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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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Students’ Thinking Process in Solving HOTS Problem in Derivative Application Materials Pratama, Aditya; Sudirman, Sudirman; As'ari, Abdur Rahman
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i2.599

Abstract

In every mathematics learning process, it is crucial to identify students' thinking processes to observe and assess their mathematical thinking abilities. One way to comprehend students' thinking processes is by examining their work or their responses to problem-solving test questions. This research utilized Polya's framework, which comprises the four stages of problem-solving. One of the efforts to measure and improve students' problem-solving skills is by giving them High Order Thinking Skills (HOTS) questions.  In this study, the researcher employed a qualitative approach, specifically the case study research type, to explore the thinking processes of students who make mistakes in solving higher-order thinking skills (HOTS) problems. Subjects in this study were collected by submitting HOTS-type questions to eleven 12th-grade students. The researcher chose one student with incorrect answers and with more complete writing than others to be the subjects. The results revealed that the subject engaged in the stages of understanding the problem, planning the solution, and executing the plan, but did not undertake the "looking back" stage. Overall, this study provides insight into the subject's thought process in solving HOTS problems related to derivative application material using Polya's framework.
Analisis Kemampuan Berpikir Kritis Siswa SMP Kelas IX pada Materi Kesebangunan Hidayanti, Dwi; As'ari, ‪Abdur Rahman; Chandra, Tjang Daniel
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa kelas IX SMP pada materi kesebangunan yang terdiri dari 30 siswa. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Data yang dikumpulkan berupa hasil tes kemampuan berpikir kritis yang terdiri dari dua masalah dan wawancara. Selanjutnya data yang dikumpulkan dianalisis berdasarkan indikator kemampuan berpikir kritis yang telah ditetapkan oleh peneliti yang meliputi interpretasi, analisis, evaluasi, dan inferensi. Hasil analisis data pada soal nomor 1 didapatkan hasil, yaitu: (a) pada indikator interpretasi, sebanyak 46,7% siswa dapat melakukan interpretasi dengan baik; (b) pada indikator analisis, sebanyak 23% siswa dapat menganalisis dengan baik; (c) pada indikator evaluasi, dan inferensi, tidak ada siswa yang dapat melakukan evaluasi dan inferensi. Sedangkan pada soal nomor 2 didapatkan hasil, yaitu: (a) pada indikator interpretasi, sebanyak 56% siswa dapat melakukan interpretasi dengan baik; (b) pada indikator analisis, sebanyak 30% siswa dapat menganalisis dengan baik; (c) pada indikator evaluasi sebanyak 30% siswa dapat mengevaluasi dengan baik;(d) pada indikator inferensi, sebanyak 30% siswa dapat mengevaluasi dengan baik. Dari hasil tersebut menunjukkan bahwa kemampuan berpikir kritis siswa masih rendah terutama pada indikator analisis, evaluasi, dan inferensi.
Kreativitas Problem Posing Siswa Kelas VIII SMPN Malang Hussen, Saddam; As'ari, Abdur Rahman; Chandra, Tjang Daniel
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Penelitian bertujuan mendeskripsikan kreativitas problem posing siswa kelasVIII. Subjek penelitian yaitu 32 siswa kelas VIII SMP N Malang pada semester genap tahun pelajaran 2014/2015. Data yang dikumpulkan berupa hasil tes kreativitas siswa dan wawancara. Tes terdiri dari 1 soal pada materi bangun datar. Hasil tes dianalisis sesuai dengan indikator kreativitas yang digunakan pada penelitian ini yaitu fluency, flexibility danoriginality. Dalam penelitian ini fluency didasarkan pada banyaknya soal yang diajukan. Flexibility didasarkan pada setiap soal yang diajukan oleh siswa berbeda. Sedangkan originality didasarkan pada ada tidaknya soal-soal yang diajukan siswa satu tetapi tidak diajukan oleh siswa lain. Berdasarkan analisis data, dapat disimpulkan bahwa pada umumnya kreativitas siswa dalam problem posing memiliki kriteria cukup kreatif.
LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION Kusumawati, Elli; Purwanto, Purwanto; As'ari, Abdur Rahman; Irawati, Santi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.10469

Abstract

The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively. The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively.
STRUKTUR ARGUMENTASI PENALARAN KOVARIASIONAL SISWA KELAS VIIIB MTsN 1 KEDIRI Umah, Ulumul; Asari, Abdur Rahman; Sulandra, I Made
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 1 No 1: Maret
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v1i1.498

Abstract

Argumen matematis siswa tingkat dasar hingga sekolah menengah sering sulit dikaitkan dengan pembuktian matematis formal. Model Argumen Toulmin menawarkan suatu pendekatan untuk menganalisis argumen yang sangat berbeda dengan pendekatan logika formal. Studi ini bertujuan untuk mendeskripsikan struktur argumentasi siswa kelas VIIIB MTsN 1 Kediri ketika menyelesaikan masalah kovariasi berdasarkan teori argumentasi Toulmin. Hasil penelitian ini mengungkapkan bahwa subjek belum memiliki struktur argumen yang lengkap. Secara umum subjek membangun argumen secara induktif. Peran “backing” menjadi esensial ketika argumen subjek didukung oleh contoh-contoh kasus yang mengantarkan pada suatu kesimpulan, sementara “qualifier” dan “rebuttal” tidak muncul pada struktur argumen mereka.
Self-regulated learning profile of students with auditory learning style in mathematics lessons Elly's Mersina Mursidik; Toto Nusantara; Abdur Rahman As'ari; Makbul Muksar
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.18306

Abstract

Education aims to develop potential and make students more independent. Independent learning (Self-Regulated Learning) in mathematics learning needs to be built according to students' learning styles. Teacher instructions play an important role in triggering students to want to learn without being forced or forced so that students can be comfortable in learning mathematics. Qualitative case study research on the uniqueness of grade 7 male students with an auditory learning style at boarding schools is different from the theory that female students' SRL is better than male students. Of the 8 students with an auditory learning style, 1 student has a different uniqueness. Data collection used MIR (Multi Intelligence Research) documents, SRL inventory, direct observation, and interviews. As a result, teachers give students confidence in taking initiative and maintaining consistent intentions to learn mathematics. Students take advantage of the teacher's trust to learn in their way by discussing and guessing with friends.
Comparing model-building process: A model prospective teachers used in interpreting students’ mathematical thinking Sapti, Mujiyem; Purwanto; Irawan, Edy Bambang; As’ari, Abdur Rahman; Sa’dijah, Cholis; Susiswo; Wijaya, Ariyadi
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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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.
Teachers expectation of students’ thinking processes in written works: A survey of teachers’ readiness in making thinking visible As’ari, Abdur Rahman; Kurniati, Dian; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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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.
Prospective Mathematics Teachers’ Critical Thinking Disposition in Designing Cognitive and Psychomotor Assessment Instruments Kurniati, Dian; Trapsilasiwi, Dinawati; As'ari, Abdur Rahman; Basri, Hasan; Osman, Sharifah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 1 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i1.11263

Abstract

The disposition of critical thinking is one of the predictors of the success of prospective mathematics teachers in accustoming their students to critical thinking and mathematical literacy in responding to mathematical problems. Therefore, it is necessary to conduct research that focuses on the critical thinking disposition of prospective mathematics teachers in designing learning, including assessment instruments. The research aims to describe the critical thinking disposition of prospective mathematics teachers in designing cognitive and psychomotor assessment instruments to familiarize junior high school students with critical thinking and mathematical literacy. It was qualitative in nature, with an exploratory, descriptive methodology with 16 mathematics education students in the fifth semester of the Universitas Jember as research subjects. All research subjects attended three lectures on Evaluation of Mathematics Teaching and Learning Outcomes by applying a collaborative learning model based on team projects. The research findings have indicated that prospective mathematics teachers have a critical thinking disposition in compiling a project on cognitive and psychomotor assessment instruments based on the junior high school students critical thinking and mathematical literacy. The components of the critical thinking disposition of prospective mathematics teachers that emerged during three times lectures were truth-seeking, open-mindedness, maturity, and curiosity. Prospective mathematics teachers collaborated and cared about each other with friends in completing projects.
Analisis Kemampuan Berpikir Kritis Matematis Siswa Pada Pembelajaran Problem Posing Andriani, Ruli; Subanji, Subanji; As'ari, Abdur Rahman
BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 3 (2021): Volume 6 Nomor 3, Agustus 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (15.984 KB) | DOI: 10.28926/briliant.v6i3.652

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa pada pembelajaran problem posing. Penelitian ini dilakukan di MA Unggulan Mamba’ul Huda kelas XI MIA. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan pada penelitian ini yaitu soal tes dan wawancara mendalam. Hasil penelitian menunjukkan bahwa kemampuan interpretasi, inferensi dan evaluasi memiliki nilai 80,05; 79,75; dan 78,17 dengan kriteria baik. Sedangkan kemampuan analisis memiliki nilai 68,18 dengan kriteria cukup. Kemampuan berpikir kritis siswa secara keseluruhan, pada kategori tinggi mencapai persentase 33,3 %, kategori sedang dengan persentase 44,5 % dan kategori rendah mencapai 22,2 %.
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