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<![CDATA[Analisis kemampuan pemecahan masalah siswa dalam menyelesaikan masalah non-rutin statistika ]]>
<![CDATA[Esterlina Esterlina]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 4 (2023): Juli ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v6i4.17808
<![CDATA[This study observes students' problem-solving abilities in solving non-routine statistic problems. In this paper used descriptive qualitative by considering the population in one of the VIII I grade junior high schools in Bandung, namely SMP 12 Bandung by categorizing the results of problem-solving abilities into two categories, namely high and low. The sampling technique used purposive sampling involving 29 students. This research used problem-solving tests and interview guides to collect data. Test question was describing mathematical problem solving, consisting of one question on the Polya stages, which is used as a tool. This paper presents that students with high problem-solving skills in this study indicate that students with junior high problem-solving skills fall into the "good" category. At the same time, students with not good problem-solving problems, we can call it as "not good" category. The caused was the inability of students in the initial stage of problem-solving indicators, namely the process of understanding problems, usually students have difficulties in understanding and identifying problems, and difficulties in converting abstract tasks into mathematical form.]]>
<![CDATA[Penanaman Karakter Pada Siswa Melalui Pendidikan Karakter Berbasis Kartu Edukatif dan Teka Teki Silang ]]>
<![CDATA[Ahbi Mahdianing Rum]]>;
<![CDATA[Dwi Agusantia]]>;
<![CDATA[Freddy Prasetyo]]>;
<![CDATA[Imelda Verina]]>;
<![CDATA[Meicindy Jeny Klorina]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>;
<![CDATA[Kusnandi Kusnandi]]>
<![CDATA[ GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 2 (2023): GERVASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
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DOI: 10.31571/gervasi.v7i2.5982
<![CDATA[Kegiatan pengabdian kepada masyarakat (PkM) di Yayasan Daarul Husna Parongpong ini bertujuan untuk menanamkan pendidikan karakter kepada anak yang meliputi kerja sama, toleransi, dan pantang menyerah menggunakan kartu edukatif dan teka-teki silang (TTS). Materi yang disampaikan bertema NKRI dan Jawa Barat. Kegiatan ini dilaksanakan dalam tiga tahapan, yaitu persiapan, pelaksanaan, dan evaluasi. Peserta dari kegiatan ini adalah 50 siswa sekolah dasar yang berada di Yayasan Daarul Husna Parongpong. Selama proses diskusi berlangsung, banyak anak yang mendapatkan informasi baru karena anak-anak saling bekerja sama untuk bertukar informasi. Anak-anak juga saling menghargai pendapat satu sama lain ketika terjadi perselisihan pendapat ketika mengerjakan TTS. Selain itu, anak-anak semangat berdiskusi untuk menentukan jawaban mana yang paling tepat untuk menjawab pertanyaan kuis karena anak-anak termotivasi untuk menjadi pemenang.]]>
<![CDATA[Perbandingan Peningkatan Kemampuan Berpikir Kreatif Matematis Serta Self-efficacy antara Siswa Mts yang memperoleh Pembelajaran Berbasis Fenomena Didaktis dan Berbasis Kurikulum 2013 melalui Pendekatan Investigasi ]]>
<![CDATA[Abas Hidayat]]>;
<![CDATA[Turmudi Turmudi]]>;
<![CDATA[Bambang Avip Priatna]]>
<![CDATA[ SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika ]]>
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DOI: 10.17509/sigmadidaktika.v4i2.31987
<![CDATA[Abstrak. Penelitian bertujuan untuk menganalisis perbandingan kemampuan berpikir kreatif matematis dan self-efficacy antara kelas yang memperoleh pembelajaran berbasis fenomena didaktis dengan menggunakan pendekatan investigasi dan kelas yang memperoleh pembelajaran berbasis buku kurikulum 2013 dengan menggunakan pendekatan investigasi, baik secara keseluruhan maupun ditinjau dari kategori kemampuan awal matematis (KAM). Metode penelitian ini adalah quasi eksperiment terdiri dari kelas eksperimen 1 yang memperoleh pembelajaran berbasis fenomena didaktis dengan menggunakan pendekatan investigasi dan kelas eksperimen 2 yang memperoleh pembelajaran berbasis buku kurikulum 2013 dengan menggunakan pendekatan investigasi. Penelitian dilakukan di kelas VIIIA dan VIIB salah satu MTs Negeri di kabupaten Cirebon. Hasil penelitian diketahui terdapat perbedaan yang signifikan pada pencapaian dan peningkatan kemampuan berpikir kreatif matematis antara kedua kelas sampel; terdapat perbedaan yang signifikan pada peningkatan kemampuan berpikir kreatif matematis kategori KAM sedang, tetapi tidak terdapat perbedaan yang signifikan untuk kategori KAM tinggi dan rendah; terdapat perbedaan yang signifikan self-efficay antara kedua kelas sampel. Abstract. The aims of study is to determine achievement and improvement mathematical creative thinking and self-efficacy differences between students who learn mathematics based on didactical phenomenology through investigation approach and students who learn mathematics with book of Curriculum 2013 through investigation approach. The research method is a quasi-experiment with non-equivalent pre-test and post-test research design. Samples are VIII A class and VIII B class in one of the MTs (Islamic Junior High School) in Cirebon. Instruments test mathematical creative ability, math worksheets nuanced didactical phenomenology, self-efficacy questionnaires are used in this study. The results showed that; 1) there is a significant difference in achievement and improvement students' mathematical creative thingking between the two sample classes. 2) there is a significant difference in improvement students' mathematical creative thingking for students with category KAM (early mathematical ability) medium, but no significant difference for students with category KAM high and low between the two sample classes. 3) there is a significant difference in achievement self-efficacy between the two sample classes.]]>
<![CDATA[Aplikasi Web Prediksi Dampak Gempa di Indonesia Menggunakan Metode Decision Tree dengan Algoritma C4.5 ]]>
<![CDATA[Diory Pribadi Sinaga Sinaga]]>;
<![CDATA[Rini Marwati]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![CDATA[ JMT : Jurnal Matematika dan Terapan Vol 5 No 2 (2023): JMT (Jurnal Matematika dan Terapan) ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jmt.5.2.5
<![CDATA[An event or problem sometimes needs to be predicted to determine the impact caused. One of the events that need to be predicted is the impact of the earthquake. The Meteorology, Climatology and Geophysics Agency (BMKG) classifies earthquake impacts based on the BMKG Earthquake Intensity Scale (SIG-BMKG) which consists of 5 scales. In making predictions on a problem, you can use data mining that extracts data into useful information. Grouping the impact of an earthquake is one of the tasks of data mining, namely classification. Prediction can be viewed as a classification that groups data into predefined classes. One classification method is the Decision Tree. This method can handle both categorical and numerical data on large data. Some of the algorithm of the Decision Tree method are ID3, CART, and C4.5. The C4.5 algorithm is an improved ID3 algorithm so that it can handle missing values and continuous data. This study aims to construct a model and analyze the performance of the model obtained using the Decision Tree method with the C4.5 algorithm. In determining the best model, you can utilize Split Validation and k-fold Cross Validation. The best model was obtained in the first iteration of 10-fold Cross Validation. The best model is then used in a web application that can be used by the community to predict the impact of earthquakes that occur in Indonesia.]]>
<![CDATA[Supporting Proportional Reasoning Through Technology Integration in Mathematics Learning ]]>
<![CDATA[Ahmad Lutfi]]>;
<![CDATA[Nurjanah Nurjanah]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>;
<![CDATA[Al Jupri]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v10i1.10166
<![CDATA[This study aims to analyze the role of technology in facilitating the development of students' proportional reasoning skills in mathematics learning. This study used the systematic literature review method with a qualitative approach. Documents on the Scopus database were analyzed according to the research objectives using the PRISMA 2020. Thematic analysis was applied to all documents included in the search results. The results of this study indicated that there were 18 documents found that addressed the chosen topic-first in 2006, with 2015 being the most productive year discussing this topic. The technologies used to facilitate the development of proportional reasoning skills are Flash/ActionScript 3 programs-dominated, robotics, web-based learning, interactive touchscreen tablet application (MIT-Ext)-ordered by document quantity, virtual reality (VR), GeoGebra, video games, and augmented reality (AR). Quantitative, qualitative, and mixed-method approaches were used in almost equal parts. Junior high school was the most researched level of this topic, but no research has been conducted at the senior high school level. The most productive country to research this topic was the Netherlands. The results of this study were expected to provide practical benefits for teachers and future research.]]>
<![CDATA[Profile of Hard skills and Soft skills of Mathematics Education Students ]]>
<![CDATA[Nopriana, Tri]]>;
<![CDATA[Firmasari, Siska]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i1.6460
<![CDATA[This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability, correlation and combinatorics. Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' self-concept is quite sufficient ]]>
<![CDATA[Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis ]]>
<![CDATA[Suparman, Suparman]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8958
<![CDATA[This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 – 2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 – 6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students’ demography that are able to moderate heterogeneity of students’ MCTS]]>
<![CDATA[DISPOSISI STATISTIS MAHASISWA DALAM PEMBELAJARAN STATISTIKA DASAR ]]>
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![CDATA[ Jurnal Infinity Vol 1 No 2 (2012): Jurnal Infinity Volume 1 No 2 ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i2.p169-177
<![CDATA[Tulisan ini berisi hasil penelitian tentang disposisi statistis mahasiswa S1 pendidikan matematika yang mengikuti perkuliahan Statistika Dasar pada sebuah Perguruan Tinggi Negeri di Kota Bandung. Disposisi statistis atau disposisi produktif terhadap statistika sebagai kecenderungan seseorang mahasiswa untuk berpikir dan berbuat dengan cara yang positif dan konstruktif yang berlangsung dalam kegiatan statistis. Hasil penelitian menginformasikan bahwa disposisi statistis mahasiswa pada awal semester, tangah semester, dan pada akhir semester masih belum optimal. Infromasi tersebut mengindikasikan bahwa model atau pendekatan pembelajaran statistika dasar yang digunakan oleh dosen kurang efektif untuk meningkatkan disposisi statistis mahasiswa.  Kata kunci: disposisi statistis  This paper contains the results of research on the disposition statistical for mathematics education students attending Basic Statistics at the State University in Bandung. The disposition statistical or productive disposition as a tendency of student to think and act in a positive and constructive in statistical activities. The results inform that the disposition statistical of student in the early of the semester, the hands of the semester, and at the end of the semester is not optimal. The information indicates that the model or approach of learning to basic statistics used of teacher is less effective to enhance of the student's disposition statistical. Keywords: statistical disposition ]]>
<![CDATA[The Pedagogical Role of ICT on Computational Thinking in Learning Mathematics: A Systematic Review of Scopus Database ]]>
<![CDATA[Makur, Alberta Parinters]]>;
<![CDATA[Darhim]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 2 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i2.1964
<![CDATA[The systematic review literature on the integration of computational thinking in learning mathematics at K-12 mathematics education showed that student-centered teaching approaches can bridge computational thinking and mathematics. However, studies on the role of ICT in improving the quality of learning and the integration of computational thinking in supporting the academic ability of K-12 students are still little reviewed in the current literature. In an effort to fill this gap, a systematic review of the pedagogical role of ICT in asssisting the improvement of students’ computational thinking in K-12 mathematics learning needs to be conducted. This study analyzed 14 studies from the Scopus database that met the inclusion requirements. The PRISMA protocol was used to assess the 14 studies reviewed. The results of this research are that several ICT tools effectively enhance students' CT in mathematics education, including augmented reality, digital gamification technology, robots, tablets, ePCR devices, online platforms for algorithm-based tasks, and problem-based programming. These studies recommend integrating these ICT tools into standard mathematics curricula, with careful design of learning activities, appropriate to students' developmental levels, and supported by adequate teacher training.]]>
<![CDATA[Prospective Mathematics Teachers’van Hiele’s Geometry Thinking and Habits of Mind: A Description of Hard Skill and Soft Skill by Gender ]]>
<![CDATA[Nopriana, Tri]]>;
<![CDATA[Herman, Tatang]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 1 No. 1 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i1.231
<![CDATA[Geometric thinking level and habits of mind were important hard and soft skills required of prospective mathematics teachers. The purpose of this study is to describe the van Hiele geometric thinking level and habits of mind of prospective mathematics teachers. The descriptive quantitative research method was used. There were 31 female and 17 male prospective mathematics teachers in the sample. The research instrument for measuring geometric level was derived from Usikin's (1982) van Hiele geometric thinking test and a habits of mind questionnaire. According to the findings of this study, prospective mathematics teachers' ability to think geometrically has progressed to the stage of analysis and informal deduction. Furthermore, male prospective mathematics teachers achieved the highest level of geometric thinking, known as rigor. Furthermore, both as a whole and in terms of indicators, prospective mathematics teachers' habits of mind fall into the strong category. Male prospective mathematics teachers have more positive habits of mind than female prospective mathematics teachers. The study's findings can help lecturers, particularly those in the mathematics education study program, determine students' hard and soft skills at the end of the year. Prospective mathematics teachers can also be assigned by institutions based on their geometric thinking and habits of mind.]]>
