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All Journal Journal on Mathematics Education (JME) JURNAL PENDIDIKAN TAMBUSAI Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Koordinat : Jurnal Pembelajaran Matematika dan Sains Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Ethnomathematics Journal Jurnal Pengabdian Pada Masyarakat
Dedi Muhtadi, Dedi
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Kesulitan Kemampuan Komunikasi Matematis Siswa pada Materi Refleksi dan Faktor Penyebabnya Ibriz, Faradisa Amanda; Hermanto, Redi; Muhtadi, Dedi
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.27943

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan yang dihadapi siswa dalam kemampuan komunikasi matematis tulisan terkait materi refleksi serta faktor-faktor penyebabnya. Komunikasi matematis merupakan kemampuan penting untuk mengungkapkan ide, solusi, serta representasi matematis baik melalui tulisan, gambar, dan simbol. Penelitian ini menggunakan pendekatakan kualittatif dengan metode deskriptif, melibatkan 22 siswa kelas IX di salah satu SMP di Kota Tasikmalaya. Hasil diperoleh melalui tes tertulis dan wawancara, lalu dianalisis dengan menggunakan teknik analisis tematik. Hasil penelitian mengungkapkan bahwa siswa menghadapi kesulitan: (1) kesulitan dalam menyajikan informasi dalam bentuk koordinat; (2) kesulitan dalam menggambar atau memvisualisasikan refleksi; (3) kesulitan dalam menentukan titik hasil refleksi. Faktor penyebabnya antara lain lemahnya pemahaman sistem koordinat kartesius sebagai materi prasyarat, minimnya keterampilan siswa dalam menggambar dan visualisasi spasial, serta kurangnya pemahaman konsep refleksi. Penelitian ini menyoroti pentingnya penguatan konsep, penggunaan media visual, benda nyata, dan pelatihan komunikasi matematis secara sistematis.
DIFFICULTIES AND CONTRIBUTING FACTORS FACED BY JUNIOR HIGH SCHOOL STUDENTS IN SOLVING DATA REPRESENTATION PROBLEMS Rahmawati, Lia; Muhtadi, Dedi; Sukirwan, Sukirwan
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.15236

Abstract

This study aims to analyze the difficulties experienced by students in solving problems related to data presentation. The research employed a descriptive qualitative method with seventh-grade students at a junior high school in Tasikmalaya City as the subjects. Data were collected through written tests and interviews to explore students’ understanding and identify the causes of their difficulties. The results revealed three main types of difficulties: (1) difficulties in presenting data in the form of diagrams such as bar, line, and pie charts, (2) difficulties in converting data into percentages and degrees, and (3) difficulties in reading and interpreting information from diagrams. These difficulties are caused by a lack of understanding of basic concepts, limited technical skills, and the absence of critical thinking habits in interpreting visual data representations.
Analysis Of Cognitive Difficulties Of Junior High School Students In Solving The Problem Of Pythagorean Theorem Ardhiansah, Dian; Muhtadi, Dedi; Apiati , Vepi
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i1.133

Abstract

This study aims to analyze students' difficulties in solving problems related to the Pythagorean Theorem and identify the causative factors. The qualitative case study approach was used by involving 30 grade VIII students from SMP Negeri 8 Tasikmalaya who were selected based on the complexity of the mistakes they made. The research instruments included written tests, in-depth interviews, and classroom observations. The data were analyzed using thematic analysis to identify patterns of difficulty and their causative factors. The results showed four main categories of students' difficulties, namely: (1) conceptual errors (70% difficulty identifying the oblique side of a right triangle); (2) procedural errors (65% did not follow the calculation steps correctly); (3) errors in interpreting story questions (60% cannot convert problem information into mathematical models); and (4) math anxiety (50% feel nervous about facing problems with large numbers). The causative factors include monotonous teaching methods, lack of use of teaching aids, and low motivation to learn. The discussion highlighted the importance of interactive and contextual learning to overcome these difficulties. Recommendations include the use of visual media, the integration of technology to reinforce concepts, and approaches that are appropriate to students' learning styles. This research emphasizes the need for innovative pedagogical strategies to improve students' understanding and problem-solving skills
PCK Based Learning Design: Development Through Design Research to Improve Matematics Teachers’ Teaching Skills Veni Rahayu, Diar; Muhtadi, Dedi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2882

Abstract

Untuk dapat mengajar secara efektif, seorang guru tidak hanya dituntut memahami konten materi, tetapi juga mampu menyampaikannya sesuai dengan karakteristik siswa melalui penguasaan Pedagogical Content Knowledge (PCK). Keterampilan ini menjadi kunci pencapaian tujuan pembelajaran. Penelitian ini bertujuan mengembangkan desain pembelajaran berbasis PCK yang dapat meningkatkan keterampilan mengajar guru matematika. Metode yang digunakan adalah design research model Plomp, yang terdiri dari tahapan preliminary research, prototyping phase, dan assessment phase. Subjek penelitian adalah tiga guru matematika, dengan instrumen berupa RPP dan lembar observasi. Hasil penelitian menunjukkan bahwa: (1) Desain pembelajaran berbasis PCK dapat dikembangkan dalam bentuk RPP yang mengacu pada konsep PCK John K. Lannin, dengan adaptasi berupa penekann pada identifikasi student thinking, pemilihan representasi matemais yang bervariasi, serta perencanaan antisipasi kesulitan siswa berdasarkan PCK Mathematics Lesson Plan Template; dan (2) RPP tersebut terbukti efektif dalam meningkatkan keterampilan mengajar guru. Secara keseluruhan, desain pembelajaran berbasis PCK mampu memfasilitasi pengembangan keterampilan praktis mengajar secara nyata, serta meningkatkan kemampuan esensial dalam pembelajaran matematika yang bermakna. Implikasi dari penelitian ini aalah bahwa adaptasi model PCK Lannin dapat dijadikan acuan dalam penyusunan perangkat pembelajaran yang lebih kontekstual, sehingga guru lebih siap menghdapi keragaman cara berpikir siswa di kelas. To be able to teach effectively, a teacher is not only required to understand the content of the material, but also to be able to convey it according to the characteristics of the students through mastery of Pedagogical Content Knowledge (PCK). This skill is the key to achieving learning objectives. This study aims to develop a PCK-based learning design that can improve the teaching skills of mathematics teachers. The method used is the Plomp design research model, which consists of the stages of preliminary research, prototyping phase, and assessment phase. The subjects of the study were three mathematics teachers, with instruments in the form of lesson plans and observation sheets. The results of the study indicate that: (1) PCK-based learning designs can be developed in the form of lesson plans that refer to John K. Lannin's PCK concept, with adaptations in the form of emphasis on identifying student thinking, selecting varied mathematical representations, and planning to anticipate student difficulties based on the PCK Mathematics Lesson Plan Template; and (2) the lesson plans have proven effective in improving teachers' teaching skills. Overall, PCK-based learning design is able to facilitate the development of practical teaching skills in real terms, as well as improve essential abilities in meaningful mathematics learning. The implication of this research is that the adaptation of Lannin's PCK model can be used as a reference in compiling more contextual learning tools, so that teachers are better prepared to deal with the diversity of students' ways of thinking in the classroom.
Implementasi Pendidikan Matematika Realistik (PMR) untuk Meningkatkan Kemampuan Berpikir Kreatif Matematik dan Kemandirian Belajar Peserta Didik Muhtadi, Dedi; Sukirwan
Mosharafa: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2017): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v6i1.424

Abstract

Penelitian ini bertujuan untuk menggambarkan pencapaian dan peningkatan kemampuan berpikir kreatif matematik (KBKM) dan kemandirian belajar peserta didik melalui implementasi Pendekatan Matematika Realistik (PMR). Populasi penelitian ini adalah peserta didik SMP Negeri di Kota Tasikmalaya. Sampel penelitian adalah peserta didik kelas VIII yang mewakili satu sekolah level tinggi dan satu sekolah level sedang. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelompok kontrol pretes-postes. Instrumen yang digunakan yaitu tes KBKM, skala kemandirian belajar peserta didik, dan lembar observasi. Analisis data menggunakan uji Kruskal Wallis. Dari hasil penelitian disimpulkan: 1) Pencapaian dan peningkatan KBKM kelompok PMR lebih baik dari kelompok PK; dan 2) Pencapaian dan peningkatan kemandirian belajar kelompok PMR lebih baik dari kelompok PK.
Proses Berpikir Kritis Matematis Siswa Ditinjau Dari Tipe Kepribadian Ekstrovert dan Introvert Rudianti, Rindu; Rudianti, Aripin; Muhtadi, Dedi
Mosharafa: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2021): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v10i3.675

Abstract

Penelitian dilakukan mengingat pentingnya memperhatikan kemampuan berpikir kritis dan tipe kepribadian untuk menunjang keberhasilan belajar matematika. Penelitian ini mendeskripsikan proses berpikir kritis matematis siswa ditinjau dari tipe kepribadian ekstrovert dan introvert. Metode penelitian yaitu kualitatif eksploratif, dengan subjek sebanyak empat siswa kelas XII teknik busana butik salah satu SMK Negeri di Rajadesa. Instrumen yang digunakan yaitu tes kemampuan berpikir kritis matematis, wawancara, dan angket tipe kepribadian. Hasil penelitian menunjukkan bahwa subjek ekstrovert lebih cepat dibandingkan dengan introvert dalam menyelesaikan masalah, tetapi kurang teliti dalam menyelidiki permasalahan. Subjek ekstrovert juga menggunakan konsep yang salah ketika menarik kesimpulan, mereka tidak tepat dalam mengaitkan informasi yang ada dengan pengetahuan yang dimilikinya. Sedangkan subjek introvert, cenderung tenang, teliti, hati-hati, dan memikirkan kembali solusi sebelum menarik kesimpulan. Siswa introvert mampu mengembangkan argumen dengan mengembangkan informasi yang ada dan memberikan pernyataan yang mengarah pada langkah-langkah yang diambil dalam menyelesaikan masalah, meskipun tidak dapat menuliskannya dengan tepat. The research was conducted considering the importance of paying attention to critical thinking skills and personality types to support the success of learning mathematics. This study describes students' mathematical critical thinking processes in terms of extrovert and introvert personality types. The research method is qualitative exploratory, with the subject as many as four students of class XII fashion boutique engineering one of the SMK in Rajadesa. The instruments used are mathematical critical thinking ability tests, interviews, and personality type questionnaires. The results showed that extroverted subjects were faster than introverts in solving problems but less thorough in investigating problems. Extroverted subjects also use the wrong concept when concluding, they are not right in relating the existing information to the knowledge they have. While introverted subjects tend to be calm, thorough, careful, and rethink solutions before concluding. Introverted students can develop arguments by developing existing information and providing statements that lead to the steps taken in solving problems, even though they cannot write them down correctly.
Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring Rahayu, Diar Veni; Muhtadi, Dedi; Ridwan, Irwan Muhammad
Mosharafa: Jurnal Pendidikan Matematika Vol. 11 No. 2 (2022): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v11i2.720

Abstract

Perkembangan teknologi yang pesat mendorong terjadinya pergeseran paradigma dalam proses pembelajaran matematika, di mana pembelajaran daring menjadi salah satu pilihan yang sering dilakukan. Hal tersebut berimplikasi pada adanya perubahan kerangka Pedagogical Content Knowledge (PCK) guru dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kerangka PCK guru dalam pembelajaran matematika daring. Penelitian ini menggunakan metode analisis konten yang digunakan untuk merancang kerangka konseptual PCK guru dalam pembelajaran matematika daring. Analisis konten yang dilakukan berupa literatur review dan penggalian data. Untuk penggalian data, digunakan instrumen berupa angket dan pedoman wawancara dengan subjek sebanyak lima orang guru matematika. Teknik analisis data yang digunakan, yaitu triangulasi. Hasil penelitian menunjukkan bahwa kerangka PCK guru dalam pembelajaran matematika daring dapat diadaptasi dan dioperasionalkan dari model PCK Lannin yang meliputi: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of curriculum for mathematics dan knowledge of assessment for mathematics. Guru sudah memiliki paradigma, kesiapan dan faktor pendukung yang cukup baik dalam melaksanakan pembelajaran matematika daring, namun masih belum optimal dalam kemampuan dan struktur tugas siswa. Rapid technological developments encourage a paradigm shift in the mathematics learning process, where online learning is one of the choices that is often done. This implies a change in the teacher's Pedagogical Content Knowledge (PCK) framework in learning mathematics. This study aims to describe the PCK framework of teachers in online mathematics learning. This study uses the content analysis method used to design the conceptual framework of teachers' PCK in online mathematics learning. Content analysis is carried out in the form of a literature review and data mining. For data mining, instruments in the form of questionnaires and interview guidelines were used with the subject of five mathematics teachers. The data analysis technique used is triangulation. The results showed that the teacher's PCK framework in online mathematics learning can be adapted and operationalized from Lannin's PCK model which includes knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of the curriculum for mathematics and knowledge of assessment for mathematics. Teachers already have a fairly good paradigm, readiness, and supporting factors in implementing online mathematics learning, but they are still not optimal in the abilities and structure of students' assignments.
ANALISIS PROSES BERPIKIR PESERTA DIDIK DALAM MENYELESAIKAN SOAL HIGHER ORDER THINKING SKILLS: PERSPEKTIF INTELLIGENCE QUOTIENT Muflihah, Yeyen; Ratnaningsih, Nani; Muhtadi, Dedi
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 8, No 1 (2022)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v8i1.4514

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir peserta didik dalam menyelesaikan soal Higher Order Thinking Skills (HOTS) ditinjau dari Intelligence Quotient (IQ). Jenis penelitian ini termasuk penelitian kualitatif dengan metode eksploratif. Pengumpulan data menggunakan teknik think aloud dimana subjek mengungkapkan pemikiran mereka saat mengerjakan soal. Subjek penelitian berasal dari empat kelompok yaitu peserta didik yang memiliki IQ sangat cerdas, cerdas di atas rata-rata, dan rata-rata. Hasil penelitian menunjukkan bahwa: (1) Peserta didik dengan IQ sangat cerdas dapat menyelesaikan soal HOTS dengan proses berpikir vertikal dan proses berpikir lateral, dan dilihat dari level kognitifnya mampu menganalisis, mengevaluasi, dan mengkreasi; (2) Peserta didik dengan IQ cerdas dan di atas rata-rata dapat menyelesaikan soal HOTS dengan menggunakan proses berpikir lateral dan dilihat dari lavel kognitifnya mampu menganalisis, mengevaluasi, dan mengkreasi; Dan (3) Peserta didik dengan IQ rata-rata berusaha menyelesaikan tes soal HOTS dengan caranya berpikir lateral akan tetapi belum dapat memenuhi keempat aspek berpikir lateral dan dilihat dari level kognitifnya belum mampu menganalisis, mengevaluasi dan mengkreasi. 
Desain Pembelajaran Bilangan Berpangkat Melalui Perancangan Hypothetical Learning Trajectory Menggunakan Inkuiri Terbimbing Dengan Media Google Jamboard Virawanti, Tiana; Muhtadi, Dedi; Hermanto, Redi
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 8, No 2 (2022)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v8i2.6529

Abstract

This study aims to determine the role of the amoeba breeding context and to produce students' learning trajectories in learning rank numbers through a guided inquiry learning model using Google Jamboard. This research method uses Design Research (DR), which includes 3 stages: preliminary design), experimental design, and retrospective analysis. The research begins with a literature review and designing the HLT. The learning design was prepared based on the HLT which was then tested through 2 stages, namely the pilot experiment and teaching experiment. A retrospective analysis was performed at each stage by comparing the initial HLT with the actual learning trajectory. The data collection techniques used were observation, recording of learning activities during experimental design, giving LKPD, giving evaluation questions, and interviews. This research was conducted on students of SMP Negeri 5 Tasikmalaya class IX-B at the pilot experiment and IX-A at the teaching experiment. The results of this study indicate that the role of the Amoeba breeding context can help facilitate students to build basic concepts in finding the concept of exponent number material. In addition, a learning trajectory is produced that can help students understand the concept of rank number material, with the context of Amoeba breeding through guided inquiry using Google Jamboard.
Co-Authors Apiati , Vepi Ardhiansah, Dian EKO YULIANTO Fadilah, Julva Rizky Fauzi, Rival Muhamad Firdaus, Naufal Fitria Utami, Rahmi Nur Ibriz, Faradisa Amanda Isnarto Lia Rahmawati, Lia Mansyur, Muhammad Zulfikar Muflihah, Yeyen Nani Ratnaningsih Rahayu, Diar Veni Redi Hermanto Ridwan, Irwan Muhammad RR. Ella Evrita Hestiandari Rudianti, Aripin Rudianti, Rindu Rully Charitas Indra Prahmana Solihah, Silvi Suhaya Suhaya, Suhaya Sukirwan Sukirwan Sukirwan Supratman Supratman, Supratman Tito, Alya Sa’diyah Azzahra Putri Utami, Rahmi Nur Fitria Veni Rahayu, Diar Virawanti, Tiana Warsito Warsito