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All Journal PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Asimetris: Pendidikan Matematika dan Sains
Paskalia Pradanti
Universitas Tidar
Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Physics

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Analisis Kesalahan Konstruksi Konsep Siswa Kelas X pada Materi Operasi Bentuk Akar Moh. Rikza Muqtada; Dita Aldila Krisma; Paskalia Pradanti
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.92 KB) | DOI: 10.33373/pythagoras.v11i2.4470

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan yang dilakukan siswa saat menyelesaikan soal operasi bentuk akar. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subyek penelitian ini adalah lima siswa kelas X SMK Al-Amin Gresik. Kesimpulan yang diperoleh berdasarkan analisis data yang dilakukan adalah: 1) terjadi kesalahan mis-analogical construction sebanyak 42% karena karena siswa menganalogikan operasi bentuk akar dengan operasi bilangan rasional; (2) terjadi kesalahan pseudo construction sebanyak 36% ketika siswa seolah-olah tahu hasil operasi, namun setelah ditelusuri ternyata tidak sesuai dengan konsep; (3) terjadi kesalahan mis-logical construction sebanyak 16% saat siswa menganggap bahwa pembuktian suatu kebenaran bisa dilakukan dari konklusi ke hipotesa; dan (4) terjadi kesalahan lubang konstruksi sebanyak 6% saat siswa membangun konsep penjumlahan akar sebagai suatu penjumlahan benda konkret.
Teori Perkembangan Piaget dan Vygotsky : Bagaimana Implikasinya dalam Pembelajaran Matematika Sekolah Dasar? Nina Agustyaningrum; Paskalia Pradanti; Yuliana
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 5 No. 1 (2022): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v5i1.1440

Abstract

Mathematics is an important subject whose applications were widely used in life. However, many students have difficulty in learning mathematics, including elementary school students. This study aimed to examine the depth of Jean Piaget's cognitive development and Lev Vygotsky's sociocultural theory and their implication for mathematics learning at elementary school age. This study used a qualitative approach with the literature study method. Sources of data in the form of books, journals, and the results of previous research related to research problems. Data collection in this study was carried out using online searches. Data analysis was done by content analysis. The results of this study indicate that according to Piaget's theory of cognitive development, the thinking stage of students in elementary schools was generally in the concrete operational stage. So that the recommended mathematics learning was in the form of student-centered active learning such as discovery learning and contextual learning methods. Meanwhile, based on Vygotsky's sociocultural theory, he recommends cooperative and collaborative mathematics learning as well as optimizing the existence of scaffolding and social interaction in learning.
Students’ perceptions on learning, motivation, and performance through project-based learning: undergraduate students’ case Paskalia Pradanti; Moh. Rikza Muqtada
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pythagoras.v12i1.5011

Abstract

Project-based learning is an approach that is able to facilitate authentic learning. Authentic learning as an experiential process that prepares future educators can help the development of necessary teaching skills. Assessment of project-based learning is required to evaluate how it successfully promotes students’ learning. A survey was conducted to assess students’ perspectives on the implementation of project-based learning. Undergraduate students who enrolled in a mathematics learning strategy course at a faculty of teaching training at a university participated in the survey. Student samples responded to the questionnaire based on their video production assignment project experiences. The collected research data were then analyzed descriptively. Data analysis results suggested that project-based learning positively impacted students’ learning, motivation, and performance. As a result, future research and learning can investigate and implement project-based learning in greater depth.
ANALISIS KEMAMPUAN PEMBUKTIAN MATEMATIS PADA MATA KULIAH TEORI RING DITINJAU DARI PENDIDIKAN SEKOLAH MENENGAH Nina Agustyaningrum; Paskalia Pradanti; Dita Aldila Krisma
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 3 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i3.464

Abstract

Mathematical proof is a crucial component in studying mathematics, especially at advanced levels. Previous research has reported that many students face difficulties in solving mathematical proof problems, including in rings theory course. This study aims to determine the level of students' mathematical proof abilities in ring theory course and to compare these abilities based on their school backgrounds. This research employs a quantitative descriptive approach followed by comparative analysis. The subjects were 30 students from the mathematics education program taking rings theory course at Tidar University. The research instruments include tests, questionnaire, and interviews guidelines. Data analysis of the test results was conducted using descriptive statistic and one-way ANOVA followed by Tukey HSD post hoc tests. The research findings indicate that students' overall mathematical proof abilities fall into the low category, with an average score of 41.67 (on a scale of 100). From these results, 84% of the respondents are in the low category, 13% in the medium category, and 3% in the high category. Furthermore, when considering the backgrounds of secondary schools MA, SMK, and SMA, the average scores for mathematical proof abilities in all three groups are in the low category. The one-way ANOVA and Tukey HSD post hoc tests reveal a significant difference in mathematical proof abilities between the MA and SMA groups, while there was no significant difference between the MA and SMK groups or the SMK and SMA groups
THE EFFECTIVENESS OF INTEGRATED DISCOVERY LEARNING WITH MATH CITY MAP ON STUDENTS’ MATHEMATICAL THINKING ABILITIES Pangesti Erta Febriana; Megita Dwi Pamungkas; Paskalia Pradanti
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 5 No. 1 (2024): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v5i1.697

Abstract

Web-based multimedia are rarely used in education, especially in mathematics. This study at SMP Negeri 1 Candimulyo aimed to assess students’ mathematical thinking abilities under different learning scenarios. For the eight-grade students, a quasi-experimental approach was employed using the discovery learning model integrated with Math City Map and the direct learning model. Random sampling was used to select students from various classes. The mathematical thinking ability pretest and posttest are the research tools for this study. The findings show that: (1) students taught with the discovery learning model integrated with Math City Map have a higher level of mathematical thinking than those taught with the direct learning model; (2) students using the discovery learning model integrated with Math City Map have a higher level of mathematical thinking up to 0,565 or in medium category; and (3) students who use the direct learning model increase in mathematical thinking up to 0,407 or in medium category
Perspektif Mahasiswa terhadap Pelaksanaan Project Based Learning Pada Mata Kuliah Perencanaan Pembelajaran Matematika Moh. Rikza Muqtada; Paskalia Pradanti; Subaidah Subaidah
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol 4 No 2 (2023): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v4i2.2197

Abstract

Penelitian ini dilakukan untuk mengetahui perspektif mahasiswa terhadap pembelajaran model project-based learning (PjBL) pada mata kuliah perencanaan pembelajaran matematika. Subjek dalam penelitian ini adalah 81 mahasiswa program studi pendidikan matematika semester 3. Penelitian kualitatif deskriptif ini dilaksanakan menggunakan instrumen dalam bentuk angket, pertanyaan terbuka, dan wawancara. Perspektif mahasiswa terhadap kualitas pembelajaran, motivasi, dan kinerja digali melalui angket yang hasilnya dikaji menggunakan analisis statistik deskriptif. Informasi tentang kendala yang dihadapi dan manfaat dalam pelaksanaan tugas proyek digali melalui pertanyaan terbuka yang disampaikan kepada subjek penelitian. Hasil penelitian menyatakan bahwa mahasiswa memiliki perspektif positif terhadap penerapan model Project Based Learning pada mata kuliah perencanaan pembelajaran matematika. Mahasiswa bahwa Project Based Learning memiliki dampak positif terhadap kualitas pembelajaran, motivasi dan kinerja. Mereka meyakini bahwa tugas yang dijalankan berupa pembuatan perangkat pembelajaran matematika dapat membantu memahami materi perkuliahan, meningkatkan motivasi dalam pembelajaran serta memberikan pengalaman berkolaborasi yang luar biasa dengan anggota yang lainnya.
Co-Authors Dita Aldila Krisma Muqtada, Moh. Rikza Nina Agustyaningrum Pamungkas, Megita Dwi Pangesti Erta Febriana Subaidah Subaidah Yuliana