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All Journal Jurnal Elemen JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Didactic Mathematics JNPM (Jurnal Nasional Pendidikan Matematika) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika
Aiyub Aiyub
Universitas Islam Negeri Ar-Raniry Banda Aceh
Education Mathematics Other

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1021.311 KB) | DOI: 10.33603/jnpm.v6i3.7073

Abstract

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.
Ways of thinking siswa dalam menyelesaikan masalah pola bilangan non rutin: Suatu penelitian fenomenologi hermeneutik Aiyub Aiyub
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1851

Abstract

This study was conducted with the aim of investigating and exploring students' ways of thinking (WoT) in solving non-routine number pattern problems. This study used a qualitative method with a hermeneutic phenomenological approach with grade 8 students at a junior high school in Banda Aceh. To achieve the research objectives, data collection was carried out using a written test instrument with a number pattern on a 4-digit palindrome, structured documentation, and clinical interviews. The results of the study show that students' WoT in solving non-routine number pattern problems is that there are four approaches used in solving non-routine problems, namely: first, determining the special case; second, determining the pattern; third, using a mathematical model; and fourth, using a similar problem. The subject of critical reflection uses the three WoTs above except for using similar problems. The subject of explicit reflection uses the three approaches above except for using a mathematical model. While Subjects who cannot solve the problem only use the strategy of identifying special cases. Another finding is that the subject of critical reflection tends to use different strategies from those given by the teacher, is unique, and gives reasons for algebraic forms. In contrast, explicit reflection subjects tend to be less flexible in using strategies and tend to use inductive or arithmetic reasons. To support students in their ability to pattern and think algebraically, teachers must accustom students to solving non-routine mathematical problems in various contexts of learning by using number patterns.
Investigasi Karakteristik Berpikir Matematis Kritis Siswa dalam Menyelesaikan Masalah Matematis Non Rutin Aiyub, Aiyub; Zulkifli, Zulkifli
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 9, No 2 (2021)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v9i2.53088

Abstract

Dalam makalah ini, kami melaporkan temuan dari sebuah studi kasus yang berusaha untuk mengidentifikasi karakteristik Berpikir Matematis Kritis (BMK) siswa dalam menyelesaikan masalah matematis non rutin. Karakteristik BMK awalnya dihasilkan dari sintesis literatur penelitian yang relevan dan di validasi menggunakan metodologi studi kasus terhadap siswa kelas 8 di salah satu SMP di Banda Aceh.  Makalah ini memberikan kerangka kerja untuk BMK yang disintesis dari literatur dan studi kasus dari seorang siswa untuk memberikan bukti tentatif bahwa penggunaan kemampuan BMK oleh siswa dapat diidentifikasi. Tujuan jangka panjang dari penelitian ini adalah untuk mengeksplorasi potensi untuk mempromosikan kemampuan BMK siswa dengan cara yang ditargetkan
Students' conceptual understanding of limit of functions reviewed from mathematical beliefs Usman; Aiyub; M. Hasbi
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29144

Abstract

Conceptual understanding is a student’s cognitive structure characterised by the ability to transform and explain concepts in solving problems. Many students were unable to explain the concepts and the relationships between concepts in solving the limit of functions. This study aimed to explore students' conceptual understanding of the limit of functions in terms of mathematical beliefs. The subjects were 30 mathematics education students at Syiah Kuala University who had taken calculus courses for advanced real analyses. Data were collected using questionnaires, tests, and interviews. Data processing was carried out by reducing data, presenting, analysing, and drawing conclusions. The results of the study showed that students with strong mathematical beliefs demonstrated a more complete and integrated conceptual understanding of the limits of functions, as they could connect concepts, procedures, and graphical representations. In contrast, students with medium and low mathematical beliefs tended to focus only on procedural knowledge, often failing to explain underlying concepts or make meaningful connections between concepts and problem-solving steps. Based on the results, calculus lecturers need to build a strong conception of the material on the real number system and real functions so that the concept of the limit of functions is easily understood and memorised.
Hambatan belajar siswa pada materi fungsi di kelas VIII MTsN 1 Banda Aceh Fianabila, Qusnul; Aiyub, Aiyub
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.29224

Abstract

This research is motivated by the low level of students' understanding of the material on functions. This study aims to identify and analyze the learning obstacles faced by eight-grade MTs students in understanding the function material. The method used is qualitative research with a hermeneutic phenomological approach.. Data were collected through tests, questionnaires, and in-depth interviews. The results indicate three main categories of learning obstacle; ontogenic obstacles (psychological, isntrumental, and conceptual), didactic obstacles and epistemilogical obstacles. The findings also reveal that the primary problems students face are a lack of basic conceptual understanding, low learning motivation , and difficulties in applying knowledge to situations or problem types different from those usually taught by the teacher.. The novelty of this study lies in the use of a hermeneutic phenomological approach to deeply explore the experiences and meanings of learning ostacles from the students’ perspective, as well as categories: ontogenic, didactic, and epistemological. This research contributes to an in-depth analysis of students' learning experiences through a hermeneutic phenomenological approach, as well as recommendations for contextual learning strategies, the use of visual-interactive media, and individual guidance to address student learning barriers.
Co-Authors Didi Suryadi Fianabila, Qusnul Heni Pujiastuti M. Hasbi Prihandhika, Aditya Sufyani Prabawanto, Sufyani Usman Yunasari, Rika