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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of Education and Learning Mathematics Research (JELMaR) International Journal of Economy, Education and Entrepreneurship (IJE3) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Isnarto Isnarto
Universitas Negeri Semarang, Indonesia
Economics, Econometrics & Finance Education Mathematics Social Sciences Other

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Kemampuan Berpikir Kreatif Matematis pada Pembelajaran Project Based Learning dengan Setting Daring Arfika Riestyan Rachmantika; St Budi Waluya; Isnarto Isnarto
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 2 (2022): April Pages 1601- 3200
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i2.1100

Abstract

Kreativitas mmatematis merupakan salah satu faktor penting yang digunakan sebagai tolok ukur keberhasilan pembelajaran matematika. Keterampilan berpikir kreatif siswa dapat diasah dengan memberikan latihan soal yang mengacu pada aspek berpikir kreatif. Pandemi Covid-19 tidak menghalangi penelitian ini untuk mengukur kreativitas siswa yaitu dengan mengaplikasikan model Project Based Learning dengan setting daring. Penelitian ini bertujuan untuk mengetahui apakah model Project Based Learning dengan setting daring dapat meningkatkan kemampuan berpikir kreatif siswa. Populasi penelitian ini yaitu siswaa kelas VIII SMP Negeri 1 Bogorejo tahun pelajaran 2020/2021. Sampel penelitian ini yaitu kelas VIII A sebagai kelas eksperimen dan VIII B sebagai kelas kontrol. Data diperoleh dari hasil tes kemampuan berpikir kreatif siswa pada materi pola bilangan yang terdiri dari pre-test dan post-test. Analisis data menggunakan uji statistik. Hasil penelitian menunjukkan bahwa model Project Based Learning dengan setting daring dapat meningkatkan kemampuan berpikir kreatif siswa pada materi pola bilangan. Hal tersebut didukung dengan hasil pengolahan data yang menunjukkan bahwa kemampuan berpikir kreatif siswa memebuhi Batas Tuntas Aktual (BTA) lebih dari 75% dan kemampuan berpikir kreatif siswa yang diaplikasikan dengan model Project Based Learning dengan setting daring lebih dari kelas yang diajar menggunakan pembelajaran daring
CONSTRUCTIVISM FROM PHILOSOPHY TO MATHEMATICS LEARNING Jaka Wijaya Kusuma; Rochmad Rochmad; Isnarto Isnarto; Hamidah Hamidah
International Journal of Economy, Education and Entrepreneurship Vol. 1 No. 2 (2021): International Journal of Economy, Education and Entrepreneurship
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije3.v1i2.16

Abstract

Constructivism, especially philosophy, understands that knowledge is the result of construction in a personal human being.  Develop knowledge through social interaction with other human beings,   phenomena,  experiences, and environments.  Knowledge is considered correct if  it  has  significance  for    troubleshooting. Learning  in  a constructionist  view  offers  to  develop  concepts  and  perceptions  of  the  student  itself.   In the classroom process, teachers  take on  the role  of  moderators and  facilitators. A constructivist  teacher must understand the characteristics of a student's  mistakes    because the increase in  knowledge  is  through  mistakes  and  mistakes. Teachers  should  see  mistakes  as a source of  information about the    student's scheme of characteristics  and   thinking.  There are  four principles of  constructivism  in  mathematical learning.  First,the  psychological structure  must be before the occupation of the amount. Second, the structure of   background  knowledge  (schemata)  must be  developed  before  teaching  formal mathematics symbols. Third,  students  should have the  opportunity  to  find  and  form  their mathematical  relationships,   not  to  expose adult thinking.  Fourth,teachers  should  create an  atmosphere  of thinking  in the    classroom
Mathematical Communication Skills in Terms of Student Learning Motivation on ARCS Model with Immediate Feedback Iva Lutviana; Kartono Kartono; Isnarto Isnarto
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i2.87

Abstract

This research objective is to describe mathematical communicarion skill through ARCS- IF Model based on learners motivation. Type of this research is Mixed Method with concurrent embedded designs. This research population was Eight grader of SMP Maarif Kyai Gading Demak 2020/ 2021. Result of this research showed that ARCS- IF learning is effective in learners mathematical communication skill. Result of learners description with high learners motivation categories were able to complete mathematical communication skill with the indicator ability to express mathematical idea to write and convey them visually. Ability in stating idea or situation of problem into mathematical models (pictures, graphs, diagrams, tables and equations), ability to use right formulas in solving problems, students with motivation categories students are being able to complete communication skills mathematical with indicators Motivation learners were Ability to express mathematical ideas in writing and express them visually, Ability to use right formula to solve problems, students with low motivation categories were able to complete mathematical communication skills with Low Motivation indicators Ability to express mathematical idea to write and convey them visually.
Systematic Review: Proses Berpikir Dinamis pada Pembelajaran Matematika Megita Dwi Pamungkas; Stevanus Budi Waluya; Scolastika Mariani; Isnarto Isnarto
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Peneliti di bidang pendidikan matematika juga terus bertambah. Hal tersebut menjadikan penelitian tentang review artikel sangat penting dilakukan, karena dapat membantu peneliti dalam menentukan penelitian yang akan dilakukan. Dalam kajian ini dilakukan review atas artikel penelitian tentang berpikir dinamis di pendidikan matematika. Peneliti telah menyelidiki dynamic thinking, namun apa yang sedang diteliti beragam. Tujuan artikel ini adalah untuk memberikan gambaran tentang berpikir dinamis yang dibahas dalam penelitian pendidikan matematika. Dalam penelitian ini, kami menganalisis 22 artikel yang diterbitkan dari 1999-2020 dengan melakukan systematic review. Kami telah mencari artikel di database Web of Science berbantuan software Harzing’s Publish and Perish dengan satu kata kunci atau kombinasi kata kunci. Kata kunci atau kombinasi kata kunci yang digunakan antara lain dynamic thinking, dynamic of mind, kombinasi dari dynamic thinking dan mathematics. Kami telah melakukan tinjauan sistematis secara induktif menemukan berpikir dinamis yang dibahas dalam pendidikan matematika. Kami menemukan masih banyak hal-hal yang belum diteliti oleh peneliti. Peneliti banyak didominasi dari Amerika Serikat dan Kanada. Artikel ini juga memberikan gambaran umum tentang penelitian proses berpikir dinamis yang berbeda titik fokusnya yaitu proses kognitif (pemrosesan informasi, abstraksi, restrukturisasi, imaginasi, pembuatan keputusan perseptual), pemikiran, kemampuan kognitif, kognisi, fMRI, pengaruh lingkungan, dan gerakan. Abstract. Researchers in the field of mathematics education are also growing. This makes research on article reviews very important to do, because it can help researchers in determining the research to be carried out. In this study, a review of research articles on dynamic thinking in mathematics education was carried out. Researchers have investigated dynamic thinking, but what is being studied is diverse. The purpose of this article is to provide an overview of dynamic thinking discussed in mathematics education research. In this study, we analyzed 22 articles published from 1999-2020 with systemtic review. We have searched for articles in the Web of Science database assisted by harzing's publish and perish software with a single keyword or keyword combination. Keywords or combinations of keywords used include dynamic thinking, dynamic of mind, a combination of dynamic thinking and mathematics. We have conducted a systematic review inductively finding dynamic thinking that is discussed in mathematics education. We found that there are still many things that have not been researched by researchers. Researchers are mostly from the United States and Canada. This article also provides an overview of the research of dynamic thought processes whose different focal points are cognitive processes (information processing, abstraction, restructuring, imagination, perceptual decision making), thinking, cognitive abilities, cognition, fMRI, environmental influences, and movement.
Systematic Literature Review: Strategi REACT untuk Meningkatkan Kemampuan Koneksi Matematis Siswa Ririn Hutneriana; Isti Hidayah; Isnarto Isnarto; Dwijanto Dwijanto
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Salah satu kemampuan yang harus dimiliki siswa dan penting dalam pembelajaran matematika yaitu kemampuan koneksi matematis. Dalam pembelajaran matematika antartopik memiliki keterkaitan, sehingga siswa perlu untuk bisa mengkaitkan atau mengkaitkan suatu topik dengan topik yang lain. Tujuan penelitian ini untuk mengetahui strategi REACT dapat meningkatkan kemampuan koneksi matematis siswa. Metode penelitian yang dipilih dalam penelitian ini adalah metode SLR (Systematic Literature Review). Pengumpulan data dilakukan dengan mendokumentasi dan mereview semua artikel mengenai strategi REACT yang diterbitkan dalam kurun waktu 2015-2022. Artikel terpilih menyajikan teori yang didasarkan pada deskripsi yang saling bergantung dan mendukung strategi REACT. Abstract. One of the abilities that students must have and important in learning mathematics is the ability to connect mathematically. In learning mathematics, there are interrelated topics, so students need to be able to link between one topic with other topics. The purpose of this study was to determine the REACT strategy could improve students mathematical connection skills. The research method chosen this study is SLR (Systematic Literature Review) method. Data collection was carried out by documenting and reviewing all articles of the REACT strategy published in the 2015-2022 period. Selected articles present theories that are based on descriptions of interdependence and support of the REACT strategy.
Development Learning Devices To Improve Student’s Mathematical Literations Rick Hunter Simanungkalit; Hardi Suyitno; Isnarto Isnarto; Dwijanto Dwijanto
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine: (1) how to develop valid problem-based learning-oriented learning devices, (2) how to develop practical problem-based learning-oriented learning devices, (3) how to develop effective problem-based learning-oriented learning devices, and (4) whether applying problem-based learning-oriented learning devicescan improve students' mathematical literacy skills. This research is a development research using the Thiagarajan development model, namely the modified 4D (Define, Design, Develop and Disseminate) model. The learning devicesdeveloped were lesson plans, student activity sheets, student books, and students' mathematical literacy test instruments. The research instruments were: (a) validation sheets for learning devicesincluding: lesson plans, student activity sheets, student books and tests of mathematical literacy skills; (b) the observation sheet to see the teacher's ability to manage student learning and activities; (c) a research questionnaire to see student responses to learning. The results of data analysis indicate that the learning devicesdeveloped are oriented toward problem-based learning that meet the criteria of validity, practicality and effectiveness. There was an increase in students' mathematical literacy skills using the developed learning devices.
The Students’ Creative Thinking Skills on Literacy Numeracy Concepts Lasia Agustina; Zaenuri Zaenuri; Isnarto Isnarto; Dwijanto Dwijanto
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The 21st-century citizens should have creative thinking skills with literature problems. This thinking has three components: novelty, flexibility, and fluency. This research aims to determine how the students’ creative thinking skills through questions with numeric literacy concepts. This research is descriptive qualitative research with the triangulated data. The subjects were the students of the University of Indraprastha PGRI, Southern Jakarta. After taking the test, the researchers categorized the creative thinking skills into creative, average, and not creative categories. The results showed a new component supported the students’ creative thinking skills about the numeric literacy concept. It was the communication. Previous studies showed four components to measure individuals’ creative thinking skills on the numeric literacy concepts. They were communication, novelty, flexibility, and fluency. This research concluded that the student's creative thinking skills on the numerical literacy concept questions would be more observable if the communication component existed.
Learning Mathematics Through Ethnomatematics Studies Containing Character Values and Cognitive Aspects in Congklak Games for Children of the Dayak Losarang Tribe Mellawaty Mellawaty; Yohanes Leonardus Sukestiyarno; Isnarto Isnarto; Zaenuri Zaenuri
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

Technological progress is becoming more advanced and sophisticated, which has both beneficial and bad effects on child development. Children are more interested in modern technology than conventional things, which causes them to develop apathetic and individualistic dispositions. Traditional games are games that are passed down from generation to generation, highlight noble values, cultural values, and character values, and are good for children's development. The purpose of this study was to identify the cognitive elements, character values, and ethnomathematics components of the game of congklak played by children of the Losarang Dayak tribe in relation to learning mathematics. Thus, the congklak game is increasingly popular and is often used in elementary schools to teach mathematics in Indramayu district. This study used an ethnographic design, field notes, conducted in-depth interviews, and made observations to collect data for research. While ethnomodeling is used to represent ideas and mathematical practices of the Losarang Dayak community through ethical, emic, and dialectical approaches in school mathematics, ethno-mathematics as a type of research seeks to uncover the universally significant features of mathematical activity. The congklak game played by Losarang Dayak children has ethnomathematics elements, character values, and cognitive aspects, according to research findings. Playing congklak helps children of the Losarang Dayak Tribe develop social skills, perseverance, thoroughness, and honesty. Besides that, it also increases sportsmanship, develops analytical skills, fosters creativity in children, trains self-development, and sharpens emotional skills. The cognitive skills needed in congklak games include the ability to count, add numbers, develop strategies, improve memory, foster creativity, solve problems, and understand comparisons of many and few.
Co-Authors Arfika Riestyan Rachmantika Dwijanto Dwijanto Hamidah Hamidah Hardi Suyitno Isti Hidayah Iva Lutviana Jaka Wijaya Kusuma Kartono Kartono Lasia Agustina Megita Dwi Pamungkas Mellawaty Rick Hunter Simanungkalit, Rick Hunter Ririn Hutneriana Rochmad Rochmad Scolastika Mariani St. Budi Waluya Yohanes Leonardus Sukestiyarno Zaenuri Zaenuri