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<![CDATA[APLIKASI DIDACTICAL DESIGN RESEARCH DALAM MENGANALISIS KESULITAN BELAJAR SISWA SMP MEMPELAJARI MATERI ALJABAR ]]>
<![CDATA[Ardiansari, Lia]]>
<![CDATA[ Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam Vol 14 No 2 (2016): (OKTOBER 2016) ]]>
Publisher : <![CDATA[Institut Agama Islam Ibrahimy Genteng Banyuwangi ]]>
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<![CDATA[The purpose of this study was to describe the learningobstacle of students in junior VII in algebra. Researchers gavetest questions to students, interviews and analyze documents.Then the students' answers were analyzed in depth anddisaggregated by didactical obstacle, epistemoligical obstacleand ontogonical obstacle. The cause of these learningobstacles can be seen from many things, among others due toinaccuracy in reading, inaccuracy in thinking, weakness in theanalysis of the problem, and lack of tenacious. Besides thelearning obstacle is thought to arise such as the design ofdidactic presented using the "quick way" so as not providingunderstanding of the concept for students, design didacticpresented in its final form that gives less opportunity forstudents to explore their understanding, contains a "jumpingthinking" large enough so that the less attention to cognitiveprocesses students will still have many difficulties in adjusting tothe thought of thinking arithmetic algebra (abstract), theconcepts presented are not systematic and do not support athorough understanding of the material to be learned.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DIDUKUNG METODE RESITASI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VIII SMPN 1 BANGOREJO PADA MATERI FAKTORISASI ALJABAR ]]>
<![CDATA[Ardiansari, Lia]]>
<![CDATA[ Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam Vol 15 No 1 (2017): (APRIL 2017) ]]>
Publisher : <![CDATA[Institut Agama Islam Ibrahimy Genteng Banyuwangi ]]>
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<![CDATA[Based on the preliminary study, obtained students' mistakes in completing the algebraic factorization is an indicator that students have learning difficulties that affect the learning results. Learning model that applied so that learners can understand the overall concept that will eventually be able to improve learning outcomes is Group Investigation, the model of learning that involves students actively in learning because it requires the participation of each member of the group in an investigation. Optimized with recitation that is giving the task to students outside the schedule beyond that which ultimately must be presented to the teacher. Data student learning outcomes at the end of cycle 2 showed that students who scored above the standard minimum completeness or ?75 than the maximum value of 100 is as much as 88%. It can be concluded that the application of the model group supported recitation investigation can improve learning outcomes students of class VIII SMPN 1 Bangorejo.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DIDUKUNG METODE RESITASI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VIII SMPN 1 BANGOREJO PADA MATERI FAKTORISASI ALJABAR ]]>
<![CDATA[Lia Ardiansari]]>
<![CDATA[ Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Vol 15 No 1 (2017): (APRIL 2017) ]]>
Publisher : <![CDATA[LPPM IAI IBRAHIMY GENTENG BANYUWANGI ]]>
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<![CDATA[Based on the preliminary study, obtained students' mistakes in completing the algebraic factorization is an indicator that students have learning difficulties that affect the learning results. Learning model that applied so that learners can understand the overall concept that will eventually be able to improve learning outcomes is Group Investigation, the model of learning that involves students actively in learning because it requires the participation of each member of the group in an investigation. Optimized with recitation that is giving the task to students outside the schedule beyond that which ultimately must be presented to the teacher. Data student learning outcomes at the end of cycle 2 showed that students who scored above the standard minimum completeness or ≥75 than the maximum value of 100 is as much as 88%. It can be concluded that the application of the model group supported recitation investigation can improve learning outcomes students of class VIII SMPN 1 Bangorejo.]]>
<![CDATA[PENGEMBANGAN DESAIN DIDAKTIS PRA-ALJABAR UNTUK MEMBANGUN LEARNING TRAJECTORY OF ALGEBRA PADA SISWA SMP KELAS VII ]]>
<![CDATA[Lia Ardiansari , Annisa Nur Ramadhani]]>
<![CDATA[ Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Vol 16 No 2 (2018): (Oktober 2018) ]]>
Publisher : <![CDATA[LPPM IAI IBRAHIMY GENTENG BANYUWANGI ]]>
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<![CDATA[The purpose of this research is to formulate or devise a design concept form didaktis algebra and its elements as well as perform operations on algebraic forms based on the learning obstacles that have plagued previous learning students. The design used as learning trajectory of thinking arithmetic to algebraic thinking, researchers call it with pre-algebra. Learning obstacles which will be tested in this study i.e. ontogenic obstacle, didactical obstacle and epistemological obstacle. From the results of the analysis, the researchers offer an expected learning design can minimize barriers to learning (learning obstacles). Design didaktis offered based on the results of such research are compiled based on didactical design research with stages starting from the granting of initial concept in arithmetic, trajectory (liaison), namely the stage of pre-algebra, then the concept of the end (final concept) algebraic formally.]]>
<![CDATA[APLIKASI DIDACTICAL DESIGN RESEARCH DALAM MENGANALISIS KESULITAN BELAJAR SISWA SMP MEMPELAJARI MATERI ALJABAR ]]>
<![CDATA[Lia Ardiansari]]>
<![CDATA[ Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Vol 14 No 2 (2016): (OKTOBER 2016) ]]>
Publisher : <![CDATA[LPPM IAI IBRAHIMY GENTENG BANYUWANGI ]]>
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<![CDATA[The purpose of this study was to describe the learningobstacle of students in junior VII in algebra. Researchers gavetest questions to students, interviews and analyze documents.Then the students' answers were analyzed in depth anddisaggregated by didactical obstacle, epistemoligical obstacleand ontogonical obstacle. The cause of these learningobstacles can be seen from many things, among others due toinaccuracy in reading, inaccuracy in thinking, weakness in theanalysis of the problem, and lack of tenacious. Besides thelearning obstacle is thought to arise such as the design ofdidactic presented using the "quick way" so as not providingunderstanding of the concept for students, design didacticpresented in its final form that gives less opportunity forstudents to explore their understanding, contains a "jumpingthinking" large enough so that the less attention to cognitiveprocesses students will still have many difficulties in adjusting tothe thought of thinking arithmetic algebra (abstract), theconcepts presented are not systematic and do not support athorough understanding of the material to be learned.]]>
<![CDATA[Pra-Aljabar: Langkah Baru Mengajar Aljabar Awal (Penerapan Didactical Design Research) ]]>
<![CDATA[Lia Ardiansari]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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<![CDATA[Penelitian ini adalah penelitian kualitatif deskriptif. Ketika belajar matematika SD, matematika masih berorientasi pada perhitungan (aritmatika). Simbol-simbol yang digunakan dalam aritmatika adalah angka-angka yang dengan langsung dapat dibayangkan seberapa besarnya, atau paling tidak siswa dapat mengenalinya sebagai suatu bilangan tertentu. Ketika belajar aljabar, siswa mulai mengalami perubahan yang signifikan dalam proses berpikir yaitu dari berpikir aritmatik menjadi berpikir aljabar (abstrak). Bagi kebanyakan guru, mengajar aljabar dengan cara biasa adalah mudah. Diberikan contoh suatu bentuk aljabar, definisi, kemudian memperkenalkan unsur-unsurnya. Baik contoh maupun langkah-langkah mengajar yang dilakukan sama dengan yang terdapat dalam buku paket matematika yang digunakan dalam proses belajar-mengajar matematika di kelas.]]>
<![CDATA[Thinking about the equal sign: What do students see about the equal sign? ]]>
<![CDATA[Lia Ardiansari]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ Journal of Didactic Mathematics Vol 3, No 3 (2022): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v3i3.1569
<![CDATA[The equal sign seems to be interpreted differently by students depending on the learning experiences they have had in the early grades. In fact, the interpretation of the equal sign as a relational symbol does not seem easy or fast for many students to understand. This study aims to explore how students from elementary school to college students describe their understanding of the equal sign. The Qualitative Comparative Analysis can be used to analyze several cases in complex situations so that it fits the purpose of this study. The process of collecting data through the method of written assignments, semi-structured interviews, and documentation was carried out in one time period. This study involved 30 participants in Bandung, Indonesia. The results show that although there are substantial differences in viewing the equal sign, there are similarities in terms of dependence on computational methods in drawing conclusions. This is related to how their experience of number sentences in lower grades places more emphasis on rules than on the meaning of concepts.]]>
<![CDATA[Students’ Understanding of Algebraic Factorization Problems based on Their Meaning of The Equals Sign ]]>
<![CDATA[Lia Ardiansari]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i4.14483
<![CDATA[This paper reports an investigation of students' understanding of the concept of factorization in algebraic forms learned in secondary school. A total of 31 grade 8th junior high school students were selected by purposive sampling technique as respondents in this case study research. The case study approach is considered in accordance with the objectives of this study, namely obtaining in-depth knowledge of student problems, knowing the causes of these problems, and efforts that can be made to help overcome them. Methods of collecting data using written tests, interviews, and documentation. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results showed that there was a misunderstanding of students' concepts about the concept of factorization in algebraic forms so that they experienced difficulties in "algebraic manipulation". One of the causes of these difficulties is the lack of students' understanding of the equals sign as a sign of equality. The principle of mathematical equivalence serves as the main link between arithmetic and algebra. The operation transformation and the meaning of the equals sign in arithmetic as equality can underlie "algebraic manipulation".]]>
<![CDATA[Desain Didaktis Pembelajaran Matematika untuk Mengatasi Learning Obstacles Siswa SMP dalam Mempelajari Materi Aljabar ]]>
<![CDATA[Lia Ardiansari]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ JNPM (Jurnal Nasional Pendidikan Matematika) Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Djati ]]>
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DOI: 10.33603/jnpm.v7i1.7736
<![CDATA[Abstrak. Penelitian ini dilatarbelakangi oleh banyaknya siswa SMP yang mengalami hambatan belajar (learning obstacle) pada saat mempelajari aljabar. Penelitian desain didaktis (didactial design research) digunakan dalam penelitian ini yang diawali dengan studi pendahuluan untuk mendapatkan data learning obstacle di enam kelas pada tiga SMP dengan kluster yang berbeda-beda. Tujuan dari penelitian ini yaitu menghasilkan suatu desain pembelajaran yang diharapkan dapat meminimalkan learning obstacles yang ditemukan. Terdapat tiga kategori learning obstacle yang ditemukan yaitu ontogenic obstacle, didactical obstacle, dan epistemological obstacle sebelum bahan ajar dibuat. Desain didaktis yang ditawarkan berdasarkan hasil studi pendahuluan tersebut disusun dengan tahapan dimulai dari pemberian konsep awal secara aritmatika, trajectory (penghubung) yaitu tahap pra-aljabar, kemudian konsep akhir aljabar secara formal. Hasil dari penelitian ini merupakan hasil uji coba terbatas kepada 28 siswa kelas VII SMP dimana siswa memberikan tanggapan positif terhadap desain didaktis yang dikembangkan.Kata Kunci: Aljabar, Penelitian Desain Didaktis, Hambatan Belajar.]]>
<![CDATA[Students' Understanding of The Equal Sign Based on Their Learning Experience in Arithmetic ]]>
<![CDATA[Lia Ardiansari]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreano.v14i1.40930
<![CDATA[The equal sign is an important concept in learning mathematics karena it is used in almost all branches of mathematics, but not many studies in Indonesia have made the equal sign the focus of research. This study aims to explore how students from elementary school to college students understand the equal sign in the context of arithmetic and algebra at school. A qualitative comparative analysis can be used to analyze several cases in complex situations so that it fits the purpose of this study. Participants consisted of 6 elementary school students, 14 junior high school students, 7 high school students and 3 college students in Bandung. The results of the study indicate that the equal sign is still interpreted narrowly as "result" or a sign to put the Menjawab, and has dependence on computational methods in solving problems and drawing conclusions. Thus, it can be concluded that students' understanding of the equal sign is still at the basic level. The results of this study show evidence that the operational meaning of the equal sign that students have when learning arithmetic will not change by itself without the stimulus provided by the teacher, and even tends to cause obstacles when students learn equations in algebra.Tanda sama dengan merupakan konsep penting dalam pembelajaran matematika karena digunakan pada hampir seluruh cabang matematika, namun belum banyak penelitian di Indonesia yang menjadikan tanda sama dengan sebagai fokus penelitian. Penelitian ini bertujuan untuk mengeksplorasi bagaimana para siswa dari mulai sekolah dasar hingga mahasiswa memahami tanda sama dengan dalam konteks aritmatika dan aljabar di sekolah. A qualitative comparative analysis dapat digunakan untuk menganalisis beberapa kasus dalam situasi yang kompleks sehingga sesuai dengan tujuan penelitian ini. Partisipan terdiri dari 6 siswa SD, 14 siswa SMP, 7 siswa SMA dan 3 Mahasiswa di Bandung. Hasil penelitian menunjukkan bahwa tanda sama dengan masih dimaknai secara sempit yaitu sebagai “menghasilkan” atau tanda untuk meletakkan jawaban, serta memiliki kebergantungan terhadap metode komputasi dalam menyelesaikan masalah dan mengambil kesimpulan. Dengan demikian, dapat disimpulkan bahwa pemahaman siswa tentang tanda sama dengan masih berada di tingkat dasar. ]]>
