri

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