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All Journal International Journal of Evaluation and Research in Education (IJERE) JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Sains Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Tadris: Jurnal keguruan dan Ilmu Tarbiyah AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) EDU-MAT: Jurnal Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Kajian Pembelajaran Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini MaPan : Jurnal Matematika dan Pembelajaran JMPM: Jurnal Matematika dan Pendidikan Matematika PRISMA IndoMath: Indonesia Mathematics Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Cendekia : Jurnal Pendidikan Matematika EDUKATIF : JURNAL ILMU PENDIDIKAN PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Indian Journal of Forensic Medicine & Toxicology Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal on Mathematics Education
Abdur Rahman As’ari
Universitas Negeri Malang
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING Mujiyem Sapti; Purwanto Purwanto; Edy Bambang Irawan; Abdur Rahman As'ari; Cholis Sa'dijah; Susiswo Susiswo; Ariyadi Wijaya
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.
OUR PROSPECTIVE MATHEMATIC TEACHERS ARE NOT CRITICAL THINKERS YET Abdur Rahman As'ari; Ali Mahmudi; Elah Nuerlaelah
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.8.2.3961.145-156

Abstract

In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers’ readiness in critical thinking dispositions are available in the field of mathematics education. This study was intended to investigate the level of critical thinking disposition of prospective mathematics teachers. Using case study methods, three studies were done in Malang.Three levels of critical thinkers were identified from these case studies namely: non-critical thinker, emergent critical thinker, developing critical thinker. Majority of prospective mathematics teachers’ critical thinking dispositions are at the non-critical thinker level. Only a few of them are at the emergent critical thinker, and very rare at the developing critical thinker level. It can be concluded that prospective mathematics teachers are not critical thinker yet. Teacher education institutions need to reform their curriculum and instructional practices to improve their students critical thinking skills and dispositions.DOI: http://dx.doi.org/10.22342/jme.8.2.3961.145-156
EXPLORING THE MENTAL STRUCTURE AND MECHANISM: HOW THE STYLE OF TRUTH-SEEKERS IN MATHEMATICAL PROBLEM-SOLVING? Dian Kurniati; Purwanto Purwanto; Abdur Rahman As'ari; Dwiyana Dwiyana
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.9.2.5377.311-326

Abstract

The Mathematics students who perform truth-seeking process upon solving mathematical problems were unique. Therefore, the study deems it necessary to know students’ mental structure and mechanism so that they can make the right decision by performing truth-seeking. However, no research has delved into the mental structures and mechanisms of Mathematics students, who tend to grapple with truth-seeking processes extensively. This study was explorative qualitative because the aims to describe the types of mental structure and mechanism of Mathematics students upon the truth-seeking process in solving mathematical problems. The research subjects are four Mathematics students at the University of Jember who perform truth-seeking and can communicate fluently when performing think-aloud. Their responses in the answer sheets drove the determination of research subjects' tendency in truth-seeking. Afterward, the results of think-aloud and task-based interview were put under analysis, so as to determine the types of mental structure and mechanism. The research findings have indicated that (1) all mental structures have been constructed by all research subjects and (2) two types of mental mechanism are evident among the subjects, including the process of interiorization coupled with coordination and another process encompassing interiorization, coordination, and reversal.
INVESTIGATION OF CONTINGENCY PATTERNS OF TEACHERS' SCAFFOLDING IN TEACHING AND LEARNING MATHEMATICS Anwar Anwar; Ipung Yuwono; Edy Bambang Irawan; Abdur Rahman As'ari
Journal on Mathematics Education Vol 8, No 1 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (83.658 KB) | DOI: 10.22342/jme.8.1.3410.65-76

Abstract

The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, non-contingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers.Keywords: Contingency, Contingent Dominant, Non-Contingent Dominant, Pseudo Contingent, Scaffolding DOI: http://dx.doi.org/10.22342/jme.8.1.3410.65-76
TEACHERS EXPECTATION OF STUDENTS’ THINKING PROCESSES IN WRITTEN WORKS: A SURVEY OF TEACHERS’ READINESS IN MAKING THINKING VISIBLE Abdur Rahman As'ari; Dian Kurniati; Subanji Subanji
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (876.323 KB) | DOI: 10.22342/jme.10.3.7978.409-424

Abstract

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.
Profil Pertanyaan Siswa Dalam Pembelajaran Saintifik Berbasis Pengamatan Pada Materi Teorema Pythagoras Lely Purnawati; Erry Hidayanto; Abdur Rahman As'ari
EDU-MAT: Jurnal Pendidikan Matematika Vol 9, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v9i2.10669

Abstract

Pertanyaan siswa penting untuk keterlibatan dalam proses pembelajaran serta untuk merangsang pemahaman tentang informasi baru, sehingga perlu menjadi perhatian dan seharusnya dibina khusus oleh guru. Penelitian ini bertujuan untuk mendeskripsikan pertanyaan-pertanyaan tertulis siswa dalam pembelajaran menggunakan pendekatan saintifik pada materi Teorema Pythagoras. Instrumen penelitian berupa LKS dengan pendekatan saintifik, lembar observasi beserta rubrik penskoran kualitas pertanyaan siswa dan lembar wawancara. Subyek penelitian adalah 32 siswa kelas 8A MTsN 9 Banyuwangi. Penelitian berlangsung dalam empat kali tatap muka pembelajaran. Hasil yang didapat dari penelitian ini adalah distribusi kualitas pertanyaan-pertanyaan tertulis berdasarkan tingkat kognitif dan kategori kemampuan bertanya siswa dalam pembelajaran menggunakan pendekatan saintifik. Hasil penelitian menunjukkan pertanyaan-pertanyaan tertulis yang dirumuskan siswa selama kegiatan pembelajaran terdistribusi dengan level kognitif C1 sebesar 29%, level kognitif C2 sebesar 21%, level kognitif C3 sebesar 23%, level kognitif C4 sebesar 19% dan level kognitif C5 sebesar 8%. Tidak ada siswa yang mampu menyusun pertanyaan pada tingkat kognitif C6. Sedangkan dari hasil analisis pertanyaan individual siswa secara terpisah menunjukkan kategori kemampuan siswa dalam menyusun pertanyaan terbagi menjadi 43,75% berkemampuan rendah, 46,88% berkemampuan sedang dan 9,37% berkemampuan tinggi. Sedikitnya nilai prosentase siswa dengan kemampuan tinggi, menunjukkan bahwa perlu upaya guru untuk meningkatkan kemampuan bertanya siswa.  Kata kunci: profil pertanyaan, kemampuan bertanya, pembelajaran saintifik Abstract: Student questions are important for involvement in the learning process and to stimulate understanding of new information, so they need to be paid attention to and should be specifically fostered by the teacher. This study aims to describe students' written questions in learning using a scientific approach to the Pythagorean Theorem material. Research instruments in the form of worksheets with a scientific approach, observation sheets along with a rubric scoring the quality of student questions, and interview sheets. The research subjects were 32 students of 8A grade of MTsN 9 Banyuwangi. The research took place in four face-to-face learning. The results obtained from this study are the quality of written questions based on the cognitive level and the category of students' ability to ask questions in learning using a scientific approach. The results showed that the written questions formulated by students during the learning activities were distributed with a cognitive level of C1 of 29%, cognitive level C2 of 21%, cognitive level of C3 of 23%, cognitive level of C4 of 19%, and cognitive level of C5 of 8%. None of the students were able to construct questions at the cognitive level C6. Meanwhile, the results of the analysis of individual student questions separately showed that the categories of students' abilities in composing questions were divided into 43.75% low ability, 46.88% medium ability, and 9.37% high ability. The low percentage value of students with high abilities indicates that the teacher must improve the students' questioning abilities. Keywords: question profile, questioning ability, scientific learning
Proses Interaksi Guru Dalam Membantu Siswa SMA Mengkonstruksi Pemahaman Konsep Peluang Ratna Widyastuti; Abdur Rahman As’ari; Hery Susanto
Jurnal Pendidikan Sains Vol 3, No 3: September 2015
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.114 KB) | DOI: 10.17977/jps.v3i3.7900

Abstract

Abstract: The aim of the study is to describe teacher’s interaction in assisting students to construct their understanding of probability concept. This study employed descriptive research using a qualitative approach. The study was done by observing two times of probability lessons. The subjects were a teacher and 25 students. The data were collected using direct observation to see the teaching-learning process, and indirect observation using video, interview, and field note. The result of data analysis indicated that the availability of social and cognitive processes in the interaction. Based on verbal function, teacher’s interactions are having several functions, i.e: interrogative 54,26%, compositional 16,93%, informative 13,97%, reproductional 12,58%, expositional 12,24%, judgmental 9,91%, organizational 7,80%, and affective 6,99%. The interrogative and compositional functions are the most dominant interaction functions used by the teacher in assisting students’ understanding. Other interactions which assisting students’ understandings are informative, reproductional, expositional, judgmental, and affective.  Key Words: interaction, types of interactions, constructing concept, probabilityAbstrak: Tujuan penelitian ini adalah mendeskripsikan interaksi guru dalam membantu siswa mengkonstruksi pemahaman konsep pada materi peluang. Jenis penelitian ini adalah penelitian deskriptif menggunakan pendekatan kualitatif. Penelitian dilakukan selama dua kali pembelajaran. Subjek adalah seorang guru dan siswa sebanyak 25 anak. Pengumpulan data dilakukan melalui observasi langsung dengan melihat pembelajaran dan observasi tidak langsung dengan melihat video melalui handy cam, wawancara, serta catatan lapangan. Berdasarkan hasil analisis disimpulkan bahwa terdapat proses sosial dan proses kognitif pada interaksi tersebut. Berdasarkan fungsi verbal menunjukkan bahwa percakapan guru memiliki fungsi sebagai berikut interrogative: 54,26 % , compositional: 16,93 % , informative: 13,97 %, reproductional: 12,58 % , expositional: 12,24 %,  judgemental: 9,91 %, organisational: 7,8 %, affective: 6,99 %. Fungsi interrogatif dan compositional tampak mendominasi interaksi guru dalam membantu siswanya memahami konsep peluang. Interaksi lain yang juga mendukung pemahaman siswa adalah fungsi informative, reproductional, expositional, judgemental,  dan affective. Kata kunci: interaksi, jenis interaksi, konstruksi konsep, peluang
Mathematical Creative Thinking Leveling on Non-Mathematics Department Students Flavia Aurelia Hidajat; Cholis Sa’dijah; Susiswo Susiswo; Sudirman Sudirman; Abdur Rahman As’ari
Jurnal Pendidikan Sains Vol 6, No 1: March 2018
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1364.344 KB) | DOI: 10.17977/jps.v6i1.11598

Abstract

Abstract: This paper seeks to explore and describe a mathematical characteristic of creative thinking level on non-mathematics department students. This paper took 56 college students of Faculty of Economy at University X as a research subject. The data were obtained through the test, interview, and observation. This research dealt with the five existing level and two additional level of creative thinking. The results indicated two additions of creative thinking leveling, namely level 5 which included the ability of students to elaborate ideas and be fluent in various problem solutions; and Level 6 which includes the ability of students to carry out idea elaboration, fluency, and flexibility in a variety of problem-solving strategies. Elaboration of ideas means that students are able to describe, develop previous ideas, and add some new ideas for the solutions generated.Key Words: creative thinking level, creative thinking, non-mathematics studentsAbstrak: Penelitian ini bertujuan untuk mengeksplorasi dan menggambarkan karakteristik tingkat berpikir kreatif matematis pada mahasiswa departemen non-matematika. Penelitian ini mengambil 56 mahasiswa Fakultas Ekonomi di Universitas X sebagai subjek penelitian. Data diperoleh melalui tes, wawancara, dan observasi. Data tersebut berupa deskripsi naratif. Penelitian ini menggunakan lima tingkat berpikir kreatif yang sudah ada dan dua tingkat tambahan. Hasilnya menunjukkan dua penambahan tingkat berpikir kreatif, yaitu tingkat 5 yang termasuk kemampuan siswa untuk mengelaborasi ide dan fasih dalam berbagai solusi masalah; dan tingkat 6 yang mencakup kemampuan siswa untuk melaksanakan elaborasi ide, kelancaran, dan fleksibilitas dalam berbagai strategi pemecahan masalah. Elaborasi ide berarti bahwa siswa mampu menggambarkan, mengembangkan ide-ide sebelumnya, dan menambahkan beberapa ide baru untuk solusi yang dihasilkan.Kata kunci: tingkat berpikir kreatif, berpikir kreatif, mahasiswa non-matematika
Extrovert Students’ Communication Effectiveness in Solving Mathematical Problems Anna Nur Fadillah; Abdur Rahman As’ari; Makbul Muksar
Jurnal Pendidikan Sains Vol 8, No 3: September 2020
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v8i3.14078

Abstract

Abstract:  The purpose of this article is to describe the effectiveness of communication of extroverted students in mathematical problem-solving. The trial subjects were two high school students in class XII who had extroverted personalities. Measurement of the level of similarity in understanding or effectiveness of communication seen based on the results of interviews with two research subjects. Based on observations during the problem-solving process and analysis of communication effectiveness, it is found that students' mathematical communication in solving problems is very effectiveAbstrak: Tujuan dari artikel ini adalah untuk mendeskripsikan efektivitas komunikasi siswa berkepribadian ekstrovert dalam pemecahan masalah matematis. Subyek uji coba adalah dua siswa kelas XII SMA yang memiliki kepribadian ekstrovert. Pengukuran tingkat kesamaan pemahaman atau efektivitas komunikasi dilihat berdasarkan hasil wawancara dengan dua subjek penelitian. Berdasarkan hasil pengamatan selama proses pemecahan masalah dan analisis efektivitas komunikasi didapatkan bahwa komunikasi matematis siswa dalam memecahkan masalah sangat efektif.
Pengaruh Full Day School dan Gerakan Literasi Sekolah terhadap Hasil Belajar dengan Mediasi Motivasi Belajar Pebriani Dwi Wahyuni; Ery Tri Djatmika; Abdur Rahman As’ari
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 5: MEI 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.735 KB) | DOI: 10.17977/jptpp.v3i5.11096

Abstract

Abstract: This study aims to examine whether there are direct and indirect influence of full day school and school literacy movement on learning outcomes through student learning motivation. This study was an ex post facto by using path analysis. The sample of this study were 99 respondents in five grade of elementary school. The instruments used were questionnaire and test. The result of this study showed that significantly there were direct and indirect influence of full day school and school literacy movement on learning outcomes through learning motivation.Abstrak: Penelitian ini bertujuan untuk menguji adanya pengaruh langsung dan tidak langsung program full day school dan gerakan literasi sekolah terhadap hasil belajar siswa melalui motivasi belajar siswa. Jenis penelitian ini adalah ex post facto dengan menggunakan path analysis. Besar sampel penelitian yaitu 99 responden kelas V SD. Instrumen yang digunakan adalah angket dan tes. Hasil penelitian ini menunjukkan bahwa secara signifikan ada pengaruh langsung dan tidak langsung program full day school dan gerakan literasi sekolah terhadap hasil belajar melalui motivasi belajar.
Co-Authors Abadyo Abadyo Abadyo Abadyo Abdul Halim Abdullah Achmad Noor Fatirul Aditya Pratama Agustiani Putri Alfian, Izar Ali Mahmudi Alip Rahmawati Zahrotun Nisak Allen Jesica Allifia Nur Chasanah ANDRIANI, RULI Anggara Dwinata Anggraini Eka Pramestasari Anna Nur Fadillah Anton Budi Jatmiko Anwar Anwar Anwar Anwar Apdwi Syaeruldinata Apriliana Tezha Eka Faradina Arif Hidayat Ariyadi Wijaya Bayu Nugroho Cholis Sa’dijah Dedi Kuswandi Dian Kurniati Dinawati Trapsilasiwi Djoko Adi Walujo Dwi Hidayanti Dwi Hidayanti, Dwi Dwi Virgo Mulia Asmara Dwi Wahyu Listyarini Dwiyana Dwiyana Dwiyana Dwiyana, Dwiyana Edwin Musdi Edy Bambang Irawan Elah Nuerlaelah Elli Kusumawati Elly's Mersina Mursidik Emy Yunita Rahma Pratiwi Endang Novita Tjiptiany Erry Hidayanto Ery Tri Djatmika RWW Faiqatul ‘Athiyah Firdaus Firdaus Flavia Aurelia Hidajat, Flavia Aurelia Furaidah Gusti Firda Khairunnisa Hamdani Syaputra Hanida Emilia Dewi Pratiwi Hasan Basri Hasan Basri Hery Susanto Hery Susanto Hobri I Made Sulandra I Nengah Parta Ika Ujiana S Sugianto Indriati Nurul Hidayah Intan Sari Rufiana Ipung Yuwono Ipung Yuwono, Ipung Izzah, Nuurul Kelly Angelly Hevardani Kristayulita Kristayulita Lailatul Badriyah Lela Nur Safrida Lely Purnawati Lestari, Andika Setyo Budi Makbul Muksar Marini Marini Mei Radia Putri Miswanto Miswanto Mohammad Zainuddin, Mohammad Muhammad Amin Mujiyem Sapti Mujiyem Sapti Najwa, Wulida Arina Nuerlaelah, Elah Osman, Sharifah Pebriani Dwi Wahyuni Permadi, Hendro Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Qohar, Abd. Ratna Sari Dewi Ratna Widyastuti Renika Arisinta Rifaatul Mahmudah Riya Dwi Puspa Riya Dwi Puspa Rony, Zahara Tussoleha Royyan Faradiba Ruli Andriani Rustanto Rahardi Saddam Hussen Salman Alfarisi Sharifah Osman Sisworo Subanji Subanji Subanji Sudirman Sudirman Sukoriyanto Susiswo Swasono Rahardjo Swasti Maharani Swasti Maharani Swastika, Galuh Tyasing Syahrir, Nasrun Accung Syaiful Hamzah Nasution Syarifudin Syarifudin Tjang Daniel Candra Tjang Daniel Chandra Toto Nusantara Umah, Ulumul Wasilatul Murtafiah Wimelia Citra Rahmadani Wulida Arina Najwa Yohanes Wilfridus Edwaldus Yulia Lisa Sari Hayati Yulyanti Harisman Yusfa Lestari Yusma Ria Zulaicha