Articles
<![CDATA[Zona of Proximal Development dan Scffolding : Analisis Pengetahuan Peserta Didik dalam Pembelajaran Pemecahan Masalah Matematika di Sekolah Dasar ]]>
<![CDATA[Ifada Novikasari, ]]>
<![CDATA[ Pendidikan Sekolah Dasar Vol 6, No 5 (2012) ]]>
Publisher : <![CDATA[Pendidikan Sekolah Dasar ]]>
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<![CDATA[
Abstrak Bahasa
Indonesia
Artikel ini menggambarkan penggunaan teori dari Zone of Proximal Development (ZPD) dan Scaffolding pada pembelajaran
matematika. ZPD dan scaffolding
merupakan teori dari Vygotsky yang menyatakan bahwa pengetahuan dibangun dari
proses sosial. Teori Vygotsky menjelaskan tentang batas luar dari apa yang diketahui
peserta didik. Tepi dari batas tersebut adalah peserta didik dapat berpindah ke
pengetahuan baru atau perpindahan dari pemecahan masalah yang mereka pahami
yaitu dari masalah yang sedikit menjadi lebih kompleks. Vygotsky mengusulkan
dukungan dari pihak lain dapat mendukung proses perpindahan tadi dan interaksi
sosial merupakan bagian penting dalam pembelajaran. Bentuk dukungan itulah yang
disebut scaffolding. Penerapan teori Vygotsky untuk mengetahui proses konstruksi
pengetahuan peserta didik dalam pembelajaran pemecahan masalah di sekolah dasar
dapat digunakan dalam masalah matematika.
Kata Kunci: Zone of Proximal Development, scaffolding,
pemecahan masalah
Abstrak Bahasa
Inggris
This article
describes the using of theories Zone of Proximal Development (ZPD) and
scaffolding on mathematical learning. ZPD and scaffolding are vygotskyâs
theory, which viewed the construction of knowledge as a social process.
Vygotskyâs theory suggests thinking about the periphery of what a child knows. On the edges is where students can move
beyond what they already know to new ideas or move from solving problems they
understand to solving slightly more complex ones. Vygotsky proposed that help
from others supports the process of making that move and that social interaction
is important for learning. That supports
is well known as scaffolding. The implementation of Vygotskyâs theory for knowing the construction of studentsâ
knowledge in problem solving approach on level of elementary school can be used
in mathematics problem.
Keywords: Zone of Proximal Development, scaffolding, problem solving
]]>
<![CDATA[Kemampuan Pemecahan Masalah dan Keyakinan Matematika Ditinjau dari Konteks Berdasarkan Kesetaraan Gender ]]>
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ Yinyang: Jurnal Studi Islam Gender dan Anak Vol 13 No 2 (2018) ]]>
Publisher : <![CDATA[Pusat Studi Gender dan Anak (PSGA) IAIN Purwokerto ]]>
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<![CDATA[Banyak peneiltian telah mengkaji pemecahan masalah dan gender. Namun hanya sedikit penelitian yang mengkaji bagaimana konteks kesetaraan gender disajikan di dalam pemecahan masalah. Penelitian ini dilakukan untuk mengetahui bagaimana hubungan antara kemampuan pemecahan masalah dan keyakinan matematika dalam konteks kesetaraan gender dan perbandingan variabel tersebut ditinjau dari perbedaan jenis kelamin. Penelitian ini merupakan penelitian lapangan dengan menggunakan pendekatan kuantitatif. Sampel dipilih menggunakan teknik purposive sampling, sebanyak 41 mahasiswa calon guru SD/MI terpilih setelah mengikuti perkuliahan matematika dalam konteks kesetaraan gender. Hasil penelitian menunjukkan bahwa, tidak ada perbedaan yang signifikan dalam kemampuan pemecahan masalah matematika dan keyakinan matematika (KM) antara mahasiswa laki-laki dan perempuan; tidak ada perbedaan yang signifikan KM antara mahasiswa laki-laki dan perempuan; namun terdapat perbedaan pandangan tentang kesetaraan gender yang signifikan antara mahasiswa laki-laki dan perempuan.]]>
<![CDATA[Pengembangan Kemampuan Berpikir Kritis Siswa melalui Pembelajaran Matematika Open-ended di Sekolah Dasar ]]>
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 14 No 2 (2009) ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto ]]>
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DOI: 10.24090/insania.v14i2.338
<![CDATA[The aim of learning not only for fundamental principles mastery in the field of skill, but also develop which are positive attitude, research and invention with problem solving from their ability. The mathematics study in elementary school, supposed happen reinvention. Activity open-ended can bring student in answer problem with many manner and may be also many answers (true) so that invite intellectual potential and student experience in course to find something new. ]]>
<![CDATA[Holistic-Integrative Education System in an Islamic Kindergarten ]]>
<![CDATA[Fauzi, Fauzi]]>;
<![CDATA[Supa'at, Supa'at]]>;
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ QIJIS Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[IAIN Kudus ]]>
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DOI: 10.21043/qijis.v7i2.6449
<![CDATA[This research aims at examining the holistic-integrative approach system model appliedto an Islamic Kindergarten in Purwokerto city, Banyumas Regency. This qualitative research employs acase study with observation, interview and documentation as the data collection techniques. The data are then analyzed using two analysis techniques, namely content analysis and comparative analysis, with an interactive cycle. Based on the findings, the education developed through thesystematic approach ranges from the input resourcesstrengthening process, processes and transformation of raw inputs involving process quality elements, setting output targets with clear and measurable characteristics, and orientation to education unit users. The Islamic Kindergarten’s system is formulated in an integrated holistic system format model of early childhood education (sources, environment, process, transformation, output, and user). The model is developed by the researcher out of Kaufman’s model and Smith’s modelfor general system approach model.]]>
<![CDATA[Pre-service teacher’s mathematical knowledge for teaching in problem-based learning ]]>
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10556
<![CDATA[Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.]]>
<![CDATA[TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Dede, Yüksel]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14440.469-486
<![CDATA[Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.]]>
<![CDATA[PENGARUH SELF-REGULATED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIKA MAHASISWA DALAM PEMBELAJARAN BERBASIS MASALAH ]]>
<![CDATA[Ifada Novikasari]]>;
<![CDATA[Fauzi Fauzi]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 7 No 1 (2019): JUNE ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2019v7n1a10
<![CDATA[Abstrak:Penelitian ini bertujuan untuk membandingkan dua kelompok dengan perlakuan yang berbeda. Penelitian ini merupakan penelitian eksperimental dengan desain yang digunakan adalah desain perbandingan kelompok utuh. Penelitian ini dibagi menjadi dua kelompok, kelompok pertama diberikan pembelajaran berbasis masalah sebagai kelompok eksperimen dan kelompok kedua sebagai kelompok kontrol menggunakan pembelajaran ekspositori. Populasi dalam penelitian ini sama dengan sampel, yaitu sebanyak 30 mahasiswa tadris matematika yang mengambil mata kuliah geometri analitik. Data dianalisis menggunakan uji Mann Whitney dan Kendall. Hasil penelitian menunjukkan bahwa secara umum kemampuan representasi matematis dari kedua kelompok tidak berbeda secara signifikan, tetapi pada kelompok eksperimen memiliki self-regulated legulated lebih baik daripada kelompok kontrol.Abstract:This research was an experimental study with the design used was the intact-group comparison design. The research class in this design was only one but it was divided into two groups, half of the group was given treatment of problem-based as experimental group and another group using expository learning as control group. The population in this study was the same as the sample, 30 students who took analytical geometry course. Data analysis used Mann Whitney test and Kendall. The results showed that in general the ability of mathematical representation of the two groups did not different significantly, but in the self-regulated legulated score the experimental group was better than the control group.]]>
<![CDATA[Holistic-Integrative Education System in an Islamic Kindergarten ]]>
<![CDATA[Fauzi Fauzi]]>;
<![CDATA[Supa'at Supa'at]]>;
<![CDATA[Ifada Novikasari]]>
<![CDATA[ QIJIS Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[IAIN Kudus ]]>
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DOI: 10.21043/qijis.v7i2.6449
<![CDATA[This research aims at examining the holistic-integrative approach system model appliedto an Islamic Kindergarten in Purwokerto city, Banyumas Regency. This qualitative research employs acase study with observation, interview and documentation as the data collection techniques. The data are then analyzed using two analysis techniques, namely content analysis and comparative analysis, with an interactive cycle. Based on the findings, the education developed through thesystematic approach ranges from the input resourcesstrengthening process, processes and transformation of raw inputs involving process quality elements, setting output targets with clear and measurable characteristics, and orientation to education unit users. The Islamic Kindergarten’s system is formulated in an integrated holistic system format model of early childhood education (sources, environment, process, transformation, output, and user). The model is developed by the researcher out of Kaufman’s model and Smith’s modelfor general system approach model.]]>
<![CDATA[HUBUNGAN ANTARA PRESTASI BELAJAR DAN TINGKAT KECEMASAN MATEMATIKA PADA MAHASISWA CALON GURU SD/MI ]]>
<![CDATA[Ifada Novikasari]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v5i2.671
<![CDATA[Mathematics anxiety has been recognized as a feeling depressed and anxious when it deals with the manipulation of numbers and mathematical problem solving in the real life and the academic situations. The anxiety tend to occur in someone with low mathematical ability. That is, individuals with low mathematics anxiety more comfort to solve the problem than someone who has high anxiety. It is interesting to examine, because it will be proved whether there is a relationship between learning achievement and mathematics anxiety]]>
<![CDATA[TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION ]]>
<![CDATA[Ifada Novikasari]]>;
<![CDATA[Yüksel Dede]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14440.469-486
<![CDATA[Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.]]>
