Articles
<![CDATA[PEMECAHAN MASALAH SPASIAL MATEMATIS CALON GURU MATEMATIKA DITINJAU DARI LANGKAH-LANGKAH PEMECAHAN MASALAH POLYA ]]>
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 16, No 3 (2016): KREATIFITAS DAN TEKNOLOGI INFORMASI ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jpp.v16i3.4816
<![CDATA[Studi ini dilakukan untuk mengetahui kendala yang dihadapi subjek studi dalam menyelesaikan masalah spasial dengan mengaplikasikan langkah-langkah umum pemecahan masalah dari Polya. Objek studi yaitutulisan jawaban penyelesaian tes kemampuan pemecahan masalah spasial matematis yang dibuat oleh subjek. Subjek studi ini adalah tiga orangmahasiswa tahun pelajaran 2015/2016.Pengumpulan data menggunakan pendekatan kualitatif. Analisisdifokuskan pada beberapa tulisan jawaban oleh subjek. Kelemahan subjek pada kemampuan pemecahan masalah spasial terlihat pada kekeliruanberimajinasi membentuk mental image membayangkanspatial imageryatau visual imagerydalam pemikirannya,sehingga subjek perempuan gagal membuat transformasi spasialdengan benar. Kegagalan ini merupakan masalah padakemampuan visualisasi spasialdan akan berdampak pula pada gagalnya memecahkan masalah spasial. Hasil analisis yang tidak konsisten ditemukan antara analisis tes pertama dan yang kedua, karena kualitas tes memang berbeda secara spasial.]]>
<![CDATA[PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN DAN DISPOSISI BERPIKIR KRITIS MATEMATIK SISWA SMA ]]>
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 13, No 2 (2013): APLIKASI MODEL PEMBELAJARAN ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Latar belakang penelitian ini adalah pentingnya kemampuan dan disposisi berpikir kritis matematiksiswa, sedangkan tujuannya untuk mengetahui perbedaan peningkatan kemampuan dan disposisi berpikir kritis matematik siswa yang mendapatkan pembelajaran berbasis-masalah dan pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimen dengan disain kelompok kontrol non-ekivalen menggunakan teknik purposive sampling. Kelas eksperimen mendapat pembelajaran matematika berbasis-masalah dan kelas kontrol mendapat pembelajaran konvensional. Instrumen yang digunakan berupa tes kemampuan berpikir kritis, dan skala disposisi berpikir kritis. Penelitian ini dilakukan di salah satu sekolah menengah atas. Populasi penelitian ini adalah siswa SMA dengan sampel penelitian adalah siswa kelas X SMA Negeri di Tanjungpandan Bangka Belitung dengan responden penelitiannya adalah siswa kelas X sebanyak dua kelas yang dipilih secara acak dari enam kelas yang ada. Analisis data kemampuan dan disposisi berpikir kritis matematik menggunakan uji-t.Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kritis matematik siswa yang mendapat pembelajaran matematika berbasis-masalah lebih baik daripada siswa yang mendapat pembelajaran konvensional. Analisis data skala memperlihatkan bahwa peningkatan disposisi berpikir kritis matematik siswa yang mendapatkan pembelajaran berbasis-masalah tidak lebih baik daripada siswa yang mendapat pembelajaran konvensional. Pembelajaran berbasis-masalah memungkinkan sebagai alternatif pembelajaran untuk diimplementasikan di SMA.]]>
<![CDATA[Pencapaian Kemampuan Berpikir Geometri Tingkat Rendah Siswa: Analisis Berdasarkan Tipe Pembelajaran Kooperatif ]]>
<![CDATA[Al Afgoni, Harun]]>;
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Vioreza, Niken]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2020): RANGE Juli 2020 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32938/jpm.v2i1.557
<![CDATA[Two important elements in the learning process at school are how students' understanding and learning activities are. On the other hand, most students only memorize algorithmic formulas without understanding the concept in depth. As a result, students' thinking abilities at low levels become dominant in learning operations. This study was conducted with the aim of analyzing the achievement of students' low-level geometry thinking skills between the learning group of think pair share (TPS) and the two stay to stray (TSTS). This quantitative study was conducted on students in one of the junior high schools in the East Jakarta area. Data were obtained using instruments developed based on three initial levels of geometrical thinking according to van Hiele's theory. Data were analyzed with parametric statistics. The results of the data analysis concluded that there were differences in the achievement of the ability to think of low-level geometry students in the TPS and TSTS learning groups. Based on descriptive statistics, the average achievement of TPS group students is more than TSTS. According to the results of this study, learning the geometry of the triangle concept for junior high school students is suggested by learning TPS. There are indications based on the distribution of data that the level of thinking of students in geometry is mostly at the level of analysis.]]>
<![CDATA[The Risk-Taking Attitude of Student towards Mathematics through Inquiry-Based Open-Ended Learning ]]>
<![CDATA[Yatha Yuni]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (908.3 KB)
|
DOI: 10.35445/alishlah.v13i1.584
<![CDATA[This research was to know students' achievement and improvement risk-taking attitudes in grade 7 at Madrasah Tsanawiyah in Bekasi City towards mathematics through Inquiry-Based Open-Ended (IBOE) learning. This research is quantitative research with the research design Non-equivalent Pre and Post-test Control-Group Design. There are 156 students as a sample. It was taken using the purposive sampling technique from two Madrasah Tsanawiyah (MTs). Seventy-seven students in the experimental class (IBOE) and 79 students in the control class (Direct Learning: DL). They were grouped according to previous mathematics abilities (level high, medium, and low). The instrument used was a questionnaire consisting of 17 valid statements adopted from the Domain-Specific Risk-Taking (DOSPERT) scale. The results of this research were reviewed based on early mathematical skills, achievement of the process of building a risk-taking attitude for MTs students. Students who received IBOE learning were no better than students who received DL. Meanwhile, based on the early mathematical skills, students who increase in building a risk-taking attitude received IBOE learning was better than students who received DL.]]>
<![CDATA[TRADISI NIROK-NANGGOK MASYARAKAT BELITUNG: SEJARAH DAN KAIDAH MATEMATIS ]]>
<![CDATA[Fiki Alghadari]]>
<![CDATA[ KALAMATIKA Jurnal Pendidikan Matematika Vol 2 No 1 (2017): KALAMATIKA April 2017 ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (403.568 KB)
|
DOI: 10.22236/KALAMATIKA.vol2no1.2017pp39-50
<![CDATA[Penelitian ini bertujuan untuk mengkaji sejarah dan kaidah matematis pada tradisi nirok-nanggok di pulau Belitung. Nirok-nanggok adalah upacara adat yang menunjukan rasa syukur, dilakukan beramai-ramai, dan dipandu oleh seorang pemimpin. Tujuan penulisan artikel ini adalah untuk mengetahui kaidah matematis apa yang tersirat dalam tradisi nirok-nanggok, dan bagaimana kontekstual kaidah matematis dalam tradisi nirok-nanggok tersebut. Studi ini dipandang sebagai salah satu bentuk nyata bahwa dalam tradisi tidak semata-mata hanya menonjolkan adat istiadat dan norma saja, namun dengan sudut pandang tertentu dapat dijadikan bahasan bahwa suatu tradisi telah terkonsep secara matematis. Tradisi budaya daerah yang memuat kaidah matematis ini dapat dijadikan sebagai salah satu contoh kontekstual dalam belajar matematika. Berdasarkan hasil kajian, disimpulkan bahwa kaidah matematis yang tersirat dalam tradisi nirok-nanggok adalah teori peluang. Kontekstual budaya nirok-nanggok dicontohkan sesuai dengan konsep peluang kejadian independen, peluang kejadian bersyarat, dan frekuensi harapan. Kaidah peluang merupakan teori prediksi dan bukan suatu kepastian, sehingga suatu kejadian yang diprediksi merupakan kejadian yang mungkin akan terjadi dan mungkin juga tidak terjadi]]>
<![CDATA[TEORI DAN KEMAMPUAN MATEMATIS DALAM PERMAINAN KARTU GAPLE: KAJIAN ETNOMATEMATIKA ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Aloisius Loka Son]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (482.537 KB)
|
DOI: 10.30738/wa.v2i1.1984
<![CDATA[This study was created for the purpose to know that in gaple card game had used a mathematics knowledge and ability. Gaple card is a domino card which was usually played two pairs of player, sit in arranged circularly so the paired of player will be on the face. Each player will handle some card which was drawn randomly. The purpose player of the gaple game is to be a winner games by points collection which was accumulated from each games session where are collecting of points based on the rules of play that be known and agreed. This ethnomathematics study is the one of example that a tradition not only contained the community social aspect but also it would utilize the probability theory. Playing gaple card as a vehicle for training of counting ability to high order thinking actually. The integration of the probability theory and high order thinking ability have been utilized a pair player to directed and then created a game session for finished with resulting many of points where are the game's pattern was done through a setting systematically]]>
<![CDATA[Sosialisasi Pemanfaatan Caklingking Sebagai Salah Satu Media Pembelajaran Siswa SD ]]>
<![CDATA[Eka Rachma Kurniasi]]>;
<![CDATA[Hevitria Hevitria]]>;
<![CDATA[Sisi Pitriyana]]>;
<![CDATA[Meilidiya Fuziani]]>;
<![CDATA[Wulandari Wulandari]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Jurnal Abdimas Prakasa Dakara Vol. 1 No. 2 (2021): Penguatan Keterampilan dan Karakter untuk Mendukung Pendidikan ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (212.697 KB)
|
DOI: 10.37640/japd.v1i2.1023
<![CDATA[Caklingking is one of the traditional games that used to be played a lot. Usually caklingking is played together and uses stones that are formed to be played. Based on the problems in the field, that students no longer play caklingking in everyday life. In addition, students do not know that caklingking can be a medium for learning mathematics. Because of this problem, it is necessary to socialize the use of caklingking in elementary school student learning and the use of this game in daily life. The purpose of this service is to socialize the use of caklingking in elementary school student learning and the use of this game in everyday life. The implementation method used is to provide direct socialization to students of knowledge about the use of caklingking. This activity was attended by 20 students of SDN 14 Pangkalpinang. This outreach activity has been successfully implemented.]]>
<![CDATA[Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur ]]>
<![CDATA[S Sudirman]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Journal of Instructional Mathematics Vol. 1 No. 2 (2020): Pembelajaran Matematika untuk Kognitif dan Karakter Siswa ]]>
Publisher : <![CDATA[Pendidikan Matematika STKIP Kusuma Negara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37640/jim.v1i2.370
<![CDATA[Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.]]>
<![CDATA[Single Subject Research: Alternatif Penelitian Pendidikan Matematika di Masa New Normal ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[K Kustantini]]>;
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Journal of Instructional Mathematics Vol. 2 No. 2 (2021): Belajar Matematika Merujuk pada Konteks dan Kebudayaan ]]>
Publisher : <![CDATA[Pendidikan Matematika STKIP Kusuma Negara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37640/jim.v2i2.1040
<![CDATA[After confirming the positive case on March 2, 2020, online learning and distance learning is one of the alternatives for learning that is carried out in Indonesia. Apart from the advantages and disadvantages, this learning is an alternative so that learning continues during the COVID-19 pandemic. In connection with this condition, research in the field of education must also adapt to several new phenomena such as limited face-to-face learning, so researchers need to think about research designs that are relevant to the conditions of the COVID-19 pandemic. Single subject research or often referred to as Single Case Experiment Design is one of the alternative research methods that can be carried out during the COVID-19 pandemic, where one of the characteristics of this research is to focus on one subject, so there is no need to use relatively large subjects to conduct experiments.]]>
<![CDATA[Identitas Bayangan Konsep Limas:Analisis Terhadap Konsepsi Matematis Siswa ]]>
<![CDATA[Tri Rahayu]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Jurnal Inovasi Matematika Vol 1 No 1 (2019): Vol 1 No 1 (2019): Jurnal Inomatika secara berkala terbit pada bulan Januari dan ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (431.256 KB)
|
DOI: 10.35438/inomatika.v1i1.134
<![CDATA[This study aims to analyze the identity of the shadow of the pyramid concept based on the students' mathematical conception. This study was conducted by surveying participants through a question. Survey questions contain two concept definitions, namely the length of all ribs equal to 4 cm, and have diagonal sides. The participants were students of class XII-IPA in one of the Belitung District High School in the academic year 2018/2019. The answer to the survey question was the students' conception of the concept for the shape of the pyramid building. Analysis of student conceptions focused on identification points, such as ribs, shapes, side diagonals, base fields and pyramid erect sides. From the data analysis, four kinds of student shadow concept identities were obtained. Level geometry thinking students who stated that not all pythons were the same. length is at the level of analysis. While students who state the pyramid side do not have diagonals indicate their level of thinking is at the level of visualization. While students at the level of thinking abstraction are characterized by the identity of the yaitulimas concept having diagonal sides, irregular rectangular pyramid with diagonal sides on the base to identify the relationship between the diagonal side, pyramid height, and elements of the pyramid forming field.]]>
