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PROSES BERPIKIR DIVERGEN MATEMATIS PESERTA DIDIK DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI HABITS OF MIND Muhammad Arif Nasrulloh; Supratman Supratman; Diar Veni Rahayu
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 15, No 1 (2022): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 15 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

The purpose of this study was to describe the mathematical divergent thinking process of students in solving open-ended questions in terms of habits of mind. The research conducted is a qualitative research with exploratory methods used. The research subjects consisted of six students in the eighth grade of junior high school. The research was analyzed based on the aspects of fluency, flexibility, originality and elaboration. The results showed that: 1) Students with good habits of mind are able to carry out the work process according to the previous strategy skillfully, are able to have thoughts about something different, are able to generate ideas and ideas to design a settlement strategy without requiring a long time and are able to design and using a solution strategy with the right mathematical concepts without requiring a long time. 2) Students with moderate habits of mind are able to carry out the work process according to the previous strategy even though it still needs to be developed again, able to have thoughts about something different even though it still needs to be developed again and there are still mistakes, able to generate ideas and ideas for designing a solution strategy by re-identifying the problem repeatedly and being able to come up with a strategic plan that will be used by re-identifying the previously studied problems. 3) Students with poor habits of mind are able to carry out the work process according to the previous strategy even though there are still errors, able to have thoughts about something different even though there are still errors, able to generate ideas and ideas to design a settlement strategy by identifying return to the problem even though there are still errors in calculations and require repetition in understanding and recalling relevant material to plan problem solving strategies. Keywords: Mathematical Divergent Thinking Process, Open Ended, Habits of Mind

Pengembangan Sistem Bimbingan Tesis Berbasis Web Diar Veni Rahayu
JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia) Vol 4 No 1 (2020): JAS-PT Edisi JULI 2020
Publisher : Forum Dosen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36339/jaspt.v4i1.291

Untuk menyelesaikan studi pada jenjang S2, seorang mahasiswa diharuskan membuat karya ilmiah berupa tesis yang dihasilkan melalui proses bimbingan dengan dua orang pembimbing. Pada kenyataannya, proses bimbingan seringkali mengalami hambatan. Salah satu faktor yang menyebabkan hal tersebut adalah karena proses bimbingan yang sulit sebagai akibat dari adanya keterbatasan waktu dan jarak, baik dari mahasiswa maupun dosen. Hal ini menjadikan intensitas dan kualitas waktu bimbingan tesis berkurang. Akibatnya waktu yang dibutuhkan untuk menyelesaikan tesis menjadi lebih lama. Kondisi ini berdampak pada penurunan kepuasan pengguna terhadap Institusi. Oleh karena itu, diperlukan adanya suatu sistem bimbingan tesis yang mampu mengatasi semua permasalahan tersebut. Penelitian ini bertujuan untuk menghasilkan sistem bimbingan tesis berbasis web (sibimtes) pada Program Pascasarjana Universitas Siliwangi. Metode penelitian yang digunakan adalah research and development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Hasil dari penelitian ini antara lain: 1) adanya sistem bimbingan tesis berbasis web (sibimtes) pada Program Pascasarjana Universitas Siliwangi; 2) tersosialisasinya sibimtes kepada seluruh civitas akademika Program Pascasarjana.

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring Diar Veni Rahayu; Dedi Muhtadi; Irwan Muhammad Ridwan
Mosharafa: Jurnal Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : Institut Pendidikan Indonesia

Perkembangan teknologi yang pesat mendorong terjadinya pergeseran paradigma dalam proses pembelajaran matematika, di mana pembelajaran daring menjadi salah satu pilihan yang sering dilakukan. Hal tersebut berimplikasi pada adanya perubahan kerangka Pedagogical Content Knowledge (PCK) guru dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kerangka PCK guru dalam pembelajaran matematika daring. Penelitian ini menggunakan metode analisis konten yang digunakan untuk merancang kerangka konseptual PCK guru dalam pembelajaran matematika daring. Analisis konten yang dilakukan berupa literatur review dan penggalian data. Untuk penggalian data, digunakan instrumen berupa angket dan pedoman wawancara dengan subjek sebanyak lima orang guru matematika. Teknik analisis data yang digunakan, yaitu triangulasi. Hasil penelitian menunjukkan bahwa kerangka PCK guru dalam pembelajaran matematika daring dapat diadaptasi dan dioperasionalkan dari model PCK Lannin yang meliputi: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of curriculum for mathematics dan knowledge of assessment for mathematics. Guru sudah memiliki paradigma, kesiapan dan faktor pendukung yang cukup baik dalam melaksanakan pembelajaran matematika daring, namun masih belum optimal dalam kemampuan dan struktur tugas siswa.Rapid technological developments encourage a paradigm shift in the mathematics learning process, where online learning is one of the choices that is often done. This implies a change in the teacher's Pedagogical Content Knowledge (PCK) framework in learning mathematics. This study aims to describe the PCK framework of teachers in online mathematics learning. This study uses the content analysis method used to design the conceptual framework of teachers' PCK in online mathematics learning. Content analysis is carried out in the form of a literature review and data mining. For data mining, instruments in the form of questionnaires and interview guidelines were used with the subject of five mathematics teachers. The data analysis technique used is triangulation. The results showed that the teacher's PCK framework in online mathematics learning can be adapted and operationalized from Lannin's PCK model which includes: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of the curriculum for mathematics and knowledge of assessment for mathematics. Teachers already have a fairly good paradigm, readiness, and supporting factors in implementing online mathematics learning, but they are still not optimal in the abilities and structure of students' assignments.

Pelatihan Pembuatan Desinfektan yang Aman dan Ramah Lingkungan di Wilayah Awipari Sebagai Upaya Pencegahan Penyebaran Covid-19 Puji Lestari; Nani Ratnaningsih; Diar Veni Rahayu; Mega Prani Ningsih
Rengganis Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2021): November 2021
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

This community service activity is motivated by the potential for the spread of the Covid virus which is still happening and the Awipari Village does not yet have health facilities that are balanced with its population. In addition, the use of disinfectants as a protection for families and the environment from the spread of the Covid-19 virus is still not available with natural ingredients and is safe for the environment. This is what training on the manufacture of safe and environmentally friendly disinfectants needs to be done. The main purpose of this community service is to help target partners to be more independent in providing the disinfectant needs that residents need. Furthermore, it can be used as an alternative field to increase household income. The specific target to be achieved in the future is that target partners are able and accustomed to using safe and environmentally friendly basic materials in making disinfectants. Community service activities will be held in September 2021 at the Awipari Village Office, Tasikmalaya City. The methods used are lectures, discussions, and the practice of making disinfectants directly. Community service activities are very well received by partner community groups. The community is enthusiastic and active in demonstrations and discussions and wants this service activity to be routine and continue with various training themes according to community needs.

PENGEMBANGAN MEDIA PEMBELAJARAN GEOGEBRA BOOK MATERI DIMENSI TIGA Dede Fajriadi; Rudi Priyadi; Diar Veni Rahayu
Teorema: Teori dan Riset Matematika Vol 7, No 2 (2022): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v7i2.8813

Geogebra adalah software untuk mempelajari geometri dimensi tiga. Pengembangan buku digital berupa GeoGebra Book pada materi dimensi tiga diharapkan menjadi sumber belajar dan memfasilitasi peserta didik untuk belajar mandiri. Tujuan penelitian ini untuk mengetahui prosedur pengembangan dan kualitas GeoGebra Book pada materi dimensi tiga. Penelitian ini merupakan penelitian pengembangan menggunakan model ADDIE. Subjek penelitian terdiri dari ahli media, ahli materi, guru matematika, dan peserta didik kelas XI. Instrumen penelitian berupa lembar validasi untuk ahli materi dan ahli media, dan angket respon peserta didik. Data kualitatif yang dianalisis adalah data hasil studi literatur. Sedangkan data kuantitatif yang dianalisis adalah data hasil validasi dan respon peserta didik. Berdasarkan hasil penelitian disimpulkan bahwa (1) Geogebra Book materi dimensi tiga dikembangkan dengan menggunakan model ADDIE yang meliputi 5 tahapan yaitu: (a) tahap analyze, yaitu menganalisis kebutuhan media pembelajaran, materi pembelajaran, dan karakteristik peserta didik; (b) tahap design, yaitu mendesain media pembelajaran dan instrumen penelitian; (c) tahap development, yaitu membuat produk dan validasi ahli; (d) tahap implementation, setelah GeoGebra Book materi dimensi tiga dinyatakan valid, selanjutnya diimplementasikan terhadap guru dan peserta didik; dan (e) tahap evaluation, yaitu menganalisis hasil respon peserta didik. (2) Kualitas media GeoGebra Book pada materi dimensi tiga termasuk kategori sangat baik.

Pelatihan Media Pembelajaran Berbasis Komik bagi Guru SD di Wilayah Kabupaten Tasikmalaya Puji Lestari; Nani Ratnaningsih; Diar Veni Rahayu; Khomsatun Ni’mah
Rengganis Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2022): November 2022
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v2i2.232

With the government program related to the provision of IT facilities and infrastructure in schools in the Tasikmalaya Regency area, it is challenging for teachers to be able to use them optimally. However, their knowledge and skills regarding the use of interactive learning media are still limited. Thus, the service regarding training and mentoring of learning media is deemed necessary to improve the competence of elementary school teachers in the Tasikmalaya Regency area. The description of the implementation of training and assistance in the use of comic-based interactive learning media consists of: (1) training on the use of comics as a learning medium for elementary school-aged children that focuses on numeracy literacy and reading literacy; (2) assistance in designing comic-based learning media for elementary school-aged children using storyboardthat.com. (3) improving teacher skills in implementing learning for elementary school-aged children through comic-based learning. The output targets that will result from the implementation of this regional scheme service (PbM-KW), are publications in national journals, and online media/local newspapers.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBANTUAN CANVA FOR EDUCATION DENGAN PENDEKATAN RME UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS Sovi Endah Nurhayati; Supratman Supratman; Diar Veni Rahayu
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 4 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i4.8257

Pada era pendidikan abad ke-21, kemampuan literasi matematis menjadi suatu keharusan bagi peserta didik. Sayangnya, kenyataannya, kemampuan literasi matematis di Indonesia masih jauh dari memuaskan. Oleh karena itu, diperlukan inovasi dalam pengembangan media pembelajaran berbasis teknologi guna meningkatkan kemampuan literasi matematis. Penelitian ini menerapkan model ADDIE untuk mengembangkan media pembelajaran interaktif dengan bantuan Canva for Education dan pendekatan Realistic Mathematics Education (RME) yang diharapkan valid, praktis, dan efektif. Penelitian menggunakan instrumen berupa lembar validasi ahli, lembar kepraktisan media, dan lembar keefektifan media. Subjek penelitian terdiri dari 21 peserta didik kelas IX MTs Daarutholibin. Hasil validasi oleh para ahli menunjukkan bahwa materi dan media pembelajaran interaktif berbantuan Canva for Education dengan pendekatan RME dikategorikan sebagai "sangat valid". Respon positif peserta didik pada kelas besar menunjukkan bahwa media ini dapat digunakan dengan praktis. Analisis terhadap peningkatan kemampuan literasi matematis menggunakan metode N-Gain menghasilkan rata-rata skor sebesar 0,68, yang termasuk dalam kategori "sedang". Uji effect size menunjukkan nilai sebesar 14,14, menandakan bahwa penggunaan media ini memiliki efek yang kuat. Dengan demikian, dapat disimpulkan bahwa media pembelajaran interaktif berbantuan Canva for Education dengan pendekatan RME tidak hanya valid dan praktis, tetapi juga efektif dalam meningkatkan kemampuan literasi matematis peserta didik.In the 21st century education era, mathematical literacy skills are a must for students. Unfortunately, in reality, mathematical literacy skills in Indonesia are still far from satisfactory. Therefore, innovation is needed in developing technology-based learning media to improve mathematical literacy skills. This research applies the ADDIE model to develop interactive learning media with the help of Canva for Education and the Realistic Mathematics Education (RME) approach which is expected to be valid, practical and effective. The research used instruments in the form of expert validation sheets, media practicality sheets, and media effectiveness sheets. The research subjects consisted of 21 class IX students at MTs Daarutholibin. Validation results by experts show that interactive learning materials and media assisted by Canva for Education using the RME approach are categorized as "very valid". The positive response of students in large classes shows that this media can be used practically. Analysis of increasing mathematical literacy skills using the N-Gain method produces an average score of 0.68, which is included in the "medium" category. The effect size test shows a value of 14.14, indicating that the use of this media has a strong effect. Thus, it can be concluded that interactive learning media assisted by Canva for Education with the RME approach is not only valid and practical, but also effective in improving students' mathematical literacy skills.

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring Diar Veni Rahayu; Dedi Muhtadi; Irwan Muhammad Ridwan
Mosharafa: Jurnal Pendidikan Matematika Vol. 11 No. 2 (2022): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v11i2.720

Perkembangan teknologi yang pesat mendorong terjadinya pergeseran paradigma dalam proses pembelajaran matematika, di mana pembelajaran daring menjadi salah satu pilihan yang sering dilakukan. Hal tersebut berimplikasi pada adanya perubahan kerangka Pedagogical Content Knowledge (PCK) guru dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kerangka PCK guru dalam pembelajaran matematika daring. Penelitian ini menggunakan metode analisis konten yang digunakan untuk merancang kerangka konseptual PCK guru dalam pembelajaran matematika daring. Analisis konten yang dilakukan berupa literatur review dan penggalian data. Untuk penggalian data, digunakan instrumen berupa angket dan pedoman wawancara dengan subjek sebanyak lima orang guru matematika. Teknik analisis data yang digunakan, yaitu triangulasi. Hasil penelitian menunjukkan bahwa kerangka PCK guru dalam pembelajaran matematika daring dapat diadaptasi dan dioperasionalkan dari model PCK Lannin yang meliputi: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of curriculum for mathematics dan knowledge of assessment for mathematics. Guru sudah memiliki paradigma, kesiapan dan faktor pendukung yang cukup baik dalam melaksanakan pembelajaran matematika daring, namun masih belum optimal dalam kemampuan dan struktur tugas siswa. Rapid technological developments encourage a paradigm shift in the mathematics learning process, where online learning is one of the choices that is often done. This implies a change in the teacher's Pedagogical Content Knowledge (PCK) framework in learning mathematics. This study aims to describe the PCK framework of teachers in online mathematics learning. This study uses the content analysis method used to design the conceptual framework of teachers' PCK in online mathematics learning. Content analysis is carried out in the form of a literature review and data mining. For data mining, instruments in the form of questionnaires and interview guidelines were used with the subject of five mathematics teachers. The data analysis technique used is triangulation. The results showed that the teacher's PCK framework in online mathematics learning can be adapted and operationalized from Lannin's PCK model which includes knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of the curriculum for mathematics and knowledge of assessment for mathematics. Teachers already have a fairly good paradigm, readiness, and supporting factors in implementing online mathematics learning, but they are still not optimal in the abilities and structure of students' assignments.

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