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ANALYSIS OF MATHEMATICAL LITERACY INCREASE AND LEARNING INDEPENDENCE THROUGH PROBLEM-BASED LEARNING Dede Anggiana, Agus; Kandaga, Thesa; Hermawan, Vevi
International Conference on Health Science, Green Economics, Educational Review and Technology Vol. 4 (2022): International Conference on Health Science, Green Economics, Educational Review and T
Publisher : Universitas Efarina

Mathematical literacy ability is one of the abilities that must be possessed by students to solve problems in the form of word problems that are related to problems in the real world, so that find solutions to mathematical problems requires learning independence. The learning model that can improve mathematical literacy skills is the Problem-Based Learning (PBL) model. The PBL model involves students being active in finding solutions to everyday life problems. This study aims to analyze the increase in mathematical literacy skills and student learning independence through the PBL model. The research method used in this study is a systematic review method, namely identifying, evaluating, and concluding on research results that are similar to a particular research topic. Based on this research, it can be concluded that (1) The PBL model can improve mathematical literacy skills, (2) The PBL model can inscrease student learning independence.

ANALISIS PENERAPAN MODEL PROBLEM-BASED LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMA: Model Problem-Based Learning, Kemampuan Berpikir Kritis Matematis, dan Systematic Literature Review Anggiana, Agus Dede; Vici Suciwati; Diningrum, Rucita Iga
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.16415

Mathematical critical thinking skills are very important because the habit of critical thinking is needed in learning, it is hoped that students will become critical individuals. This study aims to analyze research related to the application of the Problem-Based Learning model to improve the mathematical critical thinking skills of high school student. This research uses the Systematic Literature Review (SLR) method, with this method the researcher reviews and identifies journals in a structured manner in which each process follows predetermined steps. In the identification stage, 16 journal articles were found based on the results of a literature search through the Google Scholar, SINTA, Scopus, and IOP science databases. In terms of the years of publication of articles on students mathematical critical thinking skills and the Problem-Based Learning model, the time range from 2019-2023 was selected. The results of this Systematic Literature Review (SLR) show that the research is dominated by the successful application of the Problem-Based Learning model in improving the mathematical critical thinking skills of high school students.

PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMA MELALUI MODEL PROBLEM-BASED LEARNING BERDIFERENSIASI BERBANTUAN GEOGEBRA Diningrum, Rucita Iga; Eliyarti, Wisma; Anggiana, Agus Dede
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.3941

Dalam bidang pendidikan, matematika memegang peranan penting dalam membantu siswa mengembangkan kapasitas berpikir kritis, sistematis, logis, dan rasional. Kini, para pendidik dituntut untuk fokus membantu siswa mengembangkan kemampuan berpikir kritis di kelas. Berdasarkan hasil wawancara dengan guru mata pelajaran, nilai sumatif akhir semester siswa Kelas X SMAN 18 Bandung masih di bawah kriteria KKM. Tujuan penelitian ini adalah untuk mengetahui apakah siswa yang menggunakan GeoGebra sebagai pendamping model problem-based learning terdiferensiasi mengalami peningkatan kemampuan berpikir kritis matematika lebih baik daripada siswa yang menggunakan model pembelajaran tradisional. Partisipan penelitian adalah siswa kelas X SMAN 18 Bandung. Sampel penelitian terdiri dari dua kelas, yaitu kelas X-4 sebagai kelompok eksperimen dan kelas X-2 sebagai kelompok kontrol. Teknik penelitian yang digunakan dalam penelitian ini adalah menggabungkan desain kelompok kontrol non-ekuivalen dengan desain kuasi eksperimen. Soal-soal deskriptif dari ujian kemampuan berpikir kritis matematis digunakan sebagai alat bantu penelitian. Kesimpulan penelitian menunjukkan bahwa kemampuan berpikir kritis siswa meningkat lebih banyak ketika mereka menggunakan model problem-based learning terdiferensiasi dengan bantuan GeoGebra daripada ketika mereka menggunakan model pembelajaran tradisional.

PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMA MELALUI MODEL PROBLEM-BASED LEARNING BERDIFERENSIASI BERBANTUAN GEOGEBRA Diningrum, Rucita Iga; Eliyarti, Wisma; Anggiana, Agus Dede
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.3941

Dalam bidang pendidikan, matematika memegang peranan penting dalam membantu siswa mengembangkan kapasitas berpikir kritis, sistematis, logis, dan rasional. Kini, para pendidik dituntut untuk fokus membantu siswa mengembangkan kemampuan berpikir kritis di kelas. Berdasarkan hasil wawancara dengan guru mata pelajaran, nilai sumatif akhir semester siswa Kelas X SMAN 18 Bandung masih di bawah kriteria KKM. Tujuan penelitian ini adalah untuk mengetahui apakah siswa yang menggunakan GeoGebra sebagai pendamping model problem-based learning terdiferensiasi mengalami peningkatan kemampuan berpikir kritis matematika lebih baik daripada siswa yang menggunakan model pembelajaran tradisional. Partisipan penelitian adalah siswa kelas X SMAN 18 Bandung. Sampel penelitian terdiri dari dua kelas, yaitu kelas X-4 sebagai kelompok eksperimen dan kelas X-2 sebagai kelompok kontrol. Teknik penelitian yang digunakan dalam penelitian ini adalah menggabungkan desain kelompok kontrol non-ekuivalen dengan desain kuasi eksperimen. Soal-soal deskriptif dari ujian kemampuan berpikir kritis matematis digunakan sebagai alat bantu penelitian. Kesimpulan penelitian menunjukkan bahwa kemampuan berpikir kritis siswa meningkat lebih banyak ketika mereka menggunakan model problem-based learning terdiferensiasi dengan bantuan GeoGebra daripada ketika mereka menggunakan model pembelajaran tradisional.

MATHEMATICAL CONTENT KNOWLEDGE CALON GURU MATEMATIKA BERDASARKAN DIMENSI PENGETAHUAN TAKSONOMI BLOOM REVISI Purnama Putra, Yuda; Amanda Puri, Fiki; Dede Anggiana, Agus; Suciawati, Vici
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 1 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i1.28268

Teachers play a central role in determining the success of the educational process, especially in mathematics learning, which requires a deep understanding of the subject matter. A professional mathematics teacher is expected to possess adequate Mathematical Content Knowledge (MCK) to deliver the material effectively. Therefore, prospective teachers need to be equipped not only with pedagogical skills but also with strong content mastery. This level of knowledge can be analyzed through the dimensions of the Revised Bloom’s Taxonomy, which includes factual, conceptual, procedural, and metacognitive knowledge. This study aims to identify the Mathematical Content Knowledge abilities of prospective mathematics teachers based on the Revised Bloom’s Taxonomy. The research used a quantitative method. The population consisted of seventh-semester students in the Mathematics Education (Tadris Matematika) Program at the Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon. A total of 44 students were selected using cluster random sampling. Data collection techniques included non-test (questionnaire/self-report) and test (written questions). Data analysis involved data presentation, normality testing, and difference testing.The results showed that the Mathematical Content Knowledge of prospective mathematics teachers based on the knowledge dimensions of the Revised Bloom’s Taxonomy was consistent between test results and questionnaires. The highest level of MCK was found in the procedural knowledge dimension with a percentage of 27.12% based on the test results. There were no significant differences between male and female participants. Keywords: Mathematical Content Knowledge, Prospective Teachers, Revised Bloom’s Taxonomy

Representasi Matematis Siswa pada Resource-Based Learning Model berbantuan Google Classroom Anggiana, Agus Dede; Kandaga, Thesa
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i2.31751

Mathematics is a subject rich in representations, ranging from tables, diagrams, symbols, physical, to verbal. In the realm of mathematics, students are required to master all of these types of representations. To facilitate learning encompassing all of these representations, various structured materials and references are necessary. The objective of this research was to determine the extent of improvement in mathematical representation among students who received Model Resource-based Learning aided by Google Classroom. The research method employed was quasi-experimental. Sample of this study were students of grade XI in the academic year 2021/2022 at one high school in Bandung. Purposive sampling technique was used for sample selection. The research sample was selected based on available classes, ensuring that both classes had equivalent initial capabilities. One class then became the experimental group, while the other class served as the control group. The research instrument was a test of mathematical representation ability. Based on the data analysis, the improvement in mathematical representation ability among students in the experimental group was higher compared to students in the control group. It was also found that despite being provided with resources in Google Classroom, students' verbal representations were still lacking and remained the lowest type of representation besides physical representation.

PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMA MELALUI MODEL PROBLEM-BASED LEARNING BERDIFERENSIASI BERBANTUAN GEOGEBRA Diningrum, Rucita Iga; Eliyarti, Wisma; Anggiana, Agus Dede
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.3941

Dalam bidang pendidikan, matematika memegang peranan penting dalam membantu siswa mengembangkan kapasitas berpikir kritis, sistematis, logis, dan rasional. Kini, para pendidik dituntut untuk fokus membantu siswa mengembangkan kemampuan berpikir kritis di kelas. Berdasarkan hasil wawancara dengan guru mata pelajaran, nilai sumatif akhir semester siswa Kelas X SMAN 18 Bandung masih di bawah kriteria KKM. Tujuan penelitian ini adalah untuk mengetahui apakah siswa yang menggunakan GeoGebra sebagai pendamping model problem-based learning terdiferensiasi mengalami peningkatan kemampuan berpikir kritis matematika lebih baik daripada siswa yang menggunakan model pembelajaran tradisional. Partisipan penelitian adalah siswa kelas X SMAN 18 Bandung. Sampel penelitian terdiri dari dua kelas, yaitu kelas X-4 sebagai kelompok eksperimen dan kelas X-2 sebagai kelompok kontrol. Teknik penelitian yang digunakan dalam penelitian ini adalah menggabungkan desain kelompok kontrol non-ekuivalen dengan desain kuasi eksperimen. Soal-soal deskriptif dari ujian kemampuan berpikir kritis matematis digunakan sebagai alat bantu penelitian. Kesimpulan penelitian menunjukkan bahwa kemampuan berpikir kritis siswa meningkat lebih banyak ketika mereka menggunakan model problem-based learning terdiferensiasi dengan bantuan GeoGebra daripada ketika mereka menggunakan model pembelajaran tradisional.

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