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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Padegogik Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pendidikan MIPA
Simbolon, Asep
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Humanities Economics, Econometrics & Finance Education Health Professions Mathematics Public Health Social Sciences Other

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Tren penelitian e-modul dalam pendidikan matematika dalam satu dekade terakhir (2014-2024): Analisis bibliometrik Simbolon, Asep; Nurjanah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 3 (2024): Mei
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i3.22840

Abstract

This study aims to comprehensively analyze and visualize research publications on e-modules in mathematics education over the past decade. The data was collected using the keywords "e-module" and "mathematics" from the Scopus database, and 45 documents met the study's eligibility criteria in 2014 - 2024. The bibliometric analysis method was used to analyze the data with the assistance of VOSViewer software. The analysis results revealed a significant increase in the publication of e-modul mathematics research from 2020 to 2023. As an affiliation, the University of Lampung, Indonesia, has the highest number of publications on e-module mathematics in the last decades. Astalini was the only author to publish an article in the journal with the highest rank, Q2, related to e-modules in mathematics. Recently, frequent co-occurrence keywords in research include e-module, STEM, critical thinking, creative thinking, and students. These topics can be used as references for future research, and new keywords such as computational thinking, augmented reality, mathematical literacy, and others can be combined to further expand the scope of research.
The Influence of the Anchored Instruction (AI) Model on Students' Mathematical Problem Solving Ability Simbolon, Asep; Gita Rani Putri Mangiri; Dadan Dasari
Jurnal Padegogik Vol 7 No 1 (2024): Jurnal Padegogik, Januari 2024
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v7i1.3266

Abstract

Problem-solving is one of the mathematical skills every student must possess in mathematics learning. Therefore, teachers had to be adept at selecting a learning model that could enhance students' mathematical problem-solving skills. One learning model that could enhance students' mathematical problem-solving skills was the Anchored Instruction learning model. This research aimed to determine the influence of the Anchored Instruction learning model compared to conventional learning on students' mathematical problem-solving abilities. The research method was quasi-experimental, where the experimental group utilized the Anchored Instruction learning model, while the control group utilized conventional learning. The results from this research indicated that students' mathematical problem-solving abilities taught using the Anchored Instruction learning model were higher than those taught using conventional learning.
Measuring Mathematical Literacy Skills of Indonesian Junior High School Students in Solving PISA-Like Problems Simbolon, Asep; Nurjanah, Nurjanah
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Measuring Mathematical Literacy Skills of Indonesian Junior High School Students in Solving PISA-Like Problems. Objective: In the current digital era, students’ mathematical literacy skills are important for every student. This study aims to measure junior high school students’ mathematical literacy skills in solving PISA-like problems and to analyze the primary elements contributing to students' challenges in solving mathematical literacy PISA-like problems oriented to the PISA framework. Methods: This research uses a qualitative method with a case study design. The subjects are 25 grade-ninth students selected by purposive sampling. Data collection used mathematical literacy tests, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion. Data triangulation was also used to verify data validity by comparing test results and interviews to confirm the validity of the data obtained. Findings: The primary elements contributing to students' challenges in addressing PISA-like-oriented mathematical literacy difficulties are a lack of familiarity with mathematical literacy questions, and classroom instruction not focused on contextual learning. These issues indicate that students lack exposure to real-world applications of mathematical concepts, which are crucial in developing problem-solving skills. Additionally, the absence of contextual learning means that students are not provided with opportunities to apply their mathematical knowledge to solve practical, everyday problems. Conclusion: Students’ competency in addressing PISA-like problems related to four contents was low. According to the indicators of mathematical literacy, sixty percent of students could effectively formulate the contextual situation of the problem concerning the quantity of material at levels 1 and 2. Meanwhile, other indicators “employed and interpreted” on shape and space content, data and uncertainty, and change and relationship at levels 3 up to 6 are still in the low category.        Keywords: mathematical literacy, PISA-like problems,  PISA framework, junior high school.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1259-1272
MENGASAH KOMPETENSI GURU MATEMATIKA MTS SE-KOTA BANDUNG MELALUI WORKSHOP PENGEMBANGAN INSTRUMEN NUMERASI KONTEN ALJABAR TIPE AKM Bariyah, Nusrotul; Putri, Amelia Defrianti; Amelia, Irma; Simbolon, Asep; Lethulur, Nelma D; Iskandar, Idris; Epran, Epran; Sugianto, Andi; Dahlan, Jarnawi Afgani
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 5 (2024): Vol. 5 No. 5 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i5.34555

Abstract

Kemampuan untuk memahami dan mengaplikasikan konsep-konsep aljabar menjadi kunci dalam pengembangan kemampuan berpikir analitis dan pemecahan masalah yang kompleks. Oleh karena itu, kompetensi guru dalam mengajar aljabar, seperti menyusun instrumen, sangat penting untuk memastikan bahwa siswa dapat memahami dan menguasai materi ini dengan baik. Metode yang digunakan dalam kegiatan pengabdian kepada masyarakat ini adalah pelatihan (workshop) yang memadukan pendekatan daring dan luring. Workshop ini bertujuan untuk mengasah kemampuan guru matematika Madrasah Tsanawiyah (MTs) se-Kota Bandung dalam menyusun Instrumen Numerasi Konten Aljabar Tipe AKM (Asesmen Kompetensi Minimum). Hasil dari workshop telah berhasil mengembangkan 10 instrumen konten aljabar tipe AKM yang valid. Selanjutnya soal diujicobakan kepada 30 siswa. Hasil analisis soal menunjukkan bahwa 18 siswa (60%) berada dalam kategori rendah, sementara 6 siswa (20%) berada dalam kategori sedang, dan 6 siswa (20%) lainnya berada dalam kategori tinggi. Oleh karena itu, diperlukan perbaikan dalam proses pembelajaran.
Co-Authors Amelia, Irma Bariyah, Nusrotul Dadan Dasari Epran, Epran Gita Rani Putri Mangiri Iskandar, Idris Jarnawi Afgani Dahlan Lethulur, Nelma D N. Nurjanah Nurjanah Putri, Amelia Defrianti Sugianto, Andi