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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching E-Dimas: Jurnal Pengabdian kepada Masyarakat Union: Jurnal Ilmiah Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan IndoMath: Indonesia Mathematics Education Dinamisia: Jurnal Pengabdian Kepada Masyarakat Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) Jurnal Pendidikan Matematika (Jupitek) JPM : Jurnal Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika Math Educa Journal Indonesian Journal of Community Services Imajiner: Jurnal Matematika dan Pendidikan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Jurnal Berdaya Mandiri Mosharafa: Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application Jurnal Abdimas Serawai PTK: Jurnal Tindakan Kelas Unnes Journal of Mathematics Education Jurnal Pendidikan Matematika Malikussaleh Cartesian: Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pendidikan Sultan Agung Jurnal Pengabdian Masyarakat dan Riset Pendidikan Indonesian Journal of Education and Pedagogy Jurnal Infinity Jurnal Pendidikan Progresif Differential: Journal on Mathematics Education
Basir, Mochamad Abdul
Universitas Islam Sultan Agung
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ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS Imam Kusmaryono; Mochamad Abdul Basir; Bagus Ardi Saputro
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p15-30

Abstract

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.
THE ROLE OF SCAFFOLDING IN THE DECONSTRUCTING OF THINKING STRUCTURE: A CASE STUDY OF PSEUDO-THINKING PROCESS Imam Kusmaryono; Nila Ubaidah; Mochamad Abdul Basir
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p247-262

Abstract

This study aimed to (1) analyze the role of scaffolding in deconstructing pseudo-thinking structure, and (2) analyze the development of students' thinking structures after receiving scaffolding. The study was framed with a qualitative methodology by involving case study design. This research was conducted at State Junior High School 31 in Semarang City, Indonesia. Data was collected through tests, observation, and interview methods.  Result of the study indicated that (1) scaffolding has changed the pseudo thinking process into a real thought process, and (2) scaffolding could develop students’ thinking structure into a more complex (abstract) level. Their thinking structure was initially on the stage of comparative thinking structure before receiving scaffolding assistance and after receiving scaffolding, to developed into the stage of logical reasoning thinking structure. In other words, scaffolding could become a useful strategy to help students go through different    Zone of Proximal Development (ZPD).
The efectiveness of module based on Missouri Mathematics Project model to improve students’ mathematical literacy skills Rodliyah, Siti Ika Faidatur; Wijayanti, Dyana; Basir, Mochamad Abdul; Dewi, Fatimah Candrawati
Indonesian Journal of Education and Pedagogy Vol. 1 No. 2 (2024): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i2.67

Abstract

The ability that students must have in the 21st-century learning era is mathematical literacy. Generally, the selection and use of inappropriate textbooks is a factor in low mathematical literacy. The research aims to determine the effectiveness of using modules based on the Missouri Mathematics Project model in improving students' mathematical literacy. The type of research used is quantitative, using a one-shot case study. The participants of this study were 27 lower secondary students. The results showed that the module based on the Missouri Mathematics Project model could improve mathematical literacy with a classical completeness of 96%. Additionally, it can be interpreted from a one-sided t-test that the module based on the Missouri Mathematics Project (MMP) model is effective in improving students' mathematical literacy. The findings can assist educators in effectively utilising the modules based on the Missouri Mathematics Project model and its integration into their teaching practices.
Pembelajaran Berbasis Science Technology Engineering and Mathematics Meningkatkan Kemampuan Siswa Dalam Pemecahan Masalah Matematis Medi Dwi Utari; Imam Kusmaryono; Mochamad Abdul Basir
Cartesian: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Cartesian Vol. 4 No. 1 November 2024
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v4i1.6325

Abstract

Salah satu tujuan pembelajaran matematika adalah membekali siswa agar dapat memecahkan masalah. Namun, hasil observasi menunjukkan kemampuan pemecahan masalah matematis siswa masih belum maksimal atau tergolong rendah. Tujuan penelitian ini untuk menganalisis pembelajaran berbasis STEM dalam melatih kemampuan pemecahan masalah matematis siswa kelas VIII pada materi statistika. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Adapun subjek penelitian adalah siswa kelas VIII F MTs Negeri 2 Kota Semarang yang berjumlah 34 siswa. Instrumen penelitian yang digunakan yaitu lembar observasi, tiga jenis lembar kerja siswa, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa pembelajaran berbasis STEM pada materi statistika dilaksanakan melalui tahap ask, imagine, plan, create, dan improve dengan mengintegrasikan setiap aspek science, technology, engineering dan mathematics ke dalam proses pembelajaran. Siswa disajikan permasalahan dalam kehidupan sehari-hari atau dunia nyata yang relevan kemudian melalui tahap ask siswa mengidentifikasi masalah. Tahap imagine siswa memikirkan solusi yang terbaik untuk menyelesaikan masalah berdasarkan konsep dan pada tahap plan siswa membuat rancangan penyelesaian agar solusi yang dipilih dapat digunakan. Pada tahap create siswa melaksanakan penyelesaian masalah berdasarkan rancangan yang dibuat dan di tahap akhir yaitu improve siswa membuat kesimpulan atas hasil yang diperoleh. Kemampuan pemecahan masalah siswa sebesar 80,86% yang dikategorikan baik.
Proses Pembelajaran Berdiferensiasi terhadap Peningkatan Kemampuan Berpikir Kritis Pada Materi Operasi Hitung Aljabar Hidayah, Nur; Kusmaryono, Imam; Abdul Basir, Mochamad
Cartesian: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Cartesian Vol. 4 No. 1 November 2024
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v4i1.6326

Abstract

Pembelajaran berdiferensiasi digunakan untuk memenuhi kebutuhan siswa dalam memahami materi pembelajaran sehingga kemampuan berpikir kritis siswa dapat meningkat. Penelitian ini bertujuan untuk menganalisis proses pembelajaran berdiferensiasi terhadap peningkatan kemampuan berpikir kritis pada materi operasi hitung aljabar. Metode yang digunakan yaitu metode kualitatif dengan jenis studi kasus. Penelitian ini dilaksanakan di SMP Islam Sultan Agung Semarang dengan subjek penelitian adalah guru matematika dan 30 siswa kelas VII A5. Teknik pengumpulan data dilaksanakan dengan observasi, wawancara, tes, dan studi dokumen. Hasil penelitian ini yaitu langkah pembelajaran dengan identifikasi keragaman, membagi kelompok siswa, memberikan diferensiasi konten, memberikan diferensiasi proses, dan memberikan diferensiasi produk. Lembar kerja yang diberikan memuat langkah FRISCO. Focus difasilitasi dengan bentuk soal PGK (Pilihan Ganda Kompleks) berupa langkah-langkah, uraian, dan soal cerita. Reason difasilitasi guru memberikan pendekatan agar siswa dapat mengkonstruksi konsep dengan tahapan-tahapan yang telah diberikan guru. Inference difasilitasi guru membantu siswa membuat kesimpulan yang tepat. Situation difasilitasi guru memberikan arahan agar semua diisi dan dicek pengerjaan siswa secara berkala. Clarity difasilitasi guru memberikan tugas yang dikaitkan dengan kehidupan sehari- hari. Overview difasilitasi guru memberikan stimulus, waktu pengerjaan, dan arahan untuk mengecek ulang jawaban sebelum dikumpulkan. Peningkatan kemampuan berpikir kritis terbukti dari nilai lembar kerja pertemuan pertama, kedua, ketiga, dan tes kemampuan berpikir kritis. Inteval nilai 81-100 dengan kategori sangat tinggi meningkat 100%. Indikator kemampuan berpikir kritis juga dipenuhi rata-rata 90% siswa.
Peningkatan Kemampuan Pemecahan Masalah dan Motivasi Belajar melalui Pendekatan Teaching at The Right Level Berbantuan Quizizz Rizky, Indar; Kusmaryono, Imam; Basir, Mochamad Abdul
PTK: Jurnal Tindakan Kelas Vol. 5 No. 2 (2025): Mei 2025
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i2.568

Abstract

Abstrak—Latar Belakang: Kemampuan pemecahan masalah merupakan kemampuan yang penting dimiliki oleh siswa agar terbiasa menghadapi berbagai macam permasalahan kehidupan. Tujuan: Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah dan motivasi belajar melalui pendekatan teaching at the right level (TaRL) berbantuan Quizizz. Metode: Penelitian ini menggunakan metodologi penelitian tindakan kelas. Penelitian ini dilaksanakan dengan model siklus. Subjek penelitian ini adalah siswa kelas XI-3 SMA Islam Sultan Agung 03 Semarang. Teknik pengumpulan data melalui tes, angket, dan observasi. Data penelitian ini dianalisis dengan analisis deskriptif. Hasil: Penelitian ini menunjukkan hasil adanya peningkatan kemampuan pemecahan masalah dan motivasi belajar siswa yang terjadi dari siklus I ke siklus II. Selain itu, diperoleh bahwa persentase siswa tuntas KKM pada siklus II yaitu 92,6% atau melebihi 80% yang artinya telah mencapai keberhasilan penelitian ini. Kesimpulan: Penerapan pendekatan teaching at the right level berbantuan media pembelajaran Quizizz dapat meningkatkan kemampuan pemecahan masalah dan motivasi belajar siswa. Kata Kunci— kemampuan pemecahan masalah; motivasi belajar; TaRL; Quizizz Abstract— Background: Problem-solving ability is an important skill for students to have in order to become accustomed to facing various kinds of problems that exist. However, the condition in the field shows the condition of students' problem-solving abilities is still low. Objective: This research aims to improve problem-solving abilities and learning motivation through the TaRL approach assisted by Quizizz. Methods: This research method adopts a classroom action research methodology. This research was conducted using a cyclical model. The subjects of this study were students of class XI-3 SMA Islam Sultan Agung 03 Semarang. The data collection techniques used were through tests, questionnaires, and observations. The research data were analyzed by descriptive analysis. Results: This research shows the results of an increase in problem-solving abilities and student learning motivation that occurred from cycle I to cycle II. In addition, it was found that the percentage of students completing the KKM in cycle II was 92.6% or exceeding 80%, which means that this research has achieved success. Conclusion: This research concludes that the application of the Teaching at the Right Level (TaRL) approach assisted by Quizizz learning media can improve students' problem-solving abilities and learning motivation. Keywords— problem-solving ability, learning motivation, TaRL, Quizizz
Improving Students' Mental Health Through Self-efficacy in Solving Algebraic Form Problems Using the Mentorika Application Ahmida, Nuzila Yuli Alfi; Sari, Dian Widya; Hidayah, Lutfi; Nur Rohmad, Dimas Teguh; Basir, Mochamad Abdul
JURNAL PENDIDIKAN MATEMATIKA Vol 8, No 2: November 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.8.2.187-202

Abstract

In today's increasingly complex life situations, mental health problems can increase, especially among students in Indonesia. Mental health problems that occur in students are related to Self-efficacy regarding the potential they have in achieving something and in dealing with pressure in certain situations. Low Self-efficacy in adolescents can cause emotional and mental disorders. Based on this, this study aims to develop a mentor application to help improve students' mental health through Self-efficacy in solving algebraic form problems. This research was conducted at SMP Negeri 2 Kedungtuban, and the subjects of this study were 30 seventh-grade junior high school students. The research method used is Research and Development (R&D), and the ADDIE Model design is used. The results of data analysis show that the mentorika application is proven to be valid because it has a significant level of 0.000 < 0.005, feasible because all variables (statements) have a value of r count > r table, and effective because it meets the individual completeness test and classical completeness test, so it can be said that the mentorika application developed is effective in improving students' mental health through Self-efficacy in solving algebraic form problems. The evaluation results show that the effect of student confidence on improving mental health in solving algebraic form problems has increased significantly after using the Mentorika application. Keywords: Mental Health, Self-Efficacy, Algebraic Forms.
Teacher Empowerment through E-Comics to Improve Mathematical Connections in the Harapan Bunda Semarang Learning Community: Teacher Empowerment through E-Comics Basir, Mochamad Abdul; aminudin, mohamad; suyitno, amin; khasanah, uswatun; salma, emilia
JURNAL ABDIMAS SERAWAI Vol. 5 No. 1 (2025): Jurnal Abdimas Serawai (JAMS)
Publisher : Program Studi Administrasi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Muhammadiyah Bengkulu 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jams.v5i1.8113

Abstract

The limited variety of learning media and digital assessments is one of the challenges for teachers in improving students' mathematical connections. To overcome this, this community service activity aims to empower junior high school mathematics teachers in the Harapan Bunda Semarang Learning Community in designing e-comics and interactive digital assessments to improve students' mathematical connection skills. The target partners consist of 20 mathematics teachers who are active in the Harapan Bunda Semarang Learning Community. This program is implemented for two months with a participatory training approach consisting of three stages: (1) socialization and mapping of teacher needs, which aims to understand the level of ability and needs of teachers related to digital learning media, (2) training in creating e-comics based on contextual problems that are relevant to junior high school mathematics material, as well as designing digital assessments using the Liveworksheets platform, and (3) direct practical assistance by a team of lecturers and students from the Mathematics Education Study Program, FKIP, Sultan Agung Islamic University. The results of the activity showed an average increase in teacher competency scores of 60% in the posttest compared to the pretest, the quality of the e-comic products produced reached 86% based on the assessment rubric, and an average teacher satisfaction score of 4.7 out of 5. This increase reflects the positive impact of the training in significantly improving teachers' digital skills, while also contributing to efforts to develop more innovative and effective mathematics learning in schools
Peningkatan Kemampuan Berpikir Kritis dan Motivasi Belajar Melalui Teams Games Tournament dengan Culturally Responsive Teaching Mu’asaroh, Herdiyanti Putri; Kusmaryono, Imam; Basir, Mochamad Abdul
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.26743

Abstract

Keterkaitan yang erat antara kemampuan berpikir kritis dan motivasi belajar belum tercermin pada praktik pembelajaran, di mana kemampuan berpikir kritis matematis dan motivasi belajar siswa masih menjadi tantangan. Tujuan penelitian ini yaitu meningkatkan kemampuan berpikir kritis matematis dan motivasi belajar siswa melalui implementasi model Teams Games Tournament (TGT) dengan Culturally Responsive Teaching (CRT). Penelitian ini dikategorikan sebagai penelitian tindakan kelas yang prosesnya berulang melalui bentuk siklus. Penelitian ini bertempat di SMA Islam Sultan Agung Islam 3 Semarang pada bulan September hingga November 2024. Subjek penelitian ini adalah 29 siswa kelas XI-2 sebagai penerima tindakan. Metode pengumpulan data yang digunakan adalah observasi, angket, dan tes. Teknik analisis data menggunakan analisis deskriptif kualitatif. Setiap siklus pada penelitian ini memberikan hasil skor kemampuan berpikir kritis dan motivasi belajar yang meningkat. Pada kemampuan berpikir kritis, skor indikator kemampuan interpretasi meningkat dari 38% menjadi 79%, kemampuan analisis meningkat dari 41% menjadi 76%, kemampuan evaluasi dan inferensi meningkat dari 38% menjadi 83%, kemampuan eksplanasi meningkat dari 34% menjadi 76%, dan kemampuan pengaturan diri meningkat dari 31% menjadi 76%. Pada motivasi belajar sebanyak 75.86% siswa mencapai kategori tinggi. Penelitian tindakan kelas dengan menerapkan model TGT dengan CRT dapat meningkatkan kemampuan berpikir kritis matematis dan motivasi belajar siswa.
Peningkatan Kemampuan Pemecahan Masalah dan Self Efficacy melalui Teams Games Tournament dengan Pendekatan Teaching at The Right Level Naufal, Hanif; Kusmaryono, Imam; Basir, Mochamad Abdul
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.26746

Abstract

Kemampuan memecahkan masalah dapat dikuasai dengan baik oleh siswa apabila siswa memiliki kemampuan afektif, salah satunya adalah self efficacy. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis dan self efficacy siswa melalui Teams Games Tournament (TGT) dengan pendekatan Teaching at the Right Level (TaRL). Jenis penelitian ini adalah penelitian tindakan kelas dengan dua siklus. Penelitian dilakukan di SMA Islam Sultan Agung 3 Semarang pada kelas XI-1 yang berjumlah 29 siswa. Metode pengumpulan data melalui observasi, angket, dan tes. Hasil pembelajaran melalui dua siklus menunjukkan adanya peningkatan yang signifikan, yaitu lebih dari 75% siswa memiliki kemampuan pemecahan masalah untuk setiap indikator dan lebih dari 75% siswa memiliki self efficacy kategori sedang. Disimpulkan bahwa penerapan model TGT dengan pendekatan TaRL dapat meningkatkan kemampuan pemecahan masalah matematis dan self efficacy siswa.
Co-Authors Adinda Putri Agustyani, Mayana Ahmad Lutfi Ahmida, Nuzila Yuli Alfi Ali Umar Dhani Alwi, Muhaammad Thohir Mahfudzh Amalia Putri, Amalia Amin Suyitno Anggar Titis Prayitno Apriliya Bagus Adi Saputro Bagus Ardi Saputro Devi Febrianti Dewi, Fatimah Candrawati Dyana Wijayanti Dyana Wijayanti Fina Farhatul Kamalia Haniatusaadah, Siti Hery Widijanto Hevy Rizqi Maharani Hidayah, Lutfi Imam Kusmaryono Indrayana Ika Sanjaya Intan Utami Kurnia Vera Alif Hazira Laili Wakhidah Lukmana Alfian Candra Lutfi, Ahmad M Aminudin Maeliyastuti Mafatihatur Rizqi Maharani, Hevy Risqi Maulida Fitria Mayana Agustyani Medi Dwi Utari Mohamad Aminudin Mohamad Aminudin Muhamad Afandi Mukhibin, Ahmad musyafak Musyafak Mu’asaroh, Herdiyanti Putri Narita Fifi Zulaikha Narita Fifi Zulaikha nasruloh, arzu Naufal, Hanif Niken Lusia Ningrum Nila Ubaidah Ningrum, Niken Lusia Noviyanti, Dina Nur Hidayah Nur Rohmad, Dimas Teguh Putri, Aminina Rahmayanti, Ainia Ratna Puspitasari, Ratna Rika Setiawati Rizky, Indar Rodliyah, Siti Ika Faidatur Rosyid, Fatkhul Khoiru Rusyid, Husnul Khatimah salma, emilia Salsabila, Tasya Nilna Sari, Dian Widya Siti Nurhayati Siti Nurjanah Sri Lestari Pratiwi Sumarni Sumarni Syafari, Rahayu