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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Karya Abdi JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Pengembangan Pembelajaran Matematika
Gamarina Isti Ratnasari
SMA Negeri 1 Bantul
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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WHY I AM CONFUSED TO APPLY MATHEMATICS CONCEPT: STUDENT PERSPECTIVE OF MATHEMATICS ROLE IN LIFE Sumbaji Putranto; Gamarina Isti Ratnasari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.491 KB) | DOI: 10.24127/ajpm.v11i1.4534

Abstract

Mathematics is a subject that has many benefits to solve problems in daily life, but many students still confused using mathematical concepts in daily life. This study aims to identify student perspective of mathematics role in daily life, the cause of the student's perspective, and the strategy to overcome the perspective. The study is phenomenological research. The data were collected using interview and questionare The data analysis was done using Bogdan & Biklen approach. The results of the study show that students argue only basic mathematics is used in daily life. The cause of these students' perspective is that students do not feel the mathematical concepts learned at school can be used to solve the problems in daily life and the students are too focused to solve the problem without integrating mathematics in daily life. The strategy used to improve students' perspective are giving students more examples of the use of mathematics in STEM, using contextual based learning models, and providing projects assignment to students related to mathematical applications.
Karakteristik Psikologis Siswa dalam Pembelajaran Matematika ditinjau dari Kecerdasan Intuitif dan Reflektif Habibullah Habibullah; Gamarina Isti Ratnasari; Puspitarani Puspitarani; Salviana Salviana
KARYA ABDI Vol 1 No 1 (2020): Article
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Islam Indragiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/karyaabdi.v1i01.987

Abstract

This research is a descriptive qualitative research using literature review that aims to describe the psychological characteristics of students in learning mathematics on intuitive and reflective intelligence. Intuitive intelligence is a psychological term in the process of cognitive understanding that spontaneously raises and selects known concepts or schemes by understanding knowledge through something concrete, experimental, or intellectually to respond to a stimulus with a high degree of accuracy. While, reflective intelligence is a process of activities carried out actively, persistently, directed and thoughtfully in analyzing, evaluating, motivating, getting deep meaning, and using appropriate learning strategies. Intuitive and reflective intelligence has an important role in learning in school, so it should be developed in the learning process, especially in mathematics so that students can improve their ability to solve problems.
Is Credit System Serving Three Types of Students? Teacher and Student Perspectives in the Implementation of Mathematics Learning Sumbaji Putranto; Gamarina Isti Ratnasari; Habibullah Habibullah
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 2 (2022)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (479.25 KB) | DOI: 10.33603/jnpm.v6i2.6390

Abstract

Abstract. Students should receive educational services according to their talents, interests, and abilities. Therefore, a learning system should accommodate fast, normal, and slow learners. This study aims to identify the perspective of teachers and second graders on the application of the Credit System in Yogyakarta secondary schools, the constraints, as well as strategies in implementing the Credit System. The study is phenomenological research. The data was collected using interviews and focus group discussion results. The participants were students and teachers who carried out the Credit System for learning mathematics. The data analysis was done using the Bogdan & Biklen approach. The results of the study show that teachers and students still find difficulty carrying out credit systems. The causes of these students' perspectives are that students are not used to learning independently and teachers are still confused about doing Credit Systems learning to serve all types of students. The strategy of this challenge is to add hours to types of fast learner and teachers make modules that are easy to understand for all types of learner.Keywords: credit system, mathematics, teacher and student perspective. 
Dapatkah Self Esteem Siswa Meningkat melalui Pembelajaran Kontekstual dengan Pendekatan Saintifik? Sumbaji Putranto; Gamarina Isti Ratnasari
Jurnal Pengembangan Pembelajaran Matematika Vol. 2 No. 1 (2020): Jurnal Pengembangan Pembelajaran Matematika: Volume 2 Nomor 1 Februari 2020
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2020.21.6-12

Abstract

Penelitian ini bertujuan untuk meningkatkan self esteem siswa kelas X IPS 2 SMA N 1 Bantul terhadap matematika melalui pembelajaran kontekstual dengan pendekatan saintifik. Penelitian ini merupakan penelitian tindakan kelas model Kemmis & Mc. Taggart dengan subjek penelitian siswa kelas X IPS 2 SMA N 1 Bantul. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi, angket, dan tes tertulis. Penelitian tindakan ini telah mencapai kriteria keberhasilan setelah dilakukan dua kali siklus, sehingga siklus diberhentikan sampai pada siklus kedua. Self esteem siswa kelas X IPS 2 SMA N 1 Bantul terhadap matematika mengalami peningkatan melalui penerapan pembelajaran kontekstual dengan pendekatan saintifik. Hal ini dapat dilihat dari peningkatan persentase self esteem terhadap matematika dengan kategori rendah dari pra tindakan sebesar 12,50 % sedangkan siklus 1 dan siklus 2 sebesar 0%. Selanjutnya, terjadi penurunan persentase self esteem dengan kategori sedang dari pra tindakan sebesar 71,88% menjadi 66% pada siklus 1 dan di siklus 2 sebesar 56,25%. Terdapat pula peningkatan persentase self esteem dari kategori tinggi yang pada pra tindakan sebesar 15,63%, siklus 1 sebesar 34%, dan di siklus 2 sebesar 43,75%. Rata-rata self esteem terhadap matematika siswa secara klasikal juga mengalami peningkatan dari pra tindakan sebesar 98,81 dengan kategori sedang, siklus 1 sebesar 104,53 dengan kategori sedang, dan siklus 2 sebesar 105,65 dengan kategori tinggi.
Co-Authors Habibullah Habibullah Habibullah Habibullah Puspitarani Puspitarani Putranto, Sumbaji Salviana Salviana Sumbaji Putranto