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All Journal Jurnal Karya Pendidikan Matematika Teorema: Teori dan Riset Matematika JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) J-PiMat : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Catimore: Jurnal Pengabdian Kepada Masyarakat Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Jurnal Pengabdian Siliwangi
Redi Hermanto
Universitas Siliwangi
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Pengaruh Penerapan Pendekatan Deep Learning terhadap Pemahaman Konsep Matematis dan Self-Concept Siswa SMP Gisna Saharani Nurfadilah; Ike Natalliasari; Redi Hermanto
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 4 (2026): MIPA dan dan Pendidikan lingkup MIPA
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i4.522

Abstract

Mathematical conceptual understanding and self-concept remain relatively low, as evidenced by their difficulties in explaining mathematical concepts, representing concepts in different forms, and demonstrating confidence in solving mathematical problems. In addition, the average mathematics scores of Grade VIII students at SMP Negeri 15 Tasikmalaya ranged from only 25 to 28, indicating unsatisfactory learning outcomes. One potential strategy to address these challenges is the implementation of the deep learning approach in mathematics instruction. Therefore, this study aimed to examine the effect of the deep learning approach on students’ mathematical conceptual understanding and self-concept. A quantitative experimental method with a posttest-only control group design was employed. The population consisted of all Grade VIII students at SMP Negeri 15 Tasikmalaya. Using cluster random sampling, Class VIII-F (34 students) was selected as the experimental group, while Class VIII-E (35 students) served as the control group. Data were collected through a mathematical conceptual understanding test and a self-concept questionnaire. The data were analyzed using an independent samples t-test after meeting the assumptions of normality and homogeneity. The findings revealed a statistically significant effect of the deep learning approach on students’ mathematical conceptual understanding and self-concept, with a significance value of 0.001 (p < 0.05). These findings suggest that the deep learning approach is effective in enhancing students’ mathematical conceptual understanding and self-concept.
Pelatihan Pengembangan Perangkat Pembelajaran Berbasis Kurikulum Merdeka melalui Model PjBL pada Guru MGMP SMA se-Kota Tasikmalaya Vepi Apiati; Yeni Heryani; Redi Hermanto; Ipah Muzdalipah
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2024): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v3i1.158

Abstract

Activities for implementing the Community Service Program Featured Study Program Scheme (PbM-PUPS) by the Mathematics Education Department towards the High School Mathematics MGMP which is implemented in the form of "Workshop: Development of Independent Curriculum Based Learning Tools Through the PJBL Model for High School Mathematics MGMP Teachers throughout the City of Tasikmalaya", provide benefits and convenience for teachers in compiling teaching materials, Student Worksheets, and evaluation tools that will be used in learning, provide opportunities for mathematics teachers to gather, discuss, and share their experiences and knowledge in teaching mathematics and discuss changes or development of the independent curriculum, and discussing how to implement this curriculum well and effectively in mathematics learning in the classroom.
Analyzing Student Difficulties on Geometric Translation through Polya’s Stages Billa Rusthalya; Redi Hermanto; Dedi Muhtadi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3045

Abstract

Abstrak Rendahnya kemampuan pemecahan masalah siswa dalam translasi geometri ditunjukkan oleh kesulitan memahami arah pergerakan, representasi koordinat, dan strategi penyelesaian. Penelitian ini bertujuan menganalisis jenis dan penyebab kesulitan siswa berdasarkan tahapan Polya. Metode yang digunakan adalah kualitatif deskriptif dengan subjek 20 siswa kelas IX SMP Negeri di Tasikmalaya. Instrumen penelitian berupa dua soal tes uraian berbasis translasi geometri yang divalidasi ahli serta wawancara semi-terstruktur. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan kesulitan dominan pada tahap memahami masalah (65%) dan memeriksa kembali (65%), diikuti merencanakan penyelesaian (25%) dan melaksanakan rencana (17,5%). Temuan ini menegaskan perlunya pembelajaran berbasis soal kontekstual dan strategi reflektif. Penelitian ini berkontribusi dengan memberikan gambaran terarah mengenai letak kesulitan siswa yang dapat dijadikan dasar perbaikan pembelajaran translasi geometri. Abstract Students’ low problem-solving ability in geometric translation is reflected in their difficulties in understanding movement direction, representing coordinates, and applying solution strategies. This study aims to analyze the types and causes of students’ difficulties based on Polya’s problem-solving stages. A qualitative descriptive method was employed with 20 ninth-grade students from a public junior high school in Tasikmalaya as subjects. The research instruments included two essay-based problem-solving tests on geometric translation, validated by experts, and semi-structured interviews. Data were analyzed through reduction, display, and conclusion drawing. The findings revealed that the dominant difficulties occurred in understanding the problem (65%) and looking back (65%), followed by devising a plan (25%) and carrying out the plan (17.5%). These results highlight the need for contextual problem-based tasks and reflective strategies. The study contributes by providing a structured overview of students’ difficulties, which can serve as a foundation for improving instructional practices in teaching geometric translation.
Co-Authors Billa Rusthalya Cicih Sutiani Dedi Muhtadi Depi Ardian Nugraha Diar Veni Rahayu Disa Zakiatun Nupus Eva Mulyani Gisna Saharani Nurfadilah Ike Natalliasari Ipah Muzdalipah Linda Herawati Nadia Zulfa Kosasih Santika, Satya Setio Priyono Supratman Supratman Tiara Rahmawati Nur Vepi Apiati Vepi Apiati Vina Mahmudah Julianti Yeni Heryani