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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika MATAPPA: Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ANARGYA: Jurnal Ilmiah Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Aksioma Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA AKSIOMA
Badjeber, Rafiq
UIN Datokarama Palu
Education Mathematics Physics Other

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Journal : Jurnal Pendidikan MIPA

 1 
Conceptual and Procedural Knowledge of Prospective Mathematics Teacher in Solving Derivative Problems Rochaminah, Sutji; Wahyono, Unggul; Nursupiamin, Nursupiamin; Badjeber, Rafiq
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp105-117

Abstract

Abstract: Both procedural knowledge and conceptual knowledge are needed to solve derivative problems. This study aims to describe PMTs' conceptual and procedural knowledge in solving derivative problems. A qualitative with a case study as the research method was used. The research subjects were 63 prospective mathematics teacher (PMT) who attended Differential Calculus in the 2022-2023 academic year. The subject was chosen with purposive sampling. This study employed three problems from the derivative understanding test as the research instrument. The data analysis technique used in this study was the data analysis technique outlined by Miles & Huberman which began with data collection, then data reduction and drawing conclusions. The findings reveal that PMTs' lack of meaningful understanding of the definition of derivatives and their symbols may lead to algorithmic errors in finding the function f when the derivative of the function f at c is known. Of all the subjects, 82.5% found the derivative of a function without using the product rule. The procedural errors in finding the derivative of the product of functions stem from the subjects' misunderstanding of the rule that the derivative of a product is the product of their derivatives.Furthermore, 55.5% of the subjects determined the maximum and minimum values by first finding the stationary points. However, only 11% correctly found the minimum and maximum values. The results of this analysis highlight the importance of having a profound understanding of concepts when selecting and developing effective problem-solving procedures. Thus, the findings of this study are expected to assist lecturers in preparing teaching materials about derivatives effectively.      Keywords: conceptual knowledge, problem solving, procedural knowledge.
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher Badjeber, Rafiq; Supriyatman, Supriyatman; Afadil, Afadil; Hadi, Windia
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice.        Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-1213
Co-Authors Abd. Gani, Fathurrahmah ABDUL MANAF Afadil Agung Wicaksono Amanda, Miftah Bagus Bagus Bagus Bagus, Bagus Elfira, Riska Guci, Ammar Abdullah Joni Hajerina Jayanti Putri Purwaningrum Khairunnisa Melissa, Margareta Madha Mijra, Mijra Mufidah Mufidah Musfira, Musfira NILAWATI Nursupiamin Nursupiamin, Nursupiamin Nurwahda, Nurwahda Sartika, Nurhalida Siti Fatimah Sri Wulandari Suciati, Indah Sukayasa, I Wayan Supriyatman, Supriyatman Sutji Rochaminah Syamsul Arifin Unggul Wahyono Wahyuni H Mailili Wahyuni H Mailili Winda Winda Windia Hadi, Windia Yanti, Eka Farida Yulia Yulia