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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Tirtamath : Jurnal Penelitian dan Pengajaran Matematika
Hepsi Nindiasari
Magister Pendidikan Matematika Pascasarjana Universitas Sultan Ageng Tirtayasa
Education Mathematics

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PENGEMBANGAN BAHAN AJAR INTERAKTIF DENGAN SCAFFOLDING METAKOGNITIF UNTUK KEMAMPUAN DAN DISPOSISI BERPIKIR REFLEKTIF MATEMATIS SISWA Yusuf Badri; Hepsi Nindiasari; Abdul Fatah
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 12, No 1 (2019): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 12 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (726.161 KB) | DOI: 10.30870/jppm.v12i1.4863

Abstract

The purpose of this study was to produce interactive mathematics teaching materials with metacognitive scaffolding for students' thinking and mathematical reflective dispositions. This interactive teaching material is made in exetable windows (exe) format. The use of teaching materials is flexible with exe format so that it can be used on Windows-based computers. Exe is a type of file used to install or install applications based on a Windows operating system. This research is motivated by the weakness of students 'metacognitive abilities, and the small amount of teaching materials to develop interactive teaching materials with the ability of metacognitive scaffolding aspects, students' thinking abilities and mathematical reflective dispositions. This study uses a research and development design that contains 10 potential steps and problems, combining data, product design, design validation, revision design, product testing, product revision, usage testing, product revision and mass production. The results showed that the general interactive teaching material with metacognitive scaffolding for the ability and disposition of mathematical reflective thinking students had a very good classification with a contribution of 87.5% for education experts and 85.7% for mathematicians looking at resources Introduction, eligibility, presentation , and language. While for multimedia experts have 70%. Based on the results of expert tests and limited trials conducted on 10 grade VIII junior high school students in one of the junior high schools in the attack district it is undeniably related to interactive teaching materials with metacognitive scaffolding for support and 6% mathematical reflective. Keywords:  Interactive Teaching Materials, Scaffolding, Metacognitive, Reflective Thinking, Mathematical Disposition
PENGARUH PENDEKATAN METAKOGNITIF TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA BERDASARKAN TAHAP PERKEMBANGAN KOGNITIF Siti Ismiyah; Hepsi Nindiasari; Syamsuri Syamsuri
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 2, No 1 (2020): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v2i1.7930

Abstract

Salah satu masalah utama dalam pembelajaran di kelas yang berimbas terhadap pemahaman menyelesaikan masalah matematis adalah kemampuan komunikasi matematis yang masih rendah. Adapun tujuan dari penelitian ini untuk mengetahui pengaruh pendekatan metakognitif  terhadap kemampuan komunikasi matematis siswa SMA berdasarkan perkembangan kognitif (konkrit, transisi, dan formal).  Alasan dari penelitian ini tentu dapat dijadikan salah satu acuan pembelajaran di sekolah untuk mewujudkan suasana lingkungan kelas yang kondusif sehingga antusiasme peserta didik dalam belajar matematika semakin meningkat. Penelitian ini menggunakan metode kuasi eksperimen dengan desain pretest and postest non equivalent control group. Populasi penelitian ini adalah seluruh peserta didik kelas XI SMAN 19 Kab. Tangerang, sampel dipilih dua kelas secara acak yaitu kelas eksperimen dan kelas kontrol. Pengumpulan data dilakukan melalui tes, tes berupa soal essay berindikator kemampuan komunikasi matematis. Pretes diberikan sebagai tes awal sebelum penelitian ini berlangsung pada kedua kelas tersebut. Serta pada awal pembelajaran kedua kelas mengerjakan soal Test of Logical Thinking (TOLT) dengan tujuan untuk mengklasifikasi peserta didik yang termasuk kelompok tahap konkrit, transisi atau formal. Sedangkan postes diberikan setelah akhir penelitian pada kedua kelas berupa soal yang sama dengan sebelumnya. Hasil yang diperoleh dalam penelitian ini adalah (1) Kemampuan komunikasi matematis siswa yang diberikan pembelajaran metakognitif lebih baik dari pada siswa yang menggunakan  pembelajaran ekspositori; (2) Terdapat perbedaan kemampuan komunikasi matematis siswa berdasarkan tahap perkembangan kognitif; (3) Tidak ada interaksi antara pendekatan dan tahapan perkembangan kognitif terhadap kemampuan komunikasi matematis siswa.
MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS DENGAN MENGGUNAKAN METODE IMPROVE Sukmadirja Sukmadirja; Hepsi Nindiasari; Abdul Fatah
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 1, No 2 (2019): Tirtamath: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v1i2.7111

Abstract

This study aims to examine the improvement of Mathematical Reflective Thinking skills using the IMPROVE Method. The things that underlie the research are the low level of Mathematical Reflective Thinking skills of junior high school students, mathematics learning that has been implemented has not been able to improve mathematics learning and the need for learning processes that can develop students' Mathematical Reflective Thinking skills according to student characteristics. This study used a quasi-experimental method with pretest-posttest class group design. The study population was all eighth grade students of one of the junior high schools in Serang City. Sampling used a purposive random sampling technique so that 38 students as a group who received the IMPROVE learning method and 38 students obtained regular learning. The research instrument consisted of tests of mathematical reflective thinking skills and students' initial mathematical prior knowledge tests. Analysis of the data used was the difference test of the average t test, t test, and Mann Whitney U. The results showed that (1) there was an increase in Mathematical Reflective Thinking skills both overall and based on students' initial mathematical prior knowlegde using the IMPROVE Method; (2) There is no interaction between the learning models and the mathematical prior knowledge (high, medium, and low) towards improving students' mathematical reflective thinking skills.
Co-Authors Abdul Fatah Siti Ismiyah Sukmadirja Sukmadirja Syamsuri Syamsuri Yusuf Badri