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<![CDATA[MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS SISWA SMP MELALUI PEMBELAJARAN MATEMATIKA REALISTIK ]]>
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Purniati, Tia]]>;
<![CDATA[Yulianti, Kartika]]>;
<![CDATA[Harningsih, Eha]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 13, No 1 (2009): Jurnal Pengajaran MIPA ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v13i1.300
<![CDATA[Penelitian ini dilakukan di SMPN 12 Bandung dengan mengambil dua kelas yaitu satu kelas eksperimen dan satu lagi sebagai kelas kontrol. Penelitian ini bertujuan mengkaji secara komprehensif perbedaan peningkatan kemampuan berpikir logis dan perbedaan sikap siswa terhadap matematika antara siswa yang pembelajarannya menggunakan Pembelajaran Matematika Realistik (PMR) dengan siswa yang pembelajarannya menggunakan Pembelajaran Matematika Biasa (PMB) ditinjau secara keseluruhan siswa maupun berdasarkan kelompok kemampuan matematika siswa. Selain itu juga dikaji kinerja dan pola jawaban yang dibuat siswa dalam menyelesaikan masalah kontekstual pada masing-masing pendekatan pembelajaran. Instrumen yang digunakan dalam penelitian ini berupa Tes Kemampuan Berpikir Logis, angket, pedoman wawancara, dan lembar observer. Berdasarkan analisa terhadap jawaban siswa, siswa dalam kelompok sedang dan tingggi baik untuk kelas eksperimen maupun untuk kelas kontrol kemampuan berpikir logisnya sudah cukup memadai hanya perlu ditingkatkan lagi. Pembelajaran matematika dengan pendekatan matematika realistik pada kelas eksperimen untuk kelompok rendah cukup membantu siswa untuk meningkatkan kemampuan berpikir logis. Secara keseluruhan peningkatan kemampuan berpikir logis siswa di kelas eksperimen lebih tinggi dibanding dengan siswa di kelas kontrol. Pada umumnya siswa merasa senang, tertarik, dan mudah mengerti belajar matematika dengan pendekatan realistik, terutama siswa kelompok sedang dan rendah.Kata kunci : Pembelajaran Matematika Realistik, Pembelajaran Matematika Biasa, Berpikir Logis]]>
<![CDATA[INOVASI PEMBELAJARAN STRUKTUR ALJABAR I DENGAN MENGGUNAKAN PROGRAM ISETL BERDASARKAN TEORI APOS ]]>
<![CDATA[Nurlaelah, Elah]]>;
<![CDATA[Usdiyana, Dian]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 6, No 1 (2005): Jurnal Pengajaran MIPA ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v6i1.363
<![CDATA[Model pembelajaran ini bertujuan untuk membentuk konstruksi mental mahasiswa berdasarkan teori APOS (Action, process, object, dan schema). Pembelajarannya dilaksanakan berdasarkan siklus ACE (Activities, Class, discussion, Exercises). Implementasi pengajaran berdasarkan siklus ACE adalah belajar dengan menggunakan komputer dan belajar secara berkelompok. Model pembelajaran ini menjadikan mahasiswa aktif baik secara mental maupun fisik dalam mengikuti perkuliahan dan sekitar 50 % mahasiswa pengikut mata kuliah Struktur Aljabar I telah mencapai konstruksi mental action, process, object, dan schema. Key words: Action, process, object, schema]]>
<![CDATA[MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA ]]>
<![CDATA[Nurafifah, Luthfiyati]]>;
<![CDATA[Nurlaelah, Elah]]>;
<![CDATA[Usdiyana, Dian]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 1 No 2 (2016): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v1i2.21
<![CDATA[The purpose of this research is to find out the increase of student?s mathematical problem solving competence through the implementation of Osborn Learning Model, as well as compare it with the student who earned conventional learning. In addition, the purpose of this research is to find out the increase of mathematical problem solving competence on a group of student with high, middle, and low capability. The next purpose is to find out the attitude of the students against the osborn learning model. Methods used in this research is quasi Experimenter Method with pretest and post-test Marginalized Control Design. Population on this research are all of students of VIII grades in SMPN 1 Bandung. Samples on this research are two classes of VIII grades, one class as Experimental Class and the other one as control class. Research data obtained through the test of student?s mathematical problem solving competence, questionnaire, and observation sheets. The result of this research shows that the increasing of student?s mathematical problem solving competence with Osborn Learning Model better than the increasing of student?s mathematical problem solving competence with conventional learning. There are differences in the increasing competence on the groups of high capability, middle capability and low capability in osborn class and conventional class. In general, the students give a positive attitude against Osborn Learning Model. ]]>
<![CDATA[PERAN REPRESENTASI MATEMATIS DALAM PEMBELAJARAN PERKALIAN BENTUK ALJABAR MELALUI PENDEKATAN MATEMATIKA REALISTIK ]]>
<![CDATA[Jupri, Al]]>;
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Sispiyati, Ririn]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): Jurnal Elemen ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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<![CDATA[Algebra is an abstract topic in mathematics that should initially be learned by students in junior high school level. In order that this topic is easier to understand by students meaningfully, relevant mathematical representations should be used in the learning process. This research aims to analyze the role of mathematical representations in the learning of multiplication of algebraic expressions through the use of realistic mathematics education approach. To do so, we used a qualitative research method, in the form of the learning and teaching process involving 23 grade VII students (12-13-year-old) from one of the schools in Bandung. We analyzed video data of the learning process and the student written work from a formative test. The results showed that visual representations are frequently used by students at the beginning of the learning process and symbolic representations are used after the students get used to using visual representations. The result of the formative test indicated that the use of mathematical representations meaningfully could help students in solving multiplication of algebraic expressions problems. We conclude that the use of mathematical representations?in particular of visual representations using geometry context in algebra learning?helps students to understand the topic of multiplication of algebraic expressions.]]>
<![CDATA[The Deployment of Drones in Sending Drugs and Patient Blood Samples COVID-19 ]]>
<![CDATA[Anggraeni, Sri]]>;
<![CDATA[Maulidina, Aulia]]>;
<![CDATA[Dewi, Mauseni Wantika]]>;
<![CDATA[Rahmadianti, Salma]]>;
<![CDATA[Rizky, Yulian Putri Chandra]]>;
<![CDATA[Arinalhaq, Zulfa Fathi]]>;
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Nandiyanto, Asep Bayu Dani]]>;
<![CDATA[Al-Obaidi, Abdulkareem Sh. Mahdi]]>
<![CDATA[ Indonesian Journal of Science and Technology Vol 5, No 2 (2020): IJOST: VOLUME 5, ISSUE 2, 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijost.v5i2.24462
<![CDATA[At present, most countries all over the world are being hard hit by the COVID-19 pandemic and some even are being hit harder than others. This condition has caused widespread disruption of the economic, social, and educational systems in those countries. Â Under these conditions, transportation systems also need to be considered. There are problems of distribution of drugs and kits of test equipment to areas far from large cities in the center of the corona pandemic due to access difficulty. Remote locations, being difficult to reach, make the distribution of drugs and equipment for rapid testing uneven so that the recovery rate of patients in the area has a low percentage. Meanwhile, it is essential to ensure the availability of drugs and rapid test equipment in every public health center in all directions of Indonesia. One possible solution is the use of drones to distribute these things to areas that are difficult to reach. This solution is expected to at least improve healing and reduce mortality for patients infected with COVID-19 in remote areas.]]>
<![CDATA[Dampak Perkuliahan Geometri Pada Penalaran Deduktif Mahasiswa: Kasus Pembelajaran Teorema Ceva ]]>
<![CDATA[Jupri, Al]]>;
<![CDATA[Fatimah, Siti]]>;
<![CDATA[Usdiyana, Dian]]>
<![CDATA[ AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 11, No 1 (2020): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/aks.v11i1.6011
<![CDATA[Geometry is one of branches of mathematics that can develop deductive thinking ability for anyone, including students of prospective mathematics teachers, who learning it. This deductive thinking ability is needed by prospective mathematics teachers for their future careers as mathematics educators. This research therefore aims to investigate the influence of the learning process of a geometry course toward deductive reasoning ability of students of prospective mathematics teachers. To do so, this qualitative research was carried out through an observation of the learning process and assessment of the geometry course, involving 56 students of prospective mathematics teachers, in one of mathematics education program, in one of state universities in Bandung. A geometry topic observed in the learning process was the Ceva’s theorem, and the assessment was in the form of an individual written test on the application of the Ceva’s theorem in a proving process. The results showed that the learning process emphasizes on proving of theorems and mathematical statements. In addition, the test revealed that ten students are able to use the Ceva’s theorem in a proving process and different strategies of proving are found, including the use of properties of similarity between triangles and of the concept of trigonometry. This indicates a creativity of student deductive thinking in proving process. In conclusion, the geometry course that emphasizes on proving of theorems and mathematical statements has influenced on filexibility of student deductive thinking in proving processes.]]>
<![CDATA[Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems ]]>
<![CDATA[Jupri, Al]]>;
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Sispiyati, Ririn]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i2.13263
<![CDATA[One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’ conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.]]>
<![CDATA[An Analysis of Mathematical Representation Skills in Solving Problems of Systems of Linear Equations in Two Variables ]]>
<![CDATA[Barti, Novia Permata]]>;
<![CDATA[Usdiyana, Dian]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[Mastering mathematics has been a must in order to face today’s era of globalization. Mathematical representation is one of the skills that must be possessed and developed by students to solve mathematical problems. Solving mathematical problems requires high level of thinking and understanding of mathematical concepts. Low representation skills, however, may be caused by several factors, one of which is that students are not used to dealing with contextual problems frequently encountered in daily basis. The present study aims to determine the types of mathematical representations exhibited by the students along with their tendency of employing particular mathematical representation(s) in solving the problems regarding the system of linear equations in two variables. The descriptive study with qualitative approach was utilized as the method. A total of 22 grade IX F students of state junior high school 10 Tapung were selected as the subject. This study was conducted to investigate the tendency of students’ mathematical representation skills in solving the problems of the system of linear equations in two variables. The results indicate several types of mathematical representations utilized in system of linear equations in two variables, including visual representation of 77%, symbolic representation of 91%, and verbal representation of 27%. In conclusion, the representation skills of the grade IX F students of state junior high school 10 Tapung are still in low category and the students’ tendency in solving the problems of system of linear equations in two variables is to use the symbolic representation]]>
<![CDATA[Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns ]]>
<![CDATA[Jupri, Al]]>;
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Sispiyati, Ririn]]>
<![CDATA[ Jurnal Kiprah Vol 8 No 2 (2020): Jurnal Kiprah ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.31629/kiprah.v8i2.2358
<![CDATA[The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS SISWA SMP MELALUI PEMBELAJARAN MATEMATIKA REALISTIK ]]>
<![CDATA[Usdiyana, Dian]]>;
<![CDATA[Purniati, Tia]]>;
<![CDATA[Yulianti, Kartika]]>;
<![CDATA[Harningsih, Eha]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 13, No 1 (2009): JPMIPA: Volume 13, Issue 1, 2009 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v13i1.35779
<![CDATA[Penelitian ini dilakukan di SMPN 12 Bandung dengan mengambil dua kelas yaitu satu kelas eksperimen dan satu lagi sebagai kelas kontrol. Penelitian ini bertujuan mengkaji secara komprehensif perbedaan peningkatan kemampuan berpikir logis dan perbedaan sikap siswa terhadap matematika antara siswa yang pembelajarannya menggunakan Pembelajaran Matematika Realistik (PMR) dengan siswa yang pembelajarannya menggunakan Pembelajaran Matematika Biasa (PMB) ditinjau secara keseluruhan siswa maupun berdasarkan kelompok kemampuan matematika siswa. Selain itu juga dikaji kinerja dan pola jawaban yang dibuat siswa dalam menyelesaikan masalah kontekstual pada masing-masing pendekatan pembelajaran. Instrumen yang digunakan dalam penelitian ini berupa Tes Kemampuan Berpikir Logis, angket, pedoman wawancara, dan lembar observer. Berdasarkan analisa terhadap jawaban siswa, siswa dalam kelompok sedang dan tingggi baik untuk kelas eksperimen maupun untuk kelas kontrol kemampuan berpikir logisnya sudah cukup memadai hanya perlu ditingkatkan lagi. Pembelajaran matematika dengan pendekatan matematika realistik pada kelas eksperimen untuk kelompok rendah cukup membantu siswa untuk meningkatkan kemampuan berpikir logis. Secara keseluruhan peningkatan kemampuan berpikir logis siswa di kelas eksperimen lebih tinggi dibanding dengan siswa di kelas kontrol. Pada umumnya siswa merasa senang, tertarik, dan mudah mengerti belajar matematika dengan pendekatan realistik, terutama siswa kelompok sedang dan rendah.]]>
