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All Journal Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) International Journal of Education Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Delta-Pi : Jurnal Matematika dan Pendidikan Matematika International Journal on Emerging Mathematics Education (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran
Utari Sumarmo
Universitas Pendidikan Indonesia, Bandung
Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching Qohar, Abdul; Sumarmo, Utari
Journal on Mathematics Education Vol 4, No 1 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.4.1.562.59-74

Abstract

This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning.  The subject of the study were 254 of 9th grade students from three junior high schools of the high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self-regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students' prior mathematics ability on students' mathematical communication ability and self-regulated learning as well.  The other finding was there was an interaction between school cluster and teaching approaches, but was no interaction between students' prior mathematics ability and teaching approaches on mathematical communication ability and self-regulated learning. Moreover, there was an association between mathematical communication and self regulated learning.
Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach Maya, Rippi; Sumarmo, Utari
Journal on Mathematics Education Vol 2, No 2 (2011)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.2.2.751.231-250

Abstract

This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250
KEMAMPUAN DAN DISPOSISI BERPIKIR LOGIS, KRITIS, DAN KREATIF MATEMATIK (Eksperimen terhadap Siswa SMA Menggunakan Pembelajaran Berbasis Masalah dan Strategi Think-Talk-Write) Sumarmo, Utari; Hidayat, Wahyu; Zukarnaen, Rafiq; Hamidah, Ms; Sariningsih, Ratna
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 17, No 1 (2012): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.228

Abstract

Artikel ini melaporkan temuan dari kelompok desain postest kontrol eksperimental yang dilakukan pada tahun 2011 untuk menyelidiki matematika logis siswa, berpikir kritis, dan kreatif dan disposisi. Studi ini melibatkan 76 siswa dari kelas-11 dari SMA di Cimahi. Penelitian ini menggunakan tiga macam tes dan skala disposisi yaitu: matematika berpikir logis dan tes skala disposisi, tes berpikir kritis matematika dan skala disposisi, dan uji pemikiran matematika kreatif dan skala disposisi. Studi ini menemukan bahwa tidak ada perbedaan kemampuan berpikir logis dan matematis diposition, matematika kemampuan berpikir kritis dan diposition, dan matematika disposisi berpikir kritis siswa diajarkan oleh pembelajaran berbasis masalah dan berpikir-bicara-menulis strategi (PBL-TTW) dan mahasiswa diajarkan dengan mengajar konvensional. Siswa kemampuan berpikir matematis logis diklasifikasikan sebagai media, siswa kemampuan berpikir matematis logis tergolong cukup baik, dalam disposisi siswa umum digolongkan sebagai media. Studi ini juga menemukan bahwa siswa diajarkan oleh ajaran konvensional mencapai nilai yang lebih baik pada kemampuan berpikir kreatif matematika daripada siswa diajarkan oleh PBL-TTW. Namun, mereka yang kemampuan berpikir masih tergolong kurang baik. Temuan penting lainnya adalah tidak ada hubungan antara pemikiran logis matematika dan matematika kemampuan berpikir kritis, berpikir logis antara matematika dan matematika kemampuan berpikir kritis, dan di antara kemampuan berpikir matematis dan disposisi.Kata kunci: kemampuan berpikir logis dan disposisi, kemampuan berpikir kritis dan disposisi, kemampuan berpikir kreatif dan disposisi, belajar berbasis masalah, strategi berpikir-berbicara-menulis
MATHEMATICAL CONNECTION ABILITY AND SELF-CONFIDENCE (An experiment on Junior High School students through Contextual Teaching and learning with Mathematical Manipulative) Hendriana, Heris; Rahmat Slamet, Ujang; Sumarmo, Utari
International Journal of Education Vol 8, No 1 (2014): December 2014
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v8i1.1726

Abstract

This sudy was intended to examine the role of prior mathematics ability (PMA) and contextual teaching approach with mathematical manipulative (CTL-MM) to the achievement of mathematical connection ability (MCA) and self-confidence (SC) of junior high school students. This study was part of a master thesis, and it was a sub-study of a Postgraduate Research Grant from DGHE in 2013 as well. The study was quasi-experimental with pre-test post-test control group design, involving 67 ninth-grade students from a junior high school in Bandung. The instruments of this study were an essay test on mathematical connection, a self-confidence scale, and a scale on students’ perception toward CTL-MM. The result of the study revealed that CTL-MM was better in improving students’ MCA, N-Gain of MCA, and SC. This was shown by students’ grades of MCA and SC which were better in the group taught by CTL-MM than students’ grades in the group taught by conventional teaching. While their grades of SC were better, the grades of MCTA were at low level. However, there was a moderate correlation between mathematical connection and self-confidence though students demonstrated positive perception toward the  implementation of CTL-MM.
ENHANCING STUDENTS’ MATHEMATICAL LOGICAL THINKING ABILITY AND SELF-REGULATED LEARNING THROUGH PROBLEM-BASED LEARNING E. Rohaeti, Euis; A.M, Budiyanto; Sumarmo, Utari
International Journal of Education Vol 8, No 1 (2014): December 2014
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v8i1.1768

Abstract

This study was intended to investigate the development of students’ mathematical logical thinking ability and self-regulated learning through Problem-based Learning (PBL). This study was a part of a master thesis and a sub-study of a Postgraduate Research Grant from DGHE in2013. This study was a pre-test-post-test quasi-experimental control group design involving 93 eleventh-grade students of a senior high school in Karawang which were chosen puposively. The instruments of this study were an essay test on mathematical logical thinking, a self-regulated learning scale, and a scale measuring students’ perception of PBL. The study revealed that students getting treatment on PBL attained better grades on mathematical logical thinking ability than students taught by conventional teaching, athough the grades were at low level. However, there was no difference in the grades for self-regulated learning between students in the two groups, although the grades were fairly good. Also, there was no correlation between mathematical logical thinking ability and self-regulated learning with students’ positive opinions toward PBL.
MATHEMATICAL COMMUNICATION ABILITY AND SELF CONFIDENCE Experiment with Eleventh Grade Students Using Scientific Approach Sumarmo, Utari; Mulyani, Elis; Hidayat, Wahyu
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 1 (2018): Volume 1 Number 1, March 2018
Publisher : IKIP SILIWANGI

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

Abstract

This study is a pre test-post test experiment with control group design having a goal to analyze  the role of scientific approach on students’ mathematical communication ability (MCA) and self confidence (SC). The study involves 46  eleventh grade Vocational School students, a mathematical communication test, a mathematical  self confidence scale (MSC), and a perception on scientific approach scale. The study found that on MCA and its Normalized Gain (N<G>), students getting treatment with scientific approach attained  better grades than the grades of students taught by conventional teaching, but both student’s grades were still at low-medium level.  On MSC,  there was no different grades between students on both teaching approaches, and those grades were at medium level.  The other findings, there is no association between MCA and MSC, and students performed high perception toward scientific approach.
KEMAMPUAN KOMUNIKASI MATEMATIK SERTAKEMAMPUAN DAN DISPOSISI BERPIKIR KRITIS MATEMATIK Hendriana, Heris; Sumarmo, Utari; Rohaeti, Euis Eti
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 2, No 1 (2013): Periode Bulan April
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.241 KB) | DOI: 10.33387/dpi.v2i1.97

Abstract

This studyis a post test experimental control group design conducted in 2013by using Problem Based Learning (PBL)to investigate students? mathematical communication,mathematicalcritical thinking abilityand disposition. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of instrument namely mathematical communication and mathematical critical thinking tests and mathematical critical thinking scale. The study found that the grade of mathematical communication ability of students taught by PBL was classified as fairly good and it was better than the grade of students taught by conventional teaching that classified as medium. However, there was no different grades of mathematical critical thinking ability and of disposition of students in the both classes. The grades of mathematical critical thinking of students were classified as medium, and the grades of mathematical critical thinking disposition of students were classified as fairly good.  The other findings there were not association among mathematical communication,critical thinking abilities and mathematicalcritical thinkingdisposition.
THE ROLE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF CONFIDENCE Hendriana, Heris; Johanto, Tri; Sumarmo, Utari
Journal on Mathematics Education Vol 9, No 2 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.688 KB) | DOI: 10.22342/jme.9.2.5394.291-300

Abstract

This study is a pre test-post-test experimental control group design having a goal to analyze the role of problem-based learning on students’ mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.
THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua
Journal on Mathematics Education Vol 6, No 2 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.385 KB) | DOI: 10.22342/jme.6.2.2165.107-116

Abstract

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.
Enchancing Students’ Mathematical Problem Solving Ability and Self-Regulated Learning by Using Realistic Mathematics Education Rintari, Rintari; Sumarmo, Utari; Kustiana, Asep
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p169-177

Abstract

This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this  research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test,  and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL.  Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,
Co-Authors A.A. Ketut Agung Cahyawan W Assya, Lily Aulin Budiyanto A.M Euis E. Rohaeti, Euis Euis Eti Rohaeti Harry Dwi Putra, Harry Dwi Hepsi Nindiasari Heris Hendriana I Gusti Agung Komang Diafari Djuni Hartawan Ihwana, Mirna Johanto, Tri Jozua Sabandar Kustiana, Asep M Afrilianto, M M. Afrilianto Ms Hamidah Mulyani, Elis Nelly Fitriani, Nelly Qohar, Abd. Rafiq Zukarnaen Rafiq Zulkarnaen Rahmah Johar Ratna Sariningsih Reviandari Widyatiningtyas, Reviandari Rindiani, Hesti Rintari, Rintari Rippi Maya Sari, Laras Mawar Siti Rahmatina Supriatna, Tatang Susilawati, Lia Tatang Herman, Tatang Ujang Rahmat Slamet, Ujang Wahyu Hidayat Yaya S. Kusumah Yusnita, Irra