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All Journal Jurnal Pendidikan Indonesia JPMI (Jurnal Pembelajaran Matematika Inovatif) Buana Ilmu Jurnal Sekolah Dasar (JSD) Uninus Journal of Mathematics Educations and Science (UJMES) Hipotenusa: Journal of Mathematical Society Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Iwan Junaedi
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TREND PENELITIAN DALAM PEMBELAJARAN MATEMATIKA Andes Safarandes Asmara; Iwan Junaedi
BUANA ILMU Vol 2 No 2 (2018): Buana Ilmu
Publisher : Universitas Buana Perjuangan Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36805/bi.v2i2.341

Abstract

Abstrak Kegiatan penelitian Matematika telah banyak berubah dalam 50 tahun terakhir. Beberapa perubahan seperti penggunaan teknologi dan komputer, sangat terlihat dan sedang dilaksanakan dalam pendidikan matematika cukup luas. Hal tersebut mempengaruhi cara mengajar matematika dan akan berbeda pada tingkat sekolah menengah dan dan sekolah tinggi. Perubahan yang terjadi dalam penelitian matematika menekankan pada memberikan waktu mengajar lebih untuk beberapa kegiatan matematika non-tradisional seperti desain algoritma, pemodelan, eksperimen dan eksposisi. Kegiatan-kegitan tersebut membutuhkan semua pengetahuan pedagogis dengan kegiatan guru dalam proses situasi belajar mengajar, tentang teori pembelajaran, pendekatan pembelajaran, desain kurikulum, teknik evaluasi, dan hal-hal lain yang relevan. Dan diharapkan berimplikasi terhadap proses pembelajaran, sehingga menghasilkan proses belajar yang efektif. Kata kunci : paradigma kurikulum, kegiatan kurikulum, pengetahuan berbasis pedagogi, trend penelitian matematika.
TREND KURIKULUM DALAM PENDIDIKAN MATEMATIKA Andes Safarandes Asmara; Iwan Junaedi
Jurnal Sekolah Dasar Vol 2 No 1 (2017): Jurnal Sekolah Dasar
Publisher : LPPM Universitas Buana Perjungan Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36805/jurnalsekolahdasar.v2i1.199

Abstract

Abstract: The curriculum that applies to education is always changing according to the level of science needs and the world of the future. The curriculum is a set of rules and procedures in conducting education or in the broad sense contains the meaning related to the purpose and content of mathematics education and the means to achieve that goal. (ICMI, 1997). The purpose of this article is to know the trend of national and international curriculum in example through France. The applicable 2013 curriculum in Indonesia emphasizes the components of observing, questioning, trying, processing, presenting, summarizing and creating what is called the scientific aproach. These components should be generated in every learning process. While almost all formal education systems in France are implemented in a strictly centralized and controlled by the Ministry of Education Tadjab, and the distinctive features of the curriculum (1994: 99). Thus, in terms of the similarities and differences of the prevailing educational system, there is overall a relationship and has many similarities between education in Indonesia and France. Keywords: Curriculum, Mathematics Education Abstrak: Kurikulum yang berlaku untuk pendidikan selalu berubah sesuai dengan tingkat kebutuhan ilmu dan dunia masa depan.kurikulum adalah seperangkat aturan dan tatacara dalam melakukan pendidikan atau dalam arti luas mengandung arti hal yang berkaitan dengan tujuan dan isi pendidikan matematika serta sarana untuk mencapai tujuan tersebut. (ICMI,1997). Tujuan dari artikel ini adalah ingin mngetahui trend kurikulum nasional maupun internasional yang di contohkan memalui negara Perancis. Kurikulum 2013 yang berlaku di Indonesia menekankan komponen mengamati, menanya, mencoba, mengolah, menyajikan, menyimpulkan serta mencipta yang disebut pendekatan ilmiah (scientific Aproach). Komponenkomponen tersebut seyogyanya dapat di munculkan pada setiap proses pembelajaran. Sedangkan hampir seluruh sistem pendidikan formal di Perancis dilaksanakan secara tersentralisasi yang ketat dan dikontrol oleh Kementerian Pendidikan Tadjab, dan ciri yang khas dari kurikulum (1994: 99). Maka di dapat persamaan dan perbedaan dari sistem pendidikan yang berlaku, namun secara keseluruhan terdapat hubungan dan memiliki banyak kesamaan antar pendidikan yang ada di Indonesia dan Perancis. Kata kunci: Kurikulum, Pendidikan Matematika.
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI KEMAMPUAN AKTIVITAS MENGHAFAL AL-QURAN DENGAN PEMBELAJARAN SSCS (SEARCH, SOLVE, CREATE, AND SHARE) Miladia Arina Manasikana; Iwan Junaedi
UJMES (Uninus Journal of Mathematics Education and Science) Vol 6, No 2 (2021): Juli 2021
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.387 KB) | DOI: 10.30999/ujmes.v6i2.1273

Abstract

This study aims to determine the description of the level of critical thinking ability (TKBK) of students in terms of the level of students' ability to memorize the Koran in the SSCS model learning. This type of research is a combination research (mix method). The research subjects in this study were students of class XI IPA 1 MA Al Asror Semarang, Central Java. The results showed: (1) the implementation of the SSCS learning model was effective in fulfilling the classical mastery of students' mathematical critical thinking skills. (2) students with a high level of ability to memorize the Koran are in TKBK 3 (critical). (3) students with the ability level of memorizing the Qur'an are at TKBK 2 (quite critical) and TKBK 1 (less critical). (4) students with low levels of ability to memorize the Qur'an are at TKBK 1 (less critical) and TKBK 0 (not critical).
KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII DITINJAU DARI KECEMASAN MATEMATIS PADA PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA VISUAL anggita rahma ristayanti; iwan junaedi
UJMES (Uninus Journal of Mathematics Education and Science) Vol 6, No 2 (2021): Juli 2021
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.958 KB) | DOI: 10.30999/ujmes.v6i2.1272

Abstract

The purpose of this study was to determine the effectiveness of learning teams games tournament assisted by visual media and to describe students' mathematical reasoning abilities in terms of mathematical anxiety. This research method is a mix method. This research was conducted at SMP N 23 Semarang with 30 students of class VIII G as the experimental class and 30 students of class VIII H as the control class. Data were collected by using a written test technique and a mathematical anxiety scale. The results of this study indicate that the TGT model is effective for improving students' mathematical reasoning abilities and students' mathematical reasoning abilities in terms of mathematical anxiety, namely (1) Students with high mathematical anxiety have varied abilities, KMT students with category I mathematical reasoning abilities master all indicators, students KMT with category II mathematical reasoning abilities lacked mastery over the indicators of submitting conjectures, KMT students with category III mathematical reasoning abilities did not master all indicators, (2) Students with moderate mathematical anxiety had varied abilities, KMS students with category I mathematical reasoning abilities mastered all indicators, KMS students with category II mathematical reasoning abilities lacked mastery of indicators in proposing conjectures and drawing conclusions, KMS students with category III mathematical reasoning abilities only mastered indicators of finding patterns to make generalizations (3) Students with anxiety low mathematical scores have varied abilities, KMR students with category I mathematical reasoning abilities master all indicators, KMR students with category II mathematical reasoning abilities do not master the indicators of proposing conjectures, KMR students with category III mathematical reasoning abilities only master indicators of finding patterns to make generalizations.
Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL) Khoirunnisa, Farah Dina; Iwan Junaedi; Iqbal Kharisudin; Scolastika Mariani; Arief Agoestanto
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 2 (2024): Maret
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i2.21652

Abstract

The purpose of this study is to review the improvement of students' mathematical problem solving skills in the implementation of Contextual Teaching and Learning (CTL) from several articles in previous studies comprehensively and in depth in various schools, materials, or classes. This research method uses meta-analysis which consists of five stages, namely the definition of the research problem, data collection, coding process, statistical analysis, and presentation of results.. Based on the results of the study, it is obtained that the effect size value is included in the three categories of medium, large, and very large which means that the increase in mathematical problem solving ability on the implementation of Contextual Teaching and Learning (CTL) and the results of the calculation of the two means test can be found that then  is rejected which means that the average experimental group is better than the control group. Thus, there is an increase in students' mathematical problem solving ability in the implementation of Contextual Teaching and Learning (CTL).
The Mathematical Critical Thinking Ability Viewed from Mathematical Disposition in Guided Discovery Learning Model Assisted by GeoGebra Classroom Wahyu Nur Annisa; Iwan Junaedi; Iqbal Kharisudin
Jurnal Pendidikan Indonesia Vol 14 No 1 (2025): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v14i1.85848

Abstract

One factor in students' low critical thinking abilities is the not yet optimal use of learning models and media. The aim of this research is to describe the mathematical critical thinking abilities of class X students in terms of mathematical disposition in the Guided Discovery Learning model assisted by GeoGebra Classroom. This research approach is a qualitative descriptive approach. The population in this study was class X vocational school. The subjects of this research were all students of class X TKR 2. Data collection techniques in this research used test, questionnaire and interview techniques. The selection of research subjects to obtain information through interviews is based on the results of mathematical disposition and mathematical critical thinking abilities. The research results show that Guided Discovery Learning model learning activities assisted by GeoGebra Classroom are effective And in the high mathematical disposition category there are two patterns of mathematical critical thinking ability, in the moderate mathematical disposition category there are four patterns of mathematical critical thinking ability, and in the low mathematical disposition category there are two patterns of mathematical critical thinking ability. The implication of this research is to provide significant insight into the world of education, especially in mathematics learning.
LE-Probale Model through Nila's Edumath Interactive Mobile Learning to Improve Mathematical Literacy Ubaidah, Nila; Zaenuri; Iwan Junaedi; Sugiman
Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

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

Abstract

Creating a supportive learning environment through psychological well-being is an important indicator in achieving true happiness in the learning process, and also through project-based learning so that it plays an important role in the learning environment and the results are very real. The aim of this research is to produce the LE-Probale model syntax. The learning model components used adopt Joyce and Weil. The quality of the product developed is evaluated based on product development evaluations developed by Plomp and Neeven, which include validity by validators, practicality and effectiveness of field trials by observers. The realization of the model syntax consists of ten stages, namely: 1) Preparing an adequate learning environment; 2) Delivery of learning objectives; 3) Selecting learning materials and determining topics that students must study inductively (from examples then generalizing); 4) Meaningful understanding is linked to everyday life; 5) Provide trigger questions to observe and solve; 6) Group formation; 7) Design and complete projects related to other subjects with the help of Nila's Islamic Edumath Interactive Mobile Learning; 8) Rearrange and compare representations of project results; 9) Evaluate the resulting projects; 10) Teacher and student reflection to look back at the learning that has taken place.
A Systematic Literature Review: Problem Solving Matematika Pada Kurikulum Matematika Di Amerika Serikat Fauziah Putri; Iwan Junaedi; Mulyono
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 30 No. 3 (2024): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v30i3.363

Abstract

Problem solving is one of the skills that plays an important role in mathematics learning. Problem solving is at the core of mathematics education in the United States. The mathematics curriculum in the US emphasizes the development of students' abilities to understand concepts and apply them to solve problems in various contexts. This approach is reflected in various educational standards and initiatives, which aim to prepare students to face the challenges of the 21st century. This research aims to describe Problem Solving in the mathematics curriculum in the United States. The research method used is a Systematic Literature Review (SLR).The research findings indicate that (1) the standard education curriculum in the United States refers to the Common Core State Standards for Mathematics (CCSSM), which outlines what students should learn in mathematics from kindergarten through 12th grade (K-12). (2) Efforts have been made in the United States to improve students' problem-solving abilities, including an emphasis on Mathematical Practices, the implementation of PBL and inquiry-based learning, technology integration, process-focused assessments, and teacher professional development. Common Core State Standards for Mathematics emphasize conceptual understanding, Mathematical Practices, and problem-solving in real-world contexts, which have the potential to enhance students'.
Co-Authors Andes Safarandes Asmara, Andes Safarandes anggita rahma ristayanti Arief Agoestanto fauziah putri Iqbal Kharisudin Khoirunnisa, Farah Dina Miladia Arina Manasikana Mulyono Nila Ubaidah Scolastika Mariani Sugiman Wahyu Nur Annisa Zaenuri