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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Idealmathedu: Indonesian Digital Journal of Mathematics and Education Jurnal Infinity Primary Education Insight Jurnal Didaktik Matematika

Sugiman Sugiman

Universitas Negeri Yogyakarta

Author-ID : 2415651

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Problem posing ability among prospective mathematics teachers Ibnu Rafi; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Posing mathematics problem is perceived as one of the learning strategies to promote students’ skills in mathematics problem-solving as well as one of the crucial competencies that should be mastered by prospective mathematics teachers. Some people argued that for prospective mathematics teachers, posing mathematics problem itself is as important as solving mathematics problem because when they become mathematics teachers, there exist necessity for them to pose mathematics problem as a means for assessing students’ understanding or achievement. The aim of this article, therefore, was to focus on the investigation into the prospective mathematics teachers’ ability in posing mathematics problems. Relevant literature from several electronic databases such as SpringerLink, ScienceDirect, ResearchGate, and Google Scholar was searched based on the following keywords: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, and ‘posing mathematics problem’. There was a total of 16 articles which were included into this review according to the determined inclusion criteria as follow: an empirical study that was published in journal or conference proceeding with the publication date from years of 2009 to 2019, written in English, full text, and discussing about prospective mathematics teachers’ ability in posing problem-related to mathematics. There were as many as three themes that deal with the prospective mathematics teachers’ ability to pose the mathematics problem, i.e. type of posed problem, ability in posing mathematics problem, and the difficulty which was experienced by prospective mathematics teachers in posing mathematics problem. These three themes and their implications are discussed in this article.Kemampuan calon guru matematika dalam mengajukan masalahAbstrakPengajuan masalah matematika dapat dianggap sebagai salah satu strategi pembelajaran untuk mengembangkan keterampilan siswa dalam memecahkan masalah matematika serta sebagai salah satu kompetensi yang penting yang seharusnya dikuasai oleh calon guru matematika. Beberapa orang berpendapat bahwa untuk calon guru matematika, mengajukan masalah matematika itu sama pentingnya dengan memecahkan masalah matematika karena ketika mereka menjadi guru matematika, ada suatu keharusan bagi mereka untuk mengajukan masalah matematika sebagai saran untuk menilai pemahaman atau pencapaian siswa. Tujuan artikel ini, oleh karena itu, adalah untuk fokus pada penyelidikan kemampuan calon guru matematika dalam mengajukan masalah matematika. Literatur yang relevan dari beberapa basis data elektronik seperti SpringerLink, ScienceDirect, ResearchGate, dan Google Scholar dicari berdasarkan kata kunci berikut: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, dan ‘posing mathematics problem’. Ada total 16 artikel yang dimasukkan ke dalam tinjauan ini sesuai dengan kriteria inklusi yang ditentukan sebagai berikut: studi empiris yang diterbitkan dalam jurnal atau prosiding seminar dengan tanggal publikasi dari tahun 2009 hingga 2019, ditulis dalam bahasa Inggris, teks lengkap, dan membahas tentang kemampuan calon guru matematika dalam mengajukan masalah yang berkaitan dengan matematika. Ada tiga tema yang berhubungan dengan kemampuan calon guru matematika untuk mengajukan masalah matematika, yaitu jenis masalah yang diajukan, kemampuan dalam mengajukan masalah matematika, dan kesulitan yang dialami oleh calon guru matematika dalam mengajukan masalah matematika. Ketiga tema dan implikasinya dibahas dalam artikel ini.

DIAGNOSING STUDENTS’ LEARNING DIFFICULTIES IN THE EYES OF INDONESIAN MATHEMATICS TEACHERS Ariyadi Wijaya; Heri Retnawati; Wahyu Setyaningrum; Kazuhiro Aoyama; Sugiman Sugiman
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.

DAMPAK PENDIDIKAN MATEMATIKA REALISTIK INDONESIA TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP Sugiman Sugiman; Yaya S. Kusumah
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

This quasi-experimental study aims to determine the impact of realistic mathematics education (RME) on increasing Mathematical Problem-Solving Abilities (MPSA). The research design used was the non-equivalent control group with the subject population of all junior high school students in the city of Yogyakarta originating from low (C), moderate (B), and high (A) levels. From each school level, one school was taken then from each school taken an experimental class that received RME and one class of control who received regular learning (PB). The instrument used is in the form of two sets of equivalent MPSA tests. Data analysis uses the t-test and Anava. The results of the research were: (1) an increase in the MPSA of RME students was higher than the increase in the MPSA of PB students for all students and all levels of the school; (2) the highest increase in MPSA for RME students occurs at level A schools; and (3) there is no interaction between learning at school level in increasing MPSA.

Implementing the problem-based learning in order to improve the students’ HOTS and characters Jailani Jailani; Sugiman Sugiman; Ezi Apino
Jurnal Riset Pendidikan Matematika Vol 4, No 2: November 2017
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

The study was to describe the implementation of Problem-Based Learning (PBL) toward the improvement of students’ Higher Order Thinking Skill (HOTS) and characters and to describe the obstacles that had been encountered within the implementation. The study was a mixed research that made use of concurrent mixed method design. The population in the study was the students from eight junior high schools that had been selected from six provinces in Indonesia namely the Yogyakarta Special Region, Bengkulu, South Borneo, West Nusa Tenggara, Southeast Sulawesi and Papua. There were 648 students who had been selected randomly from these schools. The researchers conducted the PBL process within the experimental classes and the expository learning process within the eight control classes. The data gathering process was conducted through the test, the self-assessment and the open questionnaire. The quantitative data analysis was conducted inferentially using multivariate and univariate analysis, while the qualitative data analysis was conducted descriptively. The results of the study showed that: (1) the implementation of PBL had been more effective in comparison to the expository one in terms improving the students’ HOTS; (2) the implementation of PBL had not been more effective in comparison to the expository one in terms of improving the students’ characters; and (3) in overall the obstacles that had been encountered within the implementation of PBL process were related to the teachers’ unpreparedness, the time allocation, the unequal students’ input, the students’ learning habits and the difficult assessment.

ANALISIS KESULITAN BELAJAR MAHASISWA PADA MATA KULIAH KAPITA SELEKTA MATEMATIKA SEKOLAH MENENGAH Ade Kumalasari; Sugiman Sugiman
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan letak dan jenis kesulitan belajar matematika mahasiswa pendidikan matematika. Penelitian ini adalah penelitian campuran dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian ini adalah mahasiswa pendidikan matematika di Universitas Jambi yang mengalami kesulitan belajar matematika pada mata kuliah Kapita Selekta Matematika Sekolah Menengah II. Instrumen yang digunakan berupa tes diagnostik dan pedoman wawancara. Letak kesulitan belajar matematika dilihat berdasarkan kesalahan/kesulitan mahasiswa dalam menyelesaikan tes diagnostik. Mahasiswa yang dikategorikan mengalami kesulitan diwawan-carai untuk memperoleh konfirmasi mengenai jenis kesulitan belajar matematika. Hasil penelitian menunjukkan bahwa kesulitan belajar matematikan mahasiswa terletak pada pengetahuan faktual 12,2%, pengetahuan konseptual 19,7%, pengetahuan prosedural 20,7%, dan pengetahuan metakognitif 47,4%. Jenis kesulitan belajar matematika yang dialami peserta didik adalah kesulitan mengingat fakta 1,9%, kesulitan mengingat konsep 13,1%, kesulitan memahami fakta 8%, kesulitan memahami konsep 5,2%, kesulitan menerapkan konsep 0,9%, kesulitan menerapkan prosedur 0,9%, kesulitan menganalisis prosedur 7%, kesulitan mengevaluasi konsep 0,5%, kesulitan mengevaluasi prosedur 8,9%, kesulitan mengomunikasikan metakognitif 47,4%, kesulitan meneliti fakta 2,3%, dan kesulitan meneliti prosedur 3,8%. Kata Kunci: analisis kesulitan belajar, kapita selekta matematika sekolah menengah AN ANALYSIS ON LEARNING DIFFICULTIES OF STUDENTS ON CAPITA SELECTA MATHEMATICS SUBJECT OF SECONDARY SCHOOL Abstract This research aims to describe the mathematics learning difficulty locations and the mathematics learning difficulties types faced by mathematics education students. This research is a mix method research study which used a quantitative and a qualitative approach. This research’s subjects were students of mathematics education in Jambi University who had learning difficulties on Capita Selecta of Secondary School II subject. The instruments used here were in diagnostic test and interview guide. The locations of learning difficulties viewed based on students’ mistakes/difficulties in completing the diagnostic test. These students categorized as students who were experiencing learning difficulties were interviewed to obtain confirmation regarding the mathematics learning difficulties types. The research result suggests that mathematics learning difficulty locations faced by the research subjects are factual knowledge 12.2%, conceptual knowledge 19.7%, procedural knowledge 20.7%, and metacognitive difficulties 47.4%. The mathematics learning difficulties types faced by the research subjects are fact remembering difficulty 1.9%, concept remembering difficulty 13.1%, fact understanding difficulty 8%, concept understanding difficulty 5.2%, concept applying difficulty 0.9%, procedure applying difficulty 0.9%, procedure analyzing difficulty 7%, concept evaluating difficulty 0.5%, procedure evaluating difficulty 8.9%, written metakognitive communicating difficulty 47.4%, fact observing difficulty 2.3%, and procedure observing difficulty 3.8%. Keywords: analysis on learning difficulties, capita selecta mathematics of secondary schooll

Keefektifan pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar di SMP Nuning Melianingsih; Sugiman Sugiman
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menentukan keefektifan dan perbandingan keefektifan dari pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis. Penelitian ini adalah quasi experiment dengan desain pretest-posttest nonequivalent group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Pandak, Bantul, Yogyakarta. Selanjutnya dengan memilih secara acak dari keseluruhan kelas tersebut, terpilih kelas VIII F dan VIII G sebagai sampel penelitian. Untuk menguji keefektifan masing-masing pendekatan pembelajaran digunakan uji one sample t-test. Untuk menguji bahwa pendekatan open-ended lebih efektif daripada pendekatan problem solving, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa kedua pendekatan pembelajaran efektif ditinjau dari masing-masing aspek, dan pendekatan open-ended lebih efektif daripada pendekatan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis di SMP.Kata Kunci: pendekatan open-ended, pendekatan problem solving, kemampuan penalaran, kemampuan pemecahan masalah, kemampuan komunikasi matematis The Effectiveness of Open-Ended and Problem Solving Approach in Matter of Flat Side Construct in Junior High SchoolAbstractThe aims of this research are to decide the effectiveness and the comparison of the effectiveness of open-ended and problem solving approach toward matter of flat side construct lesson viewed from achivement of reasoning ability, problem solving and mathematics communication. This study was a quasi experimental study using the pretest-posttest nonequivalent group design. The research population covered the entire VIII class students’ of SMP Negeri 1 Pandak, Bantul, Yogyakarta. From the population, classes of VIII F and VIII G were selected randomly as the research sample. To test the effectiveness of open-ended and problem solving approach, the one sample t-test was carried out. Then, to test the more effectiveness of the open-ended approach than the problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that open-ended and problem solving approaches are effective and open-ended approach is more effective than problem solving approach in matter of flat side construct’ viewed from achivement of reasoning ability, problem solving, and mathematics communication in junior high school.Keywords: the open-ended approach, the problem solving approach, reasoning ability, problem solv-ing ability, mathematics communication ability

The effect of CBT national examination policy in terms of senior high school students’ cognitive readiness and anxiety facing mathematics tests in DIY Province Eny Sulistyaningsih; Sugiman Sugiman
Jurnal Riset Pendidikan Matematika Vol 3, No 2: November 2016
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

The purpose of this study was to determine the influence of CBT and PBT national examination in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY province, the influence of major in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY Province, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in DIY province. The number of sample used was 654 students The results showed that there was influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was greater than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and national examination math anxiety; and there was no interaction between the different types of national examinations and majors.

Analisis kesulitan kognitif dan masalah afektif siswa SMA dalam belajar matematika menghadapi ujian nasional Azis Azis; Sugiman Sugiman
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian untuk mendeskripsikan tingkat dan letak kesulitan belajar matematika siswa pada aspek kognitif dan kategorisasi masalah belajar matematika siswa pada aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau. Penelitian ini menggunakan penelitian dengan metode survei. Pengumpulan data yang digunakan adalah teknik pengukuran (tes diagnostik), kuisioner, dan wawancara. Hasil penelitian menunjukkan bahwa tingkat kesulitan belajar matematika yang dialami oleh siswa untuk menyelesaikan soal-soal Ujian Nasional berada pada kategori sedang; letak kesulitan belajar matematika siswa pada aspek kognitif dalam menyelesaikan soal-soal Ujian Nasional dilihat dari segi pengetahuan faktual dengan persentase interval kesulitan sebesar, segi pengetahuan konseptual dengan persentase interval kesulitan sebesar, dan segi pengetahuan prosedural dengan persentase interval kesulitan sebesar; dan kategorisasi masalah belajar matematika siswa pada kategori aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau secara umum berada pada kategori rendah.Kata kunci: kesulitan belajar matematika, kognitif, afektif, ujian nasional SMA An Analysis of Difficulty on Cognitive and Problem on Affective of SMA Students in Mathematics Learning Facing National ExaminationAbstractThis study aims to describe the degree of student’s learning difficulty of mathematics on cognitive and categorization of student’s learning problem on affective aspect in accomplishing mathematic items in facing national final exam of SMA Baubau municipality in 2013/2014 academic year. The research type uses survey method. The technique of data collecting made use of diagnostic test that is National final exam items in 2012/2013 academic year which was modified by the researcher, questionnaires, and interviews. The research result indicates that the degree of students’ learning difficulty of mathematics to accomplish national final exam items is in the medium category; the students’ learning difficulty of mathematics on cognitive aspect in accomplish national final exam items viewed from factual knowledge with students’ difficulty interval percentage , conceptual knowledge aspect with students’ difficulty interval percentage , and procedural knowledge aspect with students’ difficulty interval percentage ; and the categorization of students’ learning problem of mathematics on affective aspect in facing National final exam in 2013/2014 academic year of SMA Baubau municipality generally is in the low category.Keywords: Learning difficulty of mathematics, cognitive, affective, SMA National final exam

EXPLORASI PEMBELAJARAN OPERASI PECAHAN SISWA SEKOLAH DASAR MENURUT TEORI GRAVEMEIJER DI KABUPATEN NGADA NTT Gregorius Sebo Bito; Sugiman Sugiman
Jurnal Prima Edukasia Vol 1, No 2: July 2013
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Tujuan penelitian ini adalah untuk mengetahui perkembangan belajar operasi pecahan siswa sekolah dasar menurut teori Gravemeijer di Kabupaten Ngada NTT. Jenis penelitian kualitatif fenomenologi digunakan untuk mencapai tujuan penelitian. Dalam penelitian ini Hypothetical Learning Trajectory (HLT) memainkan peranan penting sebagai instrumen penelitian. Perangkat pembelajaran yang disusun untuk menjalankan serangkaian aktivitas belajar dalam HLT telah dikonsultasikan dengan dua orang ahli Pembelajaran Matematika selanjutnya diuji coba pada kelompok kecil yaitu lima siswa Kelas IV Sekolah Dasar Katolik Bomari Langa pada tahap eksperimen pilot. Selanjutnya HLT dibandingkan dalam proses pembelajaran sebenarnya pada tahap eksperimen pengajaran dengan 24 siswa. Berdasarkan analisis ditemukan bahwa siswa dapat berkembang dalam belajar operasi pecahan dengan menggunakan tingkat aktivitas yang berbeda berdasarkan pendekatan PMR menurut teori Gravemeijer. Pada level pertama yaitu level situasional, Drama Matematika dapat menstimulasi pengetahuan informal siswa tentang prosedur operasi penjumlahan dan pengurangan pecahan. Pada level referensial, untaian manik-manik dan kartu pecahan menjadi model dari situasi drama matematika yang merupakan jembatan menuju gagasan penggunaan garis bilangan untuk operasi penjumlahan dan pengurangan pecahan. Pada level ketiga yaitu level general, siswa dapat menggunakan garis bilangan sebagai model untuk operasi penjumlahan dan pengurangan pecahan. Pada level formal, dengan bantuan untaian bilangan membawa siswa mengkonstruksi soal cerita sendiri dan menyelesaikan soal cerita yang dihasilkan dengan prosedur formal operasi penjumlahan dan pengurangan pecahan. Kata Kunci: Teori Gravemeijer, hipotesis trayektori belajar, penjumlahan dan pengurangan pecahan.

Comic book for improving the elementary school students' mathematical problem solving skills and self-confidence Suryatin Suryatin; Sugiman Sugiman
Jurnal Prima Edukasia Vol 7, No 1: January 2019
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

The study aims at generating a product in the form of comic book and also displaying the feasibility and the effectiveness of the comic book in improving the mathematical problem-solving skills and the self-confidence of the Grade IV students in the Muhammadiyah Elementary School Condongcatur Yogyakarta. The study is a Research and Development initiative (R) with reference to 10 stages that have been developed by Borg Gall. During the conduct of the study, the subjects were the Grade IV students of Muhammadiyah Elementary School Condongcatur Yogyakarta. The results of the study show that: (1) a comic book-based learning media that meet the criteria of feasibility based on the validation results by the material expert, the media expert, the teacher response and the students response have been generated with “Good” category; and (2) the comic book-based learning media that have been generated are effective for improving the students’ mathematical problem-solving skills and also the students’ self-confidence.

Co-Authors Ade Kumalasari Agus Ruhimat Ana Muslihatun Anggoro Yugo Pamungkas Ariyadi Wijaya Aulia Almas Agustin Hidayat Azis Azis Budiningsih, Chatarina Asri Cahya Mar’a Saliha Sumantri Dita Surwanti Dona Ningrum Mawardi Dya Ayu Agustiana Putri Eka Fitria Ningsih Endah Retnowati Eny Sulistyaningsih Esti Ambar Nugraheni, Esti Ambar Ezi Apino Faisa Nirbita Mahmudah Gregorius Sebo Bito Habibi Habibi Hepsi Nindiasari Heri Retnawati Himmatul Ulya Ibnu Rafi Jailani Jailani Janrino Junus Rivaldi Fanggidae Junet Kaswoto Kazuhiro Aoyama Khairul Bariyah Maman Fathurrohman Mudinillah, Adam Muhammad Farhan Pranata Murdanu Murdanu Nadya Amalia Juana Nadzifah Ajeng Daniyati Nanang Priatna Nining Setyaningsih Nuning Melianingsih Paul Ayres Pika Merliza Raden Rosnawati Rahmiliasari Samnufida Ralmugiz, Uke Sri Ningsih Sri Wahyuni Ningsih Sukirwan Sukirwan Sumaryanta Sumaryanta Suryatin Suryatin Wahidin Wahidin Wahyu Setyaningrum Yaya S. Kusumah Yoppy Wahyu Purnomo Yuli Sulistyowati Yusuf Al-Amin Yuyu Yuhana

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