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All Journal Jurnal Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika International Journal on Emerging Mathematics Education Malikussaleh Journal of Mathematics Learning (MJML) SJME (Supremum Journal of Mathematics Education) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Didactical Mathematics BERNAS: Jurnal Pengabdian Kepada Masyarakat Pasundan International of Community Services Journal (PICS-J) Jurnal Dharma Bhakti Ekuitas International Journal of Educational Innovation and Research Polinomial : Jurnal Pendidikan Matematika SJME (Supremum Journal of Mathematics Education)
Vici Suciawati
Universitas Majalengka
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Kemampuan Pemecahan Masalah dan Gaya Kognitif Siswa pada Model Pembelajaran Project Based Learning Suciawati, Vici; Sudianto, Sudianto; Jatisunda, Moh Gilar; Rohaeti, Titi
Polinomial : Jurnal Pendidikan Matematika Vol. 1 No. 2 (2022): November 2022
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.574 KB) | DOI: 10.56916/jp.v1i2.235

Abstract

This study aims to determine differences in problem-solving abilities and cognitive styles of students in the project based learning model with conventional learning. This research is a quantitative research with an experimental approach. The population in this study is class XI of State Vocational High School 1 Majalengka 2021/2022. The sampling technique was carried out randomly, namely class XI-1 as the experimental class and class XI-2 as the control class with a total of 33 people and 36 people in each class. The instruments used in this study were questionnaires and tests. The results showed that there were differences in problem-solving abilities and students' cognitive styles between the experimental class using the project based learning model and the control class using conventional learning. Classes that get a project based learning model are better than conventional learning. This is because in the project based learning model students are given the freedom to plan learning activities, carry out projects collaboratively, and ultimately produce work products that can be presented to others.
MATHEMATICAL CONTENT KNOWLEDGE CALON GURU MATEMATIKA BERDASARKAN DIMENSI PENGETAHUAN TAKSONOMI BLOOM REVISI Purnama Putra, Yuda; Amanda Puri, Fiki; Dede Anggiana, Agus; Suciawati, Vici
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 1 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i1.28268

Abstract

Teachers play a central role in determining the success of the educational process, especially in mathematics learning, which requires a deep understanding of the subject matter. A professional mathematics teacher is expected to possess adequate Mathematical Content Knowledge (MCK) to deliver the material effectively. Therefore, prospective teachers need to be equipped not only with pedagogical skills but also with strong content mastery. This level of knowledge can be analyzed through the dimensions of the Revised Bloom’s Taxonomy, which includes factual, conceptual, procedural, and metacognitive knowledge. This study aims to identify the Mathematical Content Knowledge abilities of prospective mathematics teachers based on the Revised Bloom’s Taxonomy. The research used a quantitative method. The population consisted of seventh-semester students in the Mathematics Education (Tadris Matematika) Program at the Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon. A total of 44 students were selected using cluster random sampling. Data collection techniques included non-test (questionnaire/self-report) and test (written questions). Data analysis involved data presentation, normality testing, and difference testing.The results showed that the Mathematical Content Knowledge of prospective mathematics teachers based on the knowledge dimensions of the Revised Bloom’s Taxonomy was consistent between test results and questionnaires. The highest level of MCK was found in the procedural knowledge dimension with a percentage of 27.12% based on the test results. There were no significant differences between male and female participants. Keywords: Mathematical Content Knowledge, Prospective Teachers, Revised Bloom’s Taxonomy
Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher Jatisunda, Mohamad Gilar; Salim Nahdi, Dede; Suciawati, Vici
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.16671

Abstract

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.
Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy Jatisunda, Mohamad Gilar; Suciawati, Vici; Nahdi, Dede Salim
Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 2 (2020): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v11i2.6903

Abstract

Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy
Literasi Statistika Mahasiswa Adminitrasi Publik Jatisunda, Mohamad Gilar; Nahdi, Dede Salim; Suciawati, Vici
SJME (Supremum Journal of Mathematics Education) Vol 4 No 2 (2020): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i2.3488

Abstract

Kemampuan literasi statistika merupakan salah satu aspek pentingpembelajaran matematika yang perlu di kuasai oleh mahasiswa.Beberapa hasil studi menggambarkan kemampuan literasi satistikamasih belum memuaskan. Alternatif yang dapat meningkatkankemampuan literasi statsitika adalah penggunaan pembelajaranberbasis masalah. Tujuan dari penelitian untuk menganalisisperbadaan kemampuan literasi statistika dan implikasi terhadap prosespembelajaran. Penelitian ini menggunakan metode Pre-Eksperimentdengan tipe One-shot Case Study. Populasi penelitian ini adalahseluruh mahasiswa administrasi publik di Universitas Majalengka,dengan sampel sebanyak 60 orang. Penelitian ini menghasilkan adanyaperbedaan signifikan kemampuan lietarasi statistika. Implikasiterhadap proses pembelajaran berbasis masalah, penting untukmempersiapkan materi ajar yang berdasarkan kebutuhan siswa tidakhanya sebatas bagaimana membuat aktivitas siswa mengkontruksipengetahuannya.
Co-Authors Agus Dede Anggiana Amanda Puri, Fiki Dede Salim Nahdi Erik Santoso Erik Santoso Iik Nurhikmayati Jatisunda, Moh Gilar M. Gilar Jatisunda Mohamad Gilar Jatisunda Nia Kania Rohaeti, Titi Sudianto Sudianto Sudianto, Sudianto Sudirno, Dadang Ujiati Cahyaningsih Veithzal Rivai Zainal Vevi Hermawan Yuda Purnama Putra