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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JETL (Journal Of Education, Teaching and Learning) Jurnal Pendidikan Indonesia (Japendi) SJME (Supremum Journal of Mathematics Education)
Aan Hasanah
Universitas Pendidikan Indonesia, Bandung
Aerospace Engineering Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Improving Mathematical Meaningful Abilities of Native Students in The Pelabuhanratu Region Using an Ethnomathematics Approach Rineka Rosinansis; Tatang Herman; Aan Hasanah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 14 No 1 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i1.4167

Abstract

Understanding that mathematics is a subject that is difficult to believe because mathematical concepts are abstract and, therefore, difficult to comprehend and understand. Students' abilities and skills in mathematics subjects in Indonesia are relatively low. However, this can only be generalized to some Indonesian students, considering that Indonesia is a large country with many students. This research aims to describe customs, traditions, and culture holistically, then apply them to mathematics learning activities through ethnomathematics studies for indigenous students with the hope that mathematics learning will become more meaningful when studying mathematics. According to Spradley, this research method is descriptive qualitative with an ethnographic approach and a gradual progressive research flow. The result of this research is that the ethnomathematics approach has succeeded in making mathematics, which was often abstract, become real. Indigenous students who study ethnomathematics-based mathematics feel that the mathematics lesson material becomes logically meaningful; students can also absorb the material into their cognitive structure. Indigenous students who learn ethnomathematics-based mathematics can learn mathematical material by interpreting each element of mathematics culture or combining the two into ethnomathematics.
Analisis Pemahaman Siswa dalam Memecahkan Masalah Aritmatika Sosial Berdasarkan Langkah Polya Durratul Jannah Binti Abdullah Haris; Tatang Herman; Aan Hasanah
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.6977

Abstract

Kemampuan pemecahan masalah merupakan salah satu kemampuan yang harus dimiliki oleh siswa, untuk meningkat cara berpikir logis, kreatif, dan kritis dalam pembelajaran matematika. Salah satu cara yang dapat digunakan untuk memecahkan masalah dengan baik adalah menggunakan langkah pemecahan masalah Polya. Namun tidak semua siswa mampu memecahkan masalah aritmatika sosial menggunakan langkah pemecahan masalah Polya dengan tepat. Penelitian ini bertujuan untuk menganalisis pemahaman siswa tingkat SMP dalam memecahkan masalah aritmatika sosial berdasarkan langkah Polya. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Penelitian ini dilakukan secara acak kepada 30 siswa tingkat SMP kelas VIII. Penelitian ini menggunakan instrumen tes dan wawancara terhadap siswa dan akan dinilai berdasarkan indikator yang terpenuhi. Berdasarkan penelitian yang dilakukan diperoleh indikator pemahaman masalah siswa 50%, perencanaan penyelesaian 70%, pelaksanaan rencana penyelesaian 40%, dan memeriksa kembali 23,33%. Maka berdasarkan hasil penelitian ini, siswa perlu meningkatkan kemampuan pemecahan masalah aritmatika sosial menggunakan langkah Polya. Jika siswa mampu memecahkan masalah aritmatika sosial dengan baik dan benar, artinya mereka memiliki pemahaman yang baik terhadap materi aritmatika sosial tersebut.
Profile of Students' Problem Solving Ability in Solving Contextual Problems Viewed from Productive Struggle Syifa Ananda Mefiana; Tatang Herman; Aan Hasanah; Christina Monika Samosir; Rini Melani
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.5144

Abstract

Problem solving ability is the ability that allows students to use understanding and facts to solve math problems. Productive struggle is the attitude shown by students when overcoming the difficulties they experience. This study aims to investigate and analyze problem solving ability based on students' productive struggle in solving contextual problems. The research method used is a qualitative approach with data collection techniques through problem solving ability tests, questionnaires regarding productive struggle, and interviews. The research subjects consisted of VIII grade students in several junior high schools. Data analysis was conducted by detailing test results, examining questionnaire responses, and analyzing interviews. The subjects were collected and selected based on the categories of high, medium and low productive struggle. This shows that the problem-solving ability of subjects with high productive struggle is very good, while subjects with medium and low struggle have not shown good things in problem solving ability. This is due to how to overcome the difficulties experienced by students.
Analisis Pemahaman Siswa dalam Memecahkan Masalah Aritmatika Sosial Berdasarkan Langkah Polya Durratul Jannah Binti Abdullah Haris; Tatang Herman; Aan Hasanah
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.6977

Abstract

Kemampuan pemecahan masalah merupakan salah satu kemampuan yang harus dimiliki oleh siswa, untuk meningkat cara berpikir logis, kreatif, dan kritis dalam pembelajaran matematika. Salah satu cara yang dapat digunakan untuk memecahkan masalah dengan baik adalah menggunakan langkah pemecahan masalah Polya. Namun tidak semua siswa mampu memecahkan masalah aritmatika sosial menggunakan langkah pemecahan masalah Polya dengan tepat. Penelitian ini bertujuan untuk menganalisis pemahaman siswa tingkat SMP dalam memecahkan masalah aritmatika sosial berdasarkan langkah Polya. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Penelitian ini dilakukan secara acak kepada 30 siswa tingkat SMP kelas VIII. Penelitian ini menggunakan instrumen tes dan wawancara terhadap siswa dan akan dinilai berdasarkan indikator yang terpenuhi. Berdasarkan penelitian yang dilakukan diperoleh indikator pemahaman masalah siswa 50%, perencanaan penyelesaian 70%, pelaksanaan rencana penyelesaian 40%, dan memeriksa kembali 23,33%. Maka berdasarkan hasil penelitian ini, siswa perlu meningkatkan kemampuan pemecahan masalah aritmatika sosial menggunakan langkah Polya. Jika siswa mampu memecahkan masalah aritmatika sosial dengan baik dan benar, artinya mereka memiliki pemahaman yang baik terhadap materi aritmatika sosial tersebut.
Learning Obstacle Terkait Kemampuan Pemahaman Konsep Translasi pada Siswa SMA Sanie Rachma Setia Gunawan; Aan Hasanah; Al Jupri
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13614

Abstract

Students’ difficulties in understanding translation indicate that learning problems in geometric transformation are not limited to procedural errors but are also related to obstacles in constructing and applying conceptual knowledge. This study aimed to analyze learning obstacles associated with senior high school students’ conceptual understanding of translation using ontogenic, epistemological, and didactical obstacles as the analytical framework. The study employed a qualitative phenomenological approach as the initial phase of Didactical Design Research (DDR), focusing on the identification of learning obstacles before the development of a didactical design. The participants were 29 eleventh-grade students from a senior high school in Bandung, Indonesia, selected purposively based on variations in their solution and error patterns. Data were collected through four open-ended conceptual understanding test items, semi-structured interviews with selected students and a mathematics teacher, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing, while credibility was strengthened through triangulation of written responses, student interviews, and teacher interviews. The findings showed that students’ conceptual understanding of translation remained limited across all indicators. The highest achievement was found in selecting and applying appropriate procedures or operations (41%), followed by representing concepts in various mathematical forms (34%), restating concepts (28%), and applying concepts or algorithms in problem-solving (14%). The analysis identified ontogenic instrumental obstacles related to insufficient mastery of Cartesian coordinates as prerequisite knowledge and epistemological obstacles related to students’ limited ability to use translation concepts flexibly across visual, symbolic, procedural, and contextual representations. Epistemological obstacles appeared more dominant, whereas didactical obstacles could not be adequately identified from the available data. These findings provide an empirical basis for developing didactical designs that connect prerequisite knowledge, multiple representations, conceptual meaning, and contextual problem-solving.
Co-Authors Christina Monika Samosir Durratul Jannah Binti Abdullah Haris Rineka Rosinansis Rini Melani Sanie Rachma Setia Gunawan Syifa Ananda Mefiana Tatang Herman Tatang Herman, Tatang