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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Suska Journal of Mathematics Education Jurnal Elemen Jurnal Gantang JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Didactic Mathematics Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Pengabdian Kepada Masyarakat Patikala Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Alifbata: Jurnal Pendidikan Dasar Journal of Social Outreach Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Tatsqif
Syawahid, M
Universitas Islam Negeri Mataram
Religion Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : jurnal elemen

 1 
Model Kegiatan Microteaching untuk Mengembangkan Keterampilan Melaksanakan Pembelajaran Matematika Berpusat pada Siswa Putrawangsa, Susilahudin; Syawahid, Muhammad
Jurnal Elemen Vol 4, No 1 (2018): Jurnal Elemen
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.793 KB) | DOI: 10.29408/jel.v4i1.497

Abstract

The current research intends to identify the characteristics of microteaching model that is valid, effective and practical to develop prospective mathematics teachers’ competencies in conducting student-centered instructions. It is a development research carried out according to Educational Design Research. The findings suggests that the characteristics of microteaching model to develop prospective mathematics teachers’ competencies in conducting student-centered instructions are: (1) a microteaching which is carried out in a cycle process consisting of planning, implementing, observing, and evaluating student-centered teaching and learning where each participant acts as a teacher and evaluators in turn. (2) a microteaching that is conducted in form of Peer Microteaching by Self-Study Group where they peer supervise each other (Peer Supervision). (3) a microteaching that has a teacher observation and evaluation protocol that is conducted by themselves (Self-evaluation) and others (Peer Evaluation) and focuses on particular aspects of teacher performance in implementing student-centered instructions those are claimed to important and possible to be refined at the moment (At-the-time improvement). (4) a microteaching which is carried out in a progressive complexity of teaching environment, that is starting from teaching a less complex to a more complex classroom setting.
Model Kegiatan Microteaching untuk Mengembangkan Keterampilan Melaksanakan Pembelajaran Matematika Berpusat pada Siswa Susilahudin Putrawangsa; Muhammad Syawahid
Jurnal Elemen Vol 4, No 1 (2018): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v4i1.497

Abstract

The current research intends to identify the characteristics of microteaching model that is valid, effective and practical to develop prospective mathematics teachers’ competencies in conducting student-centered instructions. It is a development research carried out according to Educational Design Research. The findings suggests that the characteristics of microteaching model to develop prospective mathematics teachers’ competencies in conducting student-centered instructions are: (1) a microteaching which is carried out in a cycle process consisting of planning, implementing, observing, and evaluating student-centered teaching and learning where each participant acts as a teacher and evaluators in turn. (2) a microteaching that is conducted in form of Peer Microteaching by Self-Study Group where they peer supervise each other (Peer Supervision). (3) a microteaching that has a teacher observation and evaluation protocol that is conducted by themselves (Self-evaluation) and others (Peer Evaluation) and focuses on particular aspects of teacher performance in implementing student-centered instructions those are claimed to important and possible to be refined at the moment (At-the-time improvement). (4) a microteaching which is carried out in a progressive complexity of teaching environment, that is starting from teaching a less complex to a more complex classroom setting.
Functional thinking and Kolb learning style: Case of solving linear and non-linear pattern problems Muhammad Syawahid; Lalu Sucipto
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Functional thinking (FT) is a part of algebraic thinking. Several studies revealed that algebraic thinking is influenced by learning style, and few studies showed FT viewed from learning style. This study aims to describe students’ FT views from Kolb's learning style in solving linear and non-linear pattern tasks. The study used a qualitative approach with a case study method. It involved thirty-one students in 8th grade at an Islamic State junior high school in Mataram, West Nusa Tenggara, Indonesia. Four students were selected as research subjects for analysis of answers and interviews. The Kolb learning style inventory (KLSI) collected research data, tests, and interviews.  The instrument consisted of KLSI and FT tests. Data was analyzed by reduction, presenting, and verifying. The finding showed that students with convergent, divergent, and accommodator learning styles can consist of near, far, and formal generalizations and determining inverse in FT. They represented the generalization of the relationship of two quantities symbolically. Meanwhile, students with an assimilator learning style can in FT consisting of near and far generalizations in solving figural and non-figural linear pattern tasks. They can perform formal generalizations and determine inverse-solving figural and non-figural linear pattern tasks. They are also unable to solve figural non-linear pattern tasks.
Co-Authors Afifurrahman Afifurrahman Afifurrahman Afifurrahman Afifurrahman Afifurrahman Afika, Dini Safitri Nur Akib, Irwan Amrullah Amrullah Anjarwati, Rani Annastasya Maharani Marzuki Azizi, Musratul Bahurudin Setambah, Mohd Afifi Bisriyah, Bisriyah Erina Listiani Erlan Muliadi Evendi, Erpin Fathira Ihda Alfinaini Habibi Ratu Perwira Negara Heri Retnawati Istinawati, Baiq Kasih, Baiq Sufia Kasim, Marini Kusaeri, Al Lalu Sucipto M Habib Husnial Pardi, M Habib Husnial M. Ardani Eka Julianto Muh. Salahuddin, Muh. Muhammad Rima Hamdani Muhammad Zuhhad Achyar Muttaqiah Nasrullah, Ahmad Nasrun Nasrun Nasrun Nugraha, Yandika Nurfadilah Nurfadilah Nurhardiani Nurhardiani Nurhardiani Nurhardiani Nurul Rahima Primananda, Presta Ditya Purwati, Nining Putrawangsa, Susilahudin Raehanah Raehanah Raehanah SETAMBAH, MOHD AFIFI BAHURUDIN Siti Hajaroh, Siti Sucipto, Lalu Susilahudin Putrawangsa Susilahudin Putrawangsa Syahraini, Nur Syukriati Tamimi, Hardianti Yuliana Asmayani Zakaria Zakaria