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All Journal Jurnal Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal On Teacher Education (Jote) Jurnal Edukasi dan Penelitian Matematika
Afifah Zafirah
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing RME-Based Learning Trajectory for Teaching Addition to A Dyscalculia Student in Elementary School Ahmad Fauzan; Cahyo Dwi Andita; Gusti Rada; Afifah Zafirah; Abdul Halim bin Abdullah
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (786.429 KB) | DOI: 10.24815/jdm.v9i1.25340

Abstract

This research aimed to design an RME-based learning trajectory for a dyscalculia student to learn the addition of whole numbers. The research used design research approach that consists of three phases: preparing for the experiment, conducting the experiment, and retrospective analysis. This research's data collection techniques were observations, interviews, videotaping, and analyzing the student’ works. The main result of this research is the learning trajectory for teaching addition of whole numbers to a dyscalculia student using RME approach. The series of activities in the learning trajectory are addition of whole numbers between 1 and 10 by combining the objects, addition of whole numbers between 1 and 10 using number relations, addition of whole numbers between 1 and 20 using number relations, and finding the concept of place value of tens and ones in addition of numbers. This research also shows the cognitive improvement of dyscalculia student in learning the addition of  whole numbers. Learning activities carried out by the dyscalculia student help him to shif from informal knowledge to formal mathematical knowledge in order to understand the concept of addition of whole numbers. It makes dyscalculia student has number sense, number construction, and number relation abilities which increase significantly in the learning process.
Analisis Karakteristik Program Pengayaan dan Akselerasi untuk Peserta Didik Berbakat dan Bertalenta pada Mata Pelajaran Matematika Afifah Zafirah; Neviyarni Neviyarni; Ahmad Fauzan; Yerizon Yerizon
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.11248

Abstract

Untuk meningkatkan kualitas pendidikan khususnya pada mata pelajaran matematika, lembaga pendidikan telah berfokus pada pendidikan dan pengembangan anak-anak berbakat dan bertalenta. Banyak kolaborasi di bidang pendidikan untuk membuat strategi pendidikan bagi peserta didik berbakat. Namun, program dan kurikulum yang diberikan belum sesuai untuk anak berbakat intelektual di bidang matematika. Oleh karena itu, artikel ini bertujuan untuk menyelidiki dan mengevaluasi program dan kurikulum matematika yang dapat diterapkan di Indonesia berdasarkan berbagai pendekatan diferensiasi pada peserta didik dan model-model kurikulum matematika untuk anak berbakat. Metode penelitian yang digunakan adalah literature review dengan mengumpulkan referensi terkait anak berbakat di bidang matematika melalui telaah dokumen artikel, kurikulum, dan buku teks matematika. Hasil temuan memberikan deskripsi mengenai program akselerasi dan pengayaan yaitu Projek M3 (Mentoring Mathematical Minds), Curriculum Differentiation Approach, dan Model Autonomous Learner Betts. Program-program yang ditawarkan merupakan program untuk meningkatkan prestasi, keterampilan berpikir kreatif, keterampilan berpikir tingkat tinggi, keterampilan berpikir kritis para peserta didik berbakat.Untuk meningkatkan kualitas pendidikan khususnya pada mata pelajaran matematika, lembaga pendidikan telah berfokus pada pendidikan dan pengembangan anak-anak berbakat dan bertalenta. Banyak kolaborasi di bidang pendidikan untuk membuat strategi pendidikan bagi peserta didik berbakat. Namun, program dan kurikulum yang diberikan belum sesuai untuk anak berbakat intelektual di bidang matematika. Oleh karena itu, artikel ini bertujuan untuk menyelidiki dan mengevaluasi program dan kurikulum matematika yang dapat diterapkan di Indonesia berdasarkan berbagai pendekatan diferensiasi pada peserta didik dan model-model kurikulum matematika untuk anak berbakat. Metode penelitian yang digunakan adalah literature review dengan mengumpulkan referensi terkait anak berbakat di bidang matematika melalui telaah dokumen artikel, kurikulum, dan buku teks matematika. Hasil temuan memberikan deskripsi mengenai program akselerasi dan pengayaan yaitu Projek M3 (Mentoring Mathematical Minds), Curriculum Differentiation Approach, dan Model Autonomous Learner Betts. Program-program yang ditawarkan merupakan program untuk meningkatkan prestasi, keterampilan berpikir kreatif, keterampilan berpikir tingkat tinggi, keterampilan berpikir kritis para peserta didik berbakat.
KEMAMPUAN PENALARAN IMITATIF DAN KREATIF MATEMATIS SISWA SMP PADA MATERI PERSAMAAN GARIS LURUS Fardatil Aini Agusti; Tatang Herman; Afifah Zafirah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (815.574 KB) | DOI: 10.24127/ajpm.v12i1.7042

Abstract

Kemampuan penalaran matematis merupakan kunci untuk mengembangkan pemahaman matematis siswa. Oleh karena itu, kemampuan ini dijadikan sebagai salah satu tujuan pembelajaran matematika pada jenjang pendidikan menengah di Indonesia. Salah satu jenis penalaran matematis tersebut adalah penalaran kreatif matematis. Fakta menunjukkan bahwa siswa cenderung menggunakan penalaran imitatif daripada penalaran kreatif matematis. Oleh karena itu, penalaran kreatif siswa perlu diperhatikan guru agar mereka dapat mengkonstruksi pengetahuan dengan baik khususnya pada materi persamaan garis lurus. Penelitian ini bertujuan untuk mengungkap penalaran imitatif dan kreatif matematis siswa pada materi persamaan garis lurus. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Penelitian ini dilaksanakan di salah satu SMP di Kabupaten Lima Puluh Kota, Sumatera Barat. Subjek penelitian adalah 3 (tiga) orang siswa kelas VIII  yang telah mempelajari materi persamaan garis lurus dan dipilih berdasarkan pertimbangan guru. Instrumen utama pada penelitian ini adalah peneliti sendiri dan instrumen penunjang berupa soal tes kemampuan penalaran kreatif matematis serta pedoman wawancara. Berdasarkan analisis hasil penelitian, ditemukan bahwa siswa belum memiliki kemampuan penalaran kreatif  yang baik. Siswa masih cenderung menggunakan penalaran imitatif bahkan belum mampu melakukan penalaran dengan tepat. Sebagai kesimpulan, kemampuan penalaran imitatif masih mendominasi dibandingkan penalaran kreatif matematis siswa pada materi persamaan garis lurus.Mathematical reasoning ability is the key to developing students' mathematical understanding. Therefore, this ability is used as one of the objectives of learning mathematics in secondary education in Indonesia. Mathematical creative reasoning is one type of mathematical reasoning. The facts show that students use imitative rather than creative mathematical reasoning. Therefore, students' creative reasoning needs to be considered by the teacher so they can construct their knowledge properly, especially in straight-line equations. This study aims to reveal mathematical students' imitative and creative reasoning in the material of straight-line equations. This study uses a qualitative approach with a case study design. This research was conducted in one of the junior high schools in Lima Puluh Kota, West Sumatra. The research subjects were 3 (three) grade VIII students who had studied straight-line equations and were selected based on the teacher's considerations. The main instrument in this study was the researcher herself. The supporting instruments were mathematical creative reasoning ability tests and interview guidelines. Based on the result of research analysis, it was found that students did not have good creative reasoning abilities. Students still tend to use imitative reasoning and have not even been able to do reasoning properly. In conclusion, imitative reasoning ability still dominates compared to students' creative mathematical reasoning in straight-line equation material.
PENGARUH MODEL PEMBELAJARAN MASTERBERBASIS MIND MAPPINGTERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XI SMAPEMBANGUNAN LABORATORIUM Afifah Zafirah
Jurnal Edukasi dan Penelitian Matematika Vol 9, No 1 (2020): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v9i1.8722

Abstract

The ability to understand mathematical concepts is a foundation in the process of learning mathematics. For this reason, students need to master the concepts in learning mathematics. In fact, the ability to understand the concept of SMA Pembangunan Laboratorium UNP students is not optimal. This has a big effect on students to master other mathematical abilities. Therefore, efforts are needed in this matter. One of them uses the steps in the MASTER learning model based on mind mapping (Motivating your mind, Acquiring the information, Searching out the meaning, triggering the memory, Exhibiting what you know, and Reflecting how youve learned). This study aims to describe the differences in the ability to understand mathematical concepts of students who use the MASTER learning model with the ability to understand mathematical concepts of students who use conventional learning models. The research method used was quasi-experimental research design with Randomized Control-Group Only Design. Based on the results of this study concluded that the ability to understand mathematical concepts of students who use the MASTER learning model is better than the ability to understand mathematical concepts of students who use conventional learning models in class XI of SMA Pembangunan Laboratorium UNP. Keywords—Concept comprehension ability, MASTER based on mind mapping, Conventional learning
PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS PROBLEM BASED LEARNING PADA MATERI STATISTIKA Refenia Usman; Elita Zusti Jamaan; Arnellis Arnellis; Dony Permana; Afifah Zafirah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 1 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i1.8634

Abstract

Peningkatan Kemampuan Pemecahan Masalah Matematis (KPMM) dapat dicapai melalui pembelajaran yang terintegrasi dengan teknologi, salah satunya melalui multimedia interaktif. Penggunaan multimedia ini menjadikan proses pembelajaran lebih menarik dan interaktif. Selain itu, model pembelajaran Problem Based Learning (PBL) juga berperan penting dalam mendukung pengembangan KPMM peserta didik. Tujuan dari penelitian ini adalah untuk mengembangkan multimedia interaktif berbasis PBL yang valid, praktis, dan efektif dalam memfasilitasi pengembangan KPMM peserta didik. Penelitian ini menerapkan model Plomp, yang meliputi tiga fase: fase investigasi awal, fase pengembangan atau pembuatan prototipe, dan fase penilaian. Peserta didik kelas X di salah satu SMA di kota Padang menjadi subjek penelitian ini. Instrumen penelitian yang digunakan mencakup pedoman wawancara, lembar angket, lembar observasi, dan tes KPMM. Analisis data yang digunakan yaitu teknik deskriptif dan statistik deskriptif. Hasil penelitian menunjukkan bahwa multimedia interaktif berbasis PBL telah terbukti valid dengan skor 88,88%, praktis digunakan oleh pendidik matematika dan peserta didik dengan skor masing-masing 82,19% dan 80,00%, serta efektif dalam memfasilitasi pengembangan KPMM dengan skor rata-rata 80,00%.The improvement of Mathematical Problem-Solving Ability (MPSA) can be achieved through technology-integrated learning, one of which is through interactive multimedia. the use of multimedia  enhances the learning experience by making it more engaging and interactive. Additionally, the Problem-Based Learning (PBL) model is also essential in supporting the development of students' MPSA. This study aims to create PBL-based interactive multimedia that is valid, practical, and effective in supporting the development of students' MPSA. This study utilizes the Plomp model, which consists of three phases: the initial investigation phase, the development or prototyping phase, and the assessment phase. Tenth-grade students from a high school in Padang served as the study's subjects. The research instruments used include interview guidelines, questionnaires, observation sheets, and MPSA tests. Data analysis involved descriptive and descriptive statistical techniques. The study results show that PBL-based interactive multimedia has proven to be valid with a score of 88.88%, practical for use by mathematics teachers and students with scores of 82.19% and 80.00%, respectively, and effective in facilitating MPSA development with an average score of 80.00%. 
Co-Authors Abdul Halim bin Abdullah Ahmad Fauzan Arnellis Arnellis Cahyo Dwi Andita Dony Permana Elita Zusti Jamaan Fardatil Aini Agusti Gusti Rada Neviyarni Neviyarni Refenia Usman Tatang Herman, Tatang Yerizon Yerizon