Articles
<![CDATA[Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia ]]>
<![CDATA[Yurniwati, Yurniwati]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6374
<![CDATA[Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  ]]>
<![CDATA[IMPROVING MATHEMATICS ACHIEVEMENT OF INDONESIAN 5TH GRADE STUDENTS THROUGH GUIDED DISCOVERY LEARNING ]]>
<![CDATA[Yurniwati, Yurniwati]]>;
<![CDATA[Hanum, Latipa]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.1.3209.77-84
<![CDATA[This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is obtained by check list and is descriptive analyzed. Learning results data is obtained by conducting test and is analyzed by simple statistics. The result shows that student's ability of observation, discussion and knowledge acquisition are improved with guided discovery learning. Hence, guided discovery learning improves students’ mathematics learning outcomes. Keywords: Mathematics Achievement, Guided Discovery Learning DOI: http://dx.doi.org/10.22342/jme.8.1.3209.77-84]]>
<![CDATA[Promoting prospective teachers’ conceptual knowledge through web-based blended learning ]]>
<![CDATA[Yurniwati, Yurniwati]]>;
<![CDATA[Yarmi, Gusti]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10418
<![CDATA[Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.]]>
<![CDATA[IMPROVING MATHEMATICS ACHIEVEMENT OF INDONESIAN 5TH GRADE STUDENTS THROUGH GUIDED DISCOVERY LEARNING ]]>
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Latipa Hanum]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.1.3209.77-84
<![CDATA[This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is obtained by check list and is descriptive analyzed. Learning results data is obtained by conducting test and is analyzed by simple statistics. The result shows that student's ability of observation, discussion and knowledge acquisition are improved with guided discovery learning. Hence, guided discovery learning improves students’ mathematics learning outcomes. Keywords: Mathematics Achievement, Guided Discovery Learning DOI: http://dx.doi.org/10.22342/jme.8.1.3209.77-84]]>
<![CDATA[ANALISIS MODEL PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA ]]>
<![CDATA[Rahmi Islamiati]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[AR Supriatna]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 10, No 5 (2021) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v10i5.8373
<![CDATA[This research was a qualitative descriptive study using library research methods and aimed to study the application of problem-based learning model to improve students' mathematical representation ability. The data came from scientific articles, books, and thesis limited from 2014-2020 at least at the SINTA 4 level on a national and international scale with relevant variables. Based on the results of studies and data analysis, it was concluded that the application of problem-based learning models affected students' mathematical representation ability at every level of education. Problem-based learning contributed to improve students' mathematical representation ability and other aspects such as learning motivation, self-efficacy, and mathematical disposition. ]]>
<![CDATA[Promoting prospective teachers’ conceptual knowledge through web-based blended learning ]]>
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Gusti Yarmi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10418
<![CDATA[Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.]]>
<![CDATA[An Analysis of Elementary School Students' Understanding of Mathematical Concept ]]>
<![CDATA[Maya Adina Pratama]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i3.2672
<![CDATA[This study aims to determine the understanding of the mathematical concepts of elementary school students infraction material. The subjects in this study were fourth-grade students at three elementary schools in Tanjung Aman District, Kotabumi, North Lampung, with 18 students. Data collection techniques were used in the form of interviews and tests. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that the average score of concept understanding is 30.2%. Based on the results of interviews and tests, it was found that students' understanding of mathematical concepts at the three elementary schools was still low.]]>
<![CDATA[An action research increasing learning outcomes on fractions of 4th Grade students through RME ]]>
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Ratih Purnamasari]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The purpose of this study is to improve the performance of grade 4 students infractions through Realistic Mathematics Education (RME). This research was conducted at SDN Cilendek Timur 2 Bogor, Indonesia. The research method used is Classroom Actionresearch with Kemmis and Taggart model, which consists of planning, action, observation,and reflection. This study consists of three cycles. The percentage of students whoachieved fraction score more than or equal to 70 in the first Cycle was 12.5%, in thesecond Cycle was 56.5%, and in the third Cycle was 92%. The activities of teachers andstudents in accordance with the learning steps with RME reach 92.5% at the end of CycleIII. So it can be concluded that RME can improve student learning outcomes in fractions.Also, RME increased students mathematics attitudes]]>
<![CDATA[Pengembangan Bahan Ajar E-Komik untuk Meningkatkan Disposisi Matematis pada Siswa Kelas V SD ]]>
<![CDATA[Alvin Yehezkiel Nababan]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Julius Sagita]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v5i1.3784
<![CDATA[Terdapat beberapa masalah yang dapat ditemukan dalam proses penyampaian materi matematika di sekolah dasar. Salah satunya adalah adanya masalah yang ditimbulkan karena penggunaan bahan ajar yang kurang inovatif dan hanya mengandalkan buku cetak dari sekolah. Kondisi tersebut menyebabkan peserta didik kurang tertarik dengan buku yang hanya memuat teks dan didampingin dengan ilutrasi yang minim dan warna yang tidak bervariatif. Selain itu juga terdapat masalah dalam belum tercapainya tingkat disposisi matematis peserta didik kelas V SD dalam proses penyampaian materi matematika. Penulis dalam penelitian ini berupaya untuk mengembangkan e-komik yang diharapkan dapat berguna untuk menaikkan tingkat disposisi peserta didik. Selain itu penelitian ini juga merupakan jenis penelitian dan pengembangan (R&D) yang terinspirasi dari model pengembangan ADDIE. Uji validasi yang dilakukan oleh pakar media, materi, pendidik, dan bahasa menghasilkan kategori sangat layak dengan persentase nilai 81,99%. Selain itu juga dihasilkan persentase dengan nilai 86,37% yang tergolong dalam kategori sangat menarik dari hasil uji coba one to one, small and large group. Kemudian nilai yang dihasilkan dari effect size mencapai angka 1,16 yang termasuk dalam golongan kategori besar dan tinggi. Dari hasil yang diperoleh dengan dilakukannya penelitian ini, maka penulis dapat mengambil sebuah kesimpulan jika e-komik dengan judul “Asyiknya Belajar Volume Bangun Ruang” dapat dinyatakan telah layak, efektif dan efisien, serta menarik untuk digunakan dalam menaikkan tingkat disposisi matematis peserta didik di tingkat kelas V SD.]]>
<![CDATA[PENGEMBANGAN MODUL BAGUN DATAR BERBASIS PAIKEM UNTUK MENINGKATAN PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Faiz Azhar Arhayu]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Fahrurrozi Fahrurrozi]]>
<![CDATA[ Jurnal Holistika Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/holistika.5.1.61-71
<![CDATA[ABSTRAKPenelitian dan pengembangan bertujuan menghasilkan modul Asyiknya Belajar Bangun Datar untuk meningkatkan pemahaman matematis siswa kelas tinggi sekolah dasar. Penelitian dan pengembangan ini dilaksanakan dengan menggunakan model Hannafin & Peck. Dalam pelaksanaannya terdapat tiga tahapan prosedur penelitian meliputi analisis, desain, dan pengembangan. Modul ini memuat pembelajaran bidang datar yang disesuaikan dengan kebutuhan belajar siswa SD diantaranya menggunakan gambar benda konkret dan aktifitas fisik yang menarik dan menyenangkan. Subjek dalam penelitian ini adalah siswa kelas IV SDN Pejaten Barat 01. Pada tahap pengembangan modul di validasi oleh tiga ahli antara lain ahli media, ahli materi dan ahli bahasa dan skor rata-rata dari para ahli sebesar 91,11% artinya modul Asyiknya Belajar Bangun Datar layak digunakan siswa kelas tinggi sekolah dasar. Setelah diterapkan pada siswa kelas IV SDN Pejaten Barat 01 diperoleh rerata skor post-test (84) lebih tinggi dari rerata skor pre-test (52). Hasil tersebut menunjukkan modul Asyiknya Belajar Bangun Datar dapat meningkatkan pemahaman matematis siswa kelas tinggi. Dengan demikian modul Asyiknya Belajar Bangun Datar layak dan efektif digunakan sebagai salah satu bahan ajar Matematika oleh siswa sekolah dasar kelas tinggi.Kata kunci: Bidang Datar, Matematika, PAIKEM]]>
