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All Journal TARBIYA : Journal Education in Muslim Society ALGORITMA : Journal of Mathematics Education
Abdul Muin
(SCOPUS ID: 57200727137), Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Education Mathematics

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PENGARUH PENDEKATAN METAKOGNITIF DAN KEMAMPUAN AWAL MATEMATIS TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA Fadhila Putri; Abdul Muin; Khairunnisa Khairunnisa
ALGORITMA: Journal of Mathematics Education Vol 1, No 2 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i2.14074

Abstract

The purpose of this research is to analize the influence of metacognitive approach and Student’s MPK to Students’ Mathematical Reflective Thinking Skills. The research was conducted in one of SMP in South Tangerang. The method used in this research is quasi experiment with two group randomized subject posttest only-design, which involve 55 students as sample. In this research students were categorized by their mathematical skills before given the treatment test. The indicator of students mathematical reflective thinking skills that was measured in this research are (a) describing a situation or mathematical problem, (b) identifiying a situation or mathematical problem, (c) interpretating, (d) evaluating, (e) predicting, (f) making a conclusion. The results of the study are: (1) metacognitive approach which is applied by the researcher causes the improvement of students mathematical reflective thinking ability. (2) the interaction beetween learning approach and Student’s Mathematical Prior Knowledge has effect to students mathematical reflective thinking ability, (3) there is different average of students mathematical reflective thinking between high and low group of Student’s MPK when the metacognitive and conventional class is joined, (4) there is no influence of Student’s MPK to students mathematical reflective thinking in class which using metacognitive approach or conventional approach. The conclusion is metacognitive approach can be used to improve mathematical reflective thinking ability of students at high and low group of Student’s MPK. In other side conventional learning is suitable to improve mathematical reflective thinking ability at students ofmedium Student’s MPK.
Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept Abdul Muin; Arista Ambar Pratiwi; Gusni Satriawati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.20455

Abstract

AbstractThe inverse function in secondary schools is still a difficult concept to learn. Meanwhile, in national exams or competitions this problem often arises. Didactic design is an attempt to improve the learning process. The purpose of this study is to identify the epistemological obstacle, to develop the learning designs, and to describe the students’ responses regarding the implementation of inverse function’s concept learning designs in the class. This research was held in one of Senior High School in South Tangerang of 38 people from class X. The research method is Didactical Design Research (DDR). This method is conducted from three stages, prospective analysis, metapedia didactic analysis, and retrospective analysis. The result of the study was indicated that the student’s obstacles are according to predictions and didactical design still generates some new epistemological obstacle. The revised didactical design was obtained by updating the initial didactical design to resolve the obstacle. The revised didactical design includes choosing vocabulary, adding new instructions, and expanding predictions and anticipating student responses.AbstrakFungsi invers di sekolah menengah masih merupakan konsep yang sulit dipelajari. Sedangkan dalam ujian atau kompetisi nasional masalah ini sering muncul. Desain didaktik merupakan upaya untuk meningkatkan proses pembelajaran. Tujuan penelitian ini adalah untuk mengidentifikasi hambatan epistemologis, mengembangkan desain pembelajaran, dan mendeskripsikan tanggapan siswa terkait penerapan desain pembelajaran konsep fungsi invers di kelas. Penelitian ini dilaksanakan di salah satu Sekolah Menengah Atas di Tangerang Selatan yang berjumlah 38 orang dari kelas X. Metode penelitian yang digunakan adalah Penelitian Desain Didaktik. Metode ini dilakukan dari tiga tahap yaitu analisis prospektif, analisis metapedadidaktik, dan analisis retrospektif. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa sesuai dengan prediksi dan desain didaktis masih menimbulkan hambatan epistemologis baru. Desain didaktis yang direvisi diperoleh dengan memperbarui desain didaktis awal untuk menyelesaikan kesulitan. Desain didaktis yang direvisi terdiri atas: memilih kosakata, menambahkan instruksi baru, dan memperluas prediksi dan mengantisipasi respon siswa. How to Cite:  Muin, A., Pratiwi, A. A., Satriawati, G. (2020).  Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept. TARBIYA: Journal of Education in Muslim Society, 7(2), 183-191. doi:10.15408/tjems.v7i2.13041.
Co-Authors Arista Ambar Pratiwi Fadhila Putri Gusni Satriawati, Gusni Khairunnisa Khairunnisa