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All Journal Jurnal Elemen Beta: Jurnal Tadris Matematika Jurnal Ilmiah Mandala Education (JIME) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) JPIn : Jurnal Pendidik Indonesia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Kependidikan Ki Hajar Dewantara
Sutarto Sutarto
Universitas Pendidikan Mandalika
Arts Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Problem-based learning with role-playing: An experiment on prospective mathematics teachers Ita Chairun Nissa; I Ketut Sukarma; Sutarto Sutarto
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.370

Abstract

[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermain peran, Calon guru matematika
PENGARUH PEMBELAJARAN KONTKESTUAL DENGAN STRATEGI REACT TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA Intan Dwi Hastuti; Sutarto Sutarto; Ahmad Muzanni
Jurnal Pendidik Indonesia (JPIn) Vol 5, No 2: Oktober 2022
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/jpin.v5i2.434

Abstract

Matematika adalah mata pelajaran untuk dipelajari setiap jenjang. Perencanaan Pembelajaran  disusun berdasarkan strategi REACT. Penelitian ini menggunakan  metode quasi eksperimen. Populasi pada penelitian ini adalah siswa kelas VIII SMPK Mardy Wiyata Malang dan SMP BSS Malang tahun ajaran 2021/2022. Hasil pengujian hipotesis yang diperoleh menunjukan terdapat pengaruh strategi REACT terhadap kemampuan komunikasi matematis siswa kelas VIII SMP BSS School Malang.
Pengembangan Bahan Ajar Berdasarkan Model Problem Based Learning (PBL) Untuk Matematika Smp Kelas VIII Rahman Hidayat; Intan Dwi Hastuti; Sutarto Sutarto
Jurnal Pendidik Indonesia (JPIn) Vol 5, No 2: Oktober 2022
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/jpin.v5i2.403

Abstract

Tujuan Penelitian ini yaitu mengembangkan bahan ajar berdasarkan model PBL berorientasi pada pemecahan  masalah matematis pada materi sistim koordinat kartesius. Penelitian ini merupakan model pengembangan (Research and Development). Model pengembangan ADDIE yaitu (Analysis, Design, Development, Impelementation, and Evaluation). Model ADDIE dikembangkan oleh Dick and Carey (1996) guna merancang sistem pembelajaran. Bahan ajar Model PBL Layak digunakan untuk siswa kelas VIII dengan uji kelayakan validator sebesar 84,4 %.
Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Zainuddin Untu; Tri Widyasari; Intan Dwi Hastuti; Sutarto Sutarto; Percy Sepeng; Dian Kurniati; Sharifah Osman
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14659

Abstract

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.
Analisis Kesulitan Siswa Slow Learner dalam Proses Conjecturing di SMPN 11 Mataram pada Materi Pola Bilangan Mely Andayani; Sutarto; Ade Kurniawan
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.210

Abstract

This study aims This study aims to examine the difficulties faced by slow learner students in the conjecturing process at SMPN 11 Mataram on the topic of number patterns. The research method used is qualitative with a descriptive approach. The subjects of this study are 5 students categorized as slow learners based on the IQ test conducted by a psychological consultation and testing agency using the culture fair intelligence test. Data were collected using supporting instruments, namely number pattern problem sheets and interviews. The data analysis techniques employed include data collection, data reduction, data display, and conclusion drawing and verification. The results of the study show that slow learner students face difficulties in the conjecturing process in solving number pattern problems after passing the stages of observing the case, organizing the case, searching for patterns, and predicting the patterns. At the stage of searching and predicting the pattern, 2 students identified the difference in the formed pattern, while 3 students did not understand the intent of the problem, which caused difficulties in advancing to the formulation of the conjecture, as they could not connect the difference with the general formula. It can be concluded that the difficulties faced by slow learner students in the process occur because the students find it hard to distinguish between the general formula and the specific formula, leading to confusion and an inability to determine the next number in the given pattern. This study provides insights for educators to design more effective teaching strategies for slow learner students, particularly in understanding number pattern concepts through a more concrete approach.
Co-Authors Adam Bachtiar Maulachela Ade Kurniawan Ahmad Muzanni Ahyansyah, Ahyansyah Chairun Nasirin Chairun Nasirin Dian Kurniati Eliska Juliangkary Febrilia, Baiq Rika Ayu Haifaturrahmah, Haifaturrahmah I Ketut Sukarma Intan Dwi Hastuti Intan Dwi Hastuti Ita Chairun Nissa Jarir Jarir Mariyati, Yuni Mariyati, Yuni Mely Andayani Nellyda Andriani Percy Sepeng Raden Fanny Printi Ardi Rahman Hidayat Sharifah Osman Sri Supiyati, Sri Sukma Mawaddah Tri Widyasari Untu, Zainuddin Untu Zulaini Zulaini