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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education HISTOGRAM: Jurnal Pendidikan Matematika Scholaria: Jurnal Pendidikan dan Kebudayaan International Journal on Emerging Mathematics Education JPM : Jurnal Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Integral : Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Euclid Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Infinity
Iwan Junaedi
Universitas Negeri Semarang
Humanities Education Mathematics Public Health Social Sciences Other

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The Analysis of Problem Solving Ability Viewed from Intuition in Integral Calculus Course Eko Andy Purnomo; Yohanes Leonardus Sukestiyarno; Iwan Junaedi; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Students need to engage in analytical and logical thought processes, as well as the construction of mathematical knowledge and ideas, to solve problems. What these students are doing is an example of intuitive cognition. From what we can tell, many students, especially those taking Integral Calculus, do not fully use their mental capacities when attempting to solve issues. This research aimed to identify the extent to which intuition is used to solve problems encountered in the study of Integral Calculus. The method of this research was a descriptive qualitative method. A total of 43 participants from the FMIPA UNIMUS Mathematics Education Study Program participated in the study. The study's findings were that the problems persisted regardless of whether the children were high, middle, or poor achievers. The instruments used in this study are the evaluation questions, the intuition surveys, and the interviewing procedures for both the problem solver and the intuitive. They used evaluation tests, observations, and in-depth interviews to triangulate their results. Data analysis entails three stages: data reduction, display, and verification. Affirmatory intuition was most common among students with high problem-solving abilities. In contrast, those with average skills utilized a mix of Affirmatory and Anticipatory intuition. On the other hand, students with limited talents relied on Anticipatory intuition rather than actual intuition. The findings suggest that when presented with a problem, pupils' first instincts are not universal. It indicates that further investigation would develop pupils' innate ability to solve problems creatively.
Mathematical Problem-Solving Ability from Self-Regulated Learning for Class 10th Senior High School Students Nurina Hidayah; Windi Dina Safitri; Zaenuri Zaenuri; Iwan Junaedi; Masrukhan Masrukhan
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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There is a relationship between mathematical problem-solving ability and student self-regulated learning. Data collection using trigonometric comparison math problems and self-regulated learning questionnaires. The subjects in this study were students of class 10th at senior high school 1 Doro. They were taking research subjects based on the category of student self-regulated learning consisting of low, medium, and high levels. Data analysis techniques in this study are data reduction, data presentation, and conclusion drawing. Four indicators of problem-solving ability are used, including understanding the problem, designing problem-solving strategies, performing calculations, and looking back at the problem-solving results. The results indicate that students with a high level of self-regulated learning have problem-solving abilities that tend to be better. Students with high self-regulated learning can meet the indicators of problem-solving ability at the stage of understanding the problem. They are less able at stages to design problem-solving strategies and perform calculations. The finding is that the subject cannot meet the step of looking back on problem-solving. Second, students with moderate self-regulated learning have problem-solving abilities that tend to be quite good. Students in moderate self-regulated learning have not been fully able to meet the indicators of problem-solving ability in understanding the problem. They are unable to complete the other problem-solving stages. Third, students with low levels of self-regulated learning have problem-solving abilities that tend to be less good. Students in this category cannot meet the four indicators of problem-solving ability.
Mathematical Literacy: Ethnomathematics in PISA Leveling Representations Nila Ubaidah; Zaenuri Zaenuri; Iwan Junaedi; Sugiman Sugiman
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy is logical reasoning in solving mathematical problems. But over time, the meaning of mathematical literacy also develops and is often associated with a person's ability to identify and understand problems in which mathematics plays a role in all areas of life. The purpose of this study is to represent Mathematics Literacy Problems in PISA leveling associated with ethnomathematics and can be used as examples to deliver teaching materials in schools. The research used is a qualitative descriptive study with the object of research is the Culture of the Kutai Society, which is represented in the Mathematical Literacy problem of the PISA Socio-Cultural Context Model. From the research, it was found that the Technique of Designing PISA Model Mathematical Literacy Questions Using the Socio-Cultural Context of the Kutai Community contained 3 things in designing the PISA model grids and math problems based on argumentation indicators. The problem design process is carried out by prototyping using three characteristics, namely content, construct, and language.
Analysis of the Creative Thinking Process of Kineesthetic Students in Solving Arritmatic Sequences and Series Problems with the Help of Congklak Media Based on Wallas Stages Nuranita Adiastuty; Budi Waluya; Iwan Junaedi; Masrukan Masrukan; Evi Herayani; Nunu Nurhayati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to describe the creative thinking process of kinesthetic students in solving arithmetic sequences and series problems with the help of congklak media based on the Wallas stages. The research method used is descriptive qualitative. The subjects of this study consisted of four students of class XI MIPA 5 SMAN 3 Kuningan who were selected using a purposive sampling technique based on the highest kinesthetic learning style questionnaire score. Data was collected through questionnaires, tests, interviews, and observations. The triangulation used is time and technique triangulation. The results showed that: (a) at the preparation stage the four subjects were able to identify problems carefully, completely, and accurately; (b) at the incubation stage, one subject asked the researcher about the concept of an arithmetic sequence, this activity is a stage where the subject looks for a relationship between the concept of an arithmetic sequence and the information contained in the problem so that the subject is able to generate other solutions that are different from what the three thinkers think. another subject; (c) at the illumination stage, the four subjects have a strong will and effort to find alternative solutions to the problems given; and (d) at the verification stage, two subjects were able to get more than one alternative answer idea for each given question, while the other two subjects had not been able to find alternative ideas/other solutions to some of the questions given.
ANALISIS META ARTIKEL BERTEMA KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA PADA IMPLEMENTASI MODEL GUIDED DISCOVERY LEARNING Wahyu Nur Annisa; Iwan Junaedi; Iqbal Kharisudin; Scolastika Mariani; Arief Agoestanto
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v8i1.3546

Abstract

Kemampuan berpikir kritis matematis merupakan salah satu kemampuan berpikir tingkat tinggi yang perlu dimiliki oleh setiap orang. Penelitian ini bertujuan untuk menganalisis artikel bertema kemampuan berpikir kritis matematis siswa pada implementasi pembelajaran Guided Discovery Learning. Penelitian ini menggunakan metode meta-analysis. Hasil analisis delapan artikel diperoleh dua artikel dalam kategori effect size besar dan enam artikel dalam kategori effect size sangat besar. Nilai rata-rata effect size dari delapan artikel yang digunakan yakni sebesar 1,966. Berdasarkan tabel interpretasi effect size, rata-rata effect size dari delapan artikel jurnal menunjukkan bahwa model Guided Dicovery Learning memiliki pengaruh yang sangat besar pada kemampuan berpikir kritis matematis siswa. Selain itu, hasil uji-t memperoleh t_hitung=19,215>t_tabel=1,96. Hal tersebut menunjukkan bahwa rata-rata kemampuan berpikir kritis matematis siswa pada pembelajaran Guided Dicovery Learning lebih baik daripada siswa kelas kontrol. Implikasi yang didapat adalah bahwa model Guided Dicovery Learning dapat dijadikan referensi bagi guru dalam kegiatan pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis matematis. Kata Kunci: kemampuan berpikir kritis matematis, guided discovery learning
Analisis Kemampuan Berpikir Kritis dan Hambatan Belajar Siswa Kelas XI Materi Translasi Fullu Azka; Isnarto Isnarto; Iwan Junaedi; Zaenuri Zaenuri; Walid Walid
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 1 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v8i1.8400

Abstract

This research aims to identify and analyze students' critical thinking skills and learning barriers in learning mathematics translation material. The concept of translation is fundamental for students who want to master geometric transformations. Students must understand the basics of translation because this understanding of translation will be needed at a higher level. However, many students still experience obstacles in understanding translation material. Students experience learning impediments because of the difference between the expected achievements of critical thinking skill indicators, interpretation, analysis, evaluation, and inference, and the actual results. This research uses a qualitative descriptive research methodology, utilizing data collection techniques such as interviews, observation, and documentation. Data analysis was conducted using descriptive methods with 30 class XI-1 students as participants. Triangulation was used in the data collection process, which involved using teacher and student interviews, administering diagnostic tests, and textbook analysis (document analysis). The research results show that the average percentage of students' critical thinking abilities from the four indicators is 41.665%. Ontogenic, didactic, and epistemological barriers cause the low critical thinking skills of class XI-1 in studying translation. The research results can be used as considerations for teachers in designing learning to improve critical thinking skills and reduce students' learning barriers in learning translational material.
Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research Andes Safarandes Asmara; Stevanus Budi Waluya; Hardi Suyitno; Iwan Junaedi; Yusi Ardiyanti
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p197-214

Abstract

This research aims to develop patterns of students' mathematical literacy processes based on the Cognitive Load Theory (MLCLT). Research using Design-Based Research (DBR) aims to design and develop learning components in the form of resulting learning patterns arranged in 4 stages. The research results show that a CLT-based mathematical literacy process domain pattern has been found. For the aspect of formulating situations mathematically, the pattern of mathematization was produced, and it resulted in some students having good communication skills. For the element of employing mathematical concepts, facts, procedures, and reasoning, the pattern of application was produced, and it showed an increase in students' literacy processes for indicators such as mathematizing, representation, reasoning, argument, devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools. The pattern for the aspect of interpreting, applying, and evaluating mathematical outcomes is the reflection pattern. In this pattern, students are already accustomed to having indicators of mathematical literacy processes related to devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools so that they can produce real solutions to real-world problems.
Co-Authors Abd Taram Agung Setiawan Agus Yulianto Andes Safarandes Asmara, Andes Safarandes Anisa Rima Auliya Ardiyanti, Yusi Arief Agoestanto Asih, Tri Sri Noor Bambang Eko Susilo Budi Waluya Budi Waluyo Dedi Muhtadi Dr. Masrukan, Dr. Eko Andy Purnomo Eling Purwantoyo Erina Siskawati Evi Herayani Ferry Ferdianto Fifit Fitriani Fullu Azka Hamidah Hamidah Hardi Suyitno Hardi Suyitno Ibnul Mubarak Ibnul Mubarok Iman Solahudin Iqbal Kharisudin Isnarto Isnarto Jaka Wijaya Kusuma Kartono - Kintoko Kintoko Lukmanul Akhsani Masrukhan Masrukhan Mohammad Qois Syafi Mujib Mujib Mukhammad Toni Mulyono Mulyono Nila Ubaidah Nuhyal Ulia Nunu Nurhayati Nuranita Adiastuty Nuriana Rachmadi Dewi Nuriana Rachmani Dewi Nurina Hidayah Parmin Parmin Rochmad - Scolastika Mariani St. Budi Waluya Sugiman Sugiman Sukestiyarno Sukestiyarno Wahyu Ning Dewi Kumalaretna Wahyu Nur Annisa Wahyu Ridlo Purwanto Walid Walid, Walid Wardono Wardono Windi Dina Safitri Y L Sukestiyarno Y. L. Sukestiyarno YL Sukestiyarno YL. Sukestiyarno Yohanes Leonardus Sukestiyarno Zaenuri Mastur