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Ethnomathematics: Concept of Transformation Geometry in Sasambo Batik Motifs Bale Lumbung Sasak Heri Sopian Hadi; M Gunawan Supiarmo; M Qomari Hidayat; Lalu Ajimuliardi A
Jurnal Pendidikan Matematika Raflesia Vol 7, No 1 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpmr.v7i1.20659

The research method used is qualitative research with an ethnographic approach. This purpose aims to explore the existence of mathematical concepts, especially the transformation geometry material in Sasambo Sasak batik. Then describe the transformation concepts contained in the batik. Researchers dig up information through observation, literature, and interviews with batik-related craftsmen to obtain accurate information. Respondents in this study were determined by the purposive sampling method. The selected respondents are Sasambo batik craftsmen. The results showed that there are geometric transformation concepts in the Sasambo Bale Lumbung Sasak batik motif, including translation, reflection, dilation, and rotation.

Student’s Computational Thinking Process in Solving PISA Questions in Terms of Problem Solving Abilities M. Gunawan Supiarmo; Heri Sopian Hadi; Tarmuzi Tarmuzi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v5i1.p01-11

Computational thinking is the process of solving problems using logic gradually and systematically needed in the field of mathematics. However, the learning applied by the teacher limits the student's ability to develop computational thinking skills. Teachers are accustomed to providing conventional learning and emphasize student's skills in using formulas. One of the treatments that can be used to stimulate student's computational thinking skills is PISA questions. The purpose of this study was to analyze student's computational thinking processes in solving PISA questions in terms of their problem solving abilities. The research data consisted of student answers, think aloud results, and semi-structured interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions or verification. The results showed that the computational thinking process of students with low problem solving abilities only reached the decomposition stage because students were able to simplify the problem even though it was incomplete, but they were not able to connect mathematical concepts or materials to build a solution. Meanwhile, students with moderate and high problem solving abilities are limited to the pattern recognition stage because they can simplify problems and develop strategies, but make mistakes in using patterns, and there are incomplete steps. So it can be concluded that the computational thinking process of students with low problem solving abilities only reaches the decomposition stage. The computational thinking process of students with moderate and high problem solving abilities is limited to pattern recognition indicators.

Defragmenting Student’s Thinking Structures in Solving Mathematical Problems on PISA Model M. Gunawan Supiarmo
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v4i4.p167-177

Problem solving is defined as a series of activities that allow students to find solutions to problems. Students' thinking processes occur when processing data or information to solve problems. One way to help students maximize the thinking skills is to make their experience when solving problems with PISA model. But in reality, Students made many mistakes and have difficulty understanding the problem, making a settlement plan, lack knowledge of the prerequisite material, and have not been able to describe the reasons in detail regarding the solutions found. One of the possible solutions to improve and complete the structure of students' thinking in solving mathematical problems on the PISA model HOTS questions is defragmenting. This study aims to describe the changes of students' thinkingstructure in solving mathematical problems through defragmenting. This type of research is descriptive research with a qualitative approach. The research data consisted of students' answers, the results of thinking aloud, and the results of semi-structured interviews. The results showed that students experienced assimilation at the stage of understanding the problem, while at the stage of formulating strategies, implementing plans, and re-examining students' thinking processes, they experienced accommodation. This is because students need defragmenting to connect mathematical concepts to solve problems, correct errors, and complete incomplete problem solving steps.

Penemuan Prasasti Sapit sebagai Bukti Kemajuan Peradaban Literasi Masyarakat Lombok Jannata; Lisa Amrina; Resi Alpionita; Sri Harmonika; Asbur Hidayat; M. Gunawan Supiarmo
Jurnal Pendidikan Sejarah Vol 11 No 1 (2022): JPS - Jurnal Pendidikan Sejarah, Volume 11 Nomor 1 Tahun 2022
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPS.111.01

In the province of West Nusa Tenggara, no ancient objects in the form of inscriptions have been found. This is also supported by most research results stating that no inscriptions have been found in Lombok, but can only be found in Bali and Java. But in fact, the discovery of the Sapit inscription is evidence to refute these theories, and confirms that there is an inscription found in Lombok. The inscription is proof of the civilization of the people of Sapit Village before knowing writing to people who already knew writing. The purpose of this study is to reveal the discovery of the sapit inscription as evidence of the progress of the literacy civilization of the Lombok people. This research method uses a qualitative method to reveal the information found related to the Sapit Inscription. In general, the study of the inscription was carried out in three stages, namely data collection, data analysis, and data interpretation/interpretation. The results showed that the Sapit Inscription became a symbol of the evidence of literacy progress that had occurred in Lombok. In addition, the discovery of the Sapit inscription explains that the Lombok people has known writing since the 8th century, even long before that when referring to the discovery of the inscription. Pada daerah Provinsi NTB belum pernah ditemukan benda kuno berupa prasasti. Hal ini juga didukung oleh sebagian besar hasil penelitian menyatakan bahwa belum ada prasasti yang ditemukan di Lombok, tetapi hanya dapat ditemukan di daerah Bali dan Jawa. Namun kenyataannya, penemuan prasasti Sapit menjadi bukti untuk menepis teori-teori tersebut, dan menegaskan bahwa ada sebuah prasasti yang ditemukan di Lombok. Prasasti tersebut menjadi bukti peradaban masyarakat Desa Sapit sebelum mengenal tulisan menuju masyarakat yang sudah mengenal tulisan. Tujuan penelitian ini untuk mengungkap tentang penemuan prasasti sapit sebagai bukti kemajuan peradaban literasi masyarakat lombok. Metode penelitian ini menggunakan metode kulitatif untuk mengungkapkan mengenai informasi yang ditemukan terkait dengan Prasasti Sapit. Secara umum, kajian terhadap Prasasti dilakukan melalui tiga tahap, yaitu pengumpulan data, tahap analisis data, dan tahap penafsiran/interpretasi data. Hasil penelitian menunjukkan bahwa Prasasti Sapit menjadi simbol adanya bukti kemajuan literasi yang pernah terjadi di Lombok. Selain itu, dengan ditemukannya prasasti Sapit menjelaskan bahwa masyarakat Lombok mengenal tulisan sejak abad ke-8 bahkan jauh sebelum itu jika merujuk kepada penemuan prasasti tersebut.

Pemberian Scaffolding untuk Memperbaiki Proses Berpikir Komputasional Siswa dalam Memecahkan Masalah Matematika M. Gunawan Supiarmo; Liny Mardhiyatirrahmah; Turmudi Turmudi
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 5 No 1 (2021): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 5 Nomor 1 Tahun 2021
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v5i1.516

Berpikir komputasional didefinisikan sebagai proses pemecahan masalah menggunakan logika secara bertahap dan sistematis. Kemampuan berpikir ini sangat dibutuhkan untuk membantu dan memudahkan siswa dalam memecahkan masalah matematika. Namun, fakta di lapangan menunjukkan bahwa siswa belum mampu menggunakan abstraksi terhadap masalah matematika yang diberikan serta melakukan algoritma. Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa pada pemecahan masalah matematika melalui scaffolding menggunakan soal HOTS model PISA materi program linear kelas XI di MA Daruttauhid Malang. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Adapun data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semiterstruktur. Hasil penelitian menunjukkan bahwa scaffolding dapat membantu dan memperbaiki proses berpikir komputasional karena pemberian pertanyaan, petunjuk, pengingat, arahan, atau dorongan membuat berpikir komputasional siswa menjadi aktif secara optimal. Hal ini dibuktikan dari tahapan berpikir komputasional siswa yang sebelumnya hanya mampu mencapai pengenalan pola, menjadi siswa yang dapat mencapai tahap abstraksi dan berpikir algoritma dalam memecahkan masalah masalah matematika.

Eksplorasi Etnomatematika pada Bangunan Tradisional Uma Lengge Andi Hasliyati Ike Safitri; Ilham Dwi Novaldin; M. Gunawan Supiarmo
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 5 No 3 (2021): Volume 5 Nomor 3 Tahun 2021
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v5i3.851

Penelitian ini bertujuan untuk melakukan eksplorasi terhadap etnomatematika pada Uma Lengge, sebagai upaya memudahkan proses pembelajaran matematika dengan pendekatan budaya, khususnya dalam mengenal bangun ruang pada bangunan tradisional Uma Lengge. Suatu proses belajar yang terjadi lewat adanya aktivitas secara kultural oleh kelompok masyarakat, yaitu proses menghitung ataupun menganalisis data. Adapun jenis penelitian yang digunakan adalah penelitian eksploratif-deskriptif. Adapun alur penelitian terdiri atas pendokumentasian segala hal yang terkait dengan bangunan tradisional Uma Lengge, melakukan wawancara terhadap responden, dan memperoleh hasil serta kesimpulan penelitian. Hasil penelitian menunjukkan bahwa metode pengukuran yang digunakan masyarakat tradisional Bima sangat beragam yang dimulai dari menggunakan jari, sakimi (kepalan tangan), pengukuran sasingku (satu depa) yang dilakukan menggunakan siku, dan pada ukuran yang lebih satu meter dilakukan dengan melentangkan satu bagian tangan dan melipat setengah bagian tangan yang lain. Selain itu, pada rancang bangunan Uma Lengge terdapat konsep geometri bangun datar dan bangun ruang. Adapun konsep bangun datar pada bangunan Uma Lengge, antara lain konsep dan prinsip segitiga pada ceko, pola persegi pada lante, dan pola persegi panjang pada kabu tadancai. Selanjutnya konsep-konsep bangun ruang pada Uma Lengge, yaitu konsep dan prinsip prisma segitiga pada atap, konsep dan prinsip kubus pada ro woha, konsep dan prinsip balok dalam nggore, dan konsep frustum piramida pada pelampu

The Effect of Spatial Ability on the Mastery of Mathematical Concepts for Class VIII MTs Nahdlatul Mujahidin NW Jempong Dedi Sopyan; M. Gunawan Supiarmo
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1350

Spatial ability includes students' skills to understand in depth the relationship between objects and space, so that it can help improve students' understanding of concepts. Spatial ability is a type of skill that requires high-level thinking processes in imagining geometrical architecture through a strong imagination. These skills can make it easier for students to master mathematical concepts in order to solve problems correctly. This study aims to determine the effect of mathematical spatial ability on students' conceptual mastery. This study uses a quantitative approach with a type of expost facto research. The instrument used consisted of a test of spatial ability in the form of multiple choice with a total of 20 items, while to determine the mastery of students' concepts, a description test of 5 items was used. This research was conducted at MTs Nahdlatul Mujahidin NW Jempong with a population of class VIII and a sample of 25 students from class VIII A and class VIII B. tcount = 0.90, consequently tcount is greater than ttable, then Ha is accepted. Based on the determination test, it is known that the value of R2 = 0.81. This means that spatial ability can affect students' mastery of concepts by 81%, while 19% is influenced by other factors not examined. The regression equation is Y = 37.88 + 0.63X which indicates that there is a positive effect.

PROSES BERPIKIR KOMPUTASIONAL SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN CHANGE AND RELATIONSHIP BERDASARKAN SELF-REGULATED LEARNING M. Gunawan Supiarmo; Turmudi; Elly Susanti
Jurnal Numeracy Vol 8 No 1 (2021)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v8i1.1378

This study aims to describe students' computational thinking processes in solving PISA questions on change and relationship content based on self-regulated learning. This type of research is a descriptive study with a qualitative approach carried out in class VIII MTS Daruttauhid Malang. The research data consisted of students' answers, think aloud, and semi-structured interview results. Students' computational thinking skills are seen through indicators, including decomposition, pattern recognition, abstraction and algorithmic thinking. The results of the study inform that students 'computational thinking skills who have high and moderate levels of self-regulated learning do not have a significant difference, because students' computational thinking skills are limited to the pattern recognition stage. The problem-solving steps applied by students are less coherent because abstraction and algorithms has not been done in solving the PISA questions. Abstrak Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa dalam menyelesaikan soal PISA konten change and relationship berdasarkan self-regulated learning. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif yang dilaksanakan pada siswa kelas VIII MTS Daruttauhid Malang. Data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semi terstruktur. Kemampuan berpikir komputasional siswa dilihat melalui indikator, antara lain dekomposisi, pengenalan pola, abstraksi dan berpikir algoritma. Hasil penelitian menginformasikan bahwa kemampuan berpikir komputasional siswa yang mempunyai tingkat self-regulated learning tinggi dan sedang tidak memiliki perbedaan yang signifikan, karena kemampuan berpikir komputasional siswa terbatas pada tahap pengenalan pola. Adapun langkah pemecahan masalah yang diaplikasikan siswa kurang koheren karena belum dilakukan abstraksi dan berpikir algoritma dalam menyelesaikan soal PISA tersebut. Kata Kunci: Berpikir Komputasional, Self-Regulated Learning, Change and Relationship

IMPLEMENTASI PEMBELAJARAN MATEMATIKA REALISTIK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KOMPUTASIONAL SISWA M. Gunawan Supiarmo; Nur Wiji Sholikin; Sri Harmonika; Affan Gaffar
Jurnal Numeracy Vol 9 No 1 (2022)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v9i1.1750

Computational thinking is a type of problem-solving ability using logical thinking that students do with regular steps. This cognitive ability is one of the important skills in supporting students with mathematical concepts. However, the advantages of computational thinking do not seem to be paid much attention to by education, especially in Indonesia. This is because the learning approach does not emphasize the positive aspects that can improve students' computational thinking. As a result, the average computational thinking ability of students is low. This type of research uses an experimental method of pretest-posttest control group design. The population involved was class XII students at MA Daruttauhid Malang, which consisted of 22 students in the experimental class, and 24 students in the control class. The research data is in the form of pre-test scores before being given realistic mathematics learning treatment, and post-test score data. The results obtained showed that the computational thinking ability of students in the experimental class was higher than in the control class. To be clear, this fact is measured by calculating the N-Gain scores of students in the experimental class with a value of 0.7 (high category), and the N-Gain scores of control class students with a value of 0.5 (medium category). Abstrak Berpikir komputasional adalah jenis kemampuan pemecahan masalah menggunakan logika berpikir yang dilakukan siswa dengan langkah yang teratur. Kemampuan kognitif tersebut menjadi salah satu keterampilan penting dalam mendukung siswa terhadap konsep matematika. Namun keunggulan dari pemikiran komputasional, nampaknya tidak terlalu diperhatikan oleh Pendidikan, khususnya di Indonesia. Hal ini karena pendekatan pembelajaran kurang menekankan pada aspek positif yang dapat memberikan peningkatan siswa dalam berpikir secara komputasional. Akibatnya secara rata-rata kemampuan berpikir komputasional siswa menjadi rendah. Jenis penelitian ini menggunakan metode eksperimen jenis pretest-posttest control group design. Populasi yang terlibat ialah siswa kelas XII MA Daruttauhid Malang yang terdiri atas sebanyak 22 siswa pada kelas eksperimen, dan 24 siswa kelas kontrol. Data penelitian berupa skor pretest sebelum diberikan perlakuan pembelajaran matematika realistik, dan data skor posttest. Hasil penelitian yang diperoleh, menunjukkan bahwa kemampuan berpikir komputasional siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Untuk lebih jelasnya, fakta ini diukur dengan menghitung skor N-Gain siswa pada kelas eksperimen dengan nilai 0,7 (kategori tinggi), dan skor N-Gain siswa kelas kontrol bernilai 0,5 (kategori sedang).

Cultural-Based Contextual Learning Design Material Area and Circumference of the Square Through Tools Ancak M. Gunawan Supiarmo; Sri Harmonika; Muhammad Wiranadi Utama; Tarmuzi Tarmuzi
JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 1: Mei 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.6.1.48-63

The 2013 curriculum in Indonesia emphasizes the application of scientific method-based mathematics learning, namely scientific learning. However, the fact is that learning mathematics, especially with plane-shaped materials, often uses conventional methods, monotonous presentation of concepts, and teacher-focused learning approaches. Therefore, learning mathematics should be linked to the realities of everyday life, one of which is through learning that utilizes the cultural context. Culture-based contextual learning is mathematics learning that uses a contextual approach with a cultural context as a starting point to build and connect students' understanding of contextual mathematics to formal mathematics. In this study, the cultural context used is a traditional tool in the form of a random number, which is usually seen by students in everyday life. Tools ancak is a traditional tool commonly used by the people of Sapit village as a place to bring various types of dishes to sacred events. The purpose of this research is to produce a culture-based contextual learning design on the area and perimeter of a square. This research method uses qualitative research with a design research approach to development studies. The results show that tools ancak is one of the traditional tools that can be applied to implement culture-based contextual learning because tools ancak has a physical form that can help students understand mathematics, especially the area and perimeter of a square. In addition, this culture-based contextual learning design is also beneficial for students to learn mathematics, especially the area and perimeter of a square while preserving local culture.

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