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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Research Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika)
Dwijanto Dwijanto
Universitas Negeri Semarang
Education Materials Science & Nanotechnology Mathematics

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Analisis Kemampuan Pemahaman Konsep Mahasiswa Berbasis Teori APOS Pada Pembelajaran Matematika Isnani Isnani; S.B. Waluya; Dwijanto Dwijanto; T.S.N. Asih
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Pembelajaran matematematika diperlukan juga adanya pemahaman konsep matematis. Pemahaman tersebut merupakan menangkap pengertian-pengertian yang terdalam dalam matematika. Tujuan penelitian ini adalah untuk menganalisis kemampuan pemahaman konsep matematis berbasis teori APOS pada pembelajaran matematik yaitu pada matakuliah Kalkulus Diffrensial. Jenis penelitian ini adalah deskriptif kualitatif dengan subyek sembilan mahasiswa yang mengambil mata kuliah Kalkulus Differensial. Sembilan mahasiswa tersebut memiliki 3 kategori yaitu kategori tinggi, sedang, dan rendah. Masing masing kategori diambil 3 orang mahasiswa. Subyek berkemampuan tinggi memiliki pemahaman pada semua tahap yaitu aksi, proses, objek, dan skema. Subyek berkemampuan sedang memiliki 3 kemampuan yaitu selain pada tahap proses. Subyek berkemampuan rendah hanya memiliki kemampuan pada tahap aksi. Ketiga subyek pada perkuliahan Kalkulus Differensial memiliki pemahaman pada tahap aksi.
Learning Styles and Cognitive Styles of Prospective Mathematics Teachers in Matrix Algebra Courses Irmawati Liliana Kusuma Dewi; Zaenuri Zaenuri; Dwijanto Dwijanto; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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In studying matrix algebra, prospective mathematics teachers must master, understand, and solve given problems. For prospective mathematics teachers to understand and solve the problems given, lecturers in teaching must pay attention to the learning and cognitive styles of prospective mathematics teachers. Because learning styles and cognitive styles are closely related to how the prospective mathematics teacher obtains, processes information and interacts in the classroom. The learning styles in question are visual, auditory and kinesthetic. Meanwhile, the cognitive styles discussed in this study are field-dependent (FD), field-neutral (FN), and field-independent (FI). This study aims to determine prospective mathematics teachers taking matrix algebra courses learning and cognitive styles. The research method used is descriptive qualitative, where data collection uses a learning style questionnaire and the Group Embedded Figure Test (GEFT). The population in this study were prospective mathematics teachers at Gunung Jati Swadaya University. The sample of this study was 23 prospective mathematics teachers who took matrix algebra courses. The results showed that prospective mathematics teachers had visual (V) 69%, auditory (A) 13%, kinesthetic (K) 17.4%, cognitive style FD 34.8%, FN 43.5%, and FI 21.7%. The combination of learning styles and cognitive results obtained is FD-V 21.7%, FN-V 34.8%, FI-V 13%, FD-A 4.3%, FN-A 4.3%, FI-A 4.3%, FD-K 8.7%, FN-K 4.3%, and FI-K 4.3%. Identifying learning and cognitive styles in the learning process is crucial so prospective mathematics teachers have a solid potential to manage their learning better.
Research-Based Learning to Foster Students' Creative Thinking and Independence Puput Suriyah; Stevanus Budi Waluya; Dwijanto Dwijanto; Isnaini Rosyida
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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The purpose of this study is to describe a research-based learning model to foster students' creative thinking skills and independence. A Systematic Literature Review (SLR) is used as a method of analyzing of various articles and literature obtained by searching for data sources. The results of the analysis from these various sources are translated detailed review. Creative thinking skills in mathematics are needed to create (formulate), complete, and complete a model or problem-solving plan. The ability to think creatively needs to be developed as the main provision to face life. The importance of independent learning in schema thinking helps build components of a schema that are connected in a network of creative thinking abilities. To develop these two goals, namely the ability to think creatively mathematically and independent learning, it is necessary to pursue a learning activity that further explores the ability of students to solve problems creatively, and in the process helps to develop independent learning. The learning model that leads to these benefits is Research-Based Learning.
The Effectiveness of Accelerated Problem Based Learning With Dynamic Assessment in Achieving Problem-Solving Skills Ratri Rahayu; Kartono Kartono; Dwijanto Dwijanto; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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This research aims to analyzed the effectiveness of Accelerated Problem Based Learning (A-PBL) with dynamic assessment on students' problem-solving skills. This quantitative research had 319 students from the eighth grade of junior high school. The researchers took the sample with a random sampling technique. The results were 32 students for the experimental group. These learners received the A-PBL model with dynamic assessment. The other 32 students for the control group received a direct instruction model. The research instruments were a problem-solving skill test. The data were analyzed by descriptive statistical analysis and then continued with hypothesis testing. The hypothesis tests were independent sample t-test, one-sample t-test, proportional test, and simple linear regression test. The results showed that the A-PBL model is effectively used to achieve problem solving skills with indicators: (1) the learners' mathematic problem-solving skills taught by A-PBL with dynamic assessment met 65 score; (2) the average of learners' mathematics problem-solving skills taught by the A-PBL model and dynamic assessment was higher than the problem-solving skills of learners taught by the direct learning model; and (3) the proportion of students who have completed A-PBL learning with dynamic assessment is more than the proportion of students who have been taught using the direct instruction model. Research contributes scientifically to the development of learning model syntax that can be used to improve problem solving.
Implementation of the CORE Model with the Interventionist Assessment to Improve Students’ Mathematics Creative Thinking Ability Sri Solihah; Kartono Kartono; S. Mariani️; Dwijanto Dwijanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Low students' mathematical creative thinking ability. so that an innovative learning model is needed related to assessment before, during and after learning. This study aims to determine the effectiveness of the CORE Model with Interventionists Dynamic Assessment to Improve Students' Mathematical Creative Thinking Ability. This type of research is quantitative research. The population in this study were students of class XI in one of the high schools in the Ciamis district, teaching 2021/2022. The research sample with random sampling. The learning using the CORE model with interventionist dynamic assessment is very effective The results showed that (1) the average mathematical creative thinking ability of students who taught using the CORE model with Interventionist Dynamic Assessment more than the average mathematical creative thinking ability of students who taught using ordinary learning models, (2) mathematical creative thinking skills using the CORE model with Interventionist Dynamic Assessment achieve completeness of at least 65, (3) students' self-confidence affects the ability to think creatively by 35% .
Analysis Of Students' Difficulties In Mathematical Proof Ability Viewed From An Epistemological Aspect Isnani Isnani; S.B. Waluya; Dwijanto Dwijanto; T.S.N.Asih
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstrak. The ability to prove is the essence in studying mathematics. And the ability to prove mathematics has not fully grown in students. This study specifically aims to analyze the ability of mathematical proof, to analyze learning difficulties in terms of student epistemology on the Limit Function material. The long-term benefit of this research is that the study of learning difficulties in terms of student epistemology related to mathematical proof in the Real Analysis course is expected to provide encouragement to other lecturers to further develop the learning process or teaching materials in an effort to develop mathematical proof skills for education students. mathematics. This study used a descriptive method, while the research subjects were 9 prospective mathematics teacher students at Pancasakti Tegal University who contracted the Real Analysis course. Data collection methods used include: (1) test of mathematical proof ability; (2) observation; (3) interview; and (4) documentation. The results obtained that there are 4 kinds of student difficulties in terms of epistemology related to Real Analysis courses, namely: a) learning difficulties related to difficulties in applying concepts; b) learning difficulties related to difficulties in determining principles; c) learning difficulties related to understanding the problem and d) related to difficulties in mathematical proof. Especially in mathematical proof, students experience difficulties, among others: not knowing how to start constructing proofs, not being able to use definitions (concepts) and principles that are already known, and tend to start constructing proofs with what has to be proven.
Co-Authors Adi Nur Cahyono Amalliyah, Nor Arief Agoestanto Asih, Tri Sri Noor Ayu Andira Risnawati Ghazian Nurin Izzati Iqbal Kharisudin Irmawati Liliana Kusuma Dewi Irmawati Liliana Kusuma Dewi Isnaini Rosyida Isnani Isnani Isnani Isnani Isnarto Isnarto Kartono - Lasia Agustina M. Taufik Qurohman Maula Amalia Maghfuroh Misfalla Roudlo Mulyono Mulyono Nuriana Rachmani Dewi Puput Suriyah Ratri Rahayu Rochmad - S. Mariani️ S.B. Waluya Saiful Marom Scolastika Mariani Sri Solihah St. Budi Waluya T.S.N. Asih T.S.N.Asih Tuti Asharianti Yenatin Novegitasari Zaenuri Mastur