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[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[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.]]>
<![CDATA[PERKEMBANGAN PENDIDIKAN MATEMATIKA TINGKAT SD DI INDONESIA, MALAYSIA, DAN JEPANG ]]>
<![CDATA[Ifada Novikasari]]>
<![CDATA[ Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 2, No 2 (2013): Periode Bulan Oktober ]]>
Publisher : <![CDATA[Universitas Khairun ]]>
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DOI: 10.33387/dpi.v2i2.115
<![CDATA[Improving the quality of teaching and learning of primary mathematics has always been a major concern of mathematics educators. TIMSS is a collaborative research project sponsored by the International Association for the Evaluatioan of Educational Achievement (IEA). It is the largest and most ambitious study of comparative educational achievement tests in mathematics and science ever undertaken. Every effort was made to help ensure that the tests represented the curricula of the participating countries and that the items did not exhibit any bias towards or against particular countries, including modifying specifications of the items by subject matter specialists within the participating countries, and conducting thorough statistical item analysis of data collected in the pilot testing. This article briefly summarizes develompment of Indonesian, Malaysian and Japanese mathematics education. It concludes with description of a method for teaching mathematics in those countries.]]>
<![CDATA[Pre-service teacher’s mathematical knowledge for teaching in problem-based learning ]]>
<![CDATA[Ifada Novikasari]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Mencetak ‘Problem Solver’ SD/MI Handal dengan Pembelajaran Pemecahan Masalah Matematika Berbasis Teknologi ]]>
<![CDATA[Ifada Novikasari]]>
<![CDATA[ Jurnal keilmuan dan Kependidikan dasar Vol 4 No 1 (2012): Juni 2012 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten ]]>
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<![CDATA[Berdasarkan pada pengaruh dari teknologi berhitung dalam pembelajaran pemecahan masalah matematika hal tersebut memiliki potensial efek dengan peningkatan keterampilan siswa. Teknologi memberikan cara baru bagi siswa untuk mendemonstrasikan solusi. Sebagai contoh masalah dalam buku teks dapat diadaptasi dalam banyak cara dengan teknologi. Hal itu berarti siswa memiliki kesempatan untuk mengeksplorasi masalah yang kompleks dan ide matematika, dapat melengkapi gambaran dari ide dan dapat menghitung secara efisien dan akurat. Ketika teknologi tersedia siswa akan fokus pada penentuan cara, refleksi, penalaran dan pemecahan masalah]]>
<![CDATA[APLIKASI REALISTIC MATHEMATICS EDUCATION (RME) MODEL STAD UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI DAN PENALARAN MATEMATIS MAHASISWA PGMI ]]>
<![CDATA[Ifada Novikasari]]>;
<![CDATA[Wahyuni Wahyuni]]>
<![CDATA[ Jurnal keilmuan dan Kependidikan dasar Vol 11 No 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/primary.v11i02.2320
<![CDATA[Pembelajaran matematika yang realistik merupakan bentuk pembelajaran yang memberikan tantangan terbesar dalam dunia pendidikan untuk bagaimana menyajikan konsep matematika dekat dengan kehidupan nyata. Freudental telah mengembangkan pembelajaran realistik berkeyakinan bahwa peserta didik tidak boleh dipandang sebagai passive receivers of ready-made mathematics (penerima pasif matematika yang sudah jadi) namun pendidikan harus mengarahkan peserta didik kepada penggunaan berbagai situasi dan kesempatan untuk menemukan kembali matematika dengan cara mereka sendiri. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan di kelas calon guru MI STAIN Purwokerto pada materi trigonometri untuk pengembangan kemampuan representasi dan penalaran dengan dasar bahwa memberikan bekal model pembelajaran SD/MI bisa dimulai ketika mereka berada di perguruan tinggi. Materi trigonometri merupakan materi tersulit menurut anggapan mahasiswa, sehingga PTK ini dilaksanakan dengan memadukan pendekatan realistic mathematics education (RME) dengan model belajar kooperatif tipe STAD. Hasil penelitian tindakan kelas menunjukkan bahwa mahasiswa mengalami peningkatan preatsi belajar meliputi kemampuan representasi dan penalaran dalam materi trigonometri pada siklus kedua. Mahasiswa dalam pembelajaran pada siklus kedua prestasi belajar diperoleh rata-rata 75,31 dan pada siklus ini terdapat 25 mahasiswa (78,31%) tuntas yang tidak tuntas ada 7 mahasiswa (21,87%). Kemampuan representasi dan penalaran mahasiswa pada siklus kedua menunjukkan rata-rata 27,81 dan 41,41 dengan nilai maksimal setiap kemampuan 50.]]>
