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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal PTK dan Pendidikan Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Pengabdian Masyarakat IPTEKS Edumatica: Jurnal Pendidikan Matematika MATHEdunesa
Abdul Haris Rosyidi
Universitas Negeri Surabaya
Religion Humanities Education Library & Information Science Mathematics Social Sciences Other

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Pembelajaran dengan Pendekatan TaRL untuk Meningkatkan Minat dan Hasil Belajar Matematika Peserta Didik Tanthowi Jauhari; Abdul Haris Rosyidi; Amik Sunarlijah
Jurnal PTK dan Pendidikan Vol 9, No 1 (2023): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v9i1.9290

Abstract

Abstract: This research was motivated by the low interest and learning outcomes of class VIII-F students of SMP Negeri 54 Surabaya. Learning that is not in accordance with the abilities of students can cause students to be less active and experience a decrease in interest in learning. Low interest in learning can have an impact on low learning outcomes. Learning with the Teaching at the Right Level (TaRL) approach which does not refer to the class level can facilitate various characteristics of students. The research conducted in these 2 cycles aims to increase interest in and results in learning mathematics through the TaRL approach. TaRL emphasizes teachers to give students different treatment so that students' learning abilities and interests can develop according to their respective levels of development. Data on interest in learning were collected through questionnaires and data on learning outcomes through written tests, both of which were analyzed quantitatively. The indicator of the success of this research is that the percentage of students' interest in learning is included in the "adequate" criteria and students get a minimum score of 80 on the learning outcomes test with a completeness percentage of >30%. The results showed that the average percentage of interest in learning increased 16% from 50% (low) in cycle I to 66% (enough) in cycle II. In the aspect of learning outcomes indicated by an increase in the percentage of completeness of 40.7% from 9.3% in cycle I to 50% in cycle II. The average student score increased by 16 points from 63 points in cycle I to 79 points in cycle II.Keywords: Learning Interest, Learning Outcome, TaRL Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya minat dan hasil belajar peserta didik kelas VIII-F SMP Negeri 54 Surabaya. Pembelajaran yang tidak sesuai dengan kemampuan peserta didik dapat menyebabkan peserta didik kurang aktif dan mengalami penurunan minat belajar. Minat belajar yang rendah dapat berdampak pada hasil belajar yang rendah. Pembelajaran dengan pendekatan Teaching at the Right Level (TaRL) yang tidak mengacu pada tingkat kelas dapat memfasilitasi berbagai karakteristik peserta didik. Penelitian yang dilakukan dalam 2 siklus ini bertujuan meningkatkan minat dan hasil belajar matematika melalui pendekatan TaRL. TaRL menekankan guru untuk memberikan peserta didik perlakuan yang berbeda agar kemampuan dan minat belajar peserta didik dapat berkembang sesuai tingkat perkembangan masing-masing. Data minat belajar dikumpulkan melalui lembar angket dan data hasil belajar melalui tes tulis dengan keduanya dianalisis secara kuantitatif. Indikator keberhasilan penelitian ini yaitu persentase minat belajar peserta didik termasuk dalam kriteria “cukup” dan peserta didik memperoleh nilai minimal 80 pada tes hasil belajar dengan persentase ketuntasan >30%. Hasil penelitian menunjukkan bahwa rerata persentase minat belajar meningkat 16% dari 50% (kurang) pada siklus I menjadi 66% (cukup) pada siklus II. Pada aspek hasil belajar ditunjukkan dengan adanya peningkatan persentase ketuntasan sebesar 40,7% dari 9,3% pada siklus I menjadi 50% pada siklus II. Rerata nilai peserta didik mengalami peningkatan 16 poin dari 63 poin pada siklus I menjadi 79 poin pada siklus II.Kata Kunci: Hasil Belajar, Minat Belajar, TaRL
Proses Validasi pada Pemodelan Matematis Siswa SMP (Studi Kasus: Siswa Perempuan dan Siswa Laki-Laki) Rika Faradilla Citra Kharisma; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p289-312

Abstract

This study aims to describe the validation process in the mathematical modeling of male and female students. The subjects of this study were male and female students at State Junior High Schools in Surabaya. Data collection procedures through the assignment of mathematical modeling problems and interviews. Data analysis refers to the validation typology of Czocher (2018). The results show that male students and female students have similarities in validating mathematical solutions obtained by repeating arithmetic operations performed previously. In addition, the two students equally succeeded in validating the real result found with consideration related to the effect of changing situation model and arithmetic operations. However, male and female students failed to generate a variety of models so that no activity emerged in generalizing the various solutions obtained. Male students are able to consider the influence of real context aspects on the solutions found, while female students are not. Female students can explain the real model that was built by mentioning the specified mathematical concepts and the reasons for using them, while male students are not.
The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired Kurrotul Hasanah; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p534-556

Abstract

The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.
Pengembangan Media Pembelajaran Berbasis ICT dengan Metode Game-Based Learning Materi Statistika Muhammad Fahreza Aditianata; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p487-505

Abstract

This study describes the development of learning media based on ICT using game-based learning methods in statistical material and the results of its development are viewed from the criteria of the eligibility quality of the media. This research refers to the ADDIE Lee & Owens development model which consists of 5 stages, namely at the analysis stage, needs assessment and front-end analysis are carried out, the design stage is determining statistical material, navigation, flowcharts, and storyboards, the development stage is the process of making media and instrument validation ( validation sheet, pre-test, post-test and user response questionnaire) by two media experts and two material experts, the implementation stage was carried out by field trials on six class X students of a private high school in Sidoarjo, and the evaluation stage consisted of 3 levels, namely level 1 reactions, level 2 knowledge, and level 3 results. At this stage an assessment of the validation results was carried out from the media expert validator with 79.63% results in the appropriate category and material experts with 80.83% results in the appropriate category as an evaluation of level 2 knowledge, then an assessment of the results of the student respondent's questionnaire as an evaluation of level 1 reactions with a result of 80 .75% is in the proper category and the assessment level 3 results, obtained from the results of the pre-test and post-test. After that, the average rating of each aspect was added up from all validator assessments and student response questionnaires to determine the quality of the resulting media, which was 80.16%, according to quality criteria, categorized as feasible.
Argumentasi Analogis Siswa SMA pada Masalah Analogi Tipe Prediktif Gurit Wulan Jagadianti; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p881-897

Abstract

Analogy helps students find solutions to problems that involve new knowledge by referring to previously learned knowledge. Analogical argumentation plays a crucial role in supporting solutions to interconnected problems. Analogical argumentation itself is defined as the process of analyzing information from two similar and interconnected problems to provide logical reasons to justify conclusions. This research aims to describe the analogical argumentation of high school students on predictive analogy problems. This study uses a descriptive qualitative approach. The research subjects are three 10th-grade students from a public high school in Bojonegoro, selected based on the criteria of the source problem 1) claim being supported by grounds and warrant, 2) claim being supported by grounds, warrants focusing on congruence, and backing, 3) claim being supported by grounds, warrants focusing on square rotation, and backing. The data from the analogical argumentaion task and interviews were analyzed using predefined indicators by the researcher. The research findings indicate that students' analogical argumentation begins with identifying information, questions, and identical concepts between the two problems. Then, students make assumptions about the structure of the target problem in relation to the source problem, search for similarities in geometric properties, and discover relationships between the questions in both problems. Students engage in appropriate argumentation based on the source problem to predict conclusions for the target problem. They construct grounds and warrants based on the structure of analogical argumentation. Students tend not to double-check their answers because they are already confident with their stated conclusions.
Penalaran Analogi Peserta Didik SMP dalam Menyelesaikan Dua Masalah dengan Kesamaan Permukaan Rendah Kevin Anugrawan; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p834-857

Abstract

Analogical reasoning is a process of identifying two problems that aim to produce knowledge by associating relevant concepts and facts and adapting them so that they can solve more complex problems. Low surface similarity does not play a significant role in solving analogical reasoning. This type of research was carried out descriptively with qualitative methods with the aim of describing students' reasoning in solving analogy problems with low surface similarity. The research was conducted at one of the junior high schools in Sidoarjo with three selected students. Research data were analyzed using indicators that had been made by researchers. The data from the research results gave rise to three students who have uniqueness in analogical reasoning. There are two peculiarities found, namely the peculiarities with general cases and the peculiarities with special cases. The low surface similarity in analogy problems has an impact on students in the form of different stages of analogical reasoning that are passed by the three students. Students with general characteristics have stages of linear analogy reasoning. Students with special case characteristics have dynamic analogical reasoning stages. Identifying is done by students by identifying characteristics and concluding the relationship between the two problems. Mapping is done by students by mapping information related to analogy problems. At the time of applying the answers to the source problem to the target problem, there were two students with special characteristics who returned to the previous stage because they found it difficult. Verifying has been done by each student, but students with special cases have beliefs that are contrary to the results of the answers. So, the use of source problems and target problems that have low surface similarities can be used with the condition that the structure of the answers between the two problems must be analogous to each other.
Pengembangan perangkat pembelajaran dengan pendekatan teaching at the right level (TaRL) bagi guru matematika SMK Dini Kinati Fardah; Abdul Haris Rosyidi; Tatag Yuli Eko Siswono
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 7 No 1 (2024): Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v7i1.20975

Abstract

Pendekatan pembelajaran yang diusung dalam penerapan kurikulum baru (Kurikulum Merdeka) adalah Teaching at the Right Level (TaRL). Guru di Magetan, khususnya guru matematika tingkat SMK, belum memiliki seluruh informasi tentang bagaimana menerapkan kurikulum mandiri dan pendekatan TaRL di kelas. Maka tim PKM mengusulkan untuk melaksanakan kegiatan PKM dengan tema ini. Kegiatan ini menggunakan pendekatan Participatory Action Research (PAR) dan memiliki tujuan mengenalkan pada guru matematika SMK bagaimana mengembangkan perangkat dengan pendekatan TaRL yang diusung oleh Kurikulum Merdeka. Seluruh kegiatan yang telah direncanakan terlaksana dengan baik dan mendapat respon baik dari peserta. Dari angket respon yang diberikan diperoleh hasil dengan kategori baik dengan poin materi mudah diterima dan diterapkan serta durasi waktu pelatihan cukup, sedangkan hasil angket dengan kategori sangat baik diperoleh untuk poin-poin pernyataan mengenai kesesuaian materi dengan kebutuhan peserta, kejelasan dan konsistensi sistematis materi pelatihan, penguasaan materi dari narasumber dan kejelasan materi serta jawaban dari narasumber. Lebih dari 50% peserta terlibat dalam mengerjakan tugas dan mereka menyusun perangkat pembelajaran berdasarkan pendekatan TaRL.
Mendaur Ulang Soal Lama Menjadi Soal Baru: Pelatihan untuk Guru Sekolah Menengah Pertama (SMP) Bidang Studi Matematika Abdul Haris Rosyidi; Evangelista Lus Windyana Palupi; Ika Kurniasari; Masriyah Masriyah; Tatag Yuli Eko Siswono
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v11i4.4894

Abstract

Pentingnya mengajarkan pemecahan masalah matematika kepada siswa dan ketersediaan soal kategori masalah yang terbatas mengakibatkan perlunya penguasaan kemampuan membuat masalah matematika oleh guru. Membuat masalah matematika yang benar-benar baru bukanlah sesuatu yang mudah untuk dilakukan. Namun, dengan mengubah masalah matematika yang sudah ada menjadi soal baru akan mempermudah pembuatan soal baru tersebut. Pelatihan ini bertujuan untuk melatih guru matematika SMP di Kab. Ponorogo dalam membuat masalah matematika baru dengan mendaur ulang masalah lama. Sehingga, guru matematika SMP di Kabupaten Ponorogo dapat memfasilitasi siswanya untuk belajar pemecahan masalah matematika. Pelatihan dilakukan dalam dua tahap yang dilakukan secara tatap muka (tahap 1) dan daring (tahap 2). Tahap (1) yaitu pemaparan materi dan workshop dan tahap (2) meliputi penugasan dan evaluasi. Oleh peserta pelatihan, pelatihan dinilai bermanfaat dan menambah pengetahuan guru mengenai pembuatan soal. Selain itu, pelatihan ini berhasil meningkatkan variasi masalah matematika yang dibuat peserta.
Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity Abdul Haris Rosyidi; Yurizka Melia Sari; Dini Kinati Fardah; Masriyah Masriyah
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21191

Abstract

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.
BERPIKIR KRITIS SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA MODEL PISA: LUPA KONTEKS fransisca nur zuraidha; Abdul Haris Rosyidi
Jurnal Pendidikan Matematika dan Sains Vol 11, No 2 (2023): December 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i2.41442

Abstract

Tujuan penelitian ini adalah mendeskripsikan berpikir kritis siswa SMP dalam menyelesaikan masalah matematika model PISA. Subjek penelitian ini terdiri dari empat siswa SMP di Gresik yang terdiri dari dua laki-laki dan dua perempuan. Pengumpulan data untuk subjek laki-laki dilakukan secara online melalui media WhatsApp sedangkan subjek perempuan dilakukan secara offline di rumah peneliti. Instrumen penelitian ini adalah wawancara berbasis tugas (tes). Data dianalisis berdasarkan indikator berpikir kritis yaitu memfokuskan pertanyaan, menganalisis argumen, serta membuat keputusan dan mempertimbangkan hasil. Hasil penelitian menunjukkan pada indikator memfokuskan pertanyaan, tiga subjek mampu mengidentifikasi pertanyaan. Pada indikator menganalisis argumen, tidak ada subjek yang menentukan penyelesaian masalah dengan tepat. Pada indikator membuat keputusan dan mempertimbangkan hasil, tidak ada subjek yang menyimpulkan permasalahan dengan tepat. Dalam pengerjaan, subjek hanya fokus pada rumus-rumus yang terkait masalah, tapi melupakan konteks yang melekat pada masalah.Kata Kunci: Berpikir kritis, Masalah,  PISA, Lupa konteks
Co-Authors Achirul Abadin Ahmad Wachidul Kohar Amik Sunarlijah Dewi Isarotur Rohmahh Dini Kinati Fardah Endah Budi Rahaju Evangelista Lus Windyana Palupi Fiangga, Shofan Fransisca Nur Zuraidha Gurit Wulan Jagadianti Ika Kurniasari Kevin Anugrawan Kurrotul Hasanah Masriyah Masriyah Muhammad Ali Rosyidin Muhammad Fahreza Aditianata Putri Pramesti Rika Faradilla Citra Kharisma Siti Khabibah Suki Isffi Ani Tanthowi Jauhari Tatag Yuli Eko Siswono Uripno, Gusti Yurizka Melia Sari