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PEMBELAJARAN MATEMATIKA DI SEKOLAH INKLUSIF Rianto, Budi; Herman, Tatang
Jurnal Penelitian dan Pembelajaran Matematika Vol 16, No 2 (2023): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 16 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppm.v16i2.19950

Penelitian ini bertujuan mendeskripsikan pembelajaran matematika di sekolah inklusif di Kota Serang berdasarkan teori pembelajaran berdiferensiasi. Penelitian ini merupakan jenis penelitian kualitatif deskriptif. Adapun subjek penelitian ini adalah seorang guru matematika (laki-laki) dan seorang guru pendamping (laki-laki) serta 11 peserta didik (8 laki-laki dan 3 perempuan), dimana satu diantara peserta didik laki-laki merupakan peserta didik yang membutuhkan pendampingan (difabel). Teknik pengumpulan data yang digunakan adalah wawancara dan observasi saat proses pembelajaran matematika berdasarkan siklus pembelajaran berdiferensiasi. Hasil penelitian ini menunjukkan guru telah melakukan pembelajaran berdiferensiasi, untuk memfasilitasi peserta didik. Namun, untuk dapat melakukan pembelajaran berdiferensiasi secara lebih efektif guru haruslah: 1) memahami bagaimana peserta didik belajar dan berpikir; 2) mengetahui berbagai pilihan mengajar untuk membedakan pengajaran peserta didik; 3) dapat menerapkan pembelajaran berdiferensiasi pada topik-topik pelajaran; dan 4) dapat membaca budaya dan iklim di sekolah dan kelas mereka dalam hal pembedaan ini. Oleh karena itu, guru memerlukan pengembangan profesional terkait apa itu pembelajaran berdiferensiasi, bagaimana menerapkannya, dan bagaimana mengenal siswanya lebih baik. Kata kunci: Pembelajaran Berdiferensiasi, Sekolah Inklusif, Matematika

Analyzing Mathematical Problem-Solving Abilities in Set Theory: A Case Study of Seventh-Grade Students Samosir, Christina Monika; Herman, Tatang
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13505

This study aims to analyze and describe the mathematical problem-solving abilities of students in set theory, specifically within a seventh-grade class at a private school in Bandung. The research employed a qualitative case study approach, collecting data through tests and documentation. A diagnostic test served as the primary instrument for evaluating students' problem-solving skills. The findings reveal distinct patterns in how students approach mathematical problems, correlating with their achievement levels. High-achieving students consistently followed Polya's four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back to reflect on their solution. In contrast, moderate-achieving students generally adhered to the first two stages, namely understanding the problem and carrying out the plan, often omitting the reflective stage. Low-achieving students predominantly focused on the initial stage of understanding the problem, struggling to advance beyond this point. The study highlights that the ability to understand the problem is the most developed skill among students, as it is the step where most students succeeded. However, devising a plan was identified as the most challenging aspect, with the fewest students able to correctly formulate a strategy for solving the problems. These findings suggest that while understanding is a common strength, there is a need for targeted interventions to improve students' abilities to plan and execute problem-solving strategies effectively

Praxeological Analysis of Mathematics Textbooks for Class XI High School Students on Arithmetic and Geometric Sequences Siagian, Qania Agustika; Aswin, Aswin; Herman, Tatang
EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13289

This study aims to analyze one of the mathematics textbooks published by the Ministry of Education and Culture. Then, the researcher will provide recommendations regarding the presentation of easy-to-understand material based on analysis of techniques, technology, and theory on each problem given by students' mathematics textbooks. This type of research is qualitative with a didactic anthropological theory approach, especially in praxeology. Data collection techniques in the library by reading, recording and processing these sources as research material. Researchers choose books based on the criteria needed to obtain relevant data. These criteria include (1) there is a problem in presenting mathematical material, (2) there is an author's name, and (3) publications from the Ministry of Education and Culture. The researcher found problems in the 2017 revised edition of class XI students' mathematics textbooks finding formulas and examples of arithmetic and geometric sequences. The study results showed several problems presenting the material for arithmetic and geometric sequences, which would raise student learning barriers. The identified Learning barriers are ontogenic, epistemological, and didactical obstacles. With these obstacles, the researcher provides alternative designs which are expected to minimize the occurrence of student learning barriers. So that the design alternatives provided can reduce obstacles for students in thinking and understanding the material of arithmetic and geometric sequences

The Influence of Discovery Learning on the Mathematical Problem-Solving Ability of Elementary School Students Kurino, Yeni Dwi; Herman, Tatang; Turmudi, Turmudi; Azhari, Mohamed Nor Azhari Azman
Al Ibtida: Jurnal Pendidikan Guru MI Vol 11, No 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.18340

AbstractThis research aims to determine the influence of discovery learning on the mathematical problem-solving ability of elementary school students. The research used a quasi-experimental method with two classes, namely the experimental class and the control class. The population used in this research was 64 fifth-grade elementary school students. The sampling technique was random, while data collection was carried out using pretest and posttest instruments. The research results show that the influence of discovery learning in mathematics learning has a significant impact on improving students' problem-solving abilities. The discovery learning model with competitive and collaborative group learning concepts creates an interesting and motivating learning environment for students. By implementing discovery learning, students become more involved and enthusiastic in learning mathematics. They participate actively in group games that involve discussion, teamwork, and joint problem-solving.Keywords: discovery learning, problem solving abilities, elementary school students. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh discovery learning terhadap kemampuan pemecahan masalah matematika siswa sekolah dasar. Penelitian ini menggunakan metode quasi eksperimen dengan dua kelas, yaitu kelas eksperimen dan kelas kontrol. Populasi yang digunakan pada penelitian ini adalah siswa kelas V sekolah dasar yang berjumlah 60 orang. Teknik pengambilan sampel secara acak, sedangkan pengumpulan data dilakukan dengan menggunakan instrumen pretest dan posttest. Hasil penelitian menunjukkan bahwa pengaruh discovery learning dalam pembelajaran matematika memberikan dampak yang signifikan terhadap peningkatan kemampuan pemecahan masalah siswa. Model discovery learning dengan konsep pembelajaran kelompok kompetitif dan kolaboratif menciptakan lingkungan belajar yang menarik dan memotivasi siswa. Dengan menerapkan discovery learning, siswa menjadi lebih terlibat dan antusias dalam pembelajaran matematika. Mereka berpartisipasi aktif dalam permainan kelompok yang melibatkan diskusi, kerja sama tim, dan pemecahan masalah bersama.Kata kunci: pembelajaran discovery, kemampuan pemecahan masalah, siswa sekolah dasar.

The characteristics of real and pseudo-true thinking in STEM students' analytical thinking process in solving set problems Maqruf, Agus; Herman, Tatang
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.22006

It is essential to analyze students' cognitive development, particularly in mathematics, to determine their ability to solve problems effectively. This research focuses on analytical thinking as a critical component of students' problem-solving processes in mathematics. The subjects of this study were two students from a school in Bandung who are part of a STEM program, which incorporates additional learning approaches in science, technology, engineering, and mathematics. Through this approach, researchers aim to understand the students' analytical thinking processes and characteristics in solving given problems using qualitative methods. The instruments utilized in this study were tests and interview guidelines. The findings revealed that each student exhibited two distinct analytical thinking characteristics. The "real true thinking" character is where students can provide justification for their correct problem-solving results and navigate through the entire analytical thinking process. In contrast, the pseudo-true thinking character is unable to justify correct problem-solving and fails to complete the analytical thinking process, particularly at the differentiation stage.

Evaluation of the CIPP Model for Integrated STEM Learning in STEM Institutions Based on the Mathematics Learning Processes and Outcomes Maqruf, Agus; Herman, Tatang
EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.16711

This research was carried out at a STEM institution with a focus on evaluating the implementation of STEM Integrated learning. The aim of this research is to evaluate using the CIPP (Context, Input, Process, Product) model for STEM Integrated learning and assess students' learning achievements in the field of mathematics studies, as well as evaluate the effectiveness of the STEM Integrated learning process using the CIPP model in STEM institutions. The effectiveness of the learning process is assessed based on the level of achievement of learning objectives that have been set at the beginning of the learning period, namely in all aspects of STEM. This research adopts a qualitative approach using the CIPP model, which allows evaluation of aspects of context, input, process and product to achieve effective learning. Research participants involve students, STEM instructors. Primary data was collected through observation instruments, while secondary data was obtained from documentation and interviews. The results of the research show that the application of Integrated STEM learning in STEM-EC UPI can be categorized as good in the input component but can be categorized as quite good in the context, process and product components. This is due to the less than optimal mathematical aspects in the STEM Integrated approach in terms of instructor qualifications and aspect assessment results. mathematics students.

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