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All Journal Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Analisa IndoMath: Indonesia Mathematics Education International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Integral : Pendidikan Matematika Jurnal Abdi Masyarakat Indonesia Jurnal Eurekamatika JURNAL TUNAS PENDIDIKAN JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Infinity Journal on Mathematics Education Research
Yaya Sukjaya Kusumah
Universitas Pendidikan Indonesia
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Other

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Nilai Minimal Span Pelabelan L(3,1) pada Graf Supercycle Sc(n,r) Fanny Febryani; Kartika Yulianti; Yaya Sukjaya Kusumah; Utari Wijayanti
Jurnal EurekaMatika Vol 11, No 2 (2023): Jurnal Eurekamatika
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jem.v11i2.66736

Abstract

An labeling of a graph  is a function f from the set of vertex V(G) to the set of positive integers for any two vertices u, v where label difference |f(u)-f(v)|≥3 for distance d(u,v)=1 and label difference |f(u)-f(v)|≥1 for distance d(u,v)=2. In this study, the smallest positive integer λ where the maximum label used on L(3,1)-labeling for supercycle graph Sc(n,r) was formulated. The supercycle graph Sc(n,r) is the result of combining two special graphs, namely cycle graph  Cn and Hanoi graph Hr. To determine the formula for the minimum span value of labeling on supercycle graph, a pattern detection method is used, which is labeling several supercycle graph with certain n and r values, then we generalized. We obtained that λ(Sc(n,1))=6 if n= 1. Furthermore, λ(Sc(n,1))=7 if n1 and even; λ(Sc(n,1))=8 if n1 and odd. In addition, λ(Sc(n,r))=8, for r1.Keywords: L(3,1)-Labeling, Supercycle Graphs. AbstrakPelabelan L(3,1) didefinisikan sebagai pemetaan dari himpunan titik pada graf G ke himpunan bilangan bulat positif dimana untuk setiap dua titik u,v jika d(u,v)=1 berlaku |f(u)-f(v)|≥3 dan jika d(u,v)=2 berlaku |f(u)-f(v)|≥1. Pada penelitian ini dirumuskan nilai minimal rentang (span) pelabelan L(3,1) untuk graf supercycle Sc(n,r), yang dinotasikan dengan λ(Sc(n,r)). Graf supercycle Sc(n,r) merupakan hasil dari penggabungan dua buah graf khusus, yaitu graf cycle Cn  dan graf Hanoi Hr.  Proses penentuan nilai minimal span dari pelabelan L(3,1) pada graf supercycle, digunakan metode pendeteksian pola, yaitu dilakukan pelabelan pada beberapa graf supercycle Sc(n,r) dengan nilai n dan r tertentu, kemudian digeneralisasi secara induksi. Hasil penelitian ini diperoleh nilai  λ(Sc(n,1))=6, jika n=1. Kemudian, λ(Sc(n,1))=7, jika n1 dan n genap, λ(Sc(n,1))=8, jika n1 dan n ganjil. Selanjutnya, λ(Sc(n,r))=8 untuk r1. 
THE TEACHERS' EXPERIENCE BACKGROUND AND THEIR PROFESIONALISM Yulyanti Harisman; Yaya Sukjaya Kusumah; Kusnandi Kusnandi; Muchamad Subali Noto
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p129-142

Abstract

Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.
PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI MODEL PROJECT-BASED LEARNING DENGAN PENDEKATAN STEM Indri Octaviyani; Yaya Sukjaya Kusumah; Aan Hasanah
Journal on Mathematics Education Research (J-MER) Vol 1, No 1 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i1.24569

Abstract

Project-Based Learning (PjBL) merupakan model pembelajaran yang  mengajarkan konsep dalam kurikulum melalui sebuah proyek yang berpusat pada peserta didik agar dapat bekerja secara otonom, kolaboratif dan melalui tugas-tugas. STEM (Science, Technology, Engineering dan Mathematics) merupakan pembelajaran yang mengintegrasikan konsep-konsep sains, teknologi, engineering dan matematika. Tujuan dari studi ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa melalui model Project-based Learning dengan pendekatan STEM. Metode penelitian yang digunakan adalah kuasi eksperimen dengan one-group pretest and post-test. Instrumen yang digunakan adalah tes kemampuan berpikir kreatif matematis dalam bentuk soal uraian, dan angket respons siswa untuk mengetahui respons siswa terhadap Model Project-based Learning dengan pendekatan STEM. Populasi dalam penelitian ini adalah Siswa SMP Kelas VII dan sampelnya adalah 31 siswa kelas VII SMP Negeri 26 Badung. Data berasal dari hasil pretes dan postes kemampuan berpikir kreatif matematis siswa dan respons terhadap  model Project-based Learning dengan pendekatan STEM. Berdasarkan hasil analisis data, dapat disimpulkan bahwa peningkatan kemampuan berpikir kreatif matematis siswa adalah 0,76 (kategori tinggi). Hampir semua siswa menunjukkan respons yang cukup baik terhadap model Project-based Learning dengan pendekatan STEM.
DEVELOPMENT OF COLLABORATIVE PROBLEM SOLVING-BASED LEARNING TOOLS TO IMPROVE MATHEMATICAL ADAPTIVE REASONING SKILLS Nunu Nurhayati; Yaya Sukjaya Kusumah; Dadang Juandi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.10728

Abstract

Students' ability to solve mathematical adaptive reasoning problems is still relatively low. As a result, students have difficulty in solving mathematical adaptive reasoning problems. The cause of the low mathematical adaptive reasoning ability of students is the lack of learning tools that facilitate mathematical adaptive reasoning ability. Therefore, a Collaborative Problem Solving-based tool was developed that can stimulate an active learning process, motivate students and improve mathematical adaptive reasoning skills. This research is a development research using the Plomp development model. The products developed are lesson plans and worksheets based on Collaborative Problem Solving for class VIII junior high school statistics material. The purpose of this research is to produce Collaborative Problem Solving-based tools that are valid, practical, and effective on the mathematical adaptive reasoning skills of grade VIII junior high school students. The results showed that the learning tools in the form of lesson plans and LKS based on Collaborative Problem Solving for students in grade VIII junior high school were valid, practical, and effective. The results of the validation of the learning tools developed are very valid, adjusting 5 indicators of mathematical adaptive reasoning skills seen from the aspects of making conjectures, providing reasons for the answers given, drawing conclusions from a statement, checking the validity of an argument, and finding patterns from a mathematical problem. The results of the practicality of learning devices are very practical in terms of ease of use, suitability of time allocation, attractiveness and usefulness. Furthermore, it is said to be effective because it has an impact on students' mathematical adaptive reasoning ability of 82.70% with a very good category.
UTILIZATION OF DIGITAL MEDIA IN MATHEMATICS LEARNING IN PUBLIC ELEMENTARY SCHOOLS IN BANDUNG zatman, Zatman Payung; Yaya Sukjaya Kusumah; Endang Cahya Mulyaning; Bambang Avip
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3432

Abstract

This study aims to analyze the use of digital media in mathematics learning in public elementary schools in the city of Bandung. This study uses a descriptive quantitative research design. The study population consisted of teachers and students from public elementary schools in the city of Bandung, with a randomly selected sample from 20 public elementary schools and each school was taken with 5 teachers and 6 students. The instruments used were observations, questionnaires, and documentation to collect data, which included the perception of teachers and students on the use of digital media in mathematics learning. The types of data taken include respondent scores from questionnaires, observation results and documentation which are then analyzed using descriptive statistics to obtain the average score and interpretation. The results showed that teachers actively utilize various digital media in mathematics learning, such as learning videos and educational applications, which contributed to increased student interest and engagement. In addition, students responded positively to the use of digital media, with 84% stating that learning became more engaging and enjoyable. The research also identified major obstacles, such as unstable internet access and device limitations for students. The research concludes that the use of digital media in mathematics learning in primary school can increase students' interest and engagement, as well as help in understanding abstract concepts.
Co-Authors Aat Juatiningsih Lestari Utami Andini Dwi Rachmawati Anik Yuliani Astri Wahyuni Bambang Avip Bambang Avip Priatna Martadiputra cakrawala Cipta, Eliva Sukma Dadan Dasari Dadang Juandi Dadang Juandi Dahlia Fisher Damayanti Lestari, Wiwit Diana Ayu Wulandari Edi Irawan Endang Cahya Mulyaning Fanisa Dina Amalia Dewi Umbara Fanny Febryani Fatimah, Siti Hans Vos Harina Fitriyani Indri Octaviyani Jarnawi Afgani Dahlan Kartika Yulianti Kusnandi Kusnandi Lukman hakim muhaimin Muchamad Subali Noto Muchlis, Effie Efrida Nanang Priatna Nunu Nurhayati Nur Kolis Nurjanah, Nurjanah Ratni Purwasih Ricki Yuliardi Rusdian Rifai Sari Herlina Siska Firmasari Stanley Dewanto Sudirman Suhendra Suhendra Suhendra, S Sulistiawati Sulistiawati Sulistiawati Sulistiawati Surgawi Pertiwi Syafdi Maizora Teddy Septian R Tresna Nur’aviandini Turmudi Utari Wijayanti Veni Saputri Yani Siti Tuadah Afriani Yulyanti Harisman Zatman Payung zatman, Zatman Payung