Articles
<![CDATA[Tahapan Penyelesaian Masalah untuk Mengetahui Koneksi Matematis Siswa Pada Pembelajaran Bi-Discipline ]]>
<![CDATA[Lukmana Alfian Candra]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Mochamad Abdul Basir]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 2: November 2018-April 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/kontinu.2.2.135-153
<![CDATA[Penelitian ini bertujuan untuk mengetahui kemampuan koneksi matematis siswa pada pembelajaran bi-discipline yang dapat dilihat pada tahapan penyelesaian masalah. Penelitian ini dilakukan pada siswa kelas XI IPS SMA Muhammadiyah 3 Kayen. Materi yang digunakan dalam penelitian adalah barisan geometri dan aspek kependudukan pada mata pelajaran matematika serta geografi. Pembelajaran bi-discipline merupakan suatu pembelajaran yang menggabungkan unsur-unsur pada mata pelajaran satu dan lainnya. Penggabungan unsur pembelajaran juga dibahas dalam NCTM (2000) tentang mathematical connection, yaitu mengenali serta menggunkan interkoneksi dalam ide-ide matematika, memahami bagaimana ide-ide matematika saling berhubungan dan saling membangun, serta mengenali dan menerapkan matematika diluar konteks pembelajaran. Dalam penelitian ini, siswa yang mampu mengerjakan soal secara mandiri dengan tiga altetnatif jawaban merupakan siswa dengan kemampuan koneksi matematis yang tinggi. Selain itu, siswa juga memiliki feeling dalam menyelesaikan soal. Dimana tidak semua siswa mempunyai kemampuan tersebut dalam mengerjakan soal.]]>
<![CDATA[TINJAUAN SISTEMATIS: STRATEGIS SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Dyana Wijayanti]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol 10, No 1 (2020): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/phen.2020.10.1.6114
<![CDATA[This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support, namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement]]>
<![CDATA[Description of Google Classroom-Assisted STEM Learning to Improve Students' Mathematical Creative Thinking Skills ]]>
<![CDATA[Ari Widiastuti]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Maeliyastuti Mafatihatur R.]]>
<![CDATA[ Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
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DOI: 10.25217/numerical.v5i1.1152
<![CDATA[The learning strategy implemented in schools focuses on teacher centered learning caused the students' mathematical creative thinking skills are not optimally honed. Efforts to shift learning from teacher centered learning to student centered learning are the STEM approach aided google classroom so that students can develop mathematical creative thinking skills optimally. This study aims to determine the STEM approach aided google classroom to improve students' mathematical creative thinking skills in line and angle material. The research method used is descriptive qualitative. The research was conducted in class VII A SMP Negeri 1 Pucakwangi consisted of 28 students. The research subjects were determined using purposive sampling technique. The data analysis techniques were written tests, questionnaires and interviews. The results showed that the approach of STEM aided google classroom is a learning strategy that is able to transform teacher-centered learning into student-centered learning. Students can follow the learning well, interactive so that it runs effectively. The STEM approach is able to improve students' mathematical creative thinking abilities optimally. Mathematical creative thinking able are grouped high, medium and low based on the process and written test scores. The pre-test result showed 1 student (3.6%) was in high category, 7 students (25%) were medium, and 20 students (71.4%) were low. While the results post-test showed that 7 students (25%) were in high category, 19 students (67.9%) were medium, and 2 students (7.1%) were in the low. This shows that there is a significant increase from the low category to the medium and high categories.]]>
<![CDATA[Hambatan Epistemologi Siswa Dalam Materi Persamaan Eksponen ]]>
<![CDATA[Fatimah Candrawati Dewi]]>;
<![CDATA[Pida Mahani]]>;
<![CDATA[Dyana Wijayanti]]>
<![CDATA[ Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[IAIN BENGKULU ]]>
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DOI: 10.29300/equation.v4i1.3770
<![CDATA[ABSTRAKPenelitian ini berfokus pada hambatan epistemologi siswa dalam materi persamaan eksponen pangkat positif dan negatif. Hambatan epistemologi sendiri adalah hambatan yang ada dalam konsep dan pengetahuan dari pengetahuan tersebut. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan jenis deskriptif. Pengambilan data dilakukan dengan memberikan soal persamaan eksponen dan wawancara pada subjek penelitian. Subjek penelitian diambil berdasarkan pengambilan sampel acak berstrata, yang dibagi menjadi tiga strata yaitu siswa dengan kemampuan tinggi, sedang, dan rendah. Penelitian dilakukan di SMA Islam Sultan Agung 1 Semarang tepatnya di kelas X MIPA 1. Pada penelitian ini ditemukan bahwa baik siswa kelas tinggi, sedang, dan rendah mengalami kesulitan pada pengerjaan yang diberikan oleh peneliti. Selain itu ditemukan bahwa siswa kelas tinggipun masih mengalami hambatan, salah satunya adalah kesulitan siswa pada operasi aljabar dan bilangan akar. Maka dapat disimpulkan hambatan epistemologi masih ditemukan baik pada hambatan konseptual, hambatan prosedural, dan hambatan teknik operasional.Kata Kunci : Hambatan Belajar, Hambatan Epistemologi, Persamaan Eksponen.]]>
<![CDATA[Study of Theory and Technology of Exponential Function in Senior High School based on Practseology Organization ]]>
<![CDATA[Fatikha Hanum Islahia]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Nila Ubaidah]]>
<![CDATA[ Hipotenusa : Journal of Mathematical Society Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika IAIN Salatiga ]]>
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DOI: 10.18326/hipotenusa.v2i1.26-33
<![CDATA[The purpose of this study was to determine the change in exponential function material in the KBK 2004 curriculum textbooks up to the 2013 revised 2017 curriculum in Indonesia in a study of theory and technology and based on reference to the epistemological model of exponent functions containing pre-psychological organisation. The data source was taken from the mathematics handbook of class XII IPA for KBK 2004 curriculum and KTSP 2006 curriculum, the BSE math class XII book for 2013 curriculum until the 2013 revised 2016 curriculum and the mathematics module specialization book for class X for the 2013 revised curriculum 2017. Data analysis techniques used by researchers were divided into 4, namely coding, categorizing, comparison, discussion. The results of research that has been done, researchers have found the presentation of exponential function theory with 5 core categories of understanding. In theoretical studies, the 2013 revised 2016 curriculum mathematics textbook has a more complex theory and is in accordance with the reference epistemological models. While technology studies have math books, there are more complex technologies, namely the 2013 revised 2014 curriculum mathematics textbooks, there is the first form of technology and in the 2013 revised 2017 curriculum mathematics textbooks and the 2016 revised 2013 curriculum mathematics textbooks, there is a third form of technology textbooks and the curriculum mathematics textbooks 2006 (KTSP 2006) there is a third form of technology.]]>
<![CDATA[Pengembangan Profesionalisme Guru Melalui Pelatihan Komik Digital dengan Canva for Education ]]>
<![CDATA[Hevy Risqi Maharani]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mohamad Aminudin]]>
<![CDATA[ Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 3 (2022): Dinamisia: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/dinamisia.v6i3.10084
<![CDATA[The purpose of the service activity is to provide insight and improve the professionalism of teachers in Central Java in making interesting and interactive teaching materials for students, especially in making digital comics with the Canva for Education application. In general, the difficulties experienced by teachers in making digital comics are how to make comic designs easy and attractive. The Canva for Education application is one application that can be used to overcome these problems. Teachers can create digital comics using a wide selection of available templates. The implementation of this service is carried out online using Zoom Meeting and Google Classroom. The training was attended by approximately 100 participants from various regions in Central Java. The final result of the training activity is that teachers can create digital comics published on social media Instagram. It is intended that the results of digital comics that have been made by teachers can be useful for the general public, especially students who get related material.]]>
<![CDATA[Analysis of Proportional Reasoning Task in Task Series Book MANDIRI Grade VII ]]>
<![CDATA[Ahmad Lutfi]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Dyana Wijayanti]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 1: Mei 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/kontinu.6.1.64-82
<![CDATA[This study aims to determine the distribution of the percentage of proportional reasoning tasks in the comparison chapter in task series book MANDIRI (Mengasah Kemampuan Diri) Mathematics Grade VII Curriculum 2013, Revised Edition, 2016 Publisher Erlangga, written by Kurniawan. This research is a qualitative research using a descriptive approach. The task data from the book are documented and then analyzed based on indicators from each level of proportional reasoning. The tasks in the comparison chapter consist of two types of tasks, namely multiple choice tasks and essay tasks. There are 225 tasks in the comparison chapter. Based on the results of the study, it was found that the distribution of tasks based on the level of proportional reasoning found that tasks with level 1 (qualitative) were 31 (13.78%), tasks with level 2 (additive) were 22 items (9.78%), tasks with level 3 (pre-multiplicative) were 116 tasks (51.56%), tasks with level 4 (implicit multiplicative) were 24 items (10.67%) and tasks with level 5 (multiplicative) were32 items (14.22%).]]>
<![CDATA[Description of Google Classroom-Assisted STEM Learning to Improve Students' Mathematical Creative Thinking Skills ]]>
<![CDATA[Ari Widiastuti]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Maeliyastuti Mafatihatur R.]]>
<![CDATA[ Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
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DOI: 10.25217/numerical.v5i1.1152
<![CDATA[The learning strategy implemented in schools focuses on teacher centered learning caused the students' mathematical creative thinking skills are not optimally honed. Efforts to shift learning from teacher centered learning to student centered learning are the STEM approach aided google classroom so that students can develop mathematical creative thinking skills optimally. This study aims to determine the STEM approach aided google classroom to improve students' mathematical creative thinking skills in line and angle material. The research method used is descriptive qualitative. The research was conducted in class VII A SMP Negeri 1 Pucakwangi consisted of 28 students. The research subjects were determined using purposive sampling technique. The data analysis techniques were written tests, questionnaires and interviews. The results showed that the approach of STEM aided google classroom is a learning strategy that is able to transform teacher-centered learning into student-centered learning. Students can follow the learning well, interactive so that it runs effectively. The STEM approach is able to improve students' mathematical creative thinking abilities optimally. Mathematical creative thinking able are grouped high, medium and low based on the process and written test scores. The pre-test result showed 1 student (3.6%) was in high category, 7 students (25%) were medium, and 20 students (71.4%) were low. While the results post-test showed that 7 students (25%) were in high category, 19 students (67.9%) were medium, and 2 students (7.1%) were in the low. This shows that there is a significant increase from the low category to the medium and high categories.]]>
<![CDATA[Pelatihan Pembuatan E-LKS Berbasis Geogebra untuk Meningkatkan Pemahaman Siswa SMP Islam Sudirman Susukan ]]>
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[M. Abdul Basir]]>;
<![CDATA[Dyana Wijayanti]]>;
<![CDATA[Hevy Rizqi Maharani]]>;
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Nila Ubaidah]]>
<![CDATA[ Jurnal SOLMA Vol. 12 No. 1 (2023): Vol 12 No 1 2023 (Article In Press) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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<![CDATA[GeoGebra provides a means for teachers to innovate in learning mathematics. One of the innovations teachers can create is the Electronic Student Worksheet (e-LKS). The purpose of assisting teachers in making e-LKS assisted by GeoGebra, is to improve students' understanding of mathematics through training with an educative approach. The participants in the service activity were 11 teachers at the Sudirman Susukan Islamic Middle School, Semarang Regency. The stages of this activity include: obtaining permits, determining the place and date of implementation, preparing materials, conducting training, and evaluating. Data collection in this activity includes observation and questionnaires. The results of the activity were a positive response from the teachers regarding the material, resource persons, the atmosphere of the training, and the impact it had. Follow-up activities are highly expected from teachers. In conclusion, making GeoGebra-based e-LKS is needed for teachers.]]>
<![CDATA[Proses Berpikir Siswa Dalam Mengajukan Dugaan Matematika Berdasarkan Pemrosesan Informasi ]]>
<![CDATA[Endang Rahayu Ningsih]]>;
<![CDATA[Mohamad Aminudin]]>;
<![CDATA[Dyana Wijayanti]]>
<![CDATA[ Jurnal Ilmiah Penelitian Mahasiswa Vol 2, No 1 (2023): Maret 2023 ]]>
Publisher : <![CDATA[Jurnal Ilmiah Sultan Agung ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir siswa dalam mengajukan dugaan berdasarkan teori pemrosesan informasi. Subjek penelitian ini adalah siswa kelas VII, VIII dan IX SMP Alam Nurul Furqon Rembang sebanyak 69 siswa. Diperoleh 5 siswa yang terbagi dalam tiga proses berpikir terdiri dari kelas VII sebanyak 2 siswa, kelas VIII sebanyak 2 siswa dan kelas IX sebanyak 1 siswa. Metode penelitian ini menggunakan pendekatan deskriptif kualitatif. Pengumpulan data menggunakan instrument tes dan wawancara. Tes terdiri dari tiga soal mengenai pemecahan masalah akar. Wawancara digunakan untuk mendalami proses berpikir siswa dalam mengajukan dugaan. Analisis data pada penelitian ini meliputi reduksi data yang disajikan dalam bentuk teks dan penarikan kesimpulan/verifikasi. Hasil penelitian ini menemukan tiga tipe proses berpikir siswa dalam mengajukan dugaan, antara lain: proses berpikir dalam mengajukan dugaan tanpa pemahaman konsep (MTPK), proses berpikir dalam mengajukan dugaan dengan pemahaman konsep yang keliru (MPKK), proses berpikir dalam mengajukan dugaan dengan pemahaman konsep utuh (MPKU). MTPK menunjukkan subjek belum mengetahui dan memahami konsep variabel x^2. MPKK menunjukkan bahwa subjek mengetahui konsep x^2 sebagai x×x, tetapi dalam penyelesaiannya diubah menjadi x+x. MPKU menunjukkan subjek mengetahui dan memahami konsep variebel x^2. Kata Kunci: Dugaan Matematika, Pemecahan Masalah, Teori Pemrosesan Informasi, Proses Berpikir]]>
