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All Journal Jurnal Didaktik Matematika MaPan : Jurnal Matematika dan Pembelajaran Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Ilmiah Profesi Pendidikan Journal of Science and Education (JSE) Griya Journal of Mathematics Education and Application Evolusi: Journal of Mathematics and Natural Sciences Rengganis Jurnal Pengabdian Masyarakat JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Pijar MIPA Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan
Dwi Novitasari
Mathematics Education Department, Faculty Of Teacher Training And Education, Universitas Mataram. Jl. Majapahit No. 62, Mataram, West Nusa Tenggara, 83115
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INVESTIGATING THE NUMBER SENSE ABILITY OF PRE-SERVICE MATHEMATICS TEACHERS Nourma Pramestie Wulandari; Vivi Rachmatul Hidayati; Dwi Novitasari; Tabita Wahyu Triutami; Ulfa Lu’luilmaknun
MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 1 (2020): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.308 KB) | DOI: 10.24252/mapan.2020v8n1a6

Abstract

Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.
THE EFFECT OF VIRTUAL LEARNING THROUGH ONLINE LEARNING SYSTEM (SPADA) ON STUDENTS' LEARNING OUTCOMES IN ALGEBRAIC STRUCTURE COURSE IN DEPARTMENT OF MATHEMATICS EDUCATION, MUHAMMADIYAH UNIVERSITY OF MAKASSAR St. Nur Humairah Halim; Sitti Rahmah Tahir; Randy Saputra Mahmud; Ilham Syata; Dwi Novitasari
MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2021v9n2a2

Abstract

This study aims to determine the effect of treatment on student learning outcomes in the algebraic structure course at the Department of Mathematics Education of the University of Muhammadiyah Makassar in virtual learning through the online learning system (SPADA). This study is a quasi-experimental design with a post-test-only control group whose results were analyzed using descriptive analysis and inferential analysis (mann whitney test). The population is the class of 2019 who is programming an algebraic structure course consisting of 3 classes, then a sample consisting of 2 classes was selected, namely, one experimental class taught through SPADA, and one control class taught in addition to using SPADA, namely, zoom meeting, google meet, email, and whatsApp groups. The instrument used is a test of student learning outcomes. The results obtained are that the average learning outcomes of students who are taught through SPADA are higher than the average learning outcomes of students who are taught other than through SPADA, but the results of the Mann Whitney test show that there is no significant difference from the learning outcomes of students who have been taught through SPADA or other than SPADA. Researchers suggest that providing virtual learning not only relies on one learning media but also on the synergy between one media and another, which will further optimize virtual learning.
PENGEMBANGAN LKPD BERBASIS GEOGEBRA UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA Dwi Novitasari; Andi Trisnowali MS; Deni Hamdani; Junaidi Junaidi; Sartika Arifin
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol 7, No 1 (2021): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (701.297 KB) | DOI: 10.25134/jes-mat.v7i1.3916

Abstract

Students usually have difficulties in visualizing images that are caused by the lack of students’ conceptual understanding. We need learning which is able to help the students’ conceptual construction. One of them is by using technology in learning. This study aimed to develop students’ worksheets using a scientific approach based on GeoGebra for the eleven-grade of senior high school in Mataram-Indonesia. This study type was Research and Development (RD) using Plom model. The developed product was validated by experts and tested for its practicality by mathematics teachers and students. The quality of the product refers to the validity and effectiveness of the product. The results of expert validation and field try out indicated that the developed worksheet is valid and practical. The result of the research showed that students’ worksheet is valid and effective with validation average score is 4.44 and effective. The students’ average score is 86.84% (above the minimum standard) and the average of students' responses is 87.72% (positive category). It can be concluded that the developed worksheet can be used in the classroom
Bukti yang Membuktikan dan Bukti yang Menjelaskan dalam Kelas Matematika Deni Hamdani; J. Junaidi; Dwi Novitasari; Nilza Humaira Salsabila; Ratna Yulis Tyaningsih
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 4 No. 2: July 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v4i2.253

Abstract

Tujuan penelitian ini adalah mendeskripsikan secara komprehensif perbedaan bukti yang membuktikan dan bukti yang menjelaskan berdasarkan pertimbangan implikasi kedua bukti tersebut sebagai dasar konstruksi penalaran dan bukti dalam matematika. Kajian dijalani dengan kegiatan menguraikan perbedaan spesifik antara keduanya serta memberikan contoh kasus kedua bukti, dan memberikan justifikasi atas pentingnya pengenalan kedua bukti dalam kelas matematika. Kedua bukti digambarkan dengan permasalahan konsep barisan bilangan ganjil. Bukti yang membuktikan hanya menunjukkan dengan menggunakan induksi matematis, sementara bukti yang menjelaskan menunjukkan dengan bukti Gauss, representasi geometrik bangun titik, dan garis zig-zag. Perbedaan antara keduanya tampak pada pemberian alasan yang berasal dari bukti itu sendiri. Hasil kajian mengindikasikan bahwa peran bukti dalam kelas matematika pada tingkat perguruan tinggi adalah membuktikan/meyakinkan, pada tingkat menengah atas adalah membuktikan dan menjelaskan, dan pada tingkat sekolah menengah pertama dan dasar peran utamanya adalah menjelaskan. Akibatnya bukti matematis tidak hanya membuktikan/menyakinkan, melainkan juga menjelaskan. Karenanya penting mempertimbangkan implikasi bukti dalam kurikulum matematika di sekolah, serta perlunya menyajikan bab materi kepada mahasiswa pendidikan matematika tidak hanya bukti yang membuktikan, melainkan juga bukti yang menjelaskan.Proofs that Prove and Proofs that Explain in Mathematics ClassroomAbstractThe purpose of this study was to comprehensively describe the differences of the proofs that prove and proofs that explain based on the consideration of the implications of the two proofs as the basis for the construction reasoning and proofs in mathematics. The study was undertaken with the activity of describing the specific differences between the two and providing examples of cases of both proofs; and provide justification for the importance of introducing both proofs in mathematics classrooms. Both proofs are illustrated by the problem of the odd number sequence concept. Proofs that prove is only shown using mathematical induction, while proofs that explain shows with Gaussian proof, a geometric representation of point shape, and zigzag line. The difference between the two appears to be the reasoning that comes from the proof itself. The results of the study indicate that the role of proof in mathematics classes at the tertiary level is proving/convincing, at the senior secondary level it is proving and explaining, and at the junior and elementary school level its main role is explaining. As a result, mathematical proof does not only prove/convince, but also explain. It is therefore important to consider the implications of proof in the mathematics curriculum in schools, as well as the need to present chapter materials to mathematics education students not only proofs that prove but also proof that explain.
Peningkatan Kemandirian dan Hasil Belajar Mahasiswa Pendidikan Matematika dengan Lesson Study melalui Blended Learning Baidowi Baidowi; Ketut Sarjana; Dwi Novitasari; eka kurniawan
Jurnal Pijar Mipa Vol. 16 No. 3 (2021): Juni 2021
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.153 KB) | DOI: 10.29303/jpm.v16i3.2267

Abstract

Penelitian ini bertujuan untuk meningkatkan kemandirian belajar mahasiswa dengan mengkonstruksi kemampuan yang mereka miliki sendiri yang akan berdampak pada peningkatan hasil belajar mahasiswa dengan lesson study melalui blended learning pada mata kuliah Kapita Selekta Matematika. Penelitian ini akan dilaksanakan di FKIP Universitas Mataram dengan subjeknya adalah mahasiswa pendidikan matematika semester III yang mengambil mata kuliah Kapita Selekta Matematika. Pada penelitian ini perlakuan pada siklus I adalah a). Pembentukan kelompok secara heterogen; b) memberikan motivasi di awal pertemuan c) Melakukan persentasi berbasis online melalui Google Meet d). Sesi diskusi; e) Penguatan oleh dosen model; f) memberikan evaluasi dan pengisian angket untuk mengukur kemandirian belajar. Untuk siklus II tidak jauh beda dengan siklus I, pada siklus II diawal pertemuan memberikan pengutan pada materi prasyarat. Sedangkang untuk siklus III  hampir sama dengan siklus II, yang membedakan hanya pada tahap sesi diskusi dirancang lebih menarik lagi berupa sebuah permainan. Sehingga didapatkan hasil kemandirian belajar mahasiswa meningkat di siklus III  sebesar 4,43 % dibandingkan pada siklus I sedangkan hasil belajar yang diperoleh mahasiswa meningkat 8,44 poin dari 70,63 pada siklus I menjadi 79,07 pada siklus III. Dari hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa penerapan lesson study melalui blended learning berhasil meningkatkan kemandirian dan hasil belajar mahasiswa.
Pemberian scaffolding terhadap berpikir pseudo penalaran siswa dalam mengkonstruksi grafik fungsi Ratna Yulis Tyaningsih; Dwi Novitasari; Deni Hamdani; Aprilia Dwi Handayani; Samijo Samijo
Journal of Science and Education (JSE) Vol. 1 No. 1 (2020): Journal of Science and Education (JSE)
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jse.v1i1.9

Abstract

Struktur berpikir pseudo merupakan struktur berpikir semu yang dialami siswa ketika memecahkan suatu masalah, dimana siswa tidak mengetahui letak kesalahan yang dilakukan. Siswa diberikan masalah berupa soal mengkonstruksi grafik fungsi eksponensial dan logaritma. Beberapa penyebab terjadinya proses berpikir pseudo siswa ketika mengkonstruksi grafik fungsi eksponensial dan logaritma adalah adalah (1) salah satu langkah proses penyelesaian diabaikan siswa, (2) tergesa-gesa ketika menghitung atau menggambar, (3) tidak bisa mengaitkan konsep satu dengan yang lain, (4) kurang memahami materi prasyarat, dan (5) tidak melakukan aktivitas refleksi. Penelitian ini bertujuan untuk mendeskripsikan bentuk pemberian scaffolding terhadap struktur berpikir pseudo siswa dalam mengkonstruksi grafik fungsi eksponensial dan logaritma. Subjek penelitian ini terdiri dari 2 siswa dengan kemampuan matematika sedang dan rendah. Pengumpulan data dilakukan dengan memberikan tes dan wawancara untuk mengetahui proses berpikir pseudo siswa ketika mengkonstruksi grafik fungsi eksponensial dan logaritma. Dalam penerapan scaffolding, alat bantu yang digunakan adalah Geogebra. Hasil penelitian ini menunjukkan bahwa proses scaffolding akan berhasil jika siswa memiliki kemauan untuk memperbaiki kesalahan sampai diperoleh jawaban yang benar. Pemberian scaffolding dimulai dari level 1 environmental provisions yaitu pemberian stimulus berupa masalah dengan alat bantu visualisasi, level 2 explaining, reviewing, and restructuring yaitu penjelasan rumusan masalah dan proses review. Pada level 3 developing conceptual thinking, yaitu tanya jawab hal-hal yang bersifat konseptual.
Profil Kreativitas Siswa Dalam Pemecahan Masalah Visual-Spasial Matematika Ditinjau Dari Kecerdasan Logis Matematis Siswa SMAN 6 Mataram Dwi Novitasari
EVOLUSI: JOURNAL OF MATHEMATICS AND SCIENCES Vol 1 No 1 (2017): April 2017
Publisher : Fakultas MIPA Universitas Nahdlatul Wathan Mataram

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

Abstract

This study is explorative research with a qualitative approach, aims to reveal the profile of student's creativity in solving mathematics problems about visual-spatial problems based on logic mathematics intelligence. The subjects of the study were 4 students of SMAN 6 Mataram, 2 students with a high logic mathematics intelligence (KLT), and the other 2 students with a medium logic mathematics intelligence (KLS). Data were collected by conducting task analysis an interview, then analyzed by employing qualitative content analysis with a deductive approach. The result of the study reveals that 1) the students’ creativities in terms of product, the students with high logic mathematics (KLT) generally are better than the students’ with medium logic mathematics intelligence (KLS) in solving the same problem, 2) the students’ creativities in terms of the process: generating, planning, and producing, KLT using visual ability to imagine what will be they created first and then uses logic mathematics intelligence in solving the problem while KLS using mathematical logical intelligence first and then use the visual capabilities afterward to imagine what they will be created.
Pengaruh Model Pembelajaran Discovery Learning Berbantuan LKS Terhadap Pemahaman Konsep Matematika Siswa Pada Materi Teorema Pythagoras Dewi Silviana; Dwi Novitasari
EVOLUSI: JOURNAL OF MATHEMATICS AND SCIENCES Vol 2 No 1 (2018): April 2018
Publisher : Fakultas MIPA Universitas Nahdlatul Wathan Mataram

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

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran discovery learning berbantuan LKS terhadap pemahaman konsep matematika siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain posttest-only control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTs Negeri 2 Kota Bima yang berjumlah 259 siswa sedangkan sampel dalam penelitian ini adalah kelas VIII-8 yang terdiri dari 34 siswa sebagai kelas eksperimen dan kelas VIII-6 yang terdiri dari 32 siswa sebagai kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah tes pemahaman konsep matematika siswa. Analisis uji coba instrumen meliputi validasi, reliabilitas, taraf kesukaran dan daya pembeda. Uji prasyarat meliputi uji normalitas menggunakan uji Kolmogorov-Smirnov dan uji homogenitas menggunakan uji Levens dengan taraf signifikansi 0,05. Data pemahaman konsep matematika siswa diperoleh dari tes akhir dan dianalisis secara statistik dengan menggunakan uji independent t test pada signifikansi 5% dimana diperoleh hasil t hitung = 3,838 dengan p-value (Sig. (2-tailed)) = 0,0001 < 0,05 yang berarti bahwa Ha diterima dan H0 ditolak yang artinya bahwa ada pengaruh postif model pembelajaran discovery terhadap pemahaman konsep matematika siswa.
Tingkat Kemampuan Berpikir Kritis Matematika Siswa Sekolah Menengah Kejuruan Baidowi Baidowi; Ketut Sarjana; Ratih Ayu Apsari; Dwi Novitasari; Ni Made Intan Kertiyani
EVOLUSI: JOURNAL OF MATHEMATICS AND SCIENCES Vol 5 No 2 (2021): Oktober 2021
Publisher : Fakultas MIPA Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/evolusi.v5i2.791

Abstract

Vocational school students (SMK) are equipped with certain work skills so that later they can enter the labor market immediately after graduating from school. The ability to think critically is one of the skills needed in business and industry. Hence, it needs to be owned by SMK students. This study aimed to determine the level of mathematical critical thinking skills of SMK students. The research was conducted in one of the Vocational Schools in Mataram City. The research sample was 60 students in eleventh grade who were taken using a random sampling technique. The level of mathematical critical thinking skill is obtained through a mathematical critical thinking ability test. Furthermore, interviews were conducted to explore things that were not visible in the students' answers. The results of data processing addressed that the percentage level of mathematical critical thinking skills, namely 0% of students are in the very high level, 15% are in the high level, 25% are in enough level, 42% are in the low level and 18% are in the very low level. This means that more than half of the students have low mathematical critical thinking skills.
Proses Berpikir Mahasiswa Berdasarkan Taksonomi SOLO dalam Penyelesaian Masalah Persamaan Diferensial Arjudin Arjudin; Sripatmi Sripatmi; Muhammad Turmuzi; Dwi Novitasari; Ratih Ayu Apsari
EVOLUSI: JOURNAL OF MATHEMATICS AND SCIENCES Vol 5 No 2 (2021): Oktober 2021
Publisher : Fakultas MIPA Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/evolusi.v5i2.795

Abstract

This research is an exploratory descriptive with a descriptive quantitative approach or mix-method which aims to analyze the thinking processes of pre-service mathematics students based on the SOLO taxonomy in solving differential equation problems. The subjects were 86 pre-service mathematics students of the fifth semester of the mathematics education study program who were selected using the purposive sampling technique. Meanwhile, data were collected using problem-solving tests and interviews and then analyzed using descriptive and qualitative statistics with the following stages: (1) transcribing test and interview data, (2) coding segmentation, (3) analyzing student thinking processes in solving differential equation problems, and (4) drawing conclusions. The results showed that pre-service mathematics students' thinking levels were at the pre-structural level (6.98%), uni-structural (25.58%), multi-structural (60.47%), and extended abstract (6.98). Meanwhile, there is no one at the relational level in solving the problem. These results indicate that students need to be well supported and facilitated in problem-solving to achieve higher levels of thinking, such as the relational and extended abstract levels.
Co-Authors Aprilia Dwi Handayani Arjudin Arjudin Arjudin Baidowi Baidowi Baiq Aminatuzzuhro Baiq Dewi Mustika Wati Deni Hamdani Dewi Silviana Eka Kurniawan Febian Asri Ihlas Sukmawan Ilham Syata Junaidi Junaidi Ketut Sarjana Laila Hayati Mahmud, Randy Saputra Muhammad Turmuzi Nani Kurniati Ni Made Intan Kertiyani Nilza Humaira Salsabila Nunung Indaswari Nyoman Sridana Ratih Ayu Apsari Salsabila, Nilza Humaira Samijo, Samijo Sartika Arifin Sitti Rahmah Tahir Sri Subarinah Sripatmi Sripatmi Sripatmi St. Nur Humairah Halim Sudi Prayitno Suwanda Syahrul Azmi Tabita Wahyu Triutami Trisnowali MS, Andi Ulfa Lu’luilmaknun Vivi Rachmatul Hidayati Wulandari, Nourma Pramestie Yulis Tyaningsih, Ratna