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All Journal ABDIMAS SILIWANGI JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Teaching and Learning Mathematics (JTLM)
Tina Rosyana
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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WORKSHOP IMPLEMENTASI LESSON STUDY BAGI GURU MA CAHAYA HARAPAN Gida Kadarisma; Tina Rosyana; Adi Nurjaman
Abdimas Siliwangi Vol 4, No 2: Juli 2021
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v4i1p1-10.3812

Abstract

Guru yang profesional adalah guru yang dapat meningkatkan kemampuan mengajar dikelas. Lesson study dapat menjadi salah satu alternatif dalam memperbaiki pembelajaran dikelas, sistem ini masih banyak tidak diketahui oleh guru-guru, salah satunya guru-guru di sekolah MA Cahaya Harapan karena berdasarkan wawancara dan hasil analisis angket awal disimpulkan pengetahuan guru mengenai pada sekolah tersebut masih kurang serta guru belum pernah melaksanakan implementasi Lesson Study di kelas. Metode dalam Pengabdian ini berupa penyuluhan serta workshop implementasi Lesson Study, mitra dari pengabdian ini adalah guru-guru seluruh matapelajaran di MA Cahaya Harapan Cisarua yang dilaksanakan sebanyak 2 hari pada tanggal 24 &27 Januari 2020. Sebelum dan sesudah kegiatan guru diberikan angket dan wawancara untuk mengukur pemahaman guru-guru serta kebermanfaatan Lesson Study. Hasil dari analisis data diperoleh kesimpulan bahwa pengetahuan dan pemahanan guru mengenai Lesson Study menjadi meningkat, serta guru merasakan lesson study sangat bermanfaat untuk perbaikan pembelajaran dikelas. Saran setelah program pengabdian ini yaitu Workshop implementasi lesson study ini dapat dilaksanakan pada cakupan sekolah yang lebih luas  agar manfaat lesson study dapat dirasakan oleh banyak guru
WORKSHOP IMPLEMENTASI LESSON STUDY BAGI GURU MA CAHAYA HARAPAN Gida Kadarisma; Tina Rosyana; Adi Nurjaman
Abdimas Siliwangi Vol. 4 No. 2: Juli 2021
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v4i1p1-10.3812

Abstract

Guru yang profesional adalah guru yang dapat meningkatkan kemampuan mengajar dikelas. Lesson study dapat menjadi salah satu alternatif dalam memperbaiki pembelajaran dikelas, sistem ini masih banyak tidak diketahui oleh guru-guru, salah satunya guru-guru di sekolah MA Cahaya Harapan karena berdasarkan wawancara dan hasil analisis angket awal disimpulkan pengetahuan guru mengenai pada sekolah tersebut masih kurang serta guru belum pernah melaksanakan implementasi Lesson Study di kelas. Metode dalam Pengabdian ini berupa penyuluhan serta workshop implementasi Lesson Study, mitra dari pengabdian ini adalah guru-guru seluruh matapelajaran di MA Cahaya Harapan Cisarua yang dilaksanakan sebanyak 2 hari pada tanggal 24 &27 Januari 2020. Sebelum dan sesudah kegiatan guru diberikan angket dan wawancara untuk mengukur pemahaman guru-guru serta kebermanfaatan Lesson Study. Hasil dari analisis data diperoleh kesimpulan bahwa pengetahuan dan pemahanan guru mengenai Lesson Study menjadi meningkat, serta guru merasakan lesson study sangat bermanfaat untuk perbaikan pembelajaran dikelas. Saran setelah program pengabdian ini yaitu Workshop implementasi lesson study ini dapat dilaksanakan pada cakupan sekolah yang lebih luas  agar manfaat lesson study dapat dirasakan oleh banyak guru
Penerapan model discovery learning untuk meningkatkan kemampuan pemecahan masalah matematis siswa MTs kelas VIII Sifa Salamah; M. Afrilianto; Tina Rosyana
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 5 (2024): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i5.24012

Abstract

The purpose of this study was to determine the increase in mathematical problem solving abilities of students who received the discovery learning model with students who received ordinary learning. The research method used was quasi-experimental. The population in this study were students of class VIII MTs Al-Furqon located in Cisarua, West Bandung with samples taken as many as two classes. The experimental class received learning by applying the discovery learning model, while the control class received ordinary learning. Data collection techniques by giving pretests and posttests. Quantitative data processing techniques were processed using MS Excel and SPSS. The results showed that students had the ability to solve mathematical problems when they learned to apply the discovery learning model.
Socio-Ecological Problem Posing in Waste Context: Socio-Ecological Awareness and Mathematical Thinking of Preservice Mathematics Teachers Tina Rosyana; Tatag Yuli Eko Siswono; Abdul Haris Rosyidi; Sugi Hartono
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45163

Abstract

Socio-ecological issues increasingly require mathematics education to connect mathematical learning with sustainability-related problems encountered in everyday life. In this context, problem posing provides opportunities for students to formulate mathematical problems and to interpret socio-ecological phenomena through mathematical reasoning. This study aims to examine socio-ecological problem posing in waste contexts by investigating the mathematical problems posed by preservice mathematics teachers, the manifestation of socio-ecological awareness reflected in their responses, and their mathematical thinking patterns. This study employed an interpretive qualitative approach involving six sixth-semester preservice mathematics teachers enrolled in a socio-ecological mathematics education course at a teacher education institution in Cimahi, Indonesia. Data were collected through a problem-posing worksheet designed around waste-related issues in Cimahi City and analyzed using qualitative content analysis. The findings reveal that participants generated diverse and contextual mathematical problems related to landfill capacity, waste growth, waste reduction, and community-based waste management. Socio-ecological awareness emerged through ecological awareness, social awareness, socio-ecological interconnectedness, and solution orientation. Furthermore, participants demonstrated variations in mathematical thinking, particularly in identifying quantities, establishing relationships between variables, constructing mathematical representations, and engaging in systematic reasoning. The findings suggest that socio-ecological problem posing may help preservice mathematics teachers connect mathematics with sustainability issues and provide insights into how they interpret socio-ecological problems through mathematical thinking. These findings have practical implications for school mathematics teaching by demonstrating how socio-ecological problem posing can be used to connect mathematical concepts with authentic sustainability issues. Such activities may support students in developing mathematical reasoning, systems thinking, and awareness of environmental challenges through meaningful classroom contexts.
Co-Authors Abdul Haris Rosyidi Adi Nurjaman Gida Kadarisma M. Afrilianto Sifa Salamah Sugi Hartono Tatag Yuli Eko Siswono