Articles
<![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 ]]>
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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[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.]]>
<![CDATA[The Development of Islamic Context Learning Materials to Facilitate the Conceptual Understanding of Mathematics ]]>
<![CDATA[Ifada Novikasari]]>;
<![CDATA[Maria Ulpah]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 3 (2022): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v6i3.8364
<![CDATA[This research was conducted to develop and produce Islamic context-based mathematic learning material. The presentation of Islamic context for pre-service mathematics teachers was intended to facilitate conceptual understanding. This learning material contains rank and root, ratio and scale, and material for flat shapes and spatial shapes. The material is included in the Mathematics Materials Study course for Junior Secondary Education in the Mathematics Teacher Education program. The method in this study uses design research with the type of development study with a qualitative approach. The research phases include the preliminary research phase, the development or prototyping phase, and the assessment phase. The data were collected by filling out a learning material scoring scale by Education and Language expert and an Islamic Study expert. The quality criteria for learning material have valid results if the experts score it with excellent and valid categories. Thus, they do not need significant revision. Based on the research results, the quality of Islamic context-based mathematics learning material is classified into valid criteria at a percentage of 84% according to Mathematics Education experts and a percentage of 83.3% according to Education and Language experts and classified as an excellent category at a percentage of 94% according to Islamic Study expert. Based on these results, the product of Islamic contextual mathematics teaching materials is suitable for use in mathematics lectures. ]]>
<![CDATA[Pengembangan Kemampuan Berpikir Kritis Siswa melalui Pembelajaran Matematika Open-ended di Sekolah Dasar ]]>
<![CDATA[Ifada Novikasari]]>
<![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[Kemampuan Pemecahan Masalah dan Keyakinan Matematika Ditinjau dari Konteks Berdasarkan Kesetaraan Gender ]]>
<![CDATA[Ifada Novikasari]]>
<![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[Application of Bruner's Theory in Cube and Block Mathematics Learning at MTs Ma'arif NU Patikraja, Banyumas Regency ]]>
<![CDATA[Candra Wahid]]>;
<![CDATA[Ifada Novikasari]]>
<![CDATA[ AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/admathedust.v9i4.25182
<![CDATA[This study aims to describe the stages of Bruner's theory in mathematics learning at MTs Maárif NU Patikraja Banyumas in the 2021/2022 academic year. In addition, this study also has the aim of knowing the success and difficulties during learning using Bruner's theory.Because in the application of Bruner's theory, learning will be active, effective, and skilled. Researchers have an interest in researching how to apply Bruner's theory to mathematics learning at MTs Maárif NU Patikraja.This thesis research belongs to the type of descriptive qualitative research, where researchers carry out research directly in the field to conduct research on objects and subjects at MTs Maárif NU Patikraja. In conducting the research, the researcher used data collection techniques by means of observation, interviews, and documentation.With this study, it will be known that mathematics teachers in carrying out mathematics teaching and learning activities, especially building cubes and blocks using Bruner's theory, in Bruner's theory there are three stages including (1) Enactive Phase (2) Iconic Phase (3) Symbolic Phase. The application of the theory has been applied by teachers for 2 years. That way the teacher is able to invite students to be creative and improve understanding or memorizing building spaces. ]]>
<![CDATA[Transforming the Religious Enthusiasm of Urban Muslims in the Choosing of Elementary-Level Education in Purwokerto, Indonesia ]]>
<![CDATA[Ahmad Muttaqin]]>;
<![CDATA[Ifada Novikasari]]>
<![CDATA[ Islam Realitas: Journal of Islamic and Social Studies Vol. 10 No. 1 (2024): June 2024 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
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DOI: 10.30983/islam_realitas.v10i1.8338
<![CDATA[This paper aims to analyze religious enthusiasm that does not continue after the primary school period is over and instead shows contrasting situations. Urban Muslims in Purwokerto, Indonesia, show high religious enthusiasm when choosing primary schools for their children. The number of public elementary school students has declined in the last five years, while Madrasah Ibtida'iyyah has increased dramatically. This research is field-type with data sources from urban Muslims who choose Madrasah Ibtida'iyyah as a primary school choice for their children. The data were analyzed qualitatively using a sociological approach. The study found that the religious enthusiasm of urban Muslims is pragmatic. Their pragmatic nature is shown by the resistance of different social groups that give rise to covert conflicts. In addition, they form new communities that actively represent them in public spaces. This finding has implications for a change in the perspective of the phenomenon of religious enthusiasm from theological awareness to a new trend of community-based urban Muslim pragmatism. Further research recommended the representation of the new identity of Muslim communities in virtual public spaces. Tulisan ini bertujuan menganalisis antusiasme keagamaan orang tua yang tidak berlanjut pada jenjang pendidikan setelah Sekolah Dasar dan justru menunjukkan situasi yang kontras. Muslim perkotaan di Purwokerto, Indonesia, menunjukkan antusiasme agama yang tinggi dalam memilih Sekolah Dasar untuk anak-anak mereka. Jumlah siswa Sekolah Dasar Negeri mengalami penurunan dalam lima tahun terakhir, sebaliknya Madrasah Ibtida'iyyah meningkat secara drastis.. Penelitian ini berjenis lapangan dengan sumber data dari kelompok muslim perkotaan yang memilih Madrasah Ibtida'iyyah sebagai pilihan sekolah dasar untuk anak-anak mereka. Data dianalisis secara kualitatif dengan menggunakan pendekatan sosiologis. Studi ini menemukan bahwa antusiasme keagamaan muslim perkotaan bersifat pragmatis. Sifat pragmatis mereka ditunjukkan melalui perlawanan dan menimbulkan konflik terselubung. Selain itu, mereka membentuk komunitas baru yang secara aktif merepresentasikannya di ruang publik. Temuan ini berimplikasi pada perubahan perspektif fenomena antusiasme keagamaan dari kesadaran teologis ke kecenderungan baru pragmatisme. Penelitian lebih lanjut merekomendasikan representasi identitas baru komunitas muslim di ruang publik virtual.]]>
<![CDATA[Language Development in Children From The Perspective of The Philosophy of Science ]]>
<![CDATA[Rahayu, Puji]]>;
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ International Proceedings of Nusantara Raya Vol. 3 No. 1 (2024): Locality of Language, Literary, and Culture in Global Development ]]>
Publisher : <![CDATA[Lembaga Kajian Nusantara Raya UIN Prof. K.H. Saifuddin Zuhri Purwokerto ]]>
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<![CDATA[Today's children often use digital technology, which allows them to access information quickly. However, there are concerns that excessive use of technology can reduce the social interactions that are essential for language development. This research examines language development in children from the perspective of the philosophy of science, with a focus on understanding how this process occurs in the context of scientific thinking. The surprising phenomenon that was raised was the fact that children's language development is often considered natural, even though it involves complex cognitive processes and is based on certain epistemological principles. This research was conducted in the educational environment of elementary school children. The aim is to analyze the relationship between the process of language development and philosophical approaches in the theory of knowledge. The method used is qualitative with a phenomenological approach, involving observation and in-depth interviews with educators and parents. The research results show that children's language development is not just a matter of stimulus-response, but is also influenced by their understanding of the world through social interaction and direct experience, which is in line with Lev Vygotsky's thinking]]>
