Garuda - Garba Rujukan Digital

FENOMENA LITERASI SPASIAL SISWA: STUDI PADA GEOMETRI RUANG Itsna Lailatul Mas’udah; Sudirman Sudirman; Hery Susanto; Imam Rofiki
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 7, No 2 (2021): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.7.2.155-166

Literasi spasial merupakan komponen penting yang harus dikuasai siswa. Literasi spasial mendukung pemahaman siswa tentang geometri ruang yang erat kaitannya dengan dunia nyata. Namun, fakta di lapangan menunjukkan bahwa kemampuan literasi spasial siswa rendah. Oleh sebab itu, penelitian ini menyelidiki fenomena literasi spasial siswa pada pemecahan masalah geometri ruang. Desain penelitian ini menggunakan pendekatan kualitatif. Peneliti memberikan soal literasi spasial kepada 5 siswa kelas XII SMA dan meminta siswa menyelesaikannya. Kemudian, wawancara dilakukan kepada setiap siswa secara individu. Pada artikel ini, peneliti mendeskripsikan satu siswa yang memiliki kemampuan komunikasi tertulis dan lisan paling baik di antara keempat siswa lainnya. Hasil penelitian ini menunjukkan bahwa dari tiga domain literasi spasial, siswa hanya mampu mencapai semua indikator-indikator domain visualisasi dan penalaran. Sedangkan untuk indikator-indikator domain komunikasi, siswa hanya mencapai dua dari empat indikator.

Penerapan Pembelajaran Inkuiri untuk Meningkatkan Hasil Belajar Peserta Didik Materi Integral Berbantuan Geogebra Darum Budiarto; Sudirman Sudirman; Erry Hidayanto
Jurnal Pendidikan Edutama Vol 9, No 2 (2022): July 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i2.1366

Abstract: This study aims to describe the application of geogebra-assisted inquiry learning to improve student learning outcomes on integral material. This type of research is classroom action research (CAR). The subjects in this study were 36 students of class XI IPA-1 SMA Negeri 4 Bojonegoro. This research was conducted in two cycles. The results of this study are the application of inquiry learning to students of class XI IPA-1 SMA Negeri 4 Bojonegoro integral material with the help of geogebra can: (1) increase student learning outcomes by 4.5 points, namely in the first cycle the class average value is 68.3 and increased in the second cycle with a class average of 72.8; and (2) an increase in completeness between the first and second cycles by 8.4%, namely completeness in the first cycle by 69.4% and an increase in the second cycle by 77.8%. Abstrak: Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran inkuiri berbantuan geogebra untuk meningkatkan hasil belajar peserta didik pada materi integral. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Subjek dalam penelitian ini adalah 36 peserta didik kelas XI IPA-1 SMA Negeri 4 Bojonegoro. Penelitian ini dilaksanakan dalam dua siklus. Hasil penelitian ini adalah penerapan pembelajaran inkuiri pada peserta didik kelas XI IPA-1 SMA Negeri 4 Bojonegoro materi integral dengan berbantuan geogebra dapat: (1) meningkatkan hasil belajar peserta didik sebesar 4,5 poin yaitu pada siklus pertama nilai rerata kelas 68,3 dan meningkat pada siklus kedua dengan nilai rerata kelas 72,8; dan (2) adanya peningkatan ketuntasan antara siklus pertama dan siklus kedua sebesar 8,4% yaitu ketuntasan pada siklus pertama sebesar 69,4% dan meningkat pada siklus kedua sebesar 77,8%.

Students' Creative Thinking Process in Solving Multiple Solution Tasks on Geometry Material Refni Adesia Pradiarti; Sudirman Sudirman; Sisworo Sisworo
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

This research is a qualitative descriptive research which aims to explore students' creative thinking process in completing MST on geometry material. The creative thinking process of each individual is different according to their level so it is necessary to analyze how students' creative thinking process is in completing MST based on level of creative thinking. Researchers refer to the stages of creative thinking developed by Wallas consisting of preparation, incubation, illumination and verification stages. Researchers focused subjects on the 5 levels of creative thinking developed by Siswono in the stages of creative thinking, namely subjects with levels of creative thinking level 4 (very creative), 3 (creative), 2 (quite creative), 1 (less creative), and 0 (not creative). Each level is described starting from the preparation, incubation, illumination and verification stages. Based on the research results, there are differences in creative thinking processes at each level of creative thinking, especially at the verification stage, only students with creative levels 4, 3, and 2 carry out the verification stage; The incubation stage for students with creative levels 2, 1, and 0 takes a long time so that subjects with a long incubation stage are not optimal in completing MST to get many alternative solutions. Keywords: geometry, multiple solution tasks, creative thinking process.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp248-263

Implementasi Modul Ajar Berdiferensiasi Berdasarkan Gaya Belajar Siswa SMP Kelas VII Pratama Fitri Syadidah; Cholis Sa'dijah; Sudirman Sudirman
BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 4 (2024): Volume 9 Nomor 4, November 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v9i4.1828

Differentiated learning based on student learning styles is implemented to accommodate the diverse ways students process and represent information. Differentiated teaching modules are essential to align learning with teacher planning. An educational report from a school in East Java indicated a need for improvements in innovative teaching practices, learning processes, and reflective teaching. This study aims to describe the implementation process of differentiated teaching modules for Grade 7 students. A qualitative descriptive method was used, employing observation sheets to monitor teacher and student activities. Observations were conducted by two Mathematics Education-trained observers, with data converted to scores using a four-point Likert scale and analyzed qualitatively through comments and suggestions. Challenges included students’ limited ability to operate laptops, experience with group learning, confidence in sharing opinions, and careful reading of instructions. Results indicated that the differentiated teaching modules were highly effective, showing excellent ratings in both teacher and student activities across four learning sessions.

INVESTIGATING PRE-SERVICE TEACHERS’ (PST) MATHEMATICAL THINKING TRAJECTORIES (MTT) IN SOLVING SYSTEM OF LINEAR EQUATIONS PROBLEMS Sudirman Sudirman; Ahmad Hasan Saifurrisal; Pradina Parameswari; Nego Linuhung
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.10388

Linear algebra is an area of mathematics that is widely considered challenging. One of the subjects covered is the system of linear equations in two variables. During their first year of college, Pre-Service Teachers (PST) study this subject using increasingly sophisticated approaches and theories. The objective of this qualitative study is to classify and describe the Mathematical Thinking Trajectories (MTT) of PST in solving a system of linear equations in two variables problems. Thirty-three PST majoring in mathematics education who enrolled in the Errors and Misconceptions in Mathematics course participated in this study, which used written answers as research data. The Three Worlds of Mathematics theory framework is used in this study. Seven MTT classifications were identified by the research findings: (1) embodied, (2) symbolic, (3) embodied-symbolic, (4) symbolic-embodied, (5) formal, (6) embodied-symbolic-embodied, and (7) symbolic-embodied-symbolic. “Embodied” refers to how PST applies mathematical ideas that focus on actual objects, “symbolic” focuses on symbols, operations, and their properties, and “formal” focuses on definitions, theorems, and logical procedures. In learning practices, the results of this study can be applied to create learning that is meaningful and that fosters the growth of algebraic thinking abilities.

ANALISIS PEMOSISIAN SISWA PADA AKTIVITAS DISKUSI DENGAN BERBANTUAN PERUBAHAN KELOMPOK DI SEKOLAH DASAR Nury Azkiya Umamy; Sudirman Sudirman; Subanji Subanji
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 10, No 1 (2024): OKTOBER 2024
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v10i1.15467

Student positioning in discussion activities with group change patterns can be used to determine student positions when interacting with group members. Group changes are useful for deciding student positions in three meetings held. The purpose of this study was to describe how student positioning occurs in discussion activities with group change patterns. The research method used is descriptive qualitative research with a phenomenological type. The research instruments were group worksheets, student observation sheets, and documentation in pictures and recordings. Data analysis in this study was data reduction, data presentation, and conclusion. The results showed that with student positioning, students could determine their positions during interactions in discussion activities. The interaction resulted in group changes used to determine the differences in the positions of the four students at each meeting, as well as the consistency of student positioning to determine the extent to which the four students were consistent in providing ideas or suggestions.

Penerapan Pembelajaran Inkuiri untuk Meningkatkan Hasil Belajar Peserta Didik Materi Integral Berbantuan Geogebra Darum Budiarto; Sudirman Sudirman; Erry Hidayanto
Jurnal Pendidikan Edutama Vol 9 No 2 (2022): July 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i2.1366

Abstract: This study aims to describe the application of geogebra-assisted inquiry learning to improve student learning outcomes on integral material. This type of research is classroom action research (CAR). The subjects in this study were 36 students of class XI IPA-1 SMA Negeri 4 Bojonegoro. This research was conducted in two cycles. The results of this study are the application of inquiry learning to students of class XI IPA-1 SMA Negeri 4 Bojonegoro integral material with the help of geogebra can: (1) increase student learning outcomes by 4.5 points, namely in the first cycle the class average value is 68.3 and increased in the second cycle with a class average of 72.8; and (2) an increase in completeness between the first and second cycles by 8.4%, namely completeness in the first cycle by 69.4% and an increase in the second cycle by 77.8%. Abstrak: Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran inkuiri berbantuan geogebra untuk meningkatkan hasil belajar peserta didik pada materi integral. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Subjek dalam penelitian ini adalah 36 peserta didik kelas XI IPA-1 SMA Negeri 4 Bojonegoro. Penelitian ini dilaksanakan dalam dua siklus. Hasil penelitian ini adalah penerapan pembelajaran inkuiri pada peserta didik kelas XI IPA-1 SMA Negeri 4 Bojonegoro materi integral dengan berbantuan geogebra dapat: (1) meningkatkan hasil belajar peserta didik sebesar 4,5 poin yaitu pada siklus pertama nilai rerata kelas 68,3 dan meningkat pada siklus kedua dengan nilai rerata kelas 72,8; dan (2) adanya peningkatan ketuntasan antara siklus pertama dan siklus kedua sebesar 8,4% yaitu ketuntasan pada siklus pertama sebesar 69,4% dan meningkat pada siklus kedua sebesar 77,8%.

PROPORTIONAL REASONING: INSIGHTS FROM STUDENTS’ EARLY ATTEMPTS AT QUANTIFYING IN SOLVING MATHEMATICAL LITERACY PROBLEMS Nego Linuhung; Purwanto Purwanto; Sukoriyanto Sukoriyanto; Sudirman Sudirman; Mohd Isha Awang
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.35828

This research aims to explore students’ proportional reasoning at the early attempts at quantifying stage when students face proportional situations, especially mathematical literacy problems. This research uses a qualitative research approach involving grade 9 junior high school. Data was collected by providing mathematical literacy problems containing proportional situations and in-depth interviews with research subjects. The research results show that students in the early attempts at quantifying stage begin to identify important variables, recognize regularities, and develop plans to solve problems. Students apply inappropriate addition relationships in proportional situations, add or subtract numbers without understanding the concept of comparison, and have a sense of comparing sizes that are bigger and smaller, but students have limitations in understanding the concept of proportionality, especially in recognizing when comparison should be used, students try to identify comparative patterns, students have difficulty connecting patterns to multiplicative forms; able to conclude, but the conclusions are wrong due to limitations in understanding the concept of proportionality which results in inaccurate results. This study provides a novel contribution by specifically focusing on the “early attempts at quantifying” stage, a crucial yet underexamined phase in proportional reasoning development. The findings fill a gap in understanding how students transition from additive to multiplicative reasoning when faced with real-world mathematical problems. The implication is that assistance is needed in the form of exercises that increase students' understanding and sensitivity to multiplicative situations and relationships between variables in solving mathematical literacy problems.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search