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Comparative study of online learning and hybrid learning based on students’ habits of mind after COVID-19 pandemic Aditya Prihandhika; Didi Suryadi; Sufyani Prabawanto
Journal of Didactic Mathematics Vol 3, No 2 (2022): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i2.1461

The purpose of this study was to evaluate mathematics learning through online learning and hybrid learning which were reviewed based on the Habits of Mind (HoM) owned by 70 samples as the prospective mathematics teachers from a university in West Java, Indonesia. The research data was obtained from a questionnaire containing 26 statements referring to the HoM indicators. It was measured using a Likert scale and then analysed using the Mann Whitney-U test to see if there were differences in the achievement of HoM from the two sample groups that received the online learning and the hybrid learning method. The results showed that there was no difference in the achievement of HoM in the two groups with the average score still below the ideal score of each measured indicator. Based on these findings, the implementation of online learning and hybrid learning methods pay more attention to affective abilities so that the achievement of prospective mathematics teachers’ HoM in mathematics learning after the COVID-19 pandemic can be maximized.

PERBEDAAN KEMAMPUAN KONEKSI MATEMATIS MELALUI MODEL PEMBELAJARAN REACT DENGAN MODEL PEMBELAJARAN LEARNING CYCLE 5E SISWA SMKN 39 JAKARTA Aditya Prihandhika
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 1, No 1 (2017): EDISI MARET
Publisher : Universitas Swadaya Gunung Djati

Hasil analisa TIMSS Tahun 2013 menempatkan Indonesia sebagai salah satu negara dengan peringkat terendah dalam perolehan nilai matematika. Model pembelajaran yang dapat digunakan untuk meningkatkan kemampuan koneksi matematis diantaranya adalah model pembelajaran REACT dan Learning Cycle 5E. Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya perbedaan kemampuan koneksi matematis peserta didik yang diajarkan dengan kedua model tersebut. Penelitian dilaksanakan di SMKN 39 Jakarta dengan populasi kelas X semester ganjil tahun pelajaran 2015-2016. Sampel yang diteliti sebanyak 61 orang dengan menggunakan design penelitian quasi experimental. Variabel bebas : model pembelajaran REACT dan model pembelajaran Learning Cycle 5E. Variabel terikat : kemampuan koneksi matematis. Uji instrumen dengan uji validitas dan uji reliabilitas. Uji validitas dengan rumus korelasi Product Moment didapat 7 soal yang valid. Uji reliabilitas dengan rumus Alpha menunjukan bahwa soal tersebut reliabel. Uji normalitas dengan uji Lilliefors menunjukan kedua sampel dari populasi yang berdistribusi normal. Uji homogenitas dengan uji Fisher menunjukan kedua sampel memiliki varians yang homogen. Uji hipotesis dengan uji-t Â didapat Â dengan alpha sebesar 0,05, maka Â di tolak. Dengan demikian terdapat perbedaan kemampuan koneksi matematis peserta didik yang diajarkan dengan model pembelajaran REACT dan model pembelajaran Learning Cycle 5E di SMKN 39 Jakarta.Â Kata Kunci: Kemampuan Koneksi Matematis, Model Pembelajaran REACTÂ Â Â Â Â Model Pembelajaran Learning Cycle 5E.

Efektivitas Model Missouri Mathematics Project terhadap Kemampuan Koneksi Matematis dalam Pembelajaran Turunan Aditya Prihandhika; Aiyub Aiyub; Didi Suryadi; Sufyani Prabawanto
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 3 (2022)
Publisher : Universitas Swadaya Gunung Djati

Abstrak. Kemampuan koneksi matematis merupakan salah satu komponen utama dalam proses berpikir tingkat tinggi yang harus dimiliki oleh peserta didik dalam pembelajaran matematika. Indikator-indikator dalam kemampuan koneksi matematis memiliki peran penting, terutama dalam mengaitkan gagasan antara konsep satu dengan yang lainnya dan menerapkan konsep matematika untuk menyelesaikan masalah matematis. Oleh karena itu, penelitian ini bertujuan untuk mengetahui efektivitas model Missouri Mathematics Project (MMP) terhadap kemampuan koneksi matematis dalam pembelajaran turunan. Penelitian menggunakan metode kuantitatif yang terdiri dari dua kelompok sampel, yaitu kelompok kontrol dengan menggunakan model Discovery Learning (DL) dan kelompok eksperimen dengan menggunakan model Missouri Mathematics Project (MMP). Data diperoleh dari hasil pretest dan posttest dengan menggunakan instrumen yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menggunakan uji t dari skor N-gain dengan bantuan software SPSS menunjukkan bahwa: 1) terdapat perbedaan kemampuan koneksi matematis antara kelompok yang memperoleh model DL dan model MMP; 2) peningkatan kemampuan koneksi matematis kelompok MMP lebih tinggi daripada kelompok DL. Berdasarkan hasil tersebut, efektivitas model MMP dalam meningkatkan kemampuan koneksi matematis pada pembelajaran turunan dapat menjadi rekomendasi bagi praktisi, terutama dalam pengelolaan proyek yang memberikan ruang bagi peserta didik untuk mengaitkan gagasan dalam proses penyelesaian masalah matematis.Kata Kunci: Kemampuan Koneksi Matematis, Missouri Mathematics Project, Turunan.

The review of concept image and concept definition: A hermeneutic phenomenological study on the derivative concepts Prihandhika, Aditya; Perbowo, Krisna Satrio
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7610

Calculus classes often focus on studying derivatives, a fundamental topic in mathematics. Upon finishing their studies, potential mathematics teachers will educate students about advanced concepts such as derivatives in the classroom. Therefore, comprehending derivative concepts is essential for teaching children effectively. This study aims to determine how potential mathematics teachers view themselves concerning derivative concepts based on their concept image and concept definition. The study utilized a hermeneutic phenomenological approach together with qualitative approaches in its research strategy. The research data was obtained through interviews and clinical tests from six participants from one of the universities in Kuningan Regency, Indonesia. The research findings indicate that participants' concept image of derivative concepts is limited to symbolic representations. Most participants did not view derivative concepts as providing a deeper understanding but rather as a technique to solve procedural problems. The results indicate that utilizing a range of representations in the learning process can improve the development of a more thorough conceptual understanding, leading to better comprehension of derivative concepts.

SYSTEMATICS LITERATURE REVIEW: EFEKTIVITAS WORKED EXAMPLE DALAM PEMBELAJARAN MATEMATIKA Azizah, Nur; Prihandhika, Aditya
JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2025): Volume 8 Nomor 1 Maret 2025
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jupika.v8i1.5407

This study aims to determine the effectiveness of worked examples in mathematics learning and its impact on improving students' learning abilities in mathematics learning. The method used in this research is Systematic Literature Reviews (SLR). Identifying, selecting and determining selected articles from the database followed the PRISMA flow diagram with the established inclusion criteria. Of the 12 articles selected in this study, learning with worked examples was effective in 11 research articles, while 1 other article reported it was ineffective. In addition, worked examples have a positive impact in mathematics learning and have been proven effective in improving learning achievement, understanding, problem solving, proportional reasoning, representation and learning independence in mathematics learning.

Melampaui angka: transformasi pembelajaran pecahan melalui latihan terbimbing berbasis alat peraga pada siswa kelas IV Supriadi, Edi; Sessu , Andi; Prihandhika, Aditya
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19384

Purpose: This study evaluates the effectiveness of integrating guided discovery methods with mathematical manipulatives to enhance learning outcomes in fraction topics, addressing cognitive barriers caused by the abstract nature of the material and student misconceptions. Design/methodology/approach: A quasi-experimental approach (Nonequivalent Control Group Design) was employed with 60 fifth-grade students in Kuningan Regency. Data were collected via pre-tests and post-tests to measure learning achievements between the experimental and control groups. Findings: Analysis reveals significant improvements in learning outcomes within the experimental group. This integration effectively mitigates early misconceptions through systematic guidance and concrete visualization, bridging the gap between mathematical abstraction and student comprehension. Practical implications: The findings encourage educators to adopt pedagogical innovations that combine guided strategies with physical media to foster dynamic, systematic, and student-centered learning environments in primary education. Originality/value: This study addresses a literature gap by examining the simultaneous integration of guided methods and manipulatives, which were previously studied in isolation within mathematics education contexts. Purpose: Penelitian ini bertujuan mengevaluasi efektivitas integrasi metode penemuan terbimbing dengan alat peraga matematika dalam meningkatkan hasil belajar materi pecahan, guna mengatasi hambatan kognitif akibat sifat materi yang abstrak dan risiko miskonsepsi pada siswa.Design/methodology/approach: Menggunakan desain kuasi-eksperimen (Nonequivalent Control Group Design) dengan sampel 60 siswa kelas V di Kabupaten Kuningan. Instrumen penelitian berupa pre-test dan post-test untuk mengukur capaian belajar antara kelompok eksperimen dan kontrol. Findings: Hasil analisis menunjukkan peningkatan hasil belajar yang signifikan pada kelompok eksperimen. Integrasi ini secara efektif memitigasi kesalahan konsep dini melalui bimbingan sistematis dan visualisasi konkret yang menjembatani abstraksi matematis dengan pemahaman siswa. Practical implications: Temuan ini merekomendasikan pendidik untuk mengadopsi inovasi pedagogis yang memadukan strategi terbimbing dengan media konkret guna menciptakan lingkungan belajar yang dinamis, sistematis, dan berpusat pada siswa di tingkat sekolah dasar.Originality/value: Studi ini mengisi kesenjangan literatur mengenai penggabungan metode terbimbing dan alat peraga secara simultan yang sebelumnya sering dikaji secara terpisah dalam konteks pembelajaran matematika.

THE REVIEW OF WAYS OF UNDERSTANDING IN PROVING CONGRUENCE OF TWO TRIANGLES Aditya Prihandhika; Nur Azizah
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.4259

This study aims to reviewing ways of understanding of prospective mathematics teacher students in the process of proving the triangle congruence theorem deductively. Deductive proof is a process that is quite difficult to do if students do not know the postulates, theorems, definitions, and properties that can be used as references in the proof process. The mathematical critical thinking process needs to be reviewed to determine the relevance of students' considerations in choosing the various references needed. The study used a case study to investigate the phenomenon specifically. The participants involved in the study were five students from a university in West Java. Theory of ways of understanding is needed to examine students' understanding of postulates, theorems, definitions, and other properties that have been studied previously so that it can be known to what extent students can validate the proof process carried out. The results of the study showed that based on the ways of understanding they have, students can prove the congruence theorem of two triangles by formulating the main problems, expressing facts, choosing logical arguments, detecting information bias with different points of view, and being able to draw conclusions. Thus, in the deductive proof process, a good way of understanding is required regarding postulates, theorems, definitions, and other relevant properties to reach systematic conclusions.

Rethinking How We Teach Derivatives Representation: The Framework of Hypothetical Learning Trajectory Prihandhika, Aditya; Azizah, Nur
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.2816

Konsep turunan merupakan prinsip dasar dalam Kalkulus untuk pengajaran matematika di tingkat sekolah dan universitas. Namun demikian, definisi yang mencakup beberapa representasi terkadang membuat konsep turunan sangat sulit dipahami. Tujuan penelitian ini adalah untuk mengkaji representasi konsep turunan yang dipahami oleh partisipan. Penelitian ini menggunakan metodologi kualitatif untuk menyelidiki fenomena tertentu. Data penelitian dikumpulkan melalui wawancara klinis yang dilakukan terhadap mahasiswa (N=5) dari salah satu universitas di Provinsi Jawa Barat. Teknik analisis data menggunakan triangulasi meliputi reduksi data, analisis data, dan penarikan kesimpulan. Temuan penelitian ini menunjukkan bahwa representasi konsep turunan bagi banyak partisipan masih terbatas pada konteks simbolis untuk memecahkan masalah prosedural. Representasi yang terbatas dapat menimbulkan hambatan epistemologis dalam menyelesaikan masalah konseptual. Temuan ini menjadi dasar untuk mengembangkan Hypothetical Learning Trajectory (HLT) yang mencakup tujuan, prakiraan proses pembelajaran, dan aktivitas untuk mendorong terciptanya pemahaman melalui representasi konsep yang beragam. The concept of a derivative is a fundamental principle in calculus that is essential for teaching mathematics at both the school and university levels. Nevertheless, definitions encompassing several representations sometimes render the concept of derivatives exceedingly challenging to comprehend. The objective of this research is to examine the representation of the derived notion as seen by the participants. The study employs qualitative methodologies through a case study framework to investigate certain phenomena. Research data collected via clinical interviews conducted with students (N=5) from a university in West Java Province. The data analysis technique using triangulation includes several stages, namely data reduction, data analysis, and drawing conclusions. The findings of this study suggest that the representation of derived concepts for many of participants remains confined to a symbolic context for solving procedural difficulties. The restricted representation can create epistemological obstacles in resolving conceptual issues. These findings serve as the foundation for developing a Hypothetical Learning Trajectory (HLT) design that encompasses objectives, forecasts of the learning process, and activities to promote the creation of understanding through diverse representations of concepts.

Studi transposisi didaktik terhadap mahasiswa calon guru matematika: Tinjauan pada konteks knowledge to be taught dalam konsep turunan Prihandhika, Aditya; Fatimah, Ade Evi; Sujata, Tatang
Journal of Didactic Mathematics Vol 4, No 3 (2023): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i3.1966

The concept of derivatives is an important concept in the field of Calculus to be studied and taught at school and university levels. However, understanding derived concepts that do not fully involve the meaning of various representations has the potential to trigger a combination of concept descriptions with formal concept definitions as well as learning challenges or learning obstacles in epistemological, ontogenic and also didactic aspects. Therefore, the research carried out aims to observe the context of the knowledge that will be taught as one of a series of didactic transposition processes in order to obtain transpositional knowledge that is relevant to be taught. The research method used is qualitative research with a hermeneutic phenomenological approach. The participants involved in the research were 38 students who were prospective mathematics teachers from one of the universities in West Java. The research results show that there are inaccuracies in the presentation of ideas and concepts related to the knowledge to be taught, especially in the definition of derivative concepts. The mismatch between formal concept definitions and participant concept descriptions in learning by referring to mathematics textbooks which are used as the main reference results in learning obstacles for the subjects so that there is a need for repersonalization and recontextualization as an effort to produce more meaningful knowledge.

THE REVIEW OF WAYS OF UNDERSTANDING IN PROVING CONGRUENCE OF TWO TRIANGLES Aditya Prihandhika; Nur Azizah
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.4259

This study aims to reviewing ways of understanding of prospective mathematics teacher students in the process of proving the triangle congruence theorem deductively. Deductive proof is a process that is quite difficult to do if students do not know the postulates, theorems, definitions, and properties that can be used as references in the proof process. The mathematical critical thinking process needs to be reviewed to determine the relevance of students' considerations in choosing the various references needed. The study used a case study to investigate the phenomenon specifically. The participants involved in the study were five students from a university in West Java. Theory of ways of understanding is needed to examine students' understanding of postulates, theorems, definitions, and other properties that have been studied previously so that it can be known to what extent students can validate the proof process carried out. The results of the study showed that based on the ways of understanding they have, students can prove the congruence theorem of two triangles by formulating the main problems, expressing facts, choosing logical arguments, detecting information bias with different points of view, and being able to draw conclusions. Thus, in the deductive proof process, a good way of understanding is required regarding postulates, theorems, definitions, and other relevant properties to reach systematic conclusions.

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