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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif E-Dimas: Jurnal Pengabdian kepada Masyarakat KALAMATIKA Jurnal Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) JPM : Jurnal Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Penelitian Pendidikan Matematika dan Sains Edumatica: Jurnal Pendidikan Matematika MATHEdunesa Jurnal Pendidikan Progresif
Abdul Haris Rosyidi
Universitas Negeri Surabaya
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Library & Information Science Mathematics Social Sciences Other

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Berpikir Reflektif Siswa dalam Pemecahan Masalah Open Ended Materi Segitiga Berbantuan GeoGebra Maharani, Elyzabeta Marya; Rosyidi, Abdul Haris
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p812-835

Abstract

Reflective thinking and Geogebra can facilitate students in developing problem solving. Reflective thinking plays a role in formulating problem-solving strategies, while Geogebra functions as an exploratory tool. One of the materials related to reflective thinking and geogebra is triangles. This research is a qualitative descriptive study that aims to describe students' reflective thinking in solving open ended problems with Geogebra-assisted triangle material. Data collection was carried out using tests, interviews, and documentation. The research subjects were 3 class VII students of Public Middle School in Jombang for the 2022/2023 school year who got solutions in the form of acute triangles, right triangles, and obtuse triangles. Data were analyzed using the stages of reflective thinking in problem solving adapted by Dewey. The results showed that when they first read the problem, students felt confused, depressed, relieved, and normal. Students remember similar problems in terms of both context and form. Students identify information on the problem by reading the problem carefully or considering known and unknown information. Students connect what is known and asked using the flat shape concept they have. Students state that the information provided on the problem is sufficient or insufficient based on the calculation of the height of the triangle. When students remember problems with similar contexts, they will use that knowledge to solve current problems. Students find the concept of triangles and Geogebra exploration that can be used in solving problems. Alternative student strategies in solving problems related to the formula for determining the height of a triangle, problem solving steps, and geogebraic exploration. Students try every alternative strategy they find to determine the most effective strategy. Students reveal that Geogebra helps in drawing triangles. Students express confidence in the solutions given along with the reasons.
Penalaran Aljabar Siswa SMP dalam Menyelesaikan Soal Pola Bilangan Berbantuan GeoGebra Yuniarti, Salsadila Rahma; Rosyidi, Abdul Haris
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the algebraic reasoning students in solving number pattern-assisted GeoGebra. The subjects of this study are students at State Junior High Schools in Nganjuk. Data collection procedures through the assignment of algebraic reasoning and interviews. Data analysis refers to the Herbert and Brown (2000). The results showed that two students had differences in generalizing number patterns in the second method because there are no constan variabel (in this case color) as with the first method, one student was not successful in generalizing because there were many colors and there were no constant colors compared to the first method. However, both students were equally successful in generalizing the first method. Based on the research results, attention is needed regarding the influence of color position or the number of colors used in GeoGebra to help students generalize the pattern and determine an effective solution strategy by considering the many elements and color positions in each pattern.
Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Kontekstual Terbuka Ditinjau dari Gaya Kognitif Reflektif dan Impulsif Sari, Silvia Novita; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p175-194

Abstract

Critical thinking is one of the skills needed to solve problems. Cognitive style has an important role in developing critical thinking skills. This study aims to describe students' critical thinking in solving open contextual math problems based on reflective and impulsive cognitive styles. This research is a qualitative descriptive. The subjects in this study consisted of two students of VIII grade at junior high school in Surabaya who had reflective and impulsive cognitive styles. The instruments in this study were Matching Familiar Figure Test (MFFT), critical thinking test of contextual open-ended problems, and interview guidelines. The data of this study were analyzed based on critical thinking indicators adapted from Jacob & Sam's critical thinking indicators. The results showed that in general students with reflective and impulsive cognitive styles went through four stages of critical thinking namely clarification, assessment, inference, and strategy. Students with reflective cognitive style solve problems with clear and detailed steps and arguments, and the time required tends to be long. At the strategy stage, students are able to determine other different alternative solutions. Meanwhile, students with impulsive cognitive style solve problems with steps and arguments that are short and the time required tends to be fast. At the strategy stage, students tried to determine other different alternative solutions even though in the end they could not find them.
Kemampuan Pemecahan Masalah Pembuktian Siswa SMP Berbantuan Geogebra Hikmah, Fita Amidanal; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p278-300

Abstract

Proof problem solving ability is an important part of the independent curriculum. However in reality, this ability is difficult for students to master because students are still unable to connect known facts with the elements to be proven so the need for the use of tools to improve students' problem solving skills. Geogebra can also facilitate students in every stage of solving proof problems. This research is a qualitative descriptive research that aims to describe the problem solving ability of Geogebra-assisted junior high school students. The subjects of this study were 4 students including 2 students with high ability and 2 students with moderate ability. The results showed that at the stage of understanding the problem, students with high and medium mathematical abilities could identify the information given. Although at first students with moderate ability experienced misunderstandings, these students could realize the misunderstanding with the help of Geogebra. Geogebra is very useful in helping students to understand the meaning of the problem and makes it easy to make visualizations quickly and accurately. At the stage of developing a solution plan, students can make several plans. With the help of Geogebra, students with moderate ability can determine the solution steps that are more precise and easy to understand. In addition, with Geogebra students can help to bring up concept ideas in problem solving. At the stage of implementing the plan, students with moderate ability have difficulty in implementing the plan, but with the help of Geogebra, students with moderate ability can re-examine the visualization results to get a new plan. Students use Geogebra to explore the plans that have been made to find the solution steps. At the stage of re-examining the solution, only students with high ability see the correctness of the results for all situations.
Berpikir Aljabar Siswa dalam Menyelesaikan Masalah Tebak Bilangan Menggunakan Microsoft Excel Adelia, Dhynda; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p301-329

Abstract

This study aims to describe students' algebraic thinking in solving number guessing problems using Microsoft Excel. In human life, algebraic thinking plays a very important role. Many problems in human life can be solved with algebraic thinking. In solving mathematical problems, Microsoft Excel can be used to assist students in solving mathematical problems. The method used in this study is qualitative, involving junior high school students as research subjects. The subjects are divided into two categories: the first category consists of students with correct mathematical modeling and correct Microsoft Excel formulas, and the second category consists of students with correct mathematical modeling but incorrect Microsoft Excel formulas. Data were collected through analysis of students' work completed using Microsoft Excel and interviews. he results of the study show that the difference in students' algebraic thinking between those with correct formulas and those with incorrect Microsoft Excel formulas is evident in the processes of organization, analytical thinking, and generalization. Students with correct Microsoft Excel formulas can solve equations easily, while students with incorrect Microsoft Excel formulas solve equations without paying attention to the order of operations. In the generalization process, students with correct Microsoft Excel formulas create formulas without the aid of solving equations, whereas students with incorrect Microsoft Excel formulas create formulas by combining operations in solving equations. The formulas created do not use parentheses, causing the Microsoft Excel system to perform multiplication and division operations first. These findings suggest that when using Microsoft Excel in lessons, attention should be paid to the use of punctuation marks that can affect the order of operations in the Microsoft Excel system.
Workshop Mendesain Tugas Berbasis Konteks secara Kolaboratif Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 9 No 2 (2025): Volume 9 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v9i2.21479

Abstract

Students need to be equipped with skills to compete globally through context-based learning. Context helps them connect math to the real world, so suitable context-based tasks can strengthen their understanding. However, the tasks designed by prospective teachers often lack of authenticity. In addition, textbooks are still lacking in presenting context-based tasks, while teachers tend to think of them as ordinary word problems. Therefore, teachers need to be given additional insights in designing context-based tasks collaboratively through community service activities for teachers. The teachers actively participated in the workshop and they felt that the workshop materials were useful for classroom learning.
Konstruksi Konjektur Siswa secara Kolaboratif berbantuan Geogebra Rahmadhani, Yanti Nur; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p460-482

Abstract

Reasoning and proof are part of mathematical activities. One of the activities of reasoning and proof is constructing conjectures. In several studies, students' skills in constructing conjectures are still lacking. Conjecture construction can be maximized through collaborative discussions. Geogebra helps students in visualization, construction, and discovery of concepts. This study aims to describe students' conjecture construction collaboratively assisted by Geogebra on the topic of. This study is a qualitative descriptive study. Data were obtained through assignments and interviews. The subjects in this study were 4 groups divided into high homogeneity, medium homogeneity, low homogeneity, and heterogeneity groups. Conjecture construction was analyzed based on the stages of (1) understanding the problem, (2) exploring the problem, (3) formulating conjectures, (4) justifying conjectures, and (5) proving conjectures. The result showed t the stage of understanding the problem, all groups can determine what is requested and what is given even though there are still errors. At the problem exploration stage, all groups illustrate problems on Geogebra, they also explore using tools on Geogebra the group is highly homogeneous and is having discussions in exploring problems At the stage of designing the conjecture, they discussed with their group to create a conjecture from the exploration results, but the low homogeneity and heterogeneous groups prepared the conjecture without discussion. All groups can explain the reasons for the conjectures that have been made. At the stage of proving the conjecture, only highly homogeneous and moderately homogeneous groups allow the conjecture. At the stage of proving the conjecture, their proof structure was incomplete, they only described one example of the conjecture they made.
Pemodelan Matematis Kolaboratif Siswa SMP pada Materi Fungsi Linier Hamid, Rizky Maulana; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p515-539

Abstract

Mathematical modelling plays an important role in developing students' problem-solving skills and addressing real-world contexts. Due to the complex nature of mathematical modelling, working collaboratively plays an important role. Working collaboratively is also able to provide better results than working individually. This study is descriptive qualitative research that aims to describe the collaborative mathematical modelling process of junior high school students on linear function material. The subjects of this study were 3 groups where the first group used a linear function model and did two modelling cycles, the second group used a linear function model and did one modelling cycle, and the third group used a division and mean value model. Students are able to identify problems until assumptions are made. Based on these assumptions, students can carry out further stages of modelling collaboratively until the validation stage. However, some groups still experienced errors in identifying the problem so that the assumptions did not match the context of the problem which caused one group to do two cycles of mathematical modelling. Students who are active in mathematical modelling are high and middle ability students, while low ability students are less active in following the mathematical modelling sequence.
Translation Failure from Verbal to Symbolic Representations on Contextual Mathematics Problems: Female vs Male Rosyidin, Muhammad Ali; Rosyidi, Abdul Haris
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 5 No. 2 (2022): JRPIPM APRIL 2022 VOLUME 5 NOMOR 2
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v5n2.p117-141

Abstract

Representation translation is the ability to change one form of representation to another. This research aims to describe the failure of the translation of verbal to symbolic representations in solving contextual problems in male and female students. The research partisipant were eight students of class VII an Islamic public school at Gresik. The data collection technique is through task-based interviews. The data on the translation of verbal to symbolic representations were analyzed by unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results showed that at the stage of unpacking the source, both male and female students experienced the same failure, namely not understanding more complex contextual problems. In the preliminary coordinator stage, male students failed to understand the requested symbolic representation, understand the meaning of mathematical symbols, and determine keywords, while female students only failed due to their mistakes in the previous stage. In the constructing the target stage, male students failed to construct a symbolic representation of the plans made and translate into mathematical symbols, while female students failed to translate verbal words into mathematical symbols and mathematical operations. At the determining equivalence stage, male and female students have not been able to do it.
Pengembangan perangkat pembelajaran dengan pendekatan teaching at the right level (TaRL) bagi guru matematika SMK Fardah, Dini Kinati; Rosyidi, Abdul Haris; Siswono, Tatag Yuli Eko
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 7 No 1 (2024)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v7i1.20975

Abstract

Pendekatan pembelajaran yang diusung dalam penerapan kurikulum baru (Kurikulum Merdeka) adalah Teaching at the Right Level (TaRL). Guru di Magetan, khususnya guru matematika tingkat SMK, belum memiliki seluruh informasi tentang bagaimana menerapkan kurikulum mandiri dan pendekatan TaRL di kelas. Maka tim PKM mengusulkan untuk melaksanakan kegiatan PKM dengan tema ini. Kegiatan ini menggunakan pendekatan Participatory Action Research (PAR) dan memiliki tujuan mengenalkan pada guru matematika SMK bagaimana mengembangkan perangkat dengan pendekatan TaRL yang diusung oleh Kurikulum Merdeka. Seluruh kegiatan yang telah direncanakan terlaksana dengan baik dan mendapat respon baik dari peserta. Dari angket respon yang diberikan diperoleh hasil dengan kategori baik dengan poin materi mudah diterima dan diterapkan serta durasi waktu pelatihan cukup, sedangkan hasil angket dengan kategori sangat baik diperoleh untuk poin-poin pernyataan mengenai kesesuaian materi dengan kebutuhan peserta, kejelasan dan konsistensi sistematis materi pelatihan, penguasaan materi dari narasumber dan kejelasan materi serta jawaban dari narasumber. Lebih dari 50% peserta terlibat dalam mengerjakan tugas dan mereka menyusun perangkat pembelajaran berdasarkan pendekatan TaRL.
Co-Authors Abdullah, Abdul Halim Adelia, Dhynda Alvita Wulansari Ani, Suki Isffi Aulia Rahmah Cholis Sa’dijah Dini Kinati Fardah Evangelista Lus Windyana Palupi Fitroni, Wildan Hamid, Rizky Maulana Heri Purnomo Hermawan, Shelvi Magreta Hikmah, Fita Amidanal I Made Sulandra Ika Kurniasari Khusnah, Khotimatul Maharani, Elyzabeta Marya MASRIYAH Nabiila, Silvi Mi’rojun PRAMESTI, PUTRI Prihartiwi, Nina Rinda Rahaju, Endah Budi Rahmadhani, Yanti Nur Rosyidin, Muhammad Ali Sari, Silvia Novita Sa’dijah, Cholish Solikhah, Pradnya Paramitha Subanji Subanji Tatag Yuli Eko Siswono Uripno, Gusti Widiastuti, Endang Yayuk Sri Yanti Nur Rahmadhani Yuniarti, Salsadila Rahma Yurizka Melia Sari zuraidha, fransisca nur