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All Journal PRISMA INSPIRAMATIKA Formatif: Jurnal Ilmiah Pendidikan MIPA JPMI (Jurnal Pendidikan Matematika Indonesia) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Integral : Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Journal of Instructional Mathematics Indo-MathEdu Intellectuals Journal International Journal of Science Education and Cultural Studies
Rosyadi
Pendidikan Matematika Universitas Wiralodra
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Hambatan Didaktik Guru Matematika Terhadap Teknologi Pembelajaran Pasca Pandemi Covid-19 Rosyadi, Rosyadi; Gunadi, Farid; Sindy, Sindy
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Matematika dan Pendidikan Matematika: Permasalahan dan Solusinya
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v6i2.2753

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hambatan didaktik yang dilalui guru saat beradaptasi dengan teknologi pembelajaran, pemanfaatan teknologi pembelajaran, dan proses adaptasi guru matematika terhadap teknologi pembelajaran pasca pandemi covid-19. Adapun pendekatan penelitian yang digunakan yaitu kualitatif deskriptif dengan metode fenomenologi. Hasil yang dicapai dalam penelitian ini yaitu hambatan yang dilalui guru saat beradaptasi dengan teknologi diantaranya kurangnya respon positif dari siswa, perangkat elektronik yang kurang memadai, pemahaman siswa menurun, semangat siswa dan guru tidak seimbang, motivasi siswa kurang, penyimpanan telepon cepat penuh, sulit mengkondisikan kebiasaan pribadi, sulit mengkondisikan kebiasaan siswa, interaksi antara guru dan siswa terbatas, jaringan internet yang tidak stabil, siswa sulit mengembangkan diri, dan kuota internet terbatas. Pemanfaatan teknologi pembelajaran oleh guru matematika tingkat SMA di Kabupaten Indramayu sangat beragam yaitu Power Point, Quizizz, YouTube, WhatsApp, E-Learning, Zoom Meeting, Google Classroom, Google Formulir, Google Meeting. Proses guru beradaptasi dengan teknologi pembelajaran sangat beragam seperti melihat tutorial dari YouTube, melihat google, mengikuti webinar, mengikuti bimbingan teknis, sharing dengan partner, belajar otodidak, mendapatkan sosialisasi dari sekolah, mudah dalam beradaptasi, sulit untuk beradaptasi, sedikit bingung, repot diawal, memotivasi diri untuk bisa, harus melek teknologi, sudah siap sebelumnya.
PENGARUH MINAT BELAJAR SISWA TERHADAP KEMAMPUAN REPRESENTASI SISWA Riyanti, Riyanti; Rosyadi, Rosyadi; Nurafifah, Luthfiyati
INSPIRAMATIKA Vol 9 No 1 (2023): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, June 2023
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v9i1.4248

Abstract

This study aims to determine: (1) the effect of students' learning interests on students' mathematical representation abilities, (2) the closeness of the relationship between students' learning interests on students' mathematical representation abilities, and (3) the relative size of the influence of students' learning interests on students' mathematical representation abilities in SPLDV material . The method used in this study is descriptive quantitative using statistical calculations Regression Test to determine the effect of student motivation on the mathematical representation abilities of grade 8 students. The samples taken were grade 8B students of SMP Negeri 1 Sindang. The data analysis technique in this study used non-linear regression analysis. The results of this study are: (1) Students' interest in learning does not affect students' mathematical representation abilities; (2) There is a relationship between student learning interest and mathematical representation ability in SPLDV material of so that the correlation level is very low in achieving student learning interest; and (3) The relative contribution of student learning interest to the ability of mathematical representation in SPLDV material is 0.0064%.
Students' Difficulties In Solve Trigonometry Problem Solving According To Step Polya's Khofifah, Khofifah; Rosyadi, Rosyadi; Gunadi, Farid; Nandang, Nandang; Runisah, Runisah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 3 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i3.571

Abstract

This study aims to describe students' difficulties in solve trigonometry problem solving according Polya's steps. Determining research subjects by giving students difficulty test questions using Polya steps to 36 students of class X MIPA 8 SMAN 1 Indramayu. From these results, 6 subjects were selected purposively as a sample with subjects falling into the high, medium and low score categories. The instruments used were diagnostic tests of students' difficulties in solving trigonometric problems using Polya's problem solving and interviews. The data analyzing technic in the research started with collecting information in the fields, interviews, and documentations which are collected by coding. By considering into account the results obtained from this study, the difficulty of students in handling problem solving of trigonometry problems according to Polya's steps owned by students of class X MIPA 8 SMA Negeri 1 Indramayu is able to solve a problem using Polya's steps. When students who have high test scores will have little difficulty learning because the subject can explain and solve problems well and there are no difficulties. While it is different when students who have low scores feel confused, difficult, wrong in solving a problem. In fact, in this study, the highest score and the lowest score both answered the questions correctly, the only difference was the student's accuracy and overestimation, causing the student to get a low score. The research results show that the students with high score category had less difficulty than students with low score categories. Therefore, teachers must be more careful in paying attention to students and teachers must also explain Polya's stages gradually without rushing. It is expected that students can understand Polya's stages as a whole so as to reduce student learning difficulties.
PENGARUH METODE PEMBELAJARAN TALKING STICK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIK SISWA Dartana, Dartana; Hartini, Sri; Rosyadi, Rosyadi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2019): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v4i1.100

Abstract

Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh positif metode pembelajaran talking stick terhadap kemampuan komunikasi matematik siswa. Penelitian ini adalah penelitian eksperimen dengan variabel terikat kemampuan komunikasi matematik dan variabel bebasnya adalah metode pembelajaran. Dalam penelitian ini, untuk menganalisis data digunakan uji-t. Hasil analisis data diperoleh bahwa terdapat pengaruh positif metode pembelajaran tipe talking stick terhadap kemampuan komunikasi matematik siswa.
Pengembangan Media Pembelajaran BETAMATH untuk Meningkatkan Pemahaman Siswa pada Materi Barisan dan Deret Aritmetika Sriyanti, Linda; Rosyadi, Rosyadi; Taufan, Mochammad
Indo-MathEdu Intellectuals Journal Vol. 6 No. 4 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i4.3582

Abstract

The limited student understanding of arithmetic sequences and series, along with the minimal use of interactive Android-based learning media, served as the foundation for this study. The main objective of this research was to develop and evaluate the effectiveness of an Android-based learning application called BETAMATH in enhancing students' comprehension of the topic. This study employed a Research and Development (R&D) approach, using the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. The developed product was validated by subject matter experts, media specialists, and pedagogical experts, and was tested on tenth-grade students. Validation results indicated that BETAMATH is suitable for use in the classroom. Practicality testing revealed that the application is easy to use, based on student feedback and teacher observations. The effectiveness of the media was confirmed by a significant improvement in students' understanding, as shown by pretest and posttest results. Therefore, BETAMATH is considered valid, practical, and effective for improving student understanding of arithmetic sequences and series, and holds promise as an innovative alternative to support mathematics instruction in schools.  
Desain Pembelajaran Materi Transformasi Geometri dengan Model Problem Based Learning Terhadap Pemahaman Konsep Dilatasi Oktaviana, Tia; Gunadi, Farid; Rosyadi, Rosyadi; Trapsilawati, Endah
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 7, No 4 (2025): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v7i4.22710

Abstract

Penelitian ini secara umum bertujuan untuk mendesain materi pembelajaran Dilatasi dengan model Problem Based Learning terhadap pemahaman konsep. Tujuan khususnya adalah mendesain pembelajaran mengenai dilatasi yang layak, praktis, dan efektif. Penelitian ini menggunakan model pengembangan 4D ( Define, Design, Develop , dan Disseminate ). Pada tahap Define , dilakukan analisis kebutuhan melalui observasi dan wawancara dengan siswa, guru, dan wakil kepala sekolah untuk mengidentifikasi kendala pembelajaran. Tahap Desain meliputi perancangan modul ajar, LKPD, serta perangkat asesmen berbasis PBL. Selanjutnya pada tahap Develop , dilakukan uji kelayakan oleh ahli media, materi, dan pedagogi, serta uji kepraktisan melalui implementasi di kelas dan uji efektivitas menggunakan tes pemahaman konsep. Hasil penelitian ini menunjukkan bahwa desain pembelajaran yang dikembangkan dinyatakan layak berdasarkan hasil validasi ahli, praktis berdasarkan respon siswa dan observasi guru dengan persentase sebesar 97%, serta efektif dalam meningkatkan pemahaman konsep dilatasi berdasarkan hasil post-test dengan nilai signifikan (sig. 0,05). Modul ajar ini juga telah didistribusikan melalui platform yang berani untuk dimanfaatkan secara lebih luas. Berdasarkan hasil penelitian disimpulkan pengembangan modul ajar matematika layak dan praktis digunakan pada materi pembelajaran Dilatasi, dan efektif terhadap kemampuan pemahaman konsep.
Problem Based Learning Design Based on Culturally Responsive Teaching for Understanding the Concept of Opportunity Drajat, Widi Rahmawati; Gunandi, Farid; Rosyadi, Rosyadi; Komariah, Komariah
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 10, No 2 (2025): Volume 10 Number 2, September 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v10i2.6906

Abstract

This study aims to develop a mathematics learning design that integrates Problem-Based Learning (PBL) with the Culturally Responsive Teaching (CRT) approach to improve the understanding of probability among Grade XII SMK students. The background of this study is the problem of low student understanding of probability material caused by minimal mathematical reasoning skills, low motivation to learn, and the dominance of conventional methods such as lectures and practice questions. Students also have difficulty solving contextual problems and applying enumeration rules. The CRT approach is considered to make learning more relevant because it links the material to the student's cultural background, while PBL encourages active participation and the development of critical thinking skills through solving real problems. The research method used is the 4D development model, which consists of the Define, Design, Develop, and Disseminate stages. In the Define stage, a needs analysis is conducted through teacher interviews to determine the challenges and readiness to implement PBL-CRT-based learning. The design stage produces a prototype of the learning design, teaching modules, and evaluation tools. The development phase includes a feasibility test by experts, a practical test in the classroom, and an effectiveness test by analyzing students' interests and learning outcomes. The results of the feasibility test showed that the module was feasible to use (Asymp. Sig = 0.004 <0.05), the practicality test obtained a score of 4 and 5 out of 97%, and the effectiveness test showed that the module significantly increased learning interest (Sig. = 0.01 <0.05). The dissemination phase was carried out by distributing the learning products online through the website. The results of the study showed that the learning design combining PBL and CRT can significantly improve students' understanding of mathematical concepts and create a learning atmosphere.Desain Pembelajaran Problem Based Learning Berbasis Culturally Responsive Teaching terhadap Pemahaman Konsep PeluangABSTRAKPenelitian ini bertujuan untuk mengembangkan desain pembelajaran matematika yang mengintegrasikan Problem Based Learning (PBL) dengan pendekatan Culturally Responsive Teaching (CRT) guna meningkatkan pemahaman konsep peluang pada siswa kelas XII SMK. Latar belakang penelitian ini adalah rendahnya pemahaman siswa terhadap peluang materi, yang disebabkan oleh minimnya keterampilan penalaran matematis, rendahnya motivasi belajar, serta dominasi metode konvensional seperti ceramah dan latihan soal. Siswa juga kesulitan dalam menyelesaikan soal kontekstual dan menerapkan kaidah pencacahan. Pendekatan CRT dinilai mampu menjadikan pembelajaran lebih relevan karena materi terkait dengan latar belakang siswa, sementara PBL mendorong keterlibatan aktif dan pengembangan kemampuan berpikir kritis melalui pemecahan masalah nyata. Metode penelitian yang digunakan adalah model pengembangan 4D, yang terdiri atas tahapan Define, Design, Develop, dan Disseminate. Pada tahap Define, dilakukan analisis kebutuhan melalui wawancara dengan guru untuk mengetahui tantangan dan kesiapan penerapan pembelajaran berbasis PBL-CRT. Tahap Desain menghasilkan prototipe rencana pembelajaran, modul terbuka, dan instrumen evaluasi. Tahap Pengembangan meliputi uji kelayakan oleh para ahli, uji kepraktisan di kelas, serta uji efektivitas melalui analisis minat dan hasil belajar siswa. Hasil uji kelayakan menunjukkan modul layak digunakan (Asymp.Sig = 0.004 < 0.05), uji kepraktisan memperoleh skor 4 dan 5 sebesar 97%, dan uji efektivitas menunjukkan bahwa modul meningkatkan minat belajar secara signifikan (Sig. = 0.01 < 0.05). Tahap Disseminate dilakukan melalui penyebaran produk pembelajaran secara berani melalui website. Hasil penelitian menunjukkan bahwa desain pembelajaran yang menggabungkan PBL dan CRT mampu meningkatkan pemahaman konsep matematika siswa secara signifikan, serta menciptakan suasana belajar yang lebih inklusif, kontekstual, dan relevan dengan pengalaman serta budaya siswaKata Kunci :problem based learning; culturally responsive teaching; peluang; desain pembelajaran; pemahaman konsep
Improving Students' Problem Solving Abilities through the Application of Auditory Intellectually Repetition Model Ismunandar, Denni; Rosyadi, Rosyadi; Nurafifah, Luthfiyati; Jofre, Ahmad
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1385

Abstract

The purpose of this study is to know the improvement of students' problem solving ability through the Application of auditory intellectually repetition (AIR) model. This research method uses the quantitative method by taking one experimental class. Samples were assigned from one Public Vocational School in Indramayu, by a purposive technique, based on the selection of teaching teachers. They were from X TKJ2 consisting of 29 students. Data retrieval uses a pretest and posttest of problem solving abilities. Based on the results of data analysis: (i) the student's pretest got the lowest and highest score respectively 6 and 23, and the average was 14.42, (ii) the student's posttest got the lowest and highest score respectively 21 and 38, and the average was 31.17. The maximum score for the pretest and posttest is 40. Based on the hypothesis test using the t-test obtained the observation value of t was 6 and the critical value of t was 2.03, because of that the AIR model was effectively implemented in learning in the classroom. Furthermore, a gain score test was carried out, and then the results were obtained by using the AIR model to improve students' problem solving abilities.
Co-Authors Aloisius Loka Son Amoni, Riri Barlian, Ujang Cepi Damayanti Lestari, Wiwit Dartana, Dartana Denni Ismunandar Dian Rohaeni Diana Hardiyanti Diki Mulyana Drajat, Widi Rahmawati Gunadi, Farid Ismunandar, Denni Isnawan, Muhamad Galang Jofre, Ahmad Khairul Azis Khofifah Khofifah Komariah Komariah Lily Aulin Assya Mellawaty Mulyana, Diki Nandang Nurafifah, Luthfiyati Nurwijayanti Oktaviana, Tia Riyanti Riyanti Rizkiah Nurul Fitriani Runisah, Runisah Sindy Sindy Sofyan Sauri Sri Hartini Sriyanti, Linda Sudirman Taufan, Mochammad Trapsilawati, Endah Yayu Nurhayati Rahayu