Articles
<![CDATA[Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Akbar Muntoha Gufron]]>;
<![CDATA[Achmad Rusdiantoro]]>
<![CDATA[ Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
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DOI: 10.25217/numerical.v4i1.770
<![CDATA[This study is a mixture of quantitative and qualitative with sequential explanatory designs. The study aims to (1) analyze the improvement of student achievement in learning after scaffolding, (2) evaluate the level of students 'mathematics anxiety, and (3) describe the role of scaffolding in changing students' perceptions of mathematics anxiety in classroom learning. Sampling through random sampling techniques obtained by students of class X-IPA-1 and X-IPA-2 in SMA Negeri 6 Semarang. Quantitative data analysis uses statistical test techniques: normality test, paired sample t-test, and N-gain test. Qualitative data analysis through interactive methods namely data collection, data reduction, data presentation, and drawing conclusions. Data validation techniques through the source and method triangulation. The results showed that (1) there was an increase in student learning achievement after the application of the scaffolding strategy by 33.0% to 34.5%; (2) there was a decrease in the level of mathematics anxiety in students by 90.4%; (3) through scaffolding, students succeed in reflecting and correcting mistakes in solving previous problems. This means scaffolding can be an effective strategy to help students move across different Zones of Proximal Development (ZPD). The scaffolding strategy has also created a positive classroom environment that encourages students to learn mathematics without fear.]]>
<![CDATA[The importance of mathematical disposition and procedural-conceptual knowledge for elementary school teachers ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Kartinah Kartinah]]>
<![CDATA[ Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 12, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/pe.v12i2.12392
<![CDATA[The success of learning mathematics in elementary schools is strongly influenced by the level of mathematical disposition, procedural knowledge, and conceptual knowledge of a teacher. This study follows an explanatory sequential design with the objectives of (1) investigating the effect of mathematical disposition on elementary school teachers' mathematical knowledge; and (2) describing the relationship between mathematical disposition, procedural knowledge, and conceptual knowledge in the formation of teachers' mathematical knowledge in problem-solving learning in elementary schools. Data collection through tests, questionnaires, and interviews. The test and questionnaire data were analyzed through linear regression statistical tests. Interview data were analyzed descriptively. Test the validity of interview data through triangulation of sources and theories. The results showed an effect of the level of mathematical disposition on mathematical knowledge (procedural and conceptual knowledge). Teachers with a high level of disposition have high procedural and conceptual knowledge. Meanwhile, teachers with low disposition level have lower procedural and conceptual knowledge. A positive mathematical disposition is a relationship between mathematical disposition procedural knowledge, and conceptual knowledge. It has implications for the formation of mathematical knowledge (procedural and conceptual knowledge) of a teacher in problem-solving learning. Also, the mathematical disposition is a prerequisite that supports the formation of mathematical knowledge (procedural and conceptual knowledge).]]>
<![CDATA[Faktor berpengaruh, tantangan, dan kebutuhan guru di sekolah inklusi di Kota Semarang ]]>
<![CDATA[Imam Kusmaryono]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Dasar Vol 10, No 1 (2023): Jurnal Ilmiah Pendidikan Dasar ]]>
Publisher : <![CDATA[Prodi PGSD FKIP Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/pendas.10.1.12-23
<![CDATA[Fakta bahwa isu global tentang pendidikan inklusi untuk anak berkebutuhan khusus sedang mengalami perubahan revolusioner. Penelitian ini merupakan penelitian investigasi berbasis survey dengan tujuan untuk (1) menemukan tantangan yang dialami guru di kelas inklusi untuk anak berkebutuhan khusus, (2) menyelidiki faktor-faktor yang berpengaruh dalam penyelenggaraan pendidikan inklusi, dan (3) mendeskripsikan kebutuhan pelatihan guru yang mendukung pembelajaran di kelas inklusi. Populasi penelitian sebanyak 18 sekolah dasar inklusi di kota Semarang. Melalui teknik purposive sampling diperoleh 5 sekolah dasar inklusi. Responden terdiri dari 20 guru, dan 5 kepala sekolah. Metode pengumpulan data melalui angket dan wawancara. Teknik analisis data melalui analisis deskriptif. Hasil penelitian menemukan beberapa faktor yang mempengaruhi keberhasilan penyelenggaraan pendidikan inklusi, diantaranya: faktor sikap guru, pengetahuan guru tentang pendidikan inklusi, komunikasi dan interaksi guru dan siswa, dan infrastruktur yang memadai. Tantangan yang dihadapi guru dalam penyelenggaraan pendidikan inklusi meliputi: (1) tingkat keparahan dan jenis kecacatan siswa (35%), (2) membuat kegiatan yang melibatkan semua siswa (20%), (3) tidak memiliki cukup guru pembantu untuk mengatasi rencana pelajaran individual, (4) membutuhkan banyak waktu dan kontrol kelas menjadi sulit (10%), dan (5) menghadapi tuntutan orang tua dari siswa (10%). Sedangkan kebutuhan guru adalah pelatihan untuk memodifikasi kurikulum, pelatihan khusus untuk siswa di kelas inklusi, dan pelatihan pengajaran kolaboratif.]]>
<![CDATA[Pelatihan Pembuatan E-LKS Berbasis Geogebra untuk Meningkatkan Pemahaman Siswa SMP Islam Sudirman Susukan ]]>
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[M. Abdul Basir]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Hevy Rizqi Maharani]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Nila Ubaidah]]>
<![CDATA[ Jurnal SOLMA Vol. 12 No. 1 (2023): Vol 12 No 1 2023 (Article In Press) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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<![CDATA[GeoGebra provides a means for teachers to innovate in learning mathematics. One of the innovations teachers can create is the Electronic Student Worksheet (e-LKS). The purpose of assisting teachers in making e-LKS assisted by GeoGebra, is to improve students' understanding of mathematics through training with an educative approach. The participants in the service activity were 11 teachers at the Sudirman Susukan Islamic Middle School, Semarang Regency. The stages of this activity include: obtaining permits, determining the place and date of implementation, preparing materials, conducting training, and evaluating. Data collection in this activity includes observation and questionnaires. The results of the activity were a positive response from the teachers regarding the material, resource persons, the atmosphere of the training, and the impact it had. Follow-up activities are highly expected from teachers. In conclusion, making GeoGebra-based e-LKS is needed for teachers.]]>
<![CDATA[THE ROLE OF EQUILIBRATION IN THE FORMATION OF COGNITIVE STRUCTURES IN MATHEMATICS LEARNING ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Kartinah Kartinah]]>
<![CDATA[ Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v11i2.p311-324
<![CDATA[The purpose of this study was to investigate the critical role of equilibration in organizing and building students' cognitive structure in the practice of learning mathematics. This qualitative research was designed using a phenomenological study approach. Participants in this study were 30 high school students of XI level. The main research instrument was the interview guide format and the document of cognitive test questions with the circle equation material. Research data obtained were tested for the validity of the data by triangulation. Method triangulation was done by comparing student work data and interview data. Theory triangulation is done by comparing the descriptions of the data obtained with the relevant theoretical sources. The results showed that in the context of knowledge construction (cognitive structure), there is a strong relationship between the process of assimilation and accommodation with equilibration. The role of balance in forming cognitive structures is to guide students to organize previous knowledge (schemas) and new knowledge and create thinking structures to become more complex by considering the socio-cultural dimension (environment) in mathematics learning. Further studies suggest that when selecting topics for equilibration-based activities, teachers should provide an effective learning environment to support the formation of cognitive structures to become more prosperous and complex.]]>
<![CDATA[Penggunaan Open Journal System (OJS) bagi Guru SMA Negeri 1 Pegandon ]]>
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Hevy Rizqi Maharani]]>;
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Mochamad Abdul Basir]]>
<![CDATA[ Indonesian Journal of Community Services Vol 5, No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/ijocs.5.1.20-28
<![CDATA[Guru diwajibkan melaksanakan publikasi pada pangkat tertentu sebagai proses penjaminan kualitas pendidikan. Namun begitu, berbagai kendala dihadapi oleh guru dalam proses publikasi. Salah satu di antaranya adalah adaptasi penggunaan teknologi dalam mengajukan artikel pada laman “Open Journal System”. Tim pengabdian Pendidikan Matematika Unissula menyasar pada masalah tersebut dengan melaksanakan workshop Manajemen Penggunaan Open Journal System (OJS) bagi Guru SMA Negeri 1 Pegandon, Kabupaten Kendal. Kegiatan ini dilaksanakan secara hybrid, baik daring maupun luring. Secara kualitas, beberapa guru di SMAN 1 Pegandon telah mengajukan artikelnya pada laman jurnal http://jurnal.unissula.ac.id/index.php/jpsa. Secara kuantitas, kegiatan ini mendapat antusias dari banyak guru SMAN 1 Pegandon. Hal ini terbukti dengan kehadiran guru yang melebihi 80% pada kegiatan sosialisasi. In the process of ensuring the quality of education, teachers are required to carry out publications at certain ranks. However, teachers face various obstacles in the publication process. One of them is the adaptation of the use of technology in submitting articles on the “Open Journal System” page. The Unissula Mathematics Education service team targeted this problem by conducting a Workshop on Management of the Use of the Open Journal System (OJS) for teachers at SMA Negeri 1 Pegandon, Kendal Regency. This activity is carried out in a hybrid way, both challenge and offline. In terms of quality, several teachers at SMAN 1 Pegandon have submitted their articles in the journal http://jurnal.unissula.ac.id/index.php/jpsa. Quantitatively, this activity got the enthusiasm of many teachers. This is evidenced by the presence of teachers who exceed 80% in socialization activities.]]>
<![CDATA[Analisis Kemampuan Komunikasi Matematis Siswa Kelas VIII Ditinjau dari Taksonomi SOLO ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Muhammad Abdul Basir]]>;
<![CDATA[Muhammad Aminudin]]>
<![CDATA[ Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 2 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang ]]>
Publisher : <![CDATA[Urogram Studi Pendidikan Matematika, Universitas IVET ]]>
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DOI: 10.31331/medivesveteran.v4i2.1067
<![CDATA[Tujuan penelitian ini adalah untuk menguji adanya pencapaian KKM dari kemampuan komunikasi matematis siswa kelas VIII, dan menganalisis tingkat perkembangan kognitif dari kemampuan komunikasi matematis siswa kelas VIII ditinjau dari Taksonomi SOLO. Penelitian ini campuran kuantitatif dan kualitatif dengan desain concurrent embedded dengan penelitian kualititatif sebagai metode primer (porsinya lebih besar). Populasi penelitian ini sebanyak 182 siswa kelas VIII di SMP Negeri 10 Semarang. Melalui teknik random sampling diperoleh kelas VIII-E (sebanyak 30 siswa) sebagai kelas eksperimen. Instrumen penelitian meliputi soal tes tertulis, lembar pengamatan dan pertanyaan wawancara. Melalui teknik purpose sampling diperoleh perwakilan siswa tiap kelompok untuk diwawancari. Hasil penelitian menyimpulkan rata-rata kemampuan komunikasi matematis siswa kelas VIII mencapai KKM yang ditentukan, dan tingkatan perkembangan kognitif dari kemampuan komunikasi matematis siswa kelas VIII ditinjau dari Taksonomi SOLO belum sepenuhnya mencapai perkembangan kognitif berpikir abstrak atau tingkat permikiran kualitatif sebagaimana diamanatkan dalam kurikulum 2013. Kata kunci: analisis, komunikasi matematis, taksonomi SOLO. ABSTRACT This study aims to find out the attainment of the minimum mastery criteria of the mathematical communication skills of Grade VIII students, and analyze the level of cognitive development of the Mathematical communication skills of Grade VIII students in terms of SOLO Taxonomy. This research is a mixture of quantitative and qualitative concurrent embedded design. Where qualitative research as a primary method (the portion is bigger). The population of the study was 182 students of class VIII at SMP Negeri 10 Semarang. Through cluster random sampling techniques obtained class VIII-E (as many as 30 students) as an experimental class. Research instruments include written test questions, observation sheets and interview questions. Through the purpose sampling technique obtained by representatives of students from each group to be interviewed. The results of the study concluded the average mathematical communication skills of Grade VIII students reached the KKM, and the level of cognitive development of Grade VIII mathematical communication skills in terms of SOLO Taxonomy has not yet fully reached the cognitive development of abstract thinking or the level of qualitative thinking as recommended in the 2013 curriculum. Keywords: Analysis, mathematical communication, SOLO taxonomy.]]>
<![CDATA[Analisis Struktur Kognitif Siswa Kelas IV Sekolah Dasar dalam Menyelesaikan Masalah Pembagian Bilangan Bulat ]]>
<![CDATA[Rida Fironika Kusumadewi]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Ibnu Jamalul Lail]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 3 No 2 (2019): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang ]]>
Publisher : <![CDATA[Urogram Studi Pendidikan Matematika, Universitas IVET ]]>
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DOI: 10.31331/medivesveteran.v3i2.875
<![CDATA[Pembelajaran yang lebih ditekankan pada prosedur dan hasil dalam penyelesaian masalah tidak akan mengaktifkan strukur kognitif (berpikir) siswa dan tidak meningkatkan kemampuan berpikir matematis. Siswa hanya akan meniru prosedur yang dilakukan guru. Penelitian ini merupakan studi kasus pembelajaran matematika di kelas IV sekolah dasar pada materi pembagian bilangan bulat. Tujuan penelitian adalah mendeskripsikan struktur kognitif siswa dalam menyelesaikan masalah. Penelitian menggunakan metode kombinasi (kualitatif-kuantitatif) dengan desain concurrent embedded. Teknik pengumpulan data dilakukan secara trianggulasi yaitu observasi partisipan, wawancara yang mendalam, serta studi dokumentasi. Hasil penelitian menunjukkan bahwa struktur kognitif Siswa A memiliki struktur kognitif komparatif dan siswa B memiliki struktur kognitif penalaran logis. Siswa menggunakan struktur kognitif untuk memproses informasi dan menciptakan makna dengan cara (1) membuat koneksi, (2) menemukan pola, (3) mengidentifikasi aturan, dan (4) mengabstraksikan prinsip-prinsip. Kata kunci: struktur kognitif, berpikir matematis, bilangan bulat. ABSTRACT Learning that is more emphasized on procedures and results in solving problems will not activate the cognitive structure (thinking) of students and does not improve the ability to mathematical thinking. Students will only imitate the procedures performed by the teacher. This research is a case study of mathematics learning in the fourth grade of elementary school in integer division material. The research objective is to describe the cognitive structure of students in solving problems. The study uses a combination method (qualitative - quantitative) with concurrent embedded design. The data collection technique is done in triangulation, namely participant observation, in-depth interviews, and documentation studies. The results showed that the cognitive structure of class IV students reached the level of comparative cognitive structure (group A) and cognitive structure of logical reasoning (group B). Students use cognitive structures to process information and create meaning by (1) making connections, (2) finding patterns, (3) identifying rules, and (4) abstracting principles Keywords: cognitive structure, mathematical thinking, integers.]]>
<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH TRIGONOMETRI BERDASAR PROSEDUR NEWMAN DITINJAU DARI PERSPEKTIF GENDER ]]>
<![CDATA[Antok Ferdiyanto]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Hevy Risqi Maharani]]>
<![CDATA[ Jurnal Pendidikan Sultan Agung Vol 1, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/jp-sa.v1i3.17661
<![CDATA[Penelitian ini merupakan penelitian deskriptif-kualitatif. Tujuan penelitian untuk mengetahui persentase tingkat kesalahan siswa di tiap kriteria Newman ditinjau dari perspektif gender dan menemukan faktor-faktor yang menjadi penyebab pada segitiga siku-siku, siswa melakukan kesalahan saat menjawab soal perbandingan trigonometri pada prosedur Newman ditinjau dari perspektif gender. Instrumen yang digunakan berupa tes uraian dan wawancara serta lembar observasi guna memvalidasi hasil tes uraian ketika wawancara berlangsung. Instrumen tes uraian berupa soal nilai perbandingan sudut trigonometri pada segitiga siku-siku. Analisis jawaban soal tes menggunakan prosedur Newman dengan memperhatikan kelima langkahnya yang terdiri dari kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan prosedur, kesalahan penulisan jawaban. Berdasarkan hasil analisis serta pembahasan kesimpulan bahwa dari 28 siswa kelas XI MIPA VI terdapat sebanyak 5 orang siswa laki-laki paling sering melakukan kesalahan pada kriteria kesalahan memahami, sedangkan syarat kesalahan penulisan jawaban adalah dimana 5 siswa perempuan melakukan kesalahan terbesar. Kesalahan laki-laki disebabkan karena terburu-buru dalam membaca soal sehingga ceroboh dalam pengerjaannya sedangkan kesalahan perempuan disebabkan kurang teliti yang menyebabkan penulisan hasil kurang kurang disederhanakan]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent pada Materi Aritmatika Sosial ]]>
<![CDATA[Manunal Ahna]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Jurnal Pendidikan Sultan Agung Vol 2, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/jp-sa.v2i3.24896
<![CDATA[Penelitian ini bertujuan mendeskripsikan kemampuan pemecahan masalah matematika siswa kelas VII ditinjau dengan gaya kognitif siswa field independent dan field dependent pada materi aritmatika sosial yang di latar belakangi oleh pentingnya kemampuan pemecahan masalah bagi siswa dalam pembelajaran matematika dan adanya dugaan kemampuan pemecahan masalah dipengaruhi oleh gaya kognitif yang dimiliki siswa. Jumlah responden 20 siswa. Metode yang digunakan yaitu pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan tes GEFT, lembar tes kemampuan pemecahan masalah matematika dan wawancara subjek terpilih. Menggunakan instrumen tes GEFT, tes kemampuan pemecahan masalah dan wawancara. Subjek diambil dari pengklsifikasian tes GEFT dan tes kemampuan pemecahan masalah matematika lalu dipilih menggunakan teknik purposive and snowball untuk dilakukan wawancara dan didapat 4 sampel yang memenuhi kriteria, dua subjek dengan gaya kognitif FI dan dua subjek dengan gaya kogitif FD. Berdasarkan hasil penelitian disimpulkan terdapat perbedaan kemampuan pemecahan masalah antara gaya kognitif FI dan FD. Subjek FI dalam kategori baik pada tahap memahami masalah, merencanakan penyelesaian, dan melaksanakan rencana penyelesaian, sedangkan pada tahap memeriksa kembali berkategori cukup. Subjek FD memiliki kategori baik dalam tahap memahami masalah, sedangkan dalam merencanakan penyelesaian, melaksanakan rencana penyelesaian, dan memeriksa kembali dalam kategori cukup. Kata Kunci: Kemampuan Pemecahan Masalah, Gaya Kognitif, Field Independent, Field Dependent]]>
