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All Journal Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) SJME (Supremum Journal of Mathematics Education)
Yudha, Sri Indah Dwirahmasari
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Education Mathematics Social Sciences

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Pengembangan Media Tiga Dimensi (3D) Bangun Ruang Pada Materi Dimensi Tiga Yudha, Sri Indah Dwirahmasari; Qohar, Abd -
Teorema: Teori dan Riset Matematika Vol 9, No 1 (2024): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v9i1.13169

Abstract

Studi ini merupakan penelitian pengembangan. Studi ini mempunyai tujuan sebagai pengembangan media pembelajaran tiga dimensi (3D) bangun ruang pada materi dimensi tiga. Penelitian yang dikembangkan menggunakan langkah-langkah model Borg dan Gall. Instrumen yang digunakan dalam studi ini meliputi media pembelajaran, Lembar Kerja Peserta Didik (LKPD), Lembar validasi media, dan angket siswa. Teknik pengumpulan dan analisis data dalam penelitian ini dengan uji coba skala kecil melalui peerteaching. Prosedur dalam studi ini meliputi analisis produk yang dikembangkan, validasi produk, dan uji coba produk. Hasil validasi menunjukkan bahwa media sangat valid dengan skor sebesar 87,5%. Sedangkan hasil uji kepraktisan menunjukkan respon siswa sangat baik yaitu sebesar 87,4%. Hasil penelitian ini juga menunjukkan bahwa media dapat menunjang kegiatan belajar siswa dan memotivasi siswa untuk mempelajari materi. Penggunaan media pembelajaran ini sangat disarankan untuk diterapkan dalam pembelajaran matematika materi dimensi tiga. Kata kunci:  media pengembangan, tiga dimensi bangun ruang, dimensi tiga       
Metakognisi Mahasiswa Dalam Menyelesaikan Masalah Pembuktian Matematis Yudha, Sri Indah Dwirahmasari; Qohar , Abd; Sisworo, Sisworo
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.10964

Abstract

Metacognition is one aspect that supports individual success in solving mathematical proof problems because using metacognition when solving problems will produce effective results. This research aims to collect information about students' metacognition in solving mathematical proof problems. This research applies a qualitative  escriptive approach. There were 30 Mathematics Education students involved in this research from Universitas Negeri Malang. The way to obtain data in this research uses a mathematical proof test and interviews. The results obtained from this research reveal that the metacognition experienced by students consists of awareness, regulation, and evaluation. However, the metacognitive activities of the first student were different from other students. This is because each individual’s metacognition is different even though both have the same problem-solving abilities.
Metakognisi Mahasiswa Dalam Menyelesaikan Masalah Pembuktian Matematis Yudha, Sri Indah Dwirahmasari; Qohar , Abd; Sisworo, Sisworo
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.10964

Abstract

Metacognition is one aspect that supports individual success in solving mathematical proof problems because using metacognition when solving problems will produce effective results. This research aims to collect information about students' metacognition in solving mathematical proof problems. This research applies a qualitative  escriptive approach. There were 30 Mathematics Education students involved in this research from Universitas Negeri Malang. The way to obtain data in this research uses a mathematical proof test and interviews. The results obtained from this research reveal that the metacognition experienced by students consists of awareness, regulation, and evaluation. However, the metacognitive activities of the first student were different from other students. This is because each individual’s metacognition is different even though both have the same problem-solving abilities.
Co-Authors Qohar, Abd. Sisworo