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All Journal PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) Journal of Authentic Research on Mathematics Eduacation (JARME)
Nandang Arif Saefuloh
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Computer Science & IT Education Mathematics Social Sciences Other

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DESAIN PEMBELAJARAN LOGARITMA BERBASIS PERMAINAN MATEMATIKA Usep Kosasih; Nurina Wulan Sabila; Nandang Arif Saefuloh
Journal of Authentic Research on Mathematics Education (JARME) Vol 4, No 1 (2022)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v4i1.4069

Abstract

Tujuan dari penelitian ini untuk memperoleh konsep desain pembelajaran logaritma yang terintegrasi dengan permainan agar menarik dan menantang untuk peserta didik. Metode yang digunakan dalam penelitian ini adalah design research dengan tahapan Preliminary research, Prototyping stage, dan Assessment phase. Penelitian melibatkan peserta didik sekolah menengah atas dalam melakukan percobaan desain pembelajaran. Berdasarkan hasil penelitian ini, diperoleh gambaran tahapan-tahapan pembelajaran yang baik dengan menerapkan permainan sehingga mampu meningkatkan respons positif peserta didik. Permainan yang dikembangkan mampu memfasilitasi pembelajaran secara intensif, sehingga peserta didik terlibat secara fokus pada pembelajaran sesuai dengan tahapan yang runtut dalam pembelajaran. Permainan yang dihasilkan membantu guru mengembangkan kegiatan apersepsi, kegiatan inti, dan kegiatan penutup dalam pembelajaran logaritma. This study aims to obtain a logarithmic learning design concept integrated with games to make it exciting and challenging for students. The method used in this research is design research with the stages of preliminary design, teaching experiment, and retrospective analysis. The study involved senior high school students in conducting instructional design experiments. Based on the results of this study, a description of the stages of Learning was obtained by applying the game to improve students' positive responses. The games developed can facilitate intensive Learning so that students are involved in a focused manner on learning according to the successive stages of Learning. The resulting design help teachers form apperception, core, and closing activities in logarithmic Learning.
MATHEMATICAL THINKING ABILITY OF 7th GRADE STUDENTS IN SOCIAL ARITHMETIC LEARNING THROUGH DISCOVERY LEARNING MODEL Nandang Arif Saefuloh; Wahyudin Wahyudin; Sufyani Prabawanto
PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) 2020: PROCEEDINGS ICTESS
Publisher : PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The ability of students is obtained through the learning process of school subject matter in their classes. In particular, learning mathematics has an important role in facilitating students in obtaining various abilities, one of which is ability to think mathematically, an ability that has an important role for students in their lives, both in class and in their daily lives. This study aims to describe the mathematical thinking ability of 7th grade junior high school students in mathematics through a discovery learning model based on Stacey's classification, namely specialization, conjecture, generalization, and convincing. The research method is through qualitative studies by analyzing the answers of students who have gone through social arithmetic learning using discovery learning models. The results of the analysis obtained the findings of students' mathematical thinking ability in terms of specialization, conjecture, generalization, and convincing abilities, students were only identified using the conjecture, generalization, convincing abilities in solving problems/questions given by the educator, it does not appear that specialization ability are seen in all students, then there are problems in taking conjectures, where students are wrong in giving conjectures, this is due to the absence of errors in processing word/sentence information in the questions (word problem). The implication of this problem is that students must be trained in processing the information contained in story problems that involve interpreting words into mathematical symbols. Keywords: Discovery Learning, Mathematical thinking ability, social arithmetic, Word Problem.
Co-Authors Nurina Wulan Sabila Sufyani Prabawanto, Sufyani Usep Kosasih Wahyudin Wahyudin