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Implementasi Model Pembelajaran Problem based Instruction Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMA Elli Kusumawati; Muhammad Sa'duddien Khair
EDU-MAT: Jurnal Pendidikan Matematika Vol 3, No 2 (2015)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v3i2.387

Penerapan kurikulum 2013 mengharuskan guru menggunakan pendekatan saintifik sebagai pendekatan pembelajaran. Salah satu bentuk kreativitas guru adalah memilih model pembelajaran yang cocok dengan pendekatan saintifik. Kurikulum 2013 juga menginginkan agar siswa kelas X SMA memiliki kemampuan pemecahan masalah matematis. Salah satu upaya untuk memenuhi kedua hal tersebut adalah melalui penerapan model pembelajaran Problem Based Instruction (PBI). Oleh karena itu, dilakukan penelitian yang bertujuan (1) untuk membandingkan peningkatan kemampuan pemecahan masalah matematis siswa yang belajar dengan model pembelajaran PBI dan siswa yang belajar dengan pendekatan saintifik, dan (2) untuk mengetahui bagaimana pengaruh model pembelajaran PBI terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini menggunakan metode eksperimen semu, dengan populasi seluruh siswa kelas X SMA Negeri 1 Banjarmasin yang terdiri dari 10 kelas. Pengambilan sampel menggunakan teknik multi stage sampling, sehingga diperoleh kelas X MIA 5 sebagai kelas eksperimen 1 dan kelas X MIA 4 sebagai kelas eksperimen 2. Teknik pengumpulan data menggunakan dokumentasi dan tes. Data yang diperoleh dianalisis dengan statistik deskriptif dan statistik inferensial. Hasil penelitian menunjukkan bahwa pada kedua kelas eksperimen, terdapat peningkatan kemampuan pemecahan masalah matematis, dimana terdapat perbedaan yang signifikan antara peningkatan kemampuan pemecahan masalah matematis siswa pada kedua kelas eksperimen. Dengan demikian, dapat dikatakan bahwa model pembelajaran PBI memiliki pengaruh dan memiliki perbedaan yang signifikan dengan pendekatan saintifik dalam hal meningkatkan kemampuan pemecahan masalah matematis siswa sekolah menengah atas. Kata kunci: pendekatan saintifik, problem based instruction, kemampuan pemecahan masalah matematis

Mathematics Communication: Translation of Elementary Students' Idea Gusti Firda Khairunnisa; Mohammad Archi Maulyda; Anas Ma'ruf Annizar; Lailin Hijriani; Muhammad Sa'duddien Khair
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 2 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i2.781

Communication is an essential ability for every human being. In this study, the focus of communication was on students' mathematical communication. Mathematical communication is a person's ability to express their thoughts and is responsible for listening, interpreting, asking, and interpreting ideas from one to another to solve problems. This study aimed to describe the mathematical communication of Sombron Elementary School students in solving mathematical problems. This type of research is qualitative descriptive research. The research subjects were 23 students in class VI Sombron Elementary School. Three issues were selected for more in-depth analysis because they represented three categories: high, medium, and low ability students. Based on the subjects' works, the students could not communicate their mathematical ideas well yet. The most common communication error was a mistake in changing the word problem into a settlement model form. Based on the results and discussions that have been carried out with three different subjects, high ability student (ST), moderate ability student (SS), and low ability student (SR) of Sombron Elementary School at class VI, it can be concluded that ST and SS understand the meaning of the problem given and they know what was asked from the issue, but they did not use a correct symbol while writing their idea. ST and SS also made some mistakes in using mathematics symbols.

Deskripsi Kemampuan Koneksi Matematis Siswa Kelas X Pada Materi Sistem Persamaan Linear Tiga Variabel Mohammad Archi Maulyda; Iva Nurmawanti; Muhammad Sa’duddin Khair
SJME (Supremum Journal of Mathematics Education) Vol 4 No 1 (2020): January 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i1.2026

Koneksi matematis merupakan salah satu dari 5 standar kemampuan dasar yang wajib dimiliki siswa dalam proses pembelajaran matematika. Banyak kajian-kajian yang menyatakan pentingnya pengembangan kemampuan ini bagi siswa. Oleh karena itu penelitian ini bertujuan untuk mengetahui bagaimana kemampuan koneksi matematis siswa Kelas X Ilmu-Ilmu Sosial (IIS). Untuk mendeskripsikan kemampuan koneksi matematis siswa Subjek penelitian ini adalah 34 siswa kelas X ilmu-ilmu sosial (IIS) SMA N 2 Banjarmasin. Hasil pekerjaan siswa dibagi dalam 3 kategori yakni, tinggi, sedang dan rendah. Selanjutnya dipilih 1 siswa dari masing-masing kategori dengan pertimbangan hasil pekerjaan subjek dapat mewakili hasil pekerjaan setiap kategori. Selanjutnya ketiga subjek terpilih diberikan soal tes. Dari hasil tes yang dilakukan kepada 3 orang siswa sebagai sampel, didapat bahwa subjek dengan kategori kemampuan rendah dan sedang belum memenuhi ketiga indikator koneksi matematis. Berbeda dengan subjek pada kategori tinggi yang telah memenuhi indikator ketiga namun belum memenuhi indikator lainnya.

Mathematics Communication: Translation of Elementary Students' Idea Gusti Firda Khairunnisa; Mohammad Archi Maulyda; Anas Ma'ruf Annizar; Lailin Hijriani; Muhammad Sa'duddien Khair
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 2 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i2.781

Communication is an essential ability for every human being. In this study, the focus of communication was on students' mathematical communication. Mathematical communication is a person's ability to express their thoughts and is responsible for listening, interpreting, asking, and interpreting ideas from one to another to solve problems. This study aimed to describe the mathematical communication of Sombron Elementary School students in solving mathematical problems. This type of research is qualitative descriptive research. The research subjects were 23 students in class VI Sombron Elementary School. Three issues were selected for more in-depth analysis because they represented three categories: high, medium, and low ability students. Based on the subjects' works, the students could not communicate their mathematical ideas well yet. The most common communication error was a mistake in changing the word problem into a settlement model form. Based on the results and discussions that have been carried out with three different subjects, high ability student (ST), moderate ability student (SS), and low ability student (SR) of Sombron Elementary School at class VI, it can be concluded that ST and SS understand the meaning of the problem given and they know what was asked from the issue, but they did not use a correct symbol while writing their idea. ST and SS also made some mistakes in using mathematics symbols.

Workshop on Strengthening and Implementing STEM-Based Coding with ARTEC Japan-WOW Singapore - PPSTEMI: School Dissemination Syahmani, Syahmani; Mahardika, Andi Ichsan; Winarti, Atiek; Khairunnisa, Yasmine; Prasetyo, Yogo Dwi; Wiranda, Nurruddin; Dewantara, Dewi; Rusmansyah, Rusmansyah; Wati, Mustika; Putra, Aminuddin Prahatama; Purba, Harja Santana; Salam, Abdul; Fajriah, Noor; Saputra, Novan Alkaf Bahraini; Pamuji, Rizky; Khair, Muhammad Sa’duddien; Febriyanti, Emma Rosana; Alfianti, Dewi
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 7, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v7i1.12520

Based on initial questionnaire data filled out by Mathematics and Natural Sciences teachers in Barito Kuala (Batola) Regency and Banjarmasin City, it was found that understanding and application of STEM Coding in schools is still low, so it is necessary to hold a STEM Coding community service workshop. This community service project aims to help participants develop critical thinking, creative, collaborative, and STEM literacy (4C) skills. The four stages of the community service method are planning, implementation, observation, and evaluation. A total of 127 teachers participated in the workshops. Speakers from PPSTEMI, Artec Japan, and WOW Singapore presented in the hybrid format event. The material consists of three modules: STEM-based learning, STEM Coding programming with Arduino Basic (Stop and Go), and Intermediate (Controlling a Motorized Car). Activities were evaluated using a response questionnaire, to which 127 people responded. The findings revealed that, on average, 95.47% of participants thought favorably of this STEM Coding exercise.Critical thinking, creativity, collaboration, and STEM literacy are among the skills that workshop attendees can acquire—wrapped up this STEM Coding workshop to help them become more STEM literate. Based on initial questionnaire data filled out by Mathematics and Natural Sciences teachers in Barito Kuala (Batola) Regency and Banjarmasin City, it was found that understanding and application of STEM Coding in schools is still low, so it is necessary to hold a STEM Coding community service workshop. This community service project aims to help participants develop critical thinking, creative, collaborative, and STEM literacy (4C) skills. The four stages of the community service method are planning, implementation, observation, and evaluation. A total of 127 teachers participated in the workshops. Speakers from PPSTEMI, Artec Japan, and WOW Singapore presented in the hybrid format event. The material consists of three modules: STEM-based learning, STEM Coding programming with Arduino Basic (Stop and Go), and Intermediate (Controlling a Motorized Car). Activities were evaluated using a response questionnaire, to which 127 people responded. The findings revealed that, on average, 95.47% of participants thought favorably of this STEM Coding exercise.Critical thinking, creativity, collaboration, and STEM literacy are among the skills that workshop attendees can acquire—wrapped up this STEM Coding workshop to help them become more STEM literate.

PENGEMBANGAN MODUL AJAR BERDIFERENSIASI KONTEKS LAHAN BASAH UNTUK MATEMATIKA SMP/MTS KELAS VII Asdini Sari; Karim Karim; Muhammad Sa’duddien Khair; Mahrida Mahrida; Diva Farapikatan
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18698

Penerapan kurikulum merdeka pada semua tingkat pendidikan menjadi salah satu tantangan baru bagi guru karena kurangnya ketersediaan bahan ajar yang sesuai kebutuhan peserta didik. Salah satu solusi untuk mengatasi hal ini adalah melalui pendekatan pembelajaran yang berbeda-beda untuk setiap siswa dan mengintegrasikan konteks lingkungan sekitar siswa ke dalam proses pembelajaran. Maka dari itu, diperlukan modul ajar yang dapat mengakomodasi kebutuhan individu siswa dengan memanfaatkan kearifan lokal sebagai konteks pembelajaran. Penelitian ini memiliki tujuan menghasilkan modul ajar berdiferensiasi konteks lahan basah untuk matematika SMP/MTs kelas VII. Metode penelitian yang digunakan adalah pengembangan yaitu Research and Development (R&D) dengan model pengembangan 4D. Ada 4 tahapan dari model 4D ini, yaitu: (1) tahap pendefinisian (define), (2) tahap perancangan (design), (3) tahap pengembangan (develop), dan (4) tahap penyebaran (disseminate). Namun, penelitian ini hanya sampai pada tahap pengembangan (develop). Subjek uji coba penelitian adalah 32 peserta didik kelas VII-E SMP Negeri 15 Banjarmasin. Teknik pengumpulan data menggunakan instrumen validasi, angket respon guru dan peserta didik, serta tes evaluasi. Hasil penelitian menunjukkan bahwa modul ajar yang dikembangkan memenui kriteria valid, praktis dan efektif. Kata kunci: Modul Ajar, Pembelajaran Berdiferensiasi, Konteks Lahan Basah Abstract: The implementation of the independent curriculum at all levels of education is one of the new challenges for teachers due to the lack of availability of teaching materials that suitable for students. One solution to overcome this is through different learning approaches for each student and integrating the context of the students' surrounding environment into the learning process. Therefore, a teaching module is needed that can accommodate the individual needs of students by utilizing local wisdom as a learning context. This research aims to produce teaching modules with differentiated wetland context for seventh grade of junior high school mathematics. The research method used is development, namely Research and Development (R&D) with the 4D development model. There are 4 stages of this 4D model, namely: (1) define stage, (2) design stage, (3) develop stage, and (4) disseminate stage. However, this research only reached the develop stage. The research trial subjects were 32 students of seventh grade of SMPN 15 Banjarmasin. Data collection techniques used validation instruments, teacher and learner response questionnaires, and evaluation tests. The research results show that the teaching module meets the criteria of valid, practical, and effective. Keywords: Teaching Module, Differentiate Learning, Wetlands Context

KONSTRUKSI PENGETAHUAN PROGRAM LINEAR MAHASISWA PENDIDIKAN MATEMATIKA MELALUI PETA KONSEP Muhammad Sa'duddien Khair; Eddy Budiono
EDU-MAT: Jurnal Pendidikan Matematika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v11i2.16964

Mahasiswa Pendidikan matematika sebagai calon pengajar dituntut untuk menguasai pengetahuan materi pembelajaran matematika yang mereka dapat pada proses perkuliahan. Penguasaan materi yang baik dapat memudahkan mahasiswa menyusun bahan ajar berdasarkan pengetahuan yang dimilikinya. Sayangnya, dilihat dari hasil ujian mahasiswa, beberapa mahasiswa dinilai tidak mampu menguasai materi, dimana salah satunya adalah program linear. Kondisi ini memunculkan pertanyaan mengenai hambatan apa yang dialami mahasiswa, sehingga untuk menelusurinya, peneliti menilai perlu melihat bagaimana mahasiswa mengkonstruksi pengetahuan pada materi tersebut. Salah satu bentuk konstruksi pengetahuan adalah melalui peta konsep. Oleh karena itu penelitian ini bertujuan untuk mengetahui bagaimana konstruksi pengetahuan materi program linear mahasiswa pendidikan matematika melalui peta konsep. Penelitian deskriptif kualitatif ini dianalisis dengan model Miles dan Hubberman. Subjek penelitian ini adalah mahasiswa program studi matematika. Berdasarkan hasil tugas yang diberikan kepada seluruh mahasiswa, didapat 4 pola peta konsep yang menunjukkan konstruksi pengetahuan mahasiswa. Masing-masing pola peta konsep diambil 1 mahasiswa sebagai sampel. Berdasarkan keempat pola peta konsep didapat bahwa tidak ada subjek yang mampu memenuhi indikator (1) proposisi, (2) hierarki dan (3) kaitan silang dengan baik namun mahasiswa B mampu memenuhi indikator (4) contoh. Kata kunci: Konstruksi Pengetahuan, Peta Konsep, Program Linear Abstract: Mathematics education students as prospective teachers are required to master the knowledge of mathematics learning material that they obtain in the lecture process. Good mastery of the material can make it easier for students to prepare teaching materials based on the knowledge they have. Unfortunately, judging from the results of student exams, several students were deemed unable to master the material, one of which was linear programming. This condition raises questions about what obstacles students experience, so to explore this, researchers consider it necessary to look at how students construct knowledge on the material. One form of knowledge construction is through mind maps. Therefore, this research aims to find out how mathematics education students' knowledge of linear program material is constructed through mind maps. This qualitative descriptive research was analyzed using the Miles and Hubberman model. The subjects of this research were students of the mathematics study program. Based on the results of the assignments given to all students, 4 concept map patterns were obtained that show students' knowledge construction. One student was taken as a sample for each concept map pattern. Based on the four concept map patterns, it was found that no subject was able to fulfill the (1) proposition, (2) hierarchy and (3) cross-link indicators well, but student B was able to fulfill the (4) example indicators. Keywords: Knowledge Construction, Mind Map, Linear Programming

Students’ Analogical Reasoning Errors in Solving Mathematical Analogy Problems: Differences in Abstract Sequential Thinking Styles Khair Muhammad Sa'duddien; Subanji; Muksar Makbul
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6986

Students’ ability to construct analogical thinking is an important skill in solving mathematical problems, as it allows them map knowledge from familiar mathematical concepts to new mathematical concepts. Unfortunately, many students make errors in constructing analogies, especially when faced with abstract and complex problems. Individuals with an abstract sequential thinking style, known for their ability to analyze ideas and describe logical sequences are interesting subjects for research on how they solve mathematical analogy problems and what types of analogical reasoning errors emerge during the process. Therefore, this study aims to identify and analyze analogical reasoning errors made by students with an abstract sequential thinking style when solving mathematical analogy problems. This descriptive qualitative research was analyzed using the Miles and Huberman model. The research subjects were Grade 10 senior high school students. Based on the thinking style questionnaire, 31 students with an abstract sequential thinking style were identified from 183 subjects, from which two students were selected as samples. Based on the analysis of the two research subjects, it was found that students with an abstract sequential thinking style experienced analogical reasoning errors at the Applying stage, in the form of errors in the use and construction of concepts. Both subjects also completed the inferring stage before returning to the encoding stage of the target problem.

Pelatihan penggunaan permainan monopoli berbasis etnomatematika untuk meningkatkan motivasi belajar siswa Noor Fajriah; Asdini Sari; Muhammad Sa’duddien Khair
ABDIMAS DEWANTARA Vol 9 No 1 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/ad.v9i1.20931

Pengabdian kepada masyarakat ini bertujuan meningkatkan motivasi belajar matematika siswa kelas VII dan kompetensi guru di SMPN 18 Banjarmasin melalui pengembangan permainan Monopoli berbasis etnomatematika dengan konteks lingkungan lahan basah. Menggunakan metode Participatory Action Research (PAR) yang melibatkan lokakarya, diskusi, dan pelatihan praktis, program ini memanfaatkan 36 kartu soal matematika berkonteks lokal dan perangkat permainan Monopoli. Hasil menunjukkan peningkatan motivasi belajar siswa berada pada kategori "sedang" (N-Gain), dan media ini dinilai "sangat layak" oleh guru matematika dengan rata-rata 87,5, yang juga ditandai antusiasme siswa yang tinggi selama simulasi. Kesimpulannya, permainan Monopoli berbasis etnomatematika ini terbukti efektif dalam meningkatkan motivasi belajar, menyediakan media pembelajaran inovatif, serta berhasil mengintegrasikan budaya lokal dalam pendidikan matematika. Abstract: This community service initiative aimed to enhance mathematics learning motivation among 7th-grade students and improve teacher competency at SMPN 18 Banjarmasin, through the development of an ethnomathematics-based Monopoly game contextualized in the local wetland environment. Utilizing a Participatory Action Research (PAR) methodology that included workshops, discussions, and practical training, the program incorporated 36 locally-themed mathematics question cards and Monopoly game sets. Results indicated that student learning motivation increased to a "moderate" category (N-Gain score), and the math teachers rated the developed game media as "highly suitable" with an average score of 87.5, further evidenced by high student enthusiasm during simulations. In conclusion, this ethnomathematics-based Monopoly game proved effective in boosting learning motivation, providing an innovative teaching medium, and successfully integrating local culture into mathematics education.

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