Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Didaktik Matematika Mosharafa: Jurnal Pendidikan Matematika
Hartono Tjoe
The Pennsylvania State University
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Developing Dynamic Number Card Game of Number Sense for First Grade Students Windi Wulandari; Zetra Hainul Putra; Mahmud Alpusari; Dahnilsyah Dahnilsyah; Hartono Tjoe
Didaktik Matematika Vol 9, No 2 (2022): OCTOBER 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (560.801 KB) | DOI: 10.24815/jdm.v9i2.26829

Abstract

This study aims to develop a learning media in the form of a dynamic number card game based on number sense as a media for learning mathematics for first graders. This study uses the research and development (RD) with ADDIE model. Data collection techniques were interviews, observation, and questionnaires. The quality of the dynamic number card game was obtained from the validity and practicality test. Expert validation was carried out to evaluate the quality of media and content. The practicality test was conducted one-to-one (3 students) and in small groups (6 students working in small groups). The results showed that the dynamic number card game received a high score of validity from the expert judgment. The students also had positive responses to the practicality of the dynamic number card game in guessing and ordering numbers. The findings indicate that the dynamic number card game has the potential to be used as a medium for learning number sense for first grade students.
The Effect of Gender on Fifth-Grade Students’ Computational Thinking Skills Yahya Gunawan; Zetra Hainul Putra; Zariul Antosa; Dahnilsyah Dahnilsyah; Hartono Tjoe
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i3.2712

Abstract

Computational thinking (CT) merupakan topik baru yang muncul dalam penelitian pendidikan matematika. Isu gender telah mendapat perhatian ilmiah untuk diselidiki di antara banyak faktor yang mempengaruhi CT siswa. Oleh karena itu, penelitian ini berusaha untuk mengeksplorasi pengaruh gender pada keterampilan CT siswa kelas lima sekolah dasar. Penelitian ini menggunakan penelitian kuantitatif dengan metode komparatif. Subjek penelitian ini adalah 120 siswa kelas V di Pekanbaru, Riau, Indonesia. Analisis data menggunakan uji parametrik untuk membandingkan keterampilan CT siswa secara umum dan tes non parametrik untuk membandingkan keterampilan CT siswa dalam empat kompetensi yaitu dekomposisi, berpikir algoritmik, pengenalan pola, dan abstraksi. Hasil temuan menunjukkan bahwa siswa memiliki kemampuan berpikir komputasi yang rendah dan tidak ada perbedaan kemampuan berpikir komputasi yang signifikan antara siswa laki-laki dan perempuan pada umumnya. Namun, pengenalan pola siswa laki-laki secara signifikan lebih tinggi daripada siswa perempuan. Ini menyiratkan bahwa pembuat kebijakan perlu mempertimbangkan CT sebagai bagian dari kurikulum matematika di sekolah dasar.Computational thinking (CT) becomes an emerging topic in mathematics education research. The gender issue has gained scholarly attention to be investigated among many factors affecting students' CT. Therefore, the present study seeks to explore the effect of gender on the fifth-grade students' CT skills. This study applied quantitative research using the comparative method. The subjects were 120 fifth-grade students in Pekanbaru, Riau, Indonesia. Data analysis used the parametric test to compare students’ CT skills in general and the non-parametric test to compare students' CT skills in four competencies, decomposition, algorithmic thinking, pattern recognition, and abstraction. The findings indicate that students have low CT skills and no significant differences in CT skills between male and female students in general. However, male students' pattern recognition is significantly higher than that of female students. This implies that policymakers need to consider CT as part of mathematics curriculum in primary schools.
Co-Authors Dahnilsyah Dahnilsyah Mahmud Alpusari Windi Wulandari Yahya Gunawan Zariul Antosa Zetra Hainul Putra Zetra Hainul Putra