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All Journal Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Journal of Medives Wacana Akademika : Majalah Ilmiah Kependidikan Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan IndoMath: Indonesia Mathematics Education International Journal on Emerging Mathematics Education JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Advances in Data and Information Systems Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Action Research Literate (ARL) International Journal on Education Insight Prosiding University Research Colloquium Bulletin of Applied Mathematics and Mathematics Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Sora Journal of Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Setyawan, Fariz
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Kemampuan Literasi Matematika Siswa Berdasarkan Konten PISA Aulia Nurutami; Fariz Setyawan
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 3 No 1 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.448 KB) | DOI: 10.30738/wa.v3i1.3216

Abstract

Tujuan penelitian ini adalah mendiskripsikan literasi matematika siswa. Penelitian ini adalah penelitian desktiptif. Subyek penelitian adalah siswa kelas 8 di salah satu sekolah Islam di Yogyakarta yang berjumlah 36 siswa. Instrumen penelitian ini adalah tes literasi matematika yang berjumlah 4 soal dengan konteks PISA. Hasil penelitian dalam artikel ini adalah hasil untuk tes hange and relationship and space and shape problems dengan masing-masing terdiri atas 2 soal. Berdasarkan hasil data analisis, berdasarkan konten maka domain yang meraih skor tertinggi adalah domain change and relationship dengan rata-rata 47,92, sedangkan domain space and shape adalah 22,08.
PROFIL PEMECAHAN MASALAH PADA MATERI PERSAMAAN LINIER SATU VARIABEL DENGAN MENGGUNAKAN PENDEKATAN MODEL ELICITING ACTIVITIES (MEAs) DILIHAT DARI KEMAMPUAN MATEMATIKA Anita Rahayuningrum1; Fariz Setyawan; Uswatun Khasanah
AlphaMath : Journal of Mathematics Education Vol 4, No 1 (2018)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jme.v4i1.3480

Abstract

The purpose of this study is to know the problem-solving profile in Linear Equation of OneVariable (LEOV) by using Model Eliciting Activities (MEAs) based on the student’smathematics ability. This study is a descriptive qualitative research. The subjects of the studyare chosen by using purposive sampling and 7th grade junior high school students are selectedas the sample of the research. Furthermore, the data is classified into two categories, there arethe students with high and low mathematics ability categories. The data was analyzed anddescribed as the mathematics problem-solving profile based on Polya’s four steps method.The result of the study shown that the subject with high mathematics ability solved theproblem using all the Polya’s four steps method. The initial step derived by the subjects wereunderstanding the problem. Next, the subjects wrote the given information, the question, andthe missing data while they were solving the problem. In the carrying out the plan, thestudents perform any necessary actions such as formulating, modelling and computations.The problem was well-formulated by using appropriate steps and well-described in eachprocedure. The computation derived by the subject was examined after conclusion. Theappropriate computation derived by the subject attains well-outcomes. The obtained numbersare well described in each step of solving the given problem. It implies that the indicator ofproblem-solving were achieved based on the given description. However, the subjects withlow categories were lack to describe the devising strategy while solving the given problems.
ANALYSIS OF THE DIFFICULTY OF STUDENTS 'MATHEMATICS LEARNING IN CLASS VIII FUNCTION MATERIALS Tri Yuniatun; Fariz Setyawan
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20160

Abstract

State Junior High School (SMP Negeri) 1 Tempel students in mathematics are still low. Judging from the mathematics scores of Year-End Assessment (PAT) class VIII SMP Negeri 1 Tempel show that as many as 98.40% of students have not reached the minimum completeness criteria (MCC). Based on interviews with students, it was found that learning mathematics was complicated. Students tried to solve math problems but had difficulty solving them. Therefore, the purpose of this study is to determine the problems experienced by students in solving math problems and the factors that cause real challenges, conceptual difficulties, and procedural difficulties in learning mathematics in the function material of class VIII SMP Negeri 1 Tempel in the 2019/2020 school year. This research method is qualitative research. The subjects of this study were 31 students of class VIII A SMP Negeri 1 Tempel. The object of this research is learning difficulties in factual, conceptual, and procedural aspects. Retrieval of data using tests and interviews. The test instrument is in the form of function material questions. Data analysis techniques used the Miles and Huberman model, namely Data Reduction, Data Display, and Data Verification. The results of this study indicate that students have difficulty learning mathematics in terms of functions. Students' problems in the function material obtained 69.25% real difficulties, 63.79% conceptual difficulties, and 61.41% procedural difficulties. Students have a problem in (1) the factual aspect, namely writing the name of the function, writing the set's name, making arrow diagrams, making Cartesian diagrams, and writing the set of consecutive pairs. (2) Students have difficulty defining a function in the conceptual aspect, giving reasons why a relationship can be called a process, distinguishing the origin from the relationship, describing the origin and result area, calculating the number of members of the set, and writing the formulas a function. (3) procedural aspects, students are still lacking in determining the correct and appropriate steps in solving problems. Some students have difficulty determining what steps to take first. Thus resulting in incomplete procedures in solving questions. The factor that causes difficulty in learning mathematics in the function material is students' inaccurate learning patterns. This causes students to forget often and be confused when solving questions.
Identifying Students’ Errors on Fractions Herani Tri Lestiana; Sri Rejeki; Fariz Setyawan
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 2, July 2016
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.3396

Abstract

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.
Developing complex analysis textbook to enhance students’ critical thinking Fariz Setyawan; Puguh Wahyu Prasetyo; Burhanudin Arif Nurnugroho
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.8741

Abstract

Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as  where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.
PELATIHAN DESAIN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK BAGI GURU MATEMATIKA SEKOLAH DASAR SD MUHAMMADIYAH KOTA YOGYAKARTA Aan Hendroanto; Fariz Setyawan
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 2 No. 3 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jp.v2i3.399

Abstract

Sekolah Dasar Muhammadiyah di Kota Yogyakarta masih banyak yang menerapkan pembelajaran konvensional yang berpusat pada guru. Padahal dalam kurikulum 2013, pembelajaran matematika seharusnya berpusat pada siswa. Oleh karena itu, pelatihan ini bertujuan untuk memberikan pelatihan bagi guru matematika Sekolah Dasar Muhammadiyah Kota Yogyakarta untuk mendesain dan mengembangkan pembelajaran pendidikan matematika realistik. Artikel ini membahas tentang pengabdian kepada masyarakat berupa pelatihan desain pembelajaran pendidikan matematika realistik. Metode pengabdian yang digunakan yaitu Seminar dan pelatihan atau workshop. Adapun hasil dari pelatihan yang telah dilaksanakan, dapat disimpulkan bahwa 1) seminar dan workshop berjalan dengan lancar dan baik, 2) respon perserta terhadap pelaksanaan kegiatan ini termasuk dalam kategori baik dengan nilai rata-rata 4,3. Berdasarkan hasil survey diketahui pula bahwa waktu dan target materi menjadi kendala utama bagi para guru dalam mengimplementasikan pembelajaran pendidikan matematika realistik.
PEMBERDAYAAN MASYARAKAT DUSUN WULUH DALAM PROGRAM PENINGKATAN KESEJAHTERAAN MELALUI PEMBERDAYAAN EKONOMI DAN PEMANFAATAN TEKNOLOGI INFORMASI Fariz Setyawan; Helmy Trisna
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 2 No. 1 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jp.v2i1.447

Abstract

Kegiatan pemberdayaan masyarakat Dusun Wuluh, Desa Banjarejo, Kecamatan Tanjungsari, Gunungkidul, Daerah Istimewa Yogyakarta berupa stimulasi kreativitas masyarakat dalam pengembangan pariwisata desa dan kreativitas masyarakat dalam pengolahan hasil alam agar memiliki nilai ekonomis. Program KKN UAD difokuskan pada peningkatan kesejahteraan masyarakat melalui pemberdayaan ekonomi dan pemanfaatan teknologi informasi. Program KKN bertujuan memberdayakan masyarakat Dusun Wuluh dalam program pemberdayaan pariwisata desa berupa kegiatan pelatihan kewiraushaan. Metode pelaksanaan program KKN meliputi: pendidikan masyarakat, difusi teknologi, serta praktek langsung. Dampak dari kegiatan KKN ini adalah 1) peningkatan pengetahuan masyarakat dalam mempromosikan pariwisata desa melalui website, 2) peningkatan kreativitas masyarakat dalam pengolahan limbah laut menjadi souvenir, 3) peningkatan pengetahuan masyarakat mengenai desain kemasan untuk meningkatkan daya jual hasil alam, 4) sadar akan pentingnya sistem informasi desa (SID).
Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation Fariz Setyawan; Eka Zuliana; Ruzlan Md Ali
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.17767

Abstract

Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation.  On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.
How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy Aan Hendroanto; Afit Istiandaru; Nisa Syakrina; Fariz Setyawan; Rully Charitas Indra Prahmana; Agus Sofian Eka Hidayat
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1308.335 KB) | DOI: 10.12928/ijeme.v2i2.10713

Abstract

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.
Analisis Kemampuan Berpikir Kritis dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Belajar Siswa Selvia Nur Afnia; Fariz Setyawan
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol. 4 No. 2 (2021): JRPIPM APRIL 2021 VOLUME 4 NOMOR 2
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v4n2.p103-116

Abstract

Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis siswa ditinjau dari gaya belajar visual, auditori, dan kinestetik, serta faktor-faktor yang mempengaruhi keterampilan berpikir kritis siswa. Sebanyak tiga siswa dengan gaya belajar visual, auditori, dan kinestetik dipilih dari sekolah menengah pertama dengan menggunakan tes gaya belajar di Yogyakarta Indonesia untuk menyelesaikan masalah matematika yang mendorong berpikir kritis. Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar visual mampu mencapai 2 tahap berpikir kritis dengan benar, namun sedikit kurang lengkap yaitu tahap pembinaan keterampilan dasar (basic support) dan tahap kesimpulan (inference), sedangkan siswa dengan gaya belajar auditory. Mampu 2 tahap berpikir kritis dengan benar dan tepat, yaitu tahap pengembangan keterampilan dasar (basic support) dan tahap kesimpulan (inference). Sedangkan siswa dengan gaya belajar kinestetik hanya mampu mencapai 1 tahap berpikir kritis yaitu tahap keterampilan dasar (basic support). Beberapa faktor yang mempengaruhi kemampuan berpikir kritis siswa dalam menyelesaikan masalah matematika teridentifikasi yaitu lemahnya kemampuan menyelesaikan masalah yang berkaitan dengan masalah cerita, gaya belajar yang digunakan siswa, dan kecenderungan siswa hanya menggunakan satu metode untuk menyelesaikan masalah matematika yang mungkin bersumber dari guru.
Co-Authors Aan Hendroanto Afit Istiandaru Afit Istiandaru, Afit Ali, Ruzlan Md Andriyani Andriyani Anggit Prabowo Anita Rahayuningrum1 Aulia Nurutami Burhanudin Arif Nurnugroho Dwi Astuti Eka Zuliana Eko Susanto Firdaus, Muna Nadiyah Fitriyani, Harina Fitriyani, Harina Hardi Suyitno Helmy Trisna Hidayat, Agus Sofian Eka Himawan, Nur Arviyanto Ika Maryani Jayawarsa, A.A. Ketut Kardono Kardono Lestiana, Herani Tri Muna Nadiyah Firdaus Naufal Ishartono Nisa Syakrina Poniyati, Poniyati Puguh Wahyu Prasetyo, Puguh Puspa Puspa Ramdani, Hanafi Wahyu Repka, Joe Ridho, Abu Moh. Rasyid Rully Charitas Indra Prahmana Ruzlan Md Ali Safitri, Raudhatun Salenussa, Meilisa Samsul Arifin Samsul Arifin Selvia Nur Afnia siti Nur Rohmah Sri Rejeki Sukarelawan, Mohammad Irma Sumargiyani Sumargiyani Sumargiyani, S Supriyanto Supriyanto Syakrina, Nisa Syakrina, Nisa Taufiq Ismail Toni Kus Indratno Tri Yuniatun Trisna, Helmy Uswatun Khasanah Vita Istihapsari, Vita Wijayanti, Dian Eka Yosep Dwi Kristanto