Articles
<![CDATA[The Seventh Grade Students’ Generalization Strategies of Patterns ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Siti M Amin]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8997
<![CDATA[This article describes a generalization strategy on pictorial visual patterns. This explorative descriptive study involves 60 students of 7 Grade Student of private junior high school in Tuban East Java Indonesia. Data obtained through the pattern generalization task. The type of pattern used in this research is pictorial sequences with two non-consecutive terms. Selection of a pictorial sequences with two non-consecutive pattern to focus students' attention on visual stimuli. Based on the students answers of pattern generalization task, there are 33 students who answered correctly and 27 students answered wrong. From the correct answer, there are six different general formula representations. The visualization strategy used by the students begins by splitting the image into smaller elements. The way students break down into smaller elements is also diverse. Students divide the image in the form of V (2 matchsticks), U shape (3 matchsticks), square shape (4 matchsticks) and lastly divide in a unit additive consisting of 7 matchsticks.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Langsung dengan Animasi Berbasis Flash pada Kubus dan Balok ]]>
<![CDATA[Ria Fibriana Sari]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Vygotsky : Jurnal Pendidikan Matematika dan Matematika Vol 2, No 1 (2020): Vygotsky: Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/vj.v2i1.191
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada materi kubus dan balok. Hal tersebut dikarenakan kegiatan pembelajaran didominasi oleh guru maka diperlukan alternatif pembelajaran yang berpusat pada siswa. Salah satu alternatif yaitu menggunakan media animasi Flash. Penelitian ini merupakan penelitian pengembangan. Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran langsung dengan media animasi berbasis Flash pada materi kubus dan balok untuk siswa SMP kelas VIII. Pengembangan perangkat pembelajaran dilakukan dengan menggunakan model 4-D (model Thiagarajan dkk). Perangkat pembelajaran yang dihasilkan berupa: (1) Rencana Pelaksanaan Pembelajaran (RPP), (2) Media Pembelajaran Berbasis Flash, (3) Lembar Kerja Siswa (LKS), dan (4) Tes Hasil Belajar (THB). Berdasarkan hasil uji coba perangkat, diperoleh perangkat pembelajaran langsung berbasis Macromedia Flash valid menurut para validator serta memenuhi kriteria: (1) kemampuan guru mengelola pembelajaran berkriteria baik, (2) aktivitas siswa dalam proses pembelajaran baik, (3) respons siswa terhadap komponen belajar positif, (4) tes hasil belajar memenuhi kriteria valid, reliabel, dan sensitif. Sehingga dapat disimpulkan bahwa perangkat pembelajaran berkualitas baik.Kata-kata Kunci: Pembelajaran Langsung, Flash, Kubus dan Balok. ]]>
<![CDATA[The Role of Mathematical Connections in Mathematical Problem Solving ]]>
<![CDATA[Didik Sugeng Pambudi]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 14, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.22342/jpm.14.2.10985.129-144
<![CDATA[Problem-solving and mathematical connections are two important things in learning mathematics, namely as the goal of learning mathematics. However, it is unfortunate that the ability of students 'mathematical connections is very low so that it impacts on students' failure in solving mathematical problems. The writing of this paper aims to discuss the understanding of mathematical problems, mathematical problem solving, mathematical connections, and how they play a role in solving mathematical problems. The method used in writing this paper is a method of studying literature, which is reinforced by the example of a qualitative research result. The research subjects consisted of two eighth grade students of junior high school in Jember East Java, Indonesia, in 2017/2018. The research data consisted of written test results solving the mathematical problem as well as interview results. Data analysis uses descriptive qualitative analysis. From the results of literature studies and research results provide a conclusion that mathematical connections play an important role, namely as a tool for students to use in solving mathematical problems where students who have good mathematical connection skills succeed in solving mathematical problems well, while poor mathematical connection skills cause students to fail in solving mathematical problems.]]>
<![CDATA[Membangun Definisi Genetis Kubus Melalui Distorsi dan Manipulasi Objek Spasial ]]>
<![CDATA[Feny Rita Fiantika]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Jurnal Elemen Vol 3, No 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v3i2.403
<![CDATA[Geometry is one of school material subject which close with our daily activities. They used geometry form concept to interior and exterior design. The closeness between geometry content and daily activities encourage author to explore how is spatial thinking elementary student. Two kinds of representations are internal representation and external representation. Representation internal include perception, distortion or abstraction and relationships between objects, external representation reveal the product of thought to image, words, table, concrete object, or mathematic symbols used to understand yourself and others.Transformation is representation component. Transformation needs object to operate it, and representation needs transformation to create representation. Transformation is tool to descript representations.Subject of the research is elementary school students grade 5th, the researcher gives them a problem of geometry object 2 dimensions to 3 dimensions The research findings are the subject be able to construct a genetic definition of the cube by using analogical thinking in the preparation of the definition.]]>
<![CDATA[Developing Mathematics Teaching Devices in the Topic of Trigonometry Based on Guided Discovery Teaching Method ]]>
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 2, July 2016 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v1i2.4827
<![CDATA[This research is categorized as Research and Development (R D). As developed in this research is learning device that consists of lesson plan, student worksheet, and test. This research adopts ADDIE as a R D model that stands for Analysis, Design, Development, Implementation, and Evaluation. The aim of this study are to describe the development process and to produce trigonometry learning device based on guided discovery method for students of grade XI Natural Science, as well as determine the effectiveness of trigonometry learning process using Guided Discovery method. To produce the trigonometry learning device based on guided discovery method for students of grade XI Natural Science, so it requires a validation from the experts and a trial to determine its practicability and effectiveness. According to the result of data analysis, it can be concluded: (1) trigonometry learning device based on guided discovery method for students of grade XI Natural Science fulfills criterion of valid, effective and practically, and (2) trigonometry learning process based on guided discovery method is effective.]]>
<![CDATA[PROFIL GENERALISASI BERDASARKAN PERSPEKTIF SEMIOTIK SISWA OPERASIONAL KONKRET DAN OPERASIONAL FORMAL ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Siti Amin]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ JIPMat Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jipmat.v3i2.2517
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan proses generalisasi berdasarkan perspektif semiotik pada siswa operasional konkret dan operasional formal. Material semiotik yang akan dianalisis meliputi, gestur, ucapan dan tulisan. Penelitian kualitatif eksploratif ini dilaksanakan di salah satu SMP swasta di Tuban Jawa Timur Indonesia. Subjek dalam penelitian ini adalah seorang siswa Kelas VII yang berada pada tahap operasional konkret dan operasional formal. Subjek dipilih dengan menggunakan instrument GALT (Group of Assessment of Logical Thinking). Data dikumpulkan dengan think aloud, yaitu saat menyelesaikan tugas generalisasi pola, siswa menyatakan proses berpikirnya secara lisan. Selain itu, juga dilakukan wawancara. Data yang telah terkumpul kemudian dianalisis dengan menggunakan teknik analisis data kualitatif. Hasil penelitian menunjukkan bahwa siswa operasional konkret melalui tiga tahapan proses generalisasi, sedangkan siswa operasional formal melalui empat tahapan proses generalisasi. Tahapan membuktikan kebenaran rumus umum tidak dilakukan oleh siswa operasional konkret. Siswa operasional konkret menyatakan produk generalisasi dalam bentuk kalimat sederhana berdasarkan pada konteks gambar yang dilihat, sedangkan siswa operasional formal menyatakan produk generalisasi dalam bentuk aljabar simbolik.]]>
<![CDATA[Profil Generalisasi Berdasarkan Perspektif Semiotik Siswa Operasional Konkret Dan Operasional Formal ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Siti Amin]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 9, No 2 (2018): AKSIOMA : Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/aks.v9i2.2515
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan proses generalisasi berdasarkan perspektif semiotik pada siswa operasional konkret dan operasional formal. Material semiotik yang akan dianalisis meliputi, gestur, ucapan dan tulisan. Penelitian kualitatif eksploratif ini dilaksanakan di salah satu SMP swasta di Tuban Jawa Timur Indonesia. Subjek dalam penelitian ini adalah seorang siswa Kelas VII yang berada pada tahap operasional konkret dan operasional formal. Subjek dipilih dengan menggunakan instrument GALT (Group of Assessment of Logical Thinking). Data dikumpulkan dengan think aloud, yaitu saat menyelesaikan tugas generalisasi pola, siswa menyatakan proses berpikirnya secara lisan. Selain itu, juga dilakukan wawancara. Data yang telah terkumpul kemudian dianalisis dengan menggunakan teknik analisis data kualitatif. Hasil penelitian menunjukkan bahwa siswa operasional konkret melalui tiga tahapan proses generalisasi, sedangkan siswa operasional formal melalui empat tahapan proses generalisasi. Tahapan membuktikan kebenaran rumus umum tidak dilakukan oleh siswa operasional konkret. Siswa operasional konkret menyatakan produk generalisasi dalam bentuk kalimat sederhana berdasarkan pada konteks gambar yang dilihat, sedangkan siswa operasional formal menyatakan produk generalisasi dalam bentuk aljabar simbolik.]]>
<![CDATA[Senior High School Students Problem Solving in Terms of Mathematical Abilities ]]>
<![CDATA[Rusydah Kamilah]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Teknodika Vol 20, No 1 (2022): Teknodika ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/teknodika.v20i1.56168
<![CDATA[Practicing problem-solving can increase students' confidence outside of the mathematics field. Meanwhile, students who have different mathematical abilities have different problem-solving abilities in solving problems. Therefore, this research aims to describe students' problem-solving abilities in terms of mathematical abilities by using qualitative descriptive research methods. The subjects were three students with high, medium, and low abilities, while the main instrument was the researcher himself, supported by test and interview instruments. The results of high and moderate students exploring and understanding the problem showed the reluctance to write in detail on the answer sheet for the information known and problem asked in the questions, then delivered it in the interview session. In contrastNTS, the low-ability students wrote in great detail. At the stage of representing and formulating, high, medium, and low students used the same terms and formulas. At the stage of planning and implementing, the three students used various methods. However, the three students acquired the same answer and rechecked the results with what was known in the questions.]]>
<![CDATA[Strategic competence of students in solving linear program problems based on mathematical anxiety ]]>
<![CDATA[M. Fauzan Asy'ari]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.916
<![CDATA[This descriptive qualitative research aims to describe the students' strategic competence with high and low mathematical anxiety in solving linear program problems. The subjects of this research were one student with low mathematical anxiety (S1) and one student with high mathematical anxiety (S2). The main instrument was the researchers supported by the test instrument and interview guidelines. Data from test and interview results were analyzed using steps data reduction, data display, and conclusion drawing. The results showed that both participants formulated problems by writing down the essential information and linking pieces of information with prior knowledge. Both participants represented problems by using words in formulating problems. S1 described problems using mathematical models, equations, graphs, and concepts in solving problems while represented problems using tables, mathematical models, equations, charts, and concepts in solving problems. Both participants resolved problems by planning a solution and implementing it. S1 determined and choose the correct answer of the problems while S2 had difficulty in modeling problems so that S2 modeled problems by guessing. S2 was wrong in modeling problems. Finally, the next work steps of S2 were also wrong, and S2 did not find the correct solution.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Langsung dengan Media Animasi Berbasis Flash pada Materi Kubus dan Balok ]]>
<![CDATA[Ria Fibriana Sari]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 1 (2020): Vol. 3 No. 1 Maret 2020 ]]>
Publisher : <![CDATA[Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia ]]>
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DOI: 10.36815/majamath.v3i1.583
<![CDATA[This research is triggered by low students learning outcomes in cube and cuboid material. It was occured because teacher was dominating learning activities. As a resuly, an alternatif learning activities based on flash based animation media. This research is a development of research. The purpose of this research is to produce the direct learning based on Macromedia Flash device which can improve student learning outcomes in class VIII on the topic cube and cuboid. Development of a learning device performed using 4-D models (model Thiagarajan et al). Learning device produced in the form of: (1) Lesson Plan (RPP), (2) Introductional Media Based on Macromedia Flash, (3)Student Worksheet (LKS), and (4) Learning Outcomes (THB).Based on the results of the test device, obtained by the direct learning based on Macromedia Flash have been valid according to the validator and qualified: (1) the ability to manage the learning criteria of good teachers, (2) the activity of students active in the learning process, (3) Classical learning completeness reached, (4) students response positive a learning component, (5) the learning outcomes test meet the criteria for a valid, reliable, and sensitive. Thus, it can be concluded that problem based learning was effective.]]>
