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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Susanah
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Representasi Matematis Siswa SMP dalam Memecahkan Masalah Aritmatika Sosial Nurul Diah Puspitasari; Susanah Susanah
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638.135 KB) | DOI: 10.26740/mathedunesa.v11n3.p958-967

Abstract

Representasi matematis adalah produk nyata dari ide atau hubungan antara ide matematika yang dapat disimbolkan, diwakilkan, dan didiskusikan seperti tabel, simbol, dan gambar. Representasi matematis memiliki beberapa jenis representasi yaitu representasi visual, representasi simbol, dan representasi verbal. Representasi matematis dapat digunakan sebagai alat untuk memecahkan masalah dan penggunaan representasi matematis siswa laki-laki dan siswa perempuan dapat berbeda. Jenis penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan representasi matematis siswa SMP dalam memecahkan masalah aritmatika sosial. Subjek dari penelitian ini adalah satu siswa laki-laki dan satu siswa perempuan kelas VII SMP yang memiliki kemampuan matematika sedang. Instrumen yang digunakan dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu Tes Kemampuan Matematika, Tugas Pemecahan Masalah, dan pedoman wawancara. Hasil yang didapatkan adalah siswa laki-laki maupun siswa perempuan tidak menggunakan representasi visual pada setiap tahap. Pada tahap memahami masalah dan melaksanakan rencana siswa laki-laki maupun siswa perempuan menggunakan representasi simbol dan representasi verbal namun siswa laki-laki kurang dalam menggunakan representasi verbal. Dalam menyusun rencana, siswa laki-laki menggunakan representasi verbal sedangkan siswa perempuan tidak menggunakan representasi apapun, dan pada tahap refleksi, siswa laki-laki dan siswa perempuan melewatkan tahap ini. Oleh karena itu, bagi pembaca yang bekerja dalam bidang pembelajaran untuk siswa diharapkan dapat melatih siswa dengan menggunakan pemecahan masalah yang membutuhkan representasi matematis agar siswa terlatih menggunakan berbagai macam representasi matematis.
Profil of Students’ Mathematical Literacy in Solving AKM Task in Terms of Personality Types Cecylia May Cahyani; Susanah Susanah
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 6 No 1 (2022): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (697.177 KB) | DOI: 10.31331/medivesveteran.v6i1.1949

Abstract

Mathematical literacy is an individual’s ability to formulate, employ, and interpret mathematics in various contexts. AKM is one of the government's efforts to measure students' mathematical literacy. This research is a descriptive research with a qualitative approach that aims to describe the profile of students' mathematical literacy in solving AKM in terms of the melancholic, choleric, phlegmatic, and sanguine personality types. The instrument used are personality type questionnaire, mathematical literacy test, and interview guidelines. The results showed that (1) melancholic students wrote complete information, construct mathematical models, used efficient and structured strategies, performed calculations correctly, interpreted and double-checked answers as a whole; (2) choleric students wrote complete information, did not make mathematical models, used structured strategies, performed calculations correctly, interpreted and re-checked answers, but were less careful so the units used were not appropriate; (3) phlegmatic students wrote complete information, construct mathematical models, used quick strategies, interpreted and re-checked calculations, but were less careful so the calculations were not accurate; (4) Sanguine students did not write down known information, did not make mathematical models, used quick strategies, interpreted solutions, but did not re-check answers so the calculations were inaccurate. Therefore, personality type is one of the factors that cause differences in mathematical literacy. Keywords : mathematical literacy, akm, personality type.
Penerapan Goal-Free Problems dalam Pembelajaran Matematika secara Kolaboratif untuk Melatih Kemampuan Siswa dalam Memecahkan Masalah Dimas Bagus Setiawan; Susanah Susanah
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p275-288

Abstract

This study aims to (1) describe the application of teachers in carrying out mathematics learning with collaborative learning using the Goal-Free Problems strategy. (2) describe student activities while participating in collaborative learning with a goal-free problems strategy. (3) describe students' ability to solve problems after implementing collaborative learning with a goal-free problems strategy. (4) describes students' extraneous cognitive load when applying collaborative learning models with goal-free problems strategies. This research is a descriptive study with a quantitative approach that was carried out in class VIII F of SMP Muhammadiyah 2 Taman. The research instruments used included teacher activity observation sheets, student activity observation sheets, student problem-solving ability test questions, and student response questionnaires. The results showed that the observation of the application of learning by the teacher obtained an average score of 3.81 with very good criteria; student activity obtained a total score of 89.88%, which is classified as active during learning; students' ability to solve problems is classified as good because they get a classical mastery percentage of 79.31%; and 8 out of 10 student response statements got good and very good responses.
High School Students' Combinatorial Thinking in Solving Combinatoric Problems Based on Mathematical Ability Mohamad Haris Khunaifi; Susanah Susanah
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p450-468

Abstract

The purpose of this research is to describe the combinatorial thinking of high school students in solving combinatoric problems based on mathematical ability. Combinatorial thinking is a basic thinking ability that must be continuously developed towards critical thinking abilities and skills, so as to build one's knowledge or arguments and experiences. This research is a descriptive study using a qualitative approach. The research subjects consisted of three 16-year-old students who had studied probability material for class X and had high, medium, and low mathematical abilities. The data in this study were obtained through combinatoric problem assignments and task-based interviews. The data obtained will be analyzed by reducing data, presenting data, and drawing conclusions. The results of the study show that: (a) high-ability students' combinatorial thinking starts from Formulas/Expressions → Counting Processes → Sets of Outcomes → Expressions → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and using two types of verification strategies. (b) medium-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Formulas → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and uses one type of verification strategy. (c) low-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Counting Processes → Sets of Outcomes in which some indicators of the level of combinatorial thinking are met and do not use verification strategies.
Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika Erni Agustina Sari; Susanah Susanah
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p506-521

Abstract

This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.
Co-Authors A. Fuad Abd Al-Baqie Ahmad Wachidul Kohar Budi P. Prawoto Cecylia May Cahyani Dayat Hidayat Dimas Bagus Setiawan Dini Kinati Fardah Dwi Juniati Erni Agustina Sari Evangelista Lus Windyana Palupi Fiangga, Shofan Ismail Ismail Ismail, Ismail Lukman Jakfar Shodiq Masriyah Masriyah Mega Teguh Budiarto Mohamad Haris Khunaifi Nina Prihartiwi Nurul Diah Puspitasari Pradnyo Wijayanti Yazid Wafa' As Salafy Yuliani Puji Astuti