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All Journal Journal of Honai Math Jurnal Pengabdian Dharma Laksana
Mukti Sintawati
Universitas Ahmad Dahlan, Yogyakarta
Education Environmental Science Mathematics Social Sciences

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Workshop Pelaksanaan Pembelajaran Online Bagi Guru Se-BKS (Badan Kerjasama Sekolah) Moyudan Mukti Sintawati; Lisa Retnasari; Asih Mardati; Hanum Hanifa Sukma
Jurnal Pengabdian Dharma Laksana Vol 5, No 1 (2022): JPDL (Jurnal Pengabdian Dharma Laksana)
Publisher : LPPM Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/j.pdl.v5i1.23460

Abstract

Workshop pelaksanaan pembelajaran online ini dilatarbelakangi oleh diterapkannya Pemberlakuan Pembatasan Kegiatan Masyarakat (PPKM) di awal tahun 2021. Kebijakan tersebut berdampak pada proses kegiatan belajar mengajar (KBM) yang harus dilakukan secara online atau dalam jaringan. Namun, guru-guru sekolah dasar se-BKS (Badan Kerjasama Sekolah) Moyudan belum siap melaksanakan proses KBM dengan sistem full online karena pengetahuan yang masih kurang dalam menyelenggarakan KBM online. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pengetahuan guru dalam menyelenggarakan pembelajaran secara online. Sasaran kegiatan ini adalah guru sekolah dasar se-BKS Moyudan. Pelatihan yang diberikan berupa pelatihan memanfaatkan Google Form dan Google Classroom dalam pembelajaran online. Workshop dilaksanakan secara tatap muka dengan 2 kali pertemuan. Metode yang digunakan yaitu workshop dan pendampingan. Hasil dari kegiatan ini yaitu guru-guru se-BKS Moyudan yang mengikuti workshop mampu menyajikan soal dalam google form, membuat kelas virtual dalam google classroom dan melengkapinya dengan materi dalam bentuk file word, pdf, dan video.
Epistemological obstacle on the topic of prism: A phenomenological study Rima Aksen Cahdriyana; Mukti Sintawati
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.674

Abstract

Mathematics learning is often hindered by epistemological obstacles that affect students’ conceptual understanding. In geometry, students frequently struggle to identify and analyze fundamental properties of prisms, despite instructional efforts to improve comprehension. Prior research has primarily focused on procedural fluency rather than the cognitive barriers students face in interpreting mathematical definitions. Addressing this gap, this study investigates the epistemological obstacles eighth-grade students encounter in understanding prisms. Specifically, it examines students’ ability to determine whether a geometric figure qualifies as a prism based on definitional characteristics and to analyze the relationship between two figures with equal volumes. This qualitative study employs a phenomenological approach, involving six purposively selected eighth-grade students. Data were collected through written tests and semi-structured interviews, then analyzed in three stages: identifying core ideas from student responses, categorizing these ideas into conceptual groupings, and thematizing the categorized data into key discussion themes. Findings reveal that students struggle to identify prisms due to difficulties recognizing defining characteristics and determining bases, resulting from didactic transposition issues such as oversimplified definitions, misinterpretation of concepts, and curricular limitations. At the C4 level of Bloom’s Taxonomy, students also struggle to analyze mathematical statements due to reliance on teacher-provided examples. This study contributes to mathematics education by highlighting cognitive barriers in geometric reasoning. The findings emphasize the need for instructional strategies that enhance conceptual clarity and adaptive problem-solving, ultimately fostering deeper geometric understanding.
Co-Authors Asih Mardati Retnasari, Lisa Rima Aksen Cahdriyana Sukma, Hanum Hanifa