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All Journal Jurnal Pengembangan Pembelajaran Matematika Jurnal Didaktika Pendidikan Dasar Idealmathedu: Indonesian Digital Journal of Mathematics and Education Jurnal Pengembangan Pembelajaran Matematika
Agus Prianto
SMP Negeri 1 Jepara
Religion Humanities Education Mathematics Social Sciences Other

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Analisis Kemampuan Berpikir Kreatif Matematis melalui Problem Posing Bersifat Open Ended Agus Prianto
Jurnal Pengembangan Pembelajaran Matematika Vol. 3 No. 1 (2021)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2021.031-04

Abstract

Penelitian ini bertujuan mendiskripsikan, mengekplorasi dan menganalisis kemampuan berpikir kreatif matematis siswa melalui problem posing bersifat open ended. Subjek penelitian ini sebanyak 32 siswa SMP Negeri 1 Jepara. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian diskriptif. Pengumpulan data dilakukan dengan langkah memberikan informasi, kemudian meminta siswa membuat soal (pertanyaan) sebanyak mungkin dan selesainnya. Jawaban siswa dianalisis secara diskriptif berdasarkan aspek kemampuan kreatif matematis yang meliputi fluency, flexibility, dan novelty. Hasil penelitian ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa pada aspek fluency mencapai 78,13%; aspek flexibility mencapai 31,25%; dan aspek novelty hanya mencapai 6,25%. Kemampuan berpikir kreatif matematis siswa umumnya pada dua aspek yaitu fluency dan flexibility.Kata Kunci: berpikir kreatif matematis, problem posing, open ended
Pemanfaatan Tabel 3X3 untuk Meningkatkan Pemahaman Konsep Pemfaktoran Kuadrat Agus Prianto
Jurnal Didaktika Pendidikan Dasar Vol 5 No 2 (2021): Jurnal Didaktika Pendidikan Dasar
Publisher : Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/didaktika.v5i2.401

Abstract

The use of Table 3X3 is one way that mathematics teachers can make it easy for students to understand the quadratic factoring concept. The aim of this research is to describe the learning process using Table 3X3 which can improve the understanding of the quadratic factoring concept of class VIII G students of SMP Negeri 1 Jepara. This research is a classroom action research which is carried out in two cycles. Each cycle consists of four components, namely: planning, action, observation, and reflection. The results showed that the use of Table 3X3 can improve understanding of the quadratic factoring concept as indicated by an average test score of 16.39 or 24.38% in end cycle, from an average score of 67.29 in the first cycle to 83, 68 in the second cycle and the achievement value of 75 is from 58.33% in the first cycle to 72.22% in the second cycle. Thus it can be concluded that the use of Table 3X3 can improve the understanding of the quadratic factoring concept.
Model Pictorial sebagai Representasi Menyelesaikan Soal Cerita Matematis Agus Prianto
Idealmathedu: Indonesian Digital Journal of Mathematics and Education Vol 6 No 2 (2019)
Publisher : Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53717/idealmathedu.v6i2.28

Abstract

This paper presents a study of the Pictorial model as a mathematical representation in solving mathematical words problem. The ability of mathematical representation is an important key for students in solving mathematical words problems and being successfull in mathematics learning. Therefore, this ability should be emphasized, developed and owned by students in learning mathematics. The Pictorial Model can be used as a first step in representing and simultaneously modeling/illustrating the purpose of a mathematical words problem. This Pictorial model approach combined with basic algebraic concepts is expected to be able to assist all students in understanding as well as solving mathematical description problems in which usually students find them difficult. In this way, students can ultimately develop their competencies and mathematical abilities optimally.
Analisis Kemampuan Berpikir Kreatif Matematis melalui Problem Posing Bersifat Open Ended Agus Prianto
Jurnal Pengembangan Pembelajaran Matematika Vol. 3 No. 1 (2021): Jurnal Pengembangan Pembelajaran Matematika: Volume 3 Nomor 1 Februari 2021
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2021.31.32-42

Abstract

Penelitian ini bertujuan mendiskripsikan, mengekplorasi dan menganalisis kemampuan berpikir kreatif matematis siswa melalui problem posing bersifat open ended. Subjek penelitian ini sebanyak 32 siswa SMP Negeri 1 Jepara. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian diskriptif. Pengumpulan data dilakukan dengan langkah memberikan informasi, kemudian meminta siswa membuat soal (pertanyaan) sebanyak mungkin dan selesainnya. Jawaban siswa dianalisis secara diskriptif berdasarkan aspek kemampuan kreatif matematis yang meliputi fluency, flexibility, dan novelty. Hasil penelitian ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa pada aspek fluency mencapai 78,13%; aspek flexibility mencapai 31,25%; dan aspek novelty hanya mencapai 6,25%. Kemampuan berpikir kreatif matematis siswa umumnya pada dua aspek yaitu fluency dan flexibility.
Pemanfaatan Tabel 3X3 untuk Meningkatkan Pemahaman Konsep Pemfaktoran Kuadrat Agus Prianto
Jurnal Didaktika Pendidikan Dasar Vol 5 No 2 (2021): Jurnal Didaktika Pendidikan Dasar
Publisher : Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/didaktika.v5i2.401

Abstract

The use of Table 3X3 is one way that mathematics teachers can make it easy for students to understand the quadratic factoring concept. The aim of this research is to describe the learning process using Table 3X3 which can improve the understanding of the quadratic factoring concept of class VIII G students of SMP Negeri 1 Jepara. This research is a classroom action research which is carried out in two cycles. Each cycle consists of four components, namely: planning, action, observation, and reflection. The results showed that the use of Table 3X3 can improve understanding of the quadratic factoring concept as indicated by an average test score of 16.39 or 24.38% in end cycle, from an average score of 67.29 in the first cycle to 83, 68 in the second cycle and the achievement value of 75 is from 58.33% in the first cycle to 72.22% in the second cycle. Thus it can be concluded that the use of Table 3X3 can improve the understanding of the quadratic factoring concept.
Implementasi Pembelajaran Berdiferensiasi Berbantuan Program Geogebra Materi Gradien Persamaan Garis Lurus Agus Prianto
Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar
Publisher : Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/didaktika.v8i2.1282

Abstract

Straight-line equation gradient learning of VIIID students of SMP Negeri 1 Jepara is very procedural, routine, manual and has not fully met the learning needs of students so that students are less interested, quickly saturated and low student assessment results. Therefore, teachers implement differentiated learning assisted by the Geogebra program. This study used a descriptive method. The purpose of this study describes the implementation of differentiated learning with the Geogebra program, straight line equation gradient material and its results. This research data consists of learning process activities, observations of teacher and student activities, and student assessment results. The implementation of the differentiated learning process is carried out with the following steps (1) presentation of information and learning objectives; (2) the establishment of discussion groups; (3) group discussion and guidance (scaffolding); (4) strengthening and assessment; (5) reflection and feedback. The average results of teacher and student learning process activities were 92.36% and 86.11% with very good criteria. The results of the gradient material assessment obtained an average score of 81.51 (very good category). These results show a positive and significant impact on the learning process and student learning outcomes.
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