Articles
<![CDATA[PENGARUH SELF EFFICACY TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA ]]>
<![CDATA[Suciawati, Vici]]>
<![CDATA[ Didactical Mathematics Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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<![CDATA[Abstrak?Perasaan tidak mampu siswa ketika menghadapi pelajaran matematika dapat menciptakan kondisi dan situasi yang memungkinkan siswa untuk tidak melakukan proses berpikir kreatif. Ketika berhadapan dengan hal-hal yang berkaitan dengan matematika, Siswa yang kurang yakin atas kemampuan dirinya dalam menghadapi pelajaran matematika akan menemukan kesulitan dalam menyelesaikan masalah matematika, sebaliknya siswa yang merasa yakin akan dapat melakukan langkah-langkah belajar yang tepat dalam meyelesaikan soal matematika dan mampu berpikir logis, analistis, sistematis, kritis dan kreatif. Salah satu tujuan jangka panjang pembelajaran matematika adalah mengembangkan kemampuan berpikir kreatif. kurangnya keyakinan diri siswa terhadap kemampuan dirinya juga merupakan suatu faktor yang mempengaruhi kemampuan berpikir kreatifnya. Penelitian ini bertujuan untuk mengetahui pengaruh self efficacy terhadap kemampuan berpikir kreatif matematik siswa. Penelitian ini merupakan penelitian kuantitatif dengan uji statistika menggunakan regresi linier sederhana. Populasi penelitian adalah siswa kelas VIII MTs Siti Khadijah Sindangwangi Majalengka yang terdaftar pada Tahun pelajaran 2015/2016. Sampel yang digunakan adalah kelas VIII A. Instrumen yang digunakan untuk mengumpulkan data berupa instrumen tes kemampuan berpikir kreatif matematik dan angket skala self efficacy. Hasil penelitian menunjukkan bahwa self-efficacy berpengaruh positif terhadap kemampuan berpikir kreatif matematik siswa]]>
<![CDATA[How a Traditional Homemaker Predicts: An Ethnographic Study ]]>
<![CDATA[Suciawati, Vici]]>;
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Kania, Nia]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v4i1.2973
<![CDATA[Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.]]>
<![CDATA[Pre-service teacher's ability in solving mathematics problems viewed from Self-Resilience ]]>
<![CDATA[Nahdi, Dede Salim]]>;
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Suciawati, Vici]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v4i2.2916
<![CDATA[The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.]]>
<![CDATA[Perbandingan Kemampuan Pemahaman Matematis Antara Siswa yang Mendapatkan Pembelajaran Investigasi Kelompok dengan Pembelajaran Ekspositori ]]>
<![CDATA[Vici Suciawati]]>
<![CDATA[ Jurnal Didactical Mathematics Vol 2, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/dmj.v2i2.2076
<![CDATA[Siswa mempunyai karakteristik yang beragam, seorang siswa dapat menempuh pembelajaran secara lancer dan berhasil tanpa memperoleh hambatan, sedangkan tidak sedikit juga yang mengalami kesulitan dalam proses pembelajaran. Pada penelitian ini yang menjadi pertanyaan penelitiannya adalah “apakah terdapat perbedaan pemahaman matematis siswa antara yang pembelajarannya metode investigasi kelompok dengan metode ekpositori?”. Penelitian ini menggunakan metode quasi eksperimen dengan sampel penelitian kelas VIIIE sebagai kelas eksperimen dan VIIID kelas kontrol. Berdasarkan analisis data penelitian pada kelas yang mendapatkan pembelajaran dengan metode investigasi kelompok diperoleh kenaikan rata-rata tes awal dan akhir yang cukup signifikan, sedangkan kenaikan rata-rata tes awal dan akhir yang mendapatkan pembelajaran metode ekspositori tidak signifikan. Artinya pembelajaran dengan metode investigasi kelompok lebih baik di bandingkan dengan metode ekspositori.]]>
<![CDATA[Pengaruh Self Efficacy Terhadap Kemampuan Berpikir Kreatif Matematik Siswa ]]>
<![CDATA[Vici Suciawati]]>
<![CDATA[ Jurnal Didactical Mathematics Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/dmj.v2i1.1963
<![CDATA[Perasaan tidak mampu siswa ketika menghadapi pelajaran matematika dapat menciptakan kondisi dan situasi yang memungkinkan siswa untuk tidak melakukan proses berpikir kreatif. Ketika berhadapan dengan hal-hal yang berkaitan dengan matematika, Siswa yang kurang yakin atas kemampuan dirinya dalam menghadapi pelajaran matematika akan menemukan kesulitan dalam menyelesaikan masalah matematika, sebaliknya siswa yang merasa yakin akan dapat melakukan langkah-langkah belajar yang tepat dalam meyelesaikan soal matematika dan mampu berpikir logis, analistis, sistematis, kritis dan kreatif. Salah satu tujuan jangka panjang pembelajaran matematika adalah mengembangkan kemampuan berpikir kreatif. kurangnya keyakinan diri siswa terhadap kemampuan dirinya juga merupakan suatu faktor yang mempengaruhi kemampuan berpikir kreatifnya. Penelitian ini bertujuan untuk mengetahui pengaruh self efficacy terhadap kemampuan berpikir kreatif matematik siswa. Penelitian ini merupakan penelitian kuantitatif dengan uji statistika menggunakan regresi linier sederhana. Populasi penelitian adalah siswa kelas VIII MTs Siti Khadijah Sindangwangi Majalengka yang terdaftar pada Tahun pelajaran 2015/2016. Sampel yang digunakan adalah kelas VIII A. Instrumen yang digunakan untuk mengumpulkan data berupa instrumen tes kemampuan berpikir kreatif matematik dan angket skala self efficacy. Hasil penelitian menunjukkan bahwa self-efficacy berpengaruh positif terhadap kemampuan berpikir kreatif matematik siswa.]]>
<![CDATA[Pythagorean Theorem Concept Image in Junior High School: An Analysis in The Online-Based Learning ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Vici Suciawati]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v8i2.21902
<![CDATA[The concept image comprises all the cognitive structures in an individual's mind connected with a specific notion. However, if the learning situation is not relevant to help students construct knowledge and provide meaningful experiences, it will affect their concept image. This study aims to examine the concept of the image of the Pythagorean theorem during online-based learning. The research is a qualitative approach, and the method is phenomenological to understand the meaning for the participants of their concept image. Initially, this study enrolled 66 students. Two students were selected as research subjects and acted as resource persons to provide adequate contextualization based on students who answered right and wrong. Data collection combines data from the outcomes of testing the Pythagorean theorem test, interviews, and literature studies. The data analysis technique employed is Interpretative Phenomenological Analysis (IPA). There are six categories of student concept image. Based on in-depth interviews with two students who answered correctly and incorrectly, students were given inconsistent meanings of the Pythagorean theorem due to the learning situation to improve students' understanding of the subject.]]>
<![CDATA[STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS ]]>
<![CDATA[Ujiati Cahyaningsih]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Vici Suciawati]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4366
<![CDATA[One of the main goals in learning mathematics, both at the primary and secondary education levels, is to equip students with mathematical problem solving skills. This is important because there are so many problems in life that need to be solved by mathematics. However, several studies show that students' problem solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This study uses a quantitative approach, with the type of expost facto research. The population in this study were elementary school students in Majalengka Regency with a sample of fifth grade students at SDN Jatipamor I, Panyingkiran District. The results showed that the problem solving abilities of students who had high Mathematical Resilience and metacognition skills were better than other students. Thus it can be concluded that Mathematical Resilience and metacognition skills have a very large influence on students' ability to solve mathematical problems.]]>
<![CDATA[REFLEKSI PEMBELAJARAN BERBASIS DIDACTICAL DESIGN RESEARCH SEBAGAI UPAYA PENGEMBANGAN PROFESIONAL GURU PAUD ]]>
<![CDATA[Vici Suciawati]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4005
<![CDATA[AbstrakKompetensi professional guru pendidikan anak usia dini menjadi salah satu faktor penting untuk memprediksi dan meningkatkan kualitas pembelajaran, melalui pengembangan professional guru Pendidikan anak usia dini diharapkan pengetahuannya tetap terjaga dan bahkan meningkat, sebagai modal mengajarkannya kembali. Tujuan dari penelitian ini untuk mendeskripsikan proses refleksi pembelajaran berbasis didactical design research sebagai upaya pengembangan profesional. Metode penelitian menggunakan kualitatif dengan desain fenomenologi. Partisipan dipilih secara purposive sampling pada penelitian ini adalah satu orang guru pendidikan anak usia dini. Pengumpulan data menggabungkan data dari observasi, wawancara dan focus group discussion. Teknik analisis data yang digunakan adalah Interpretative Phenomenological Analysis (IPA). Hasil penelitian menunjukan bahwa learning obstacles yang di hadapi oleh siswa berdasarkan hasil analisis guru mengarah pada epistemological obstacle. Guru memaknai konsep segitiga sebagai bentuk bangun datar yang memiliki tiga sisi dan persegi merupakan bangun datar yang memiliki empat sisi. Guru membuat hypothetical learning Trajectory berdasarkan hasil analisis yaitu learning obstacles dan concept image.Kata kunci: Didactical design research; Guru pendidikan anak usia dini; Pengembangan professional; Abstract[H1] [gj2] The competence of early childhood education teachers is one of the essential factors to predict and improve the quality of learning. Through the development of early childhood professional teachers, it is hoped that their knowledge will be maintained and even increased to re-teach them. The purpose of this study is to describe the process of reflection on didactic design-based learning as a professional development effort. The research method uses a qualitative phenomenological design. The participant selected by purposive sampling in this study was one early childhood, education teacher. Data collection combines data from observations, interviews, and focus group discussions. The data analysis technique used is Interpretative Phenomenological Analysis (IPA). The results showed that the learning barriers faced by students based on the results of the teacher's analysis led to epistemological barriers. The teacher interprets the concept of a triangle as a flat shape with three sides, and a square is a flat shape with four sides. The teacher hypothesizes a learning trajectory based on the analysis results, namely learning obstacles and concept images.Keywords: Didactical design research; Early childhood education teachers; Professional development]]>
<![CDATA[DIDACTICAL DESIGN RESEARCH BASED REFLECTION PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Vici Suciawati]]>;
<![CDATA[Sudianto Sudianto]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Iik Nurhikmayati]]>
<![CDATA[ Pasundan International of Community Services Journal (PICS-J) Vol 3 No 1 (2021): Volume 03 Number 1 June 2021 ]]>
Publisher : <![CDATA[LPM Universitas Pasundan ]]>
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DOI: 10.23969/pics-j.v3i1.4171
<![CDATA[Reflection practice is a form of teacher professional development activity that has become the focus of study, research, and discussion in several scientific forums. The practice of reflection used so far is lesson study and educational action research. Didactical design research is one form of educational design research. DDR for mathematics teachers has been widely developing in Indonesia, both at the elementary, junior high, and high school levels. This service program begins with an introduction to Didactical Design Research. Form and its characteristics of didactical design research provide through a zoom meeting, and it will continue with the creation and development of a didactic design for learning mathematics based on the problems faced by the teacher. After the participants' activities, especially teachers, based on the results of the questionnaire response analysis of knowledge and understanding related to the concept of didactical design research, then the practice of reflection based on didactical design research increases and is ready for a workshop.]]>
<![CDATA[Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Vici Suciawati]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16671
<![CDATA[The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.]]>
