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All Journal SAINSMAT Jurnal Pendidikan Sains IJoLE: International Journal of Language Education Education and Human Development Journal UNM Environmental Journals Mattawang: Jurnal Pengabdian Masyarakat Pinisi Business Administration Review Kognitif: Jurnal Riset HOTS Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME) Jurnal Tadris Matematika (JTMT) Riemann : Research of Mathematics and Mathematics Education Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Journal on Mathematics Education Issues in Mathematics Educations (IMED)
Suradi Tahmir, Suradi
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Issues in Mathematics Educations (IMED)

 1 
Scaffolding Metakognitif dalam Pemecahan Masalah Geometri Ditinjau dari Gaya Belajar Auditorial Azizah, Rifdah; Tahmir, Suradi; Asdar, Asdar; Nurhasanah, Nurhasanah; Hirpan, Hirpan
Issues in Mathematics Education (IMED) Vol. 9 No. 1 (2025): Volume 9 Nomor 1 Tahun 2025
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v9i1.4619

Abstract

Abstrak. Jenis penelitian ini adalah kajian literatur yang didesain untuk menggali secara mendalam tentang pemberian scaffolding metakognitif dalam pemecahan masalah geometri terhadap data subjek-subjek bergaya belajar auditorial. Oleh sebab itu, peneliti mencari hasil penelitian disertasi dan artikel nasional maupun internasional terindex scopus kemudian menganalisanya sehingga diperoleh hasil penelitian bahwa dengan penerapan ekspositori atau pembelajaran langsung guru dapat mengajar secara rinci dengan melakukan metode yang berbeda dan berkelanjutan secara rutin seperti menampilkan video, gambar, dan mendengarkan musik. Guru juga mengarahkan siswa untuk berdiskusi dengan temannya agar mereka saling bekerjasama dalam memahami materi yang sedang dipelajari. Guru dapat memberikan scaffolding metakognitif untuk meningkatkan pencapaian belajar siswa serta mendukung proses monitoring dan kontrol siswa-siswanya. Guru dapat menggunakan media ajar teknologi Realitas Virtual (VR) dan Augmented Reality (AR) juga semakin diperkenalkan dalam konteks pembelajaran audio visual, memungkinkan pengalaman pembelajaran yang lebih interaktif dan mendekati realitas dalam pemecahan masalah geometri bangun ruang.
Deskripsi Pemahaman Geometri Siswa SMP pada Materi Segiempat berdasarkan Teori Van Hiele ditinjau dari Gaya Kognitif Siswa Tahmir, Suradi; Ja'faruddin; Abbas, Nurul Fitriany
Issues in Mathematics Education (IMED) Vol. 2 No. 1 (2018): Volume 2 Nomor 1 Tahun 2018
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v2i1.7587

Abstract

This research is a descriptive research with qualitative approach which aims to describe Junior High School students’ geometry understanding on quadrilateral based on van Hiele Theory and observed from students’ cognitive style. Subjects in this study were Junior High School students who were selected based on GEFT test i.e. 1 student who has Field Dependent cognitive style and 1 student who has Field Independent cognitive style. Then, subject undertook a geometry understanding test on quadrilateral material and conducted interviews to obtain data of students’ geometric understanding on quadrilateral. Subjects’ geometry understanding were described by van Hiele theory that contained van Hiele level of geometry understanding i.e. visualization, analysis, abstraction, formal deduction, and rigor. The result of this study show that there are differences in geometry understanding between student with Field Dependent cognitive style and student with Field Independent cognitive style. Student with Field Independent cognitive style has geometry understanding on quadrilateral better at each level of geometry understanding that had been achieved and was at higher level than student with Field Dependent cognitive style. Student with Field Independent cognitive style has reached the initial stage of formal deduction, while student with Field Dependent cogitive style still is at analysis level.
Co-Authors Abbas, Nurul Fitriany Ahmad Talib Amda, Nayla Faiqah Ammade, Salasiah Andi Faridah Arsal Andi Quraisy Andi Syukriani Arifah Novia Arifin, Arifah Novia Arsad Bahri Asdar Asdar Assagaf, Said Fachry Azizah, Rifdah Baso Jabu, Baso Bernard Bernard, Bernard DEWI SARTIKA Dinar, Muhammad Dirawan, Gufron D Erwin Anggara Fajar Arwadi Gufran D. Dirawan, Gufran D. Hastuty Musa Hirpan, Hirpan Hisyam Ihsan Ja'faruddin Jafaruddin Jirana, Jirana Jufri, Hasrini Kamaruddin, Nurzatulshima Ma'rup, Ma'rup Marup, Marup Maya Kasmita Muhammad Ali Muhammad Ardi, Muhammad Murni Mahmud Mustami, Khalifah Nurhasanah Nurhasanah R. Rusli Rifdan . Rusdin Rusdin Sabri Sabri Sufri, Sufri Mashuri Talib, Dr. Ahmad Usman Mulbar Wardah, Siti Syarifah Wafiqah Yusminah Hala