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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) JPMI (Jurnal Pembelajaran Matematika Inovatif) Mosharafa: Jurnal Pendidikan Matematika Indo-MathEdu Intellectuals Journal Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Pedagogi Matematika Kurnia Mengabdi (jurnal Pengabdian Kepada Masyarakat)
Ilham Rizkianto
Universitas Negeri Yogyakarta
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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PROMOTING MATHEMATICAL JUSTIFICATION THROUGH REALISTIC MATHEMATICS EDUCATION CLASSROOM Sarumaha, Yenny Anggreini; Rizkianto, Ilham
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 2 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss2pp83-94

Abstract

The importance of mathematical justification in all classrooms is emphasized by reform movements in mathematics education. However, previous studies reveal that encouraging justification in mathematics classes is troblesome for mathematics teachers at all school levels. This present study is aimed to find out how justification help students to develop their mathematical understandings. To answer this question, we first determined the role of justification in teaching and learning process and how good students in justifying their answers. Design research was chosen as an appropriate mean to achive that goal. The study was conducted in a state university in Yogyakarta involving four students from fifty-one students as our focus group and one of researchers as a lecturer. Justification was the focus on this study and to promote it we chose RME as an approach that served as a learning environment. In this study, all data collected from classroom observation, group observation, students’ works, video recordings, field notes during teaching experiment, and students’ final writen test. Students’ works then analyzed using a justification rubric and describe thoroughly by considering other data collected during teaching learning process. The study revealed that there were some roles of justification in RME classroom, namely encouraged conceptual understanding, supported mathematical skill, promoted long lasting skill, and influenced social relationship. In this study, most students in our focus group have already made a good justification which was assessed by the points in the CLEAR rubric. Students wrote their solutions equipped by signs or simbols, made labels, used a complete sentence to answer the question, and elaborated procedures throroughly
PENGARUH PENGGUNAAN CHATGPT DENGAN MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA TERHADAP HASIL BELAJAR PESERTA DIDIK SEKOLAH MENENGAH ATAS Dianta, Rifqi Fausta; Rizkianto, Ilham
Jurnal Pedagogi Matematika Vol 11, No 2 (2025): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v11i2.22104

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan ChatGPT dengan model PBL terhadap hasil belajar peserta didik dalam pembelajaran matematika. Metode penelitian yang digunakan dalam penelitian ini adalah quasi experiment.  Pengambilan data dalam penelitian ini yaitu di SMA Negeri 2 Banguntapan, D.I. Yogyakarta dengan pelaksanaan penelitian pada bulan April sampai dengan bulan Mei 2024. Sampel dalam penelitian ini diambil secara acak 2 dari 5 kelas menggunakan aplikasi spin wheel. Adapun kelas X E2 sebagai kelas kontrol menggunakan model pembelajaran PBL tanpa bantuan ChatGPT dan kelas X E4 sebagai kelas eksperimen menggunakan model pembelajaran PBL dengan bantuan ChatGPT. Teknik pengumpulan data menggunakan instrumen pretest dan posttest dengan tipe tes uraian yang telah divalidasi oleh dosen Pendidikan Matematika FMIPA UNY. Analisis data dalam penelitian ini menggunakan uji hipotesis menggunakan uji independent samples t-test. Berdasarkan penelitian yang telah dilakukan, diperoleh bahwa penggunaan ChatGPT dengan model Problem Based Learning (PBL) tidak berpengaruh signifikan dalam meningkatkan hasil belajar peserta didik kelas X SMAN 2 Banguntapan dibandingkan dengan model PBL tanpa bantuan ChatGPT, dengan nilai t sebesar 0,9562,000.
PENGEMBANGAN E-MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MATERI BARISAN DAN DERET ARITMATIKA SMK KELAS X El Mubarok, Umar Fawzy; Rizkianto, Ilham
Jurnal Pedagogi Matematika Vol 11, No 2 (2025): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v11i2.21750

Abstract

Tujuan penelitian ini adalah untuk :  (1) menghasilkan  suatu bahan ajar berupa e-modul  berbasis model pembelajaran Problem Based Learning (PBL) dengan aplikasi web Heyzine Flipbook, (2)  mengetahui kelayakan bahan ajar berupa e-modul berbasis Problem Based Learning pada materi barisan dan deret aritmetika dengan aplikasi web Heyzine Flipbook dilihat dari aspek kevalidan, kepraktisan , dan keefektifan. Jenis penelitian yang digunakan adalah penelitian model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Penelitian dilakukan di SMKN 1 Slawi dengan subjek penelitian adalah kelas X AKL 4 yang berjumlah 36 peserta didik. Instrumen penelitian yang digunakan antara lain: e-modul, modul ajar, lembar validasi, angket respon peserta didik, dan tes. Teknik pengumpulan data menggunakan angket validasi ahli, angket respon peserta didik, dan tes uji kompetensi untuk menguji keefektifan e-modul. Hasil Penelitian ini memenuhi aspek: (1) kevalidan ditinjau dari hasil validasi ahli materi diperoleh skor 78,53 dengan  = 4,91 dan ahli media dengan skor 33 dengan  = 4,74 pada kategori sangat baik, (2) kepraktisan ditinjau dari hasil angket respon peserta didik dengan skor 14,27 dengan   = 4,76 pada kategori sangat baik, (3) keefektifan ditinjau dari uji T-Test menunjukkan bahwa rata-rata hasil belajar menggunakan e-modul prestasi belajar meningkat secara signifikan dari nilai pembanding, hasil uji persentase ketuntasan belajar meningkat mencapai 86,11%. Oleh karena itu, e-modul layak untuk digunakan dalam pembelajaran.
Analisis Buku Matematika Siswa SMP Kurikulum 2013 Rizkianto, Ilham; Santosa, Rusgianto Heri
Mosharafa: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2017): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v6i2.444

Abstract

Penelitian ini memiliki tujuan untuk memformulasikan masukan sebagai bahan pertimbangan dalam penyempurnaan buku matematika siswa SMP kurikulum 2013. Sehingga nantinya kesalahan-kesalahan yang ditemukan dalam buku matematika siswa SMP kurikulum 2013 dapat diminimalisisr dan layak dipakai oleh siswa. Jenis penelitian ini adalah penelitian deskriptif analitik, yakni suatu penelitian yang bertujuan untuk memberikan gambaran tentang realitas pada objek yang diteliti secara objektif. Penelitian ini menekankan pada satu variabel yaitu kebenaran konsep pada buku matematika siswa SMP kurikulum 2013. Hasil analisis menunjukkan bahwa dalam buku matematika siswa SMP kurikulum 2013 masih terdapat banyak kesalahan. Kesalahan ini berupa kesalahan dalam penulisan maupun dalam merumuskan konsep pembelajaran matematika. The aim of this present study is to formulate suggestions as a consideration in improving junior high school students’ mathematics book 2013 curriculum. Later on, the mistakes found in the book can be minimalize and suitable to be used by students. The sort of this study is a analitic descriptive research, namely a research that intends to give representations about reality towards objects that have been studied objectively. This research study stresses in one variable, namely the truth concept in junior high school students’ mathematics book 2013 curriculum. The result of the analysis shows that in Junior High School students’ mathematics textbook 2013 curriculum was found many mistakes. The mistakes include wrong spelling in written the words and wrong formulation of mathematics learning concepts.
Pengembangan Perangkat Pembelajaran Problem Based Learning dan Hypothetical Learning Trajectory yang Berorientasi pada Kemampuan Penalaran Matematis Siswa Khoirudin; Rizkianto, Ilham
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2018): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i2.502

Abstract

Penelitian ini adalah research and development (R&D) yang bertujuan untuk mengembangkan perangkat pembelajaran berupa RPP dan LKS dengan pendekatan problem based learning dan hypothetical learning trajectory yang berorientasi pada kemampuan penalaran matematis siswa. Subjek penelitian ini adalah siswa kelas VII A SMP Negeri 1 galur dengan jumlah siswa sebanyak 22 siswa. Prosedur pengembangan penelitian ini adalah model ADDIE yang terdiri dari Analysis, Design, Development, Implementation, dan Evaluation. RPP dan LKS yang telah dikembangkan divalidasi dan direvisi sehingga layak untuk digunakan. Berdasarkan hasil penilaian kevalidan, RPP memenuhi kriteria sangat valid, sedangkan LKS memenuhi kriteria valid. Berdasarkan hasil penilaian kepraktisan, perangkat pembelajaran memenuhi kriteria sangat praktis dengan perolehan skor angket respon siswa 3,38 pada skala 4 dan angket respon guru 3,73 pada skala 4. Berdasarkan penilaian keefektifan dari tes kemampuan penalaran matematis diperoleh nilai rata-rata kelas yaitu 88 dan siswa yang memperoleh nilai minimal pada kategori “baik” sebesar 91%. Keefektifan perangkat pembelajaran pada kemampuan penalaran matematis didukung oleh one sample t-test dengan taraf signifikansi 0,05. This research is a research and development (R&D) that aims to develop mathematics learning material that includes lesson plans and student worksheets based on a problem-based learning approach and hypothetical learning trajectory with an orientation on students’ mathematical reasoning skills. The subjects of this study were the students of class VII A SMP Negeri 1 Galur with a total of 22 students. The present study used the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The lesson plans and student worksheets were validated and underwent several revisions to obtain appropriate results for use. Based on the result of the validation assessment, the lesson plan is “very valid”, while the validation assessment of student worksheets is “valid”. Based on the result of practicality, the learning material is “very practical” with 3.38 on a scale of 4 of the student questionnaire and 3.73 on a scale of 4 of the teacher questionnaire. Based on the effectiveness assessment using the mathematical reasoning student’s skill test, the average score of the class is 88 and 91% of students have minimum mathematical reasoning skills in the “good” category. The effectiveness of the learning material on mathematical reasoning students’ skills is also proved by one sample t-test with a level of significance 0.05.
Pengembangan Perangkat Pembelajaran Matematika Berbasis Guided Inquiry dan Learning Trajectory Berorientasi pada Kemampuan Pemecahan Masalah Kurniawati, Viani; Rizkianto, Ilham
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 3 (2018): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i3.519

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika berupa RPP dan LKS menggunakan pendekatan guided inquiry yang mengacu pada learning trajectory dan berorientasi pada kemampuan pemecahan masalah siswa. Jenis penelitian ini adalah penelitian pengembangan dengan model pengembangan ADDIE yang terdiri dari tahap Analysis,Design, Development, Implementation, dan Evaluation. Sampel data sebanyak satu kelas secara acak yaitu siswa kelas VII A SMP Negeri 2 Pleret sejumlah 32 siswa. Berdasarkan penilaian kevalidan, RPP memenuhi kriteria valid dengan skor 4,13, sedangkan LKS memenuhi kriteria sangat valid dengan skor 4,22. Berdasarkan penilaian kepraktisan, perangkat pembelajaran memenuhi kriteria praktis dengan skor angket respon siswa 3,38 dan persentase keterlaksanaan pembelajaran mencapai 97%. Berdasarkan penilaian keefektifan dari tes kemampuan pemecahan masalah, diperoleh nilai rata-rata ketercapaian kemampuan pemecahan masalah 78 dan siswa yang mencapai kemampuan pemecahan masalah minimal pada kategori baik sebesar 84,38%. One sample t-test menunjukkan bahwa nilai rata-rata ketercapaian kemampuan pemecahan masalah siswa lebih dari 60, sedangkan uji z menunjukkan bahwa persentase siswa yang mencapai kemampuan pemecahan masalah minimal pada kategori baik lebih dari 70%. The present research project aims to develop mathematics learning material that includes lesson plans and student worksheets based on a guided inquiry approach and learning trajectory with an orientation on problem-solving skills. The type of the research project was research and development with the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The sample of one person was directly conducted, consisting of 32 students of class VII A of Pleret State 2 Junior High School. Based on the result of the validation assessment, the lesson plan is “valid” with a score of 4.13, while the validation assessment of student worksheets is “very valid”, obtaining a score of 4.22. Based on the result of practicality, the learning material is “practical” with a score of 3.38, and the learning implementation percentage is 97%. Based on the effectiveness assessment using a problem-solving skill test, the average score of the class was 78 and 84.38% of students have a minimum problem-solving skill in the “good” category. One sample t-test shows that the average score of the class was higher than 60, while the z-test shows that more than 70% of students have a minimum problem-solving skill in the “good” category.
Perancangan Soal Literasi Numerasi: Komponen dan Faktor yang Mempengaruhi Kinerja Guru Sarumaha, Yenny Anggreini; Rizkianto, Ilham
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (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.v6i1.2581

Abstract

Reading literacy and mathematics literacy are important focuses in the Minimum Competency Assessment launched by the government. This study aims to provide an overview of how teachers in schools design numeracy literacy questions and factors that affect the design process. The subjects in this study are 14 subject teachers at one of the Tsanawiyah Madrasah in Sleman, Yogyakarta. The data collected were in the form of teacher designs, field notes, and interview results. Data analysis is carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The results of the question design made by the teacher, it can be seen that most teachers choose to design reading literacy questions rather than numeracy questions. The content selected in literacy is mostly informational text, while for numeracy the largest content is numbers. The cognitive process that is the goal of most problems in literacy is the process of interpretation and integration, while in numeracy problems most of them are at the level of comprehension. Both literacy and numeracy matters, the dominant context used is the personal and scientific context. The factors that affect the design of numeracy literacy questions are the availability of resources and support, curriculum and assessment factors, time and workload factors, and internal teacher factors
Co-Authors Abd. Rasyid Syamsuri Aji Permana Putra Alvi Khoirunnisak Darmawijaya Darmawijaya Dianta, Rifqi Fausta El Mubarok, Umar Fawzy Fajar Arwadi Khaeruddin Khaeruddin Khoirudin Khoirudin Khoirudin Kurniawati, Viani Rusgianto Heri Santosa Rusgianto Heri Santosa, Rusgianto Heri Viani Kurniawati Yenny Anggreini Sarumaha Zuliyanti Zuliyanti Zulkardi Zulkardi Zulkardi Zulkardi