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IMPLEMENTASI BAHAN AJAR BERBASIS OPEN-ENDEDPROBLEM DENGAN PENDEKATAN REALISTIK PADA TOPIK PECAHAN MAHASISWA CALON GURU SEKOLAH DASAR Karim, Asrul
Jurnal Pendidikan Dasar (JUPENDAS) JUPENDAS, ISSN: 2355-3650, Vol. 01, No. 01, Maret 2014
Publisher : Jurnal Pendidikan Dasar (JUPENDAS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Kemampuan matematika siswa Sekolah dasar (SD) dipengaruhi oleh cara penyampaian konsep matematika oleh guru. Hal ini tentu saja mensyaratkan calon guru harus memiliki pengalaman memadai dalam pembelajaran matematika SD. Dosen sebagai fasilitator bagi calon guru (mahasiswa) dalam menimba ilmu harus mampu memberikan pengalaman langsung baik dari segi proses pembelajaran, bahan ajar yang digunakan dalam perkuliahan. Dalam artikel ini akan dibicarakan tentang penerapan pembelajaran dengan menggunakan bahan ajar open ended problem dengan pendekatan realistik pada topik pecahan.Kata kunci: bahan ajar, open ended problem, realistik

PENERAPAN FILSAFAT PENDIDIKAN OLEH TENAGA PENDIDIK DI SEKOLAH DASAR Hayati, Rahmi; Marzuki, Marzuki; Fachrurazi, Fachrurazi; Karim, Asrul; Pratiwi, Siti Habsari; Dewi, Rosmala
Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 10, No 1, April (2023)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/pjpp.v10i1, April.1702

Penelitian ini bertujuan untuk memberikan informasi kepada tenaga pendidik akan pentingnya memahami kajian filsafat pendidikan yang penting dalam proses pembelajaran. Penelitian ini menggunakan studi literature dengan serangkaian kegiatan yang berkenaan dengan metode pengumpulan data pustaka, membaca dan mencatat, serta mengelolah bahan penelitian. Hasil penelitian adalah guru dapat memperoleh informasi berharga untuk meningkatkan praktek mengajar mereka sendiri dari karya filsafat pendidikan atau "filsafat." Guru lebih mampu melakukan pekerjaan mereka dan merencanakan pelajaran dengan bantuan filosofi pendidikan. Filsafat berkaitan erat dengan segala sesuatu yang dapat dipikirkan manusia, bahkan tidak pernah habis karena mengandung dua kemungkinan, yaitu proses berpikir dan hasil berpikir. Filsafat pendidikan adalah filsafat yang digunakan dalam studi mengenai masalah-masalah pendidikan. Filsafat akan menentukan mau dibawa kemana siswa kita. Filsafat merupakan perangkat nilai-nilai yang melandasi dan membimbing ke arah pencapaian tujuan pendidikan. Filsafat dalam pendidikan bukan hanya menjelaskan apa yang ingin pendidik lakukan di dalam kelas dalam membantu pembelajaran, namun lebih menekankan kepada mengapa pendidik melakukannya dan bagaimana cara kerja proses pembelajarannya.

Integrated Metaphorming Learning Model of 21st Century Skills to Increase Student Creativity Zuhra, Fatma; Nurhayati; Jasmaniah; Karim, Asrul
MIMBAR PGSD Undiksha Vol. 11 No. 3 (2023): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v11i3.65285

Based on PISA research, current learning has yet to be able to develop student creativity. Creativity is an ability that reflects fluency, flexibility in thinking, and the ability to develop, enrich, and detail quality ideas to solve problems. This research was conducted to analyze the increase in student creativity through an integrated Metaphorming learning model for 21st century skills. This research used a quantitative approach, a quasi-experimental type, and a Nonequivalent Control Group Design. The data collection method uses tests. The data collection instrument uses test questions. The sample was 30 students from Unit D as the control class and Unit E with 32 students as the experimental class who were selected using purposive sampling. The data analysis technique uses gain index calculations (N-Gain). The research results show that the Metaphorming learning model integrated with 21st century skills can increase student creativity. However, learning outcomes are similar between students taught with the integrated Metaphorming learning model of the 21st century and with the integration of 21st-century skills. Hypothesis testing shows that Creativity only influences a 25% increase in student learning outcomes; the rest is influenced by factors not measured in this research. It was concluded that the Metaphorming learning model integrated with 21st century skills positively impacted student creativity.

PENGGUNAAN LANGKAH POLYA UNTUK MENGANALISIS KEMAMPUAN PEMECAHAN MASALAH DI SEKOLAH DASAR Hayati, Rahmi; Surya, Edy; Kartika, Yessi; Karim, Asrul; Fachrurazi, Fachrurazi
Kadikma Vol 14 No 1: April 2023
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v14i1.39033

Students' abilities to solve mathematical problems are still limited, and they are not yet familiar with the topics being covered. The purpose of this study is to characterize students' abilities to resolve mathematical problems, particularly those involving geometry, according to the Polya progression. Research plan utilizing a qualitative approach with 40 students from Grade V at the State Primary School in Bireuen, Indonesia.Problem solving is seen as the crowning achievement of mathematics education since it focuses on developing students' reasoning and problem-solving skills in addition to their conceptual understanding. Students can apply their newfound knowledge and problem-solving skills in their day-to-day lives. The problem-solving process consists of four steps: identifying the issue, formulating a plan to address it, implementing that plan, and conducting follow-up evaluation. Therefore, the ability to create non-routine assignments and the creativity to transform routine text-book assignments into non-routine ones, as well as the ability to develop problem-solving instructional materials for use by students during instruction, are both necessary.

INTEGRASI NILAI BUDAYA LOKAL DALAM PEMBELAJARAN MATEMATIKA: STUDI KASUS PENERAPAN ETNOMATEMATIKA Hayati, Rahmi; Karim, Asrul; Fachrurazi, Fachrurazi; Rohantizani, Rohantizani; Marzuki, Marzuki
Kadikma Vol 15 No 3 (2024): Desember 2024
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v15i3.53449

Penelitian ini bertujuan untuk menganalisis penerapan etnomatematika dalam pembelajaran matematika di sekolah dasar dengan mengintegrasikan nilai-nilai budaya lokal, khususnya budaya Aceh, guna meningkatkan pemahaman konsep matematika dan melestarikan warisan budaya. Pendekatan ini memanfaatkan elemen budaya lokal seperti motif kain songket, desain rumah adat, dan seni tradisional sebagai media pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa etnomatematika mampu meningkatkan motivasi dan pemahaman siswa terhadap konsep matematika abstrak melalui konteks budaya yang familiar. Siswa merasa lebih terhubung dengan pembelajaran, sehingga mampu memahami konsep seperti simetri, pola, dan geometri secara lebih konkret. Selain itu, pendekatan ini berkontribusi terhadap pelestarian budaya lokal dengan mengenalkan siswa pada elemen-elemen budaya yang mulai jarang ditemui dalam kehidupan sehari-hari. Namun, tantangan yang dihadapi meliputi keterbatasan sumber belajar berbasis budaya lokal, minimnya pelatihan guru dalam memahami dan mengintegrasikan budaya ke dalam pembelajaran, serta kendala waktu dalam penerapan di kelas. Solusi yang disarankan meliputi pengembangan bahan ajar berbasis etnomatematika, pelatihan guru secara berkala, dan dukungan kebijakan dari pemerintah untuk memperkuat integrasi budaya dalam pendidikan. Penelitian ini menunjukkan bahwa etnomatematika tidak hanya berperan dalam meningkatkan kualitas pembelajaran matematika tetapi juga dalam membentuk karakter siswa yang mencintai dan bangga terhadap budaya lokal, sekaligus mendukung prinsip Kurikulum Merdeka. Kata Kunci: budaya lokal, pembelajaran matematika, Etnomatematika

ANALISIS KESALAHAN SISWA BERDASARKAN TEORI NEWMAN DALAM MENYELESAIKAN SOAL CERITA PADA MATERI BILANGAN DI SEKOLAH DASAR Fachrurazi, Fachrurazi; Hayati, Rahmi; Karim, Asrul; Pratiwi, Siti Habsari; Marzuki, Marzuki; Hasratuddin, Hasratuddin
Euclid Vol 10 No 1 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v10i2.8502

AbstrakRendahnya hasil belajar matematika siswa kelas dalam menyelesaikan soal cerita pada materi bilangan. Penelitian ini bertujuan untuk menganalisis kesalahan siswa dan guru dalam memecahkan masalah pemahaman narasi di kelas tiga dan lima sekolah dasar berdasarkan teori kesalahan Neuman Penelitian ini menggabungkan pendekatan kualitatif. Tujan Penelitian ini bertujuan untuk menyelidiki secara komprehensif kesalahan yang dilakukan oleh siswa kelas tiga dan lima dalam menyelesaikan soal cerita dengan menggunakan metode analisis Newman dan mengidentifikasi penyebab kesalahan tersebut dengan menggunakan metodologi yang sama. Metode pengumpulan data yang digunakan dalam penelitian ini meliputi tes, wawancara, dan catatan tertulis. Instrumen utama yang digunakan dalam penelitian ini adalah tes bercerita materi pelajaran, dengan satu soal uraian untuk masing-masing kelas 3 dan 5, serta wawancara dan dokumentasi tertulis. Reduksi data, penyajian data, dan penarikan kesimpulan adalah bagian dari teknik analisis data yang digunakan. Hasil Penelitian Ketidakmampuan siswa untuk membaca secara akurat seringkali menjadi akar penyebab kesalahan pertama mereka. Kesalahan membaca dibuat ketika seorang siswa tidak dapat menguraikan kata-kata kunci pertanyaan itu. Penyebab kedua adalah kegagalan mendiagnosis masalah dengan benar. Kesalahan dalam pemahaman masalah adalah jenis kesalahan yang dilakukan siswa ketika mereka dapat membaca dengan baik tetapi tidak yakin apa yang sebenarnya perlu diperbaiki. Penyebab ketiga adalah transformasi yang salah. Masalah dengan transformasi terjadi ketika siswa membuat pilihan yang salah mengenai operasi matematika yang harus dilakukan. Keempat, kesalahan proses yang harus disalahkan. Ketidakmampuan untuk mengukur jumlah secara akurat membuat siswa membuat kesalahan dalam memperkirakan kecepatan pemrosesan. Kesalahan dalam proses perhitungan dapat ditelusuri kembali ke ketidakmampuan siswa untuk menggunakan algoritma secara konsisten dan akurat. Penyebab kelima adalah kecerobohan dalam menulis jawaban akhir. Kesulitan menulis jawaban akhir adalah kesulitan di mana siswa tidak dapat menghasilkan hasil tertulis Kata Kunci. Teori Neuman, Soal Cerita, Bilangan AbstractThe low grade students' mathematics learning outcomes in solving word problems on number material. This study aims to analyze students' and teachers' errors in solving narrative comprehension problems in grades three and five of elementary school based on Neuman's theory of error. This study incorporates a qualitative approach. The purpose of this study was to comprehensively investigate the errors made by third and fifth grade students in solving word problems using the Newman analysis method and identify the causes of these errors using the same methodology. Data collection methods used in this study include tests, interviews, and written notes. The main instrument used in this study was the subject matter telling test, with one essay question for each grade 3 and 5, as well as interviews and written documentation. Data reduction, data presentation, and drawing conclusions are part of the data analysis technique used. Research Results Students' inability to read accurately is often the root cause of their first mistakes. Reading errors are made when a student cannot decipher the key words of the question. The second cause is failure to properly diagnose the problem. Errors in problem understanding are the types of errors students make when they can read well but are not sure what exactly needs to be corrected. The third cause is wrong transformation. Problems with transformations occur when students make wrong choices about which mathematical operations to perform. Fourth, process errors are to blame. The inability to measure quantities accurately leads students to make errors in estimating processing speed. Errors in the calculation process can be traced back to students' inability to use algorithms consistently and accurately. The fifth cause is carelessness in writing the final answer. The difficulty of writing the final answer is the difficulty in which the student is unable to produce a written result Keywords. Neuman Theory, Word Problems, Numbers

BELAJAR ASYIK DAN BERMAKNA: INTEGRASI GAMIFIKASI DALAM PEMBELAJARAN KONTEKSTUAL DI SEKOLAH DASAR Hayati, Rahmi; Karim, Asrul; Kartika, Yessi; Fachrurazi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24199

This study aims to describe the process and impact of gamification integration in contextual learning in elementary schools as a strategy to create a fun and meaningful learning experience. The background of this study is based on the fact that conventional learning in elementary schools is still monotonous, less contextual, and minimal active student involvement. The gamification approach that adopts game elements, such as points, challenges, and levels, is combined with students' real-life contexts to increase motivation and conceptual understanding. This study uses a descriptive qualitative approach with data collection techniques through participatory observation, in-depth interviews, and documentation studies. The subjects of the study included teachers, fourth grade students, principals, and parents at an elementary school that has implemented learning innovations. The results of the study indicate that contextual gamification integration can increase student involvement, strengthen intrinsic motivation, and create an active and enjoyable learning atmosphere. Teachers play an important role in designing learning that is balanced between cognitive and affective aspects. Despite facing technical and planning challenges, teachers can overcome them through reflection and adaptive strategies. In conclusion, gamification in contextual learning is an effective and relevant approach to realizing learning that touches the intellectual and emotional aspects of students in elementary schools.

Pengembangan Bahan Ajar E-Modul Berbasis Flip PDF Professional untuk Meningkatkan Kemampuan Koneksi Matematis Novianti, Novianti; Karim, Asrul
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 2 (2026): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i2.1097

Mathematical connection ability is one of the important competencies that need to be developed so that students are able to relate mathematical concepts to other mathematical concepts, other fields of science, and the context of everyday life. However, in reality, the mathematical connection ability of elementary school students is still relatively low, one of which is caused by the limitations of conventional teaching materials and the lack of utilization of interactive digital technology. This study aims to develop teaching materials in the form of Flip PDF Professional-based e-modules on the material of flat shapes, and to test their validity and effectiveness in improving the mathematical connection ability of elementary school students. The research method used is research and development with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the research trial involved fifth-grade students of UPTD SD Negeri 2 Peusangan Siblah Krueng. The research instruments included expert validation sheets, student response questionnaires, and mathematical connection ability tests. The validation results showed that the developed e-module was in the very feasible category based on the assessment of media, material, and language experts. The results of the product trial also showed a very positive response from students. The effectiveness test using the N-gain calculation showed a value of 0.82, a high score, indicating that the Flip PDF Professional-based e-module is effective in improving students' mathematical connection skills. Therefore, the Flip PDF Professional-based e-module is feasible and effective for use as a digital teaching material in elementary school mathematics.

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