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All Journal Jurnal Pengajaran MIPA Jurnal Infinity Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam AKSIOMA: Jurnal Program Studi Pendidikan Matematika Indonesian Journal of Science and Technology Jurnal Elemen Journal of Research and Advances in Mathematics Education AKSIOMA Communications in Science and Technology Journal of Honai Math Jurnal Kiprah JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Molekul: Jurnal Ilmiah Kimia M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan International Journal of STEM Education for Sustainability Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JRAMathEdu (Journal of Research and Advances in Mathematics Education) Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Journal on Mathematics Education Research Jurnal Pendidikan MIPA
Dian Usdiyana
Universitas Pendidikan Indonesia
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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KESULITAN SISWA DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA SISWA Aneu Pebrianti; Dian Usdiyana; Endang Dedy; Eyus Sudihartinih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7400

Abstract

Kemampuan pemecahan masalah masih relevan dengan kebutuhan dunia pendidikan saat ini. Namun hingga sekarang, kemampuan pemecahan masalah siswa Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi oleh siswa ditinjau dari kemampuan awal matematika siswa yang beragam dalam satu kelas menggunakan tahapan Polya. Metode yang digunakan adalah kualitatif dengan pendekatan fenomenologi. Teknik pengumpulan data menggunakan triangulasi. Partisipan penelitian adalah 14 orang siswa dengan kemampuan matematika yang beragam dari kelas unggulan. Dari hasil analisis dapat disimpulkan bahwa siswa dengan kemampuan awal matematika tinggi dominan mengalami kekeliruan pada saat melakukan perhitungan, yakni kurang teliti dalam mengoperasikan tanda dan bilangan. Sedangkan siswa dengan kemampuan matematika sedang mengalami kesulitan untuk menentukan strategi penyelesaian yang tepat dan mengaitkan konsep untuk melakukan pengecekan kembali terhadap jawaban yang diperoleh. Terakhir siswa dengan kemampuan matematika rendah mengalami kesulitan mulai dari memahami soal, sehingga tidak mampu sama sekali mengerjakan soal yang diberikan.Problem solving ability is still relevant to the needs of today's education world. But until now, Indonesian students' problem-solving ability is still relatively low. The objective of this study is to recognize the challenges encountered by students in terms of the level of mathematical ability of diverse students in one class using Polya's stages. The approach adopted for this study is qualitative, utilizing a phenomenological perspective. Data collection techniques used triangulation in the form of tests and interviews. The research participants were 14 students with diverse mathematical abilities from the superior class. From the results of the analyzes, it can be concluded that students with high mathematical ability experience errors when performing calculations, namely lack of accuracy in operating signs and numbers, while students with moderate mathematical ability have difficulty determining the right solution strategy and linking concepts to check the answers obtained. Finally, students with low mathematical ability had difficulty starting from understanding the problem so that they were unable to work on the problem at all.
Seminar Multimedia Interaktif Tim Dosen Multimedia dan Mahasiswa untuk Guru Matematika Eyus Sudihartinih; Tia Purniati; Rini Marwati; Dewi Rachmatin; Dian Usdiyana; Salma Muftiyah; Asyifa Anggun Sari; Theodore Dwivaland Fophin; Khusnul Novianingsih; Dwi Haryanto
ABDI MOESTOPO: Jurnal Pengabdian Pada Masyarakat Vol 7, No 2 (2024): Juli 2024
Publisher : Universitas Prof. Dr. Moestopo (Beragama)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32509/abdimoestopo.v7i2.4231

Abstract

Tujuan penulisan artikel ini yaitu untuk mendeskripsikan kegiatan PkM berjudul Seminar Multimedia Interaktif untuk Guru Matematika. PkM ini menggunakan model pelatihan Goad, yaitu 1) analisis kebutuhan pelatihan, 2) desain pendekatan pelatihan, 3) pengembangan materi pelatihan, 4) pelaksanaan pelatihan, dan 5) evaluasi dan pemutakhiran pelatihan. Bentuk kegiatan PkM ini, yaitu seminar untuk guru matematika SMP di Kota Bandung dan implementasi pada siswa kelas VIII. Tempat pelaksanaan PkM adalah SMP LabSchool UPI dan Program studi Pendidikan Matematika Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam di Universitas Pendidikan Indonesia. Instrumen yang digunakan pada seminar dalam rangka PkM ini adalah angket guru. PkM telah dilakukan melalui implementasi media pembelajaran Scratch pada siswa kelas 8 SMP dan seminar dengan 6 buah pengembangan materi, yakni Scratch, Google Form, model-model pembelajaran, Kahoot, Quizizz, dan Liveworksheets yang diikuti oleh kurang lebih 100 peserta. Hasil dari PkM ini, yaitu kegiatan berjalan baik dan bermanfaat bagi guru matematika serta diharapkan dapat diadakan secara rutin. Dengan demikian, perlunya program lanjutan untuk meningkatkan pengetahuan dan keterampilan guru.
Improving Mathematical Communication Skills Through the Geogebra-helped PBL and Direct Instruction Reviewed from the Level of Learning Independence Hadi Hadi; Wahyudin Wahyudin; Dian Usdiyana
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.9689

Abstract

This research aims to analyze the improvement of junior high school students' mathematical communication skills through Problem Based Learning (PBL) assisted by Geogebra and Direct Instruction assisted by Geogebra. The research also considers the level of student learning independence. The research method used was a quasi-experiment with a pretest-posttest design and a control group, involving two treatment groups. groups that underwent the PBL approach with the help of Geogebra and Direct Instruction with the help of Geogebra. Students in this study were divided based on their level of learning independence. Data was collected through an initial test (pretest), implementation of learning, and a final test (posttest). Data analysis involved a comparison between the increase in students' mathematical communication skills before and after treatment in the two treatment groups, as well as the influence of the level of learning independence on increasing mathematical communication skills. The research results show that both learning approaches contribute to improving students' mathematical communication skills. However, the group that took part in PBL assisted by Geogebra showed more significant improvement compared to the Direct Instruction group assisted by Geogebra. In addition, it was identified that the level of student learning independence influences the results of improving mathematical communication skills, where students with a high level of learning independence tend to benefit more from PBL assisted by Geogebra. In order to improve students' mathematical communication skills in learning spatial material, it is recommended that educators consider using Geogebra-assisted PBL and pay attention to students' level of learning independence in designing effective learning strategies. 
Isotherm adsorption characteristics of carbon microparticles prepared from pineapple peel waste Nandiyanto, Asep Bayu Dani; Santiuly Girsang, Gabriela Chelvina; Maryanti, Rina; Ragadhita, Risti; Anggraeni, Sri; Fauzi, Fajar Miraz; Sakinah, Putri; Astuti, Asita Puji; Usdiyana, Dian; Fiandini, Meli; Dewi, Mauseni Wantika; Al-Obaidi, Abdulkareem Sh. Mahdi
Communications in Science and Technology Vol 5 No 1 (2020)
Publisher : Komunitas Ilmuwan dan Profesional Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1227.71 KB) | DOI: 10.21924/cst.5.1.2020.176

Abstract

The objective of this study was to investigate isotherm adsorption of carbon microparticles from pineapple peel waste. Carbon microparticles were prepared by carbonizing pineapple peel waste at 215-250°C and grinding using a saw-milling process. To investigate adsorption properties of carbon microparticles, experiments were done by evaluating adsorption of curcumin (as a model of adsorbate) in the ambient temperature and pressure under constant pH condition. To confirm the adsorption characteristics, carbon particles with different sizes (i.e., 100, 125, and 200 ?m) were tested, and the adsorption results were compared with several standard isotherm adsorption models: Langmuir, Freundlich, Temkin, and Dubinin- Radushkevich. To support the adsorption analysis, several characterizations (i.e., optical microscope, sieve test, and Fourier transform infrared analysis) were conducted. The adsorption test showed that the adsorption profile is fit to the Freundlich model for all variations, indicating the multilayer adsorption process on heterogeneous surfaces and interactions between adsorbate molecules. The results from other isotherm models also confirmed that the adsorption process occurs physically via Van der Waals force in binding adsorbate on the surface of adsorbent.
The Effect of Mathematical Habits of Mind and Early Mathematical Ability on Modeling Ability of High School Students Almyra Aprilia; Endang Cahya Mulyaning Asih; Dian Usdiyana
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 4 (2023): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i4.11924

Abstract

Modeling mathematics serves as a bridge between the processes of translating real-world problems into mathematics. In reality, however, students' mathematical modeling skills, including their knowledge of derivative applications, remain subpar. This study is intended to determine the relationship between mathematical modeling skills, mathematical habits of mind (MHoM), and early mathematical ability (EMA). This research employed a quantitative methodology with mix method sequential explanatory design. The method used a quantitative and qualitative approach. The first quantitative phase is used, then explained more deeply through the qualitative phase. Sample in this study were 36 eleventh-grade students from one of Tasikmalaya's senior high schools. In this investigation, the EMA was the previous semester's math report card grade. A mathematical modeling ability test question and an MHoM questionnaire were administered to students, and the quantitative analysis of the results followed. This study demonstrates that the relationship between MHoM and EMA has a 31.2% modeling capability. In addition, a one-point increase in MHoM and EMA increases the average mathematical modeling ability of pupils by 1,570 and 2,241. Therefore, it can be concluded that MHoM and EMA have a positive effect on mathematical modeling ability.
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses Nurlaelah, Elah; Pebrianti, Aneu; Taqiyuddin, Muhammad; Dahlan, Jarnawi Afgani; Usdiyana, Dian
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p85-108

Abstract

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the t- test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking components. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.
Problem Solving in Geometry Teaching for Pre-service Mathematics Teacher Students from a Computational Thinking Perspective Jupri, Al; Usdiyana, Dian; Gozali, Sumanang Muhtar
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/b5tvse94

Abstract

Computational thinking and problem-solving skills are necessary for the future careers of pre-service mathematics teacher students in the 21st century. This study aims to analyse problem-solving activities in geometry teaching and corresponding assessment for pre-service mathematics teacher students from a computational thinking perspective. To do so, we carried out a qualitative case study through teaching and learning observations involving 41 pre-service mathematics teacher students from one of the state universities in West Java, Indonesia. In this study, 6 x 50 minutes of geometry teaching were observed, and written work containing problem-solving processes retrieved from the formative assessment was analysed from the computational thinking perspective. The results showed that two types of problem-solving activities are identified from the teaching and learning processes and the corresponding assessment, i.e., problem to find and problem to prove. We view that a problem to prove can typically be considered as a structured problem to find. Both types of problems can be fruitfully analysed using Polya’s problem-solving strategy from the computational thinking perspective. For future research, we recommend investigating each type of problem using more specific characteristics of computational thinking. Keterampilan berpikir komputasi (computational thinking)  dan pemecahan masalah diperlukan untuk karir masa depan mahasiswa calon guru matematika di abad ke-21. Penelitian ini bertujuan untuk menganalisis aktivitas pemecahan masalah dalam proses pembelajaran geometri dan asesmennya untuk mahasiswa calon guru matematika dari perspektif berpikir komputasi. Untuk itu, kami melakukan studi kasus kualitatif melalui observasi proses pembelajaran yang melibatkan 41 mahasiswa calon guru matematika dari salah satu universitas negeri di Jawa Barat, Indonesia. Dalam penelitian ini, kami mengobservasi pembelajaran geometri untuk calon guru matematika selama 6 x 50 menit, dan hasil tes tertulisnya yang berisi proses pemecahan masalah yang dianalisis dari perspektif berpikir komputasi. Hasil penelitian menemukan adanya dua jenis tipe pemecahan masalah, yang diidentifikasi dari pengamatan proses pembelajaran dan penilaian formative, yaitu masalah tipe menemukan dan masalah tipe membuktikan. Kami memandang bahwa masalah tipe membuktikan sebagai masalah terstruktur dari tipe menemukan. Kedua tipe masalah tersebut dapat dianalisis dengan baik menggunakan strategi pemecahan masalah Polya dari perspektif berpikir komputasi. Untuk penelitian mendatang, kami merekomendasikan untuk menelaah lebih lanjut setiap tipe masalah dengan menggunakan karakteristik berpikir komputasi yang lebih spesifik.
MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Nurafifah, Luthfiyati; Nurlaelah, Elah; Usdiyana, Dian
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 1 No. 2 (2016): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v1i2.21

Abstract

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.
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses Nurlaelah, Elah; Pebrianti, Aneu; Taqiyuddin, Muhammad; Dahlan, Jarnawi Afgani; Usdiyana, Dian
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p85-108

Abstract

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the t- test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking components. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.
PENERAPAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA UNTUK PENCAPAIAN KEMAMPUAN PENALARAN INDUKTIF MATEMATIS SISWA Adzni Nurul Fajriani; Jarnawi Afgani Dahlan; Dian Usdiyana
Journal on Mathematics Education Research (J-MER) Vol 1, No 1 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i1.24571

Abstract

Penelitian ini bertujuan untuk: 1) Mengkaji perbedaan pencapaian kemampuan penalaran induktif  matematis antara siswa yang memperoleh pembelajaran dengan pendekatan PMRI dan siswa yang memperoleh pembelajaran dengan pendekatan saintifik; 2) Mengetahui sikap siswa terhadap pembelajaran matematika dengan menggunakan pendekatan PMRI; 3) Mengkaji jenis-jenis kesalahan yang dilakukan siswa dalam menyelesaikan soal-soal penalaran induktif matematis. Penelitian ini menggunakan metode kuasi eksperimen dengan desain penelitian post-test only control group design. Populasi pada penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kota Bandung. Sampel yang terpilih adalah siswa kelas VIII-B dan siswa kelas VIII-D. Instrumen yang digunakan adalah tes kemampuan penalaran induktif matematis, angket sikap siswa, dan lembar observasi. Intrumen tes berupa soal uraian sesuai dengan indikator dari kemampuan penalaran induktif memiliki reliabilitas dengan kategori sedang. Data yang digunakan untuk menganalisis pencapaian kemampuan penalaran induktif adalah nilai postes kedua kelas dengan bantuan software SPSS 23. Hasil penelitian menunjukkan bahwa 1) Terdapat perbedaan pencapaian kemampuan penalaran induktif matematis antara siswa yang memperoleh pembelajaran dengan pendekatan PMRI dan siswa yang memperoleh pembelajaran dengan pendekatan saintifik; 2) Siswa menunjukkan sikap positif terhadap pembelajaran matematika dengan menggunakan pendekatan PMRI; 3) Kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal-soal penalaran induktif matematis diantaranya: Kesalahan memahami soal, Kesalahan konsep, Kesalahan prinsip/ langkah pengerjaan soal, dan Kesalahan operasi.
Co-Authors Abdulkareem Sh. Mahdi Al-Obaidi Adzni Nurul Fajriani Al-Obaidi, Abdulkareem Sh. Mahdi Almyra Aprilia Aneu Pebrianti Arinalhaq, Zulfa Fathi Asep Bayu Dani Nandiyanto Astuti, Asita Puji Asyifa Anggun Sari Barti, Novia Permata Dadang Juandi Dewi Rachmatin Dewi, Mauseni Wantika Didi Suryadi Dwi Haryanto Eha Harningsih Elah Nurlaelah Elah Nurlaelah Endang Cahya M.A Endang Dedy Eyus Sudihartinih Fatimah, Siti Fauzi, Fajar Miraz Fiandini, Meli Hadi Hadi Indra Nurhidayat Jarnawi Afgani Dahlan Kartika Yulianti Khusnul Novianingsih Maulidina, Aulia Merisa Ammelia Sari Muhammad Taqiyuddin Nisa Fadilah Nur Elisya Nurafifah, Luthfiyati Nurafifah, Luthfiyati Pebrianti, Aneu Ragadhita, Risti Rahmadianti, Salma Rina Maryanti Rini Marwati Ririn Sispiyati Rizky, Yulian Putri Chandra SAKINAH, PUTRI Salma Muftiyah Santiuly Girsang, Gabriela Chelvina Siti Fatimah Sri Anggraeni Sumanang Muhtar Gozali Syifa Syafira Al Ghifari Tanjung, Winda Khadijah Ashareni Tatang Herman Tetin Artinah Theodore Dwivaland Fophin Tia Purniati Wafa Raihana Arwa Yuni Hajar