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All Journal Jurnal Infinity Mosharafa: Jurnal Pendidikan Matematika Jurnal Infinity
Siti Mistima Maat
Universitas Kebangsaan Malaysia
Education Mathematics Other

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Computational Thinking of Prospective Mathematics Teacher Viewed from Entrepreneur Character Neneng Aminah; Siti Mistima Maat; Sudarsono Sudarsono
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.2597

Abstract

Computational Thingking (CT) dan entrepreneurship membutuhkan pemikiran matematika, begitu pula pada pembelajaran matematika membutuhkan pola pikir CT dan karakter entrepreneurship. Penelitian ini bertujuan mengekplorasi potensi CT dilihat dari karakter entrepreneur. Penelitian menggunakan pendekatan kualitatif deskriptif. Tiga mahasiswa calon guru Matematika menjadi subyek terpilih dari duapuluh subyek penelitian. Pengambilan data melalui data tes, angket dan wawancara. Hasil penelitian mengungkapkan bahwa aktivitas CT dari karakter entrepreneur tinggi dan sedang ditemukan aktivitas CT dengan komponen abstraksi, algoritma, kreativitas, dekomposisi, dan generalisasi. Kuatnya karakter enterpenur berupa kreativitas memunculkan komponen baru dalam menyelesaikan masalah matematika. Kreativitas direkomendasikan menjadi salah satu komponen CT dalam pembelajaran matematika. Computational Thinking (CT) and entrepreneurship require mathematical thinking, as well as learning mathematics requires a CT mindset and entrepreneurial character. This research reports on an educational research study that explores the potential of CT in terms of entrepreneurial character. Research using a descriptive approach. Three prospective mathematics teacher students were selected from the twenty subjects of this study. Data collection through data tests, questionnaires and interviews. The results of the study revealed that CT activity had a high entrepreneurial character and moderate CT activity was found with components of abstraction, algorithm, creativity, decomposition, and generalization. The strong character of the entrepreneur in the form of creativity raises a new component in solving mathematical problems. Creativity is recommended to be a component of CT in learning mathematics.
Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning Nyimas Aisyah; Ely Susanti; Meryansumayeka Meryansumayeka; Tatag Yuli Eko Siswono; Siti Mistima Maat
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p377-392

Abstract

Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participants in this study, and they were student prospective mathematics teachers' s taking geometry courses. Data were collected through working documents, open questionnaires, and semi-structured interviews and were analyzed using iterative techniques consisting of data condensation, data exposure, and verification. The study's results showed that students' prospective teachers did not prioritize proof in solving geometry problems, even though they worked hard to solve the problems independently until they were finished. The students' perseverance also impacts their mathematical reasoning in proving geometric theorems. Students with more hard work values tend to have more reasoning values. The results of this study have implications that there needs to be an effort from the teacher to get used to giving proof questions to support students' perseverance and mathematical reasoning abilities.
Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning Nyimas Aisyah; Ely Susanti; Meryansumayeka Meryansumayeka; Tatag Yuli Eko Siswono; Siti Mistima Maat
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p377-392

Abstract

Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participants in this study, and they were student prospective mathematics teachers' s taking geometry courses. Data were collected through working documents, open questionnaires, and semi-structured interviews and were analyzed using iterative techniques consisting of data condensation, data exposure, and verification. The study's results showed that students' prospective teachers did not prioritize proof in solving geometry problems, even though they worked hard to solve the problems independently until they were finished. The students' perseverance also impacts their mathematical reasoning in proving geometric theorems. Students with more hard work values tend to have more reasoning values. The results of this study have implications that there needs to be an effort from the teacher to get used to giving proof questions to support students' perseverance and mathematical reasoning abilities.
Co-Authors Ely Susanti Meryansumayeka Meryansumayeka Neneng Aminah Nyimas Aisyah Sudarsono Sudarsono Tatag Yuli Eko Siswono