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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar INSPIRAMATIKA Journal of Education Technology MAJU : Jurnal Ilmiah Pendidikan Matematika
Mohammad Dadan Sundawan
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Computer Science & IT Education Mathematics Other

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KAJIAN KESULITAN BELAJAR MAHASISWA DALAM KEMAMPUAN PEMBUKTIAN MATEMATIS DITINJAU DARI ASPEK EPISTEMOLOGI PADA MATA KULIAH GEOMETRI TRANSFORMASI Mohammad Dadan Sundawan
INSPIRAMATIKA Vol 4 No 1 (2018): Inspiramatika, June 2018
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.465 KB) | DOI: 10.52166/inspiramatika.v4i1.868

Abstract

This research specifically aims to analyze the ability of mathematical proof, to analyze learning difficulties in terms of student epistemology on the material of transformation geometry. The long-term benefit of this study is the study of learning difficulties in terms of student epistemology related to mathematical proofing in the course of transformation geometry, is expected to provide encouragement to other lecturers to further develop the learning process or teaching materials in an effort to develop mathematical proof of mathematics students. This research uses descriptive method, while the subject of research is 9 students of Unswagati mathematics teacher candidate who contracted the course of transformation geometry. Methods of data collection used include: (1) test of mathematical proof capability; (2) observation; (3) interviews; and (4) documentation. The research results obtained there are 5 kinds of student difficulties viewed from epistemology related to the geology of transformation geometry, namely a) difficulty learning related difficulties in applying the concept; b) learning difficulties related to visualizing geometric objects; c) learning difficulties with difficulty in determining principles; d) learning difficulties related to understanding problems and e) related difficulties in mathematical proofing. Especially in mathematical proofing, students have difficulties such as: not knowing how to start construction of evidence, unable to use known concepts and principles, and tend to start construction of evidence with what must be proven.
PENINGKATAN KETERAMPILAN SELF ADVOCACY (SA) MAHASISWA MELALUI TEKNIK STRUCTURE LEARNING APPROACH (SLA) PADA TOPIK FUNGSI REAL Wawan Irmawan; Mohammad Dadan Sundawan; Herri Sulaiman
MAJU : Jurnal Ilmiah Pendidikan Matematika Vol 6, No 1 (2019): MAJU: JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : STKIP Bina Bangsa Meulaboh

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

Abstract

Individu sebagai makhluk sosial mempunyai dorongan kuat untuk berinteraksi dengan sesamanya, yang mana memerlukan keterampilan sosial yang baik ditiap interaksinya. Self Advocacy (SA) sebagai salah satu bagian dari keterampilan sosial sangat perlu dilatih dan ditanamkan di dalam diri mahasiswa. Hal ini ditujukan sebagai bekal mereka untuk mendidik siswa di masa depan. SA merupakan keterampilan yang dimiliki oleh individu untuk mengenali, mengetahui kebutuhan dan ketidakmampuan dalam belajar tanpa mengorbankan hak dan martabat diri sendiri atau orang lain. Ada tiga keterampilan yang saling terkait dalam SA yaitu: a) pengetahuan tentang apa yang diinginkan, b) pengetahuan tentang hak yang harus dimiliki secara hukum, c) kemampuan yang efektif dalam mencapai tujuan. Sehingga kemampuan SA merupakan bagian dari soft skills mahasiswa yang harus dikembangkan dalam rangka mencapai profesi pendidik matematika yang unggul, kompeten, profesional dan berdaya saing di masa mendatang. Penelitian ini ini bertujuan untuk meningkatkan keterampilan SA mahasiswa melalui teknik Strukur Learning Approach (SLA). SLA atau strategi pembelajaran terstuktur terdiri dari lima tahap, yaitu (a) penjelasan materi atau arahan (instruction), (b) pemberian model (modeling), (c) bermain peran (role-play), (d) pemberian umpan balik (performance feedback), dan (e) pemberian tugas dan pemeliharaan (transfer of training and maintenance). Model pengembangan yang digunakan dalam penelitian ini adalah model Gerlach dan Ely yang dapat melibatkan sepuluh unsur. Dari populasi seluruh mahasiswa pendidikan matematika, kemudian dipilih satu kelas secara purposive sebagai subjek penelitian. Metode dalam penelitian ini adalah deskriptif kualitatif dan teknik analisis data menggunakan data hasil uji tes kemampuan kognitif pada topik fungsi real dan data hasil wawancara. Hasil penelitian menunjukkan adanya peningkatan SA calon pendidik matematika yang dideskripsikan berdasarkan pengembangan empat komponen menurut Brinckerhoff dan Schreiner. Peningkatan SA calon pendidik matematika dilihat dari tiga siklus. Secara keseluruhan, siklus ke-I kemampuan self advocacy mahasiswa hanya berada di level 47.69 %. Siklus ke-II mulai meningkat hingga mencapai 61.54 %. Sedangkan siklus ke-III mampu mencapai level 78.02 %.  Artinya melalui teknik SLA ternyata efektif untuk meningkatkan keterampilan SA mahasiswa menjadi lebih baik. Hal ini dapat dilihat dari aspek aktifitas subjek yang diamati dengan rata-rata berada di level 87.4 % dengan kategori efektif. Sedangkan hasil belajar subjek untuk ketiga siklus mencapai di level 79.01 dengan kategori baik.
Design of an Electronic Test for Geometry Material Based on Students' Numeracy Literacy and Metacognitive Knowledge Siska Firmasari; Setiyani; Jajo Firman Raharjo; Mohammad Dadan Sundawan; Rismayani
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.63608

Abstract

Making electronic tests of students' numeracy skills based on metacognitive knowledge is important for students to have. Metacognitive knowledge are essential in mathematics performance. For this reason, it is significant to make metacognitive knowledge the basis of teaching, especially in teaching mathematics. This study aimed to design an electronic test based on students' Numerical Literacy Ability and Metacognitive Knowledge. The study used the ADDIE development model focusing on evaluating geometry material. This study chose subjects with random sampling from a high school that has good quality. The first stage of this study was to determine the nine research subjects by conducting initial interviews with class IX students. Then from the research subjects, researchers obtained information about numeracy literacy skills and metacognitive knowledge using test and interview methods. The results of a descriptive and in-depth analysis of the students' numeracy literacy skills and metacognitive knowledge became the basis for designing the electronic test. The study found that the electronic test design proved valid with an excellent category and practical with a positive response of 82.63%. This electronic-test design assessment shows that the digital-based instrument evaluation can have a broader range of users. The results of this study can be a recommendation for a digital-based evaluation instrument that adapts to the scope of the latest curriculum in Indonesia.
Students' mathematical representation ability in Learning fractions through a concrete-representational-abstract approach with a joyful learning nuance Fuad Nasir; Gunawan; Shanti Nurhidayah; Salsabila Anindiyah; Yudistira Indra Prahasta Putra Elwanda; Setiyani; Rahmad Khodari; Mohammad Dadan Sundawan; Laelasari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p643-658

Abstract

Mathematical representation ability is crucial in understanding fraction concepts, especially for elementary school students still in the concrete cognitive development stage. This study aims to describe the mathematical representation abilities of fourth-grade students in learning fractions through the Concrete-Representational-Abstract (CRA) approach with a joyful learning atmosphere. This approach was implemented through educational games such as Run Speech Fraction, Jump and Draw Fraction, and Walk Fast Fraction. The study employed a descriptive qualitative method, involving three fourth-grade students from an elementary school in Cirebon, each representing a high, medium, and low ability level. Data were collected through written tests and in-depth interviews, and analysed using the Miles and Huberman model. The results indicate that when delivered in an engaging and enjoyable atmosphere, the CRA approach effectively supports the gradual development of verbal, visual, and symbolic representations. High-ability students demonstrated consistency across all three forms of representation; medium-ability students showed basic understanding but still required guidance; low-ability students faced difficulties yet remained enthusiastic throughout the learning process. This study contributes to developing instructional strategies that promote gradual conceptual understanding, foster enjoyable learning experiences, and encourage active student engagement in mathematics.
Co-Authors Fuad Nasir Gunawan Herri Sulaiman Jajo Firman Raharjo Laelasari Rahmad Khodari Rismayani Salsabila Anindiyah Setiyani Shanti Nurhidayah Siska Firmasari Wawan Irmawan Yudistira Indra Prahasta Putra Elwanda