Articles
<![CDATA[ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p15-30
<![CDATA[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.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA MENGGUNAKAN PENDEKATAN PROBLEM POSING BERBASIS KOMPUTER PADA SISWA SMA KELAS X ]]>
<![CDATA[Muhammad Win Afgani]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Jero Budi Darmayasa]]>
<![CDATA[ Jurnal Infinity Vol 5, No 1 (2016): Volume 5 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v5i1.p32-41
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana untuk menghasilkan materi pembelajaran matematika problem possing berbasis komputer dan untuk mengetahui bagaimana kuantitas dan kualitas pertanyaan siswa dari masalah pendekatan problem possing berbasis komputer. Pertanyaan dan respon siswa dikumpulkan dari 35 siswa kelas satu SMA di Bandung. Data dianalisis dengan deskriptif dengan menggunakan rubrik Leung dan taksonomi Bloom. Untuk menghasilkan materi problem posing berbasis komputer, pertama, guru harus memilih konsep yang diharapkan dapat mengembangkan kemampuan siswa. Setelah itu, guru mencari konteks yang sesuai dengan konsep. Setelah konteks yang dipilih dan cocok tersebut, guru harus memilih software untuk melakukan ide dalam bentuk yang dinamis. Hasil penelitian ini menunjukkan bahwa dari 240 pertanyaan yang diberikan oleh siswa, hanya 35% yang masuk akal dan cukup masalah matematika. Dari 35% pertanyaan tersebut menunjukkan bahwa 75% siswa di tingkat pemahaman berdasarkan Bloom taksonomi. Dari 75% siswa yang merespon tersebut menunjukkan bahwa mereka senang terhadap materi yang menggunakan pendekatan problem possing matematika berbasis komputer. This study aims to know how to produce mathematics problem posing material based on computer and to know how the quantity and quality of students’ question from mathematics problem posing based on computer. Students’ questions and respond is collected from 35 first grade students of senior high school in Bandung. The data is analysed with descriptively by using Leung’s rubric and Bloom taxonomy. To produce problem posing material based on computer, first, teacher must choose a concept that wish to be gifted to students. After that, the teacher searchs a context that according to the concept. After the context is selected and match with it, the teacher must choose a software to perform the idea in dynamic form. The result of this study shows that there is 240 questions that pose by students, only 35% is plausible and sufficient mathematics problem. From 35% questions, it shows that 75% students is in understanding level based on Bloom taxonomy. From the questioner, 75% students’ respond shows that they are happy toward material presentation by mathematics problem posing approach based on computer.]]>
<![CDATA[IbM ENTREPRENEURSHIP PADA KELURAHAN BUMIREJO KECAMATAN KARANGAWEN ]]>
<![CDATA[Lilik Ariyanto]]>;
<![CDATA[Supandi Supandi]]>;
<![CDATA[Muhammad Prayito]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 7, No 2 (2016): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v7i2.1134
<![CDATA[Tujuan kegiatan IbM ini adalah untuk memberikan pendidikan kecakapan vokasional kepada warga Bumirejo berupa perintisan sentra industri kuliner. Metode yang digunakan dalam melakukan pemberdayaan warga miskin sesuai dengan sasaran adalah brainstorming entrepreneurship, praktek pembuatan produk, dan pelatihan pemasaran online. IbM Entrepreneurship pada Kelurahan Bumirejo Kecamatan Karangawen adalah terbentuknya rintisan industri kuliner di lingkungan Kelurahan Bumirejo yang ditandai dengan terbentuknya industri pengolahan jagung Kelompok PKK RT 3/IV, dan Kelompok PKK RT 4/IV Keluarahan Bumirejo. Jagung tersebut diolah menjadi emping jagung dan keripik jagung yang dikemas menjadi dalam plastik sehingga tahan lama dan tetap renyah. Pemasaran yang dilaksanakan secara modern dalam bentuk online memberikan alternatif baru bagi masyarakat kelurahan Bumirejo untuk dapat memasarkan produk mereka secara luas. Rintisan industri kuliner berbahan dasar jagung menjadi salah satu alternatif produk yang bisa dijadikan produk unggulan yang sesuai dengan kondisi lingkungan yang mempunya bahan dasar jagung yang melimpah. Kata kunci: Entrepreneurship, Jagung, Pemasaran Murah, Online.]]>
<![CDATA[IbM BAGI GURU MGMP MATEMATIKA SMA SE-KABUPATEN KUDUS ]]>
<![CDATA[Djoko Purnomo]]>;
<![CDATA[Maya Riri Rubowo]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Farida Nursyahidah]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 6, No 1 (2015): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v6i1.792
<![CDATA[Abstrak ?é?á Kurikulum ?é?á2013 ?é?ásudah?é?á mulai ?é?ádilaksanakan ?é?ádi ?é?ásekolah-sekolah, ?é?átanpa?é?á terkecuali sekolah di Kabupaten Kudus. Banyak guru yang menyikapi hal tersebut sebagai tantangan dan hambatan dalam pembelajaran di kelasnya. Walaupun sudah banyak program pelatihan kurikulum 2013 yang dilaksanakan oleh berbagai pihak terkait, tetapi guru-guru Matematika Kabupaten ?é?áKudus?é?á masih?é?á mengalami?é?á kendala dalam?é?á perencanaan?é?á dan ?é?ápenerapannya. ?é?áOleh karena itu diperlukan sebuah bentuk pelatihan mengenai perubahan mindset kurikulum 2013, pembuatan RPP dengan pendekatan PMRI dan model PBL atau PjBL yang dilengkapi media pembelajaran GeoGebra.Luaran yang dihasilkan dari kegiatan IbM ini antara lain keterampilan pembuatan RPP yang sesuai dengan kurikulum 2013, dilengkapi dengan media pembelajaran berbasis GeoGebra. Metode pelaksanaan kegiatan ini adalah workshop?é?á (ceramah, diskusi, praktik,?é?á ?é?ádan?é?á ?é?ádemonstrasi).?é?á ?é?áKegiatan?é?á ?é?áIbM?é?á ?é?áini?é?á ?é?átelah?é?á ?é?ádilaksanakan?é?á ?é?ádengan?é?á ?é?álancar?é?á?é?á dan mendapatkan respon yang positif dari peserta. Sehingga peserta mampu membuat produk RPP dan media pembelajaran berbasis GeoGebra dengan baik. ?é?á Kata Kunci: Kurikulum 2013, GeoGebra, PMRI, PBL, PjBL]]>
<![CDATA[ANALISIS PEMBELAJARAN DARING DI MASA PANDEMI COVID-19 KELAS 5 SDN DRESI WETAN KECAMATAN KALIORI REMBANG ]]>
<![CDATA[Ira Safira Irhama]]>;
<![CDATA[Wawan Priyanto]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ DIMENSI PENDIDIKAN Vol 17, No 3 (2021): Dimensi Pendidikan ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/dm.v17i3.9717
<![CDATA[Latar belakang yang mendorong penelitian ini adalah adanya pandemi Covid-19 memberikan dampak pada banyak pihak, salah satunya pada pendidikan. Sehingga pemerintah memberikan kebijakan untuk melaksanakan pembelajaran secara daring (dalam jaringan). Dengan kebijakan tersebut banyak faktor yang menghambat dalam pelaksaaan pembelajaran daring, dan memberikan dampak kepada guru, orang tua dan siswa. Fokus permasalahan dalam penelitian ini adalah pelaksanaan pembelajaran daring dan analisis dampak dari pembelajaran daring (dalam jaringan) dimasa pandemi Covid-19 pada kelas V Sekolah Dasar Negeri Dresi Wetan Kecamatan Kaliori Rembang. Tujuan dalam penelitian ini adalah untuk mengetahui proses pelaksanaan pembelajaran daring dan menganalisis dampak dari pembelajaran daring pada kelas V Sekolah Dasar Negeri Dresi Wetan Kecamatan Kaliori Rembang. Jenis penelitian ini adalah penelitian kualitatif deskripsi. Subjek yang digunakan dalam penelitian ini adalah wali kelas V, siswa kelas V SDN Dresi Wetan, dan orang tua. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa wawancara semi terstruktur, observasi dan dokumentasi. Hasil dari penelitian ini adalah pandemi Covid-19 membawa dampak yang sangat besar terhadap proses pembelajaran, pembelajaran yang biasanya dilaksanakan secara langsung kini dialihkan menjadi pembelajaran daring. Peserta didik merasa jenuh dan bosan selama melaksanakan pembelajaran. Pembelajaran daring yang dilakukan untuk anak usia sekolah dasar kurang efektif. Kata kunci : analisi, pembelajaran, daring, covid-19]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA MELALUI COLLABORATIVE ANALYSIS OF SAMPLE STUDENT RESPONSES ]]>
<![CDATA[Irkham Ulil Albab]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Farida Nursyahidah]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v6i1.292
<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa dengan menerapkan Collaborative Analysis of Sample Student Responses. Subjek Penelitian ini adalah mahasiswa yang mengambil mata kuliah matematika SLTP di Universitas PGRI Semarang. Objek penelitian ini adalah kemampuan pemecahan masalah mahasiswa ketika belajar menggunakan Collaborative Analysis of Sample Student Responses. Jenis penelitian ini adalah penelitian tindakan kelas. Data penelitian diperoleh dengan cara test kemampuan pemecahan masalah matematis, wawancara, observasi dan video – typing. Hasil penelitian ini menunjukkan bahwa kemampuan pemecahan masalah matematis mahasiswa meningkat ketika menggunakan pembelajaran Collaborative Analysis of Sample Student Responses.This study aims to determine the increase in mathematical problem solving skills of students to apply Collaborative Analysis of Sample Student Responses. Subjects of this study is students taking junior high school mathematics courses at the University of PGRI Semarang. The object of this research is problem-solving ability of students when learning to use the Collaborative Analysis of Sample Student Responses. This research is a classroom action research. Data were obtained by means of mathematical problem solving ability tests, interviews, observations and video - typing. The results of this study indicate that the mathematical problem solving ability of students increased when using learning Collaborative Analysis of Sample Student Responses.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA MENGGUNAKAN PENDEKATAN PROBLEM POSING BERBASIS KOMPUTER PADA SISWA SMA KELAS X ]]>
<![CDATA[Muhammad Win Afgani]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Jero Budi Darmayasa]]>
<![CDATA[ Jurnal Infinity Vol 5 No 1 (2016): Jurnal Infinity Vol 5 No 1 Februari 2016 ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v5i1.p32-41
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana untuk menghasilkan materi pembelajaran matematika problem possing berbasis komputer dan untuk mengetahui bagaimana kuantitas dan kualitas pertanyaan siswa dari masalah pendekatan problem possing berbasis komputer. Pertanyaan dan respon siswa dikumpulkan dari 35 siswa kelas satu SMA di Bandung. Data dianalisis dengan deskriptif dengan menggunakan rubrik Leung dan taksonomi Bloom. Untuk menghasilkan materi problem posing berbasis komputer, pertama, guru harus memilih konsep yang diharapkan dapat mengembangkan kemampuan siswa. Setelah itu, guru mencari konteks yang sesuai dengan konsep. Setelah konteks yang dipilih dan cocok tersebut, guru harus memilih software untuk melakukan ide dalam bentuk yang dinamis. Hasil penelitian ini menunjukkan bahwa dari 240 pertanyaan yang diberikan oleh siswa, hanya 35% yang masuk akal dan cukup masalah matematika. Dari 35% pertanyaan tersebut menunjukkan bahwa 75% siswa di tingkat pemahaman berdasarkan Bloom taksonomi. Dari 75% siswa yang merespon tersebut menunjukkan bahwa mereka senang terhadap materi yang menggunakan pendekatan problem possing matematika berbasis komputer.  This study aims to know how to produce mathematics problem posing material based on computer and to know how the quantity and quality of students’ question from mathematics problem posing based on computer. Students’ questions and respond is collected from 35 first grade students of senior high school in Bandung. The data is analysed with descriptively by using Leung’s rubric and Bloom taxonomy. To produce problem posing material based on computer, first, teacher must choose a concept that wish to be gifted to students. After that, the teacher searchs a context that according to the concept. After the context is selected and match with it, the teacher must choose a software to perform the idea in dynamic form. The result of this study shows that there is 240 questions that pose by students, only 35% is plausible and sufficient mathematics problem. From 35% questions, it shows that 75% students is in understanding level based on Bloom taxonomy. From the questioner, 75% students’ respond shows that they are happy toward material presentation by mathematics problem posing approach based on computer.]]>
<![CDATA[ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p15-30
<![CDATA[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.]]>
<![CDATA[The effect of strengthening the literacy movement in natural and social sciences (IPAS) learning on improving students' scientific literacy and critical thinking skills ]]>
<![CDATA[Diah Susilowati]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Agus Sutono]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 1 (2025): February ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip-v14i1.p11-28
<![CDATA[Literacy is an essential 21st-century skill, encompassing critical thinking and scientific literacy as key elements in science education. This study analyzes the effect of strengthening the School Literacy Movement (Gerakan Literasi Sekolah or GLS) in Natural and Social Sciences (IPAS) learning on students' scientific literacy and critical thinking skills. The study employed a quasi-experimental design involving 41 fourth-grade students from SDN 01 Wanarejan, divided into experimental and control classes. The experimental class received a systematic integration of the School Literacy Movement (GLS) in Natural and Social Sciences (IPAS) learning. The findings showed that integrating GLS into IPAS learning significantly improved students' scientific literacy and critical thinking skills. This study concludes that a well-planned integration of GLS in IPAS learning can support the development of students' higher-order thinking skills.]]>
<![CDATA[P5 SUSTAINABLE LIFESTYLE: STRATEGIES TO STRENGTHEN STUDENTS' SOCIAL-EMOTIONAL AND LANGUAGE SKILLS: SUSTAINABLE LIFESTYLE P5: A STRATEGY FOR STRENGTHENING STUDENTS’ SOCIAL-EMOTIONAL AND LANGUAGE SKILLS ]]>
<![CDATA[Sunarti]]>;
<![CDATA[Arri Handayani]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ SOSIOEDUKASI Vol 14 No 1 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi ]]>
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DOI: 10.36526/sosioedukasi.v14i1.5806
<![CDATA[This study explores the impact of the Projek Penguatan Profil Pelajar Pancasila (P5) with the theme “Sustainable Lifestyle” on enhancing elementary students’ social-emotional and language skills. Conducted at SD Negeri Ungaran 01 using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. Prior to the project, students demonstrated low levels of emotional regulation and language proficiency. After the implementation of P5, improvements were evident. Students showed better emotional control, increased cooperation, and empathy. Language abilities also improved, as students became more confident in expressing ideas through speaking, reading, and writing. They engaged more actively in discussions and collaborative tasks. The contextual and project-based learning model in P5 was found to support students’ holistic development. The findings suggest that the P5 program, through its emphasis on meaningful, real-life themes and cooperative learning, can effectively strengthen both social-emotional and language competencies in alignment with the values of Pancasila]]>
