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All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika Numeracy : Jurnal Ilmiah Pendidikan Matematika IndoMath: Indonesia Mathematics Education
Rif’at, Mohamad
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Humanities Education Mathematics

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Problem Posing to Develop Students' Mathematical Creativity Hendrajaya, Hendrajaya; Sugiatno, Sugiatno; Suratman, Dede; Rif’at, Mohamad; Putra, Fredi Ganda
IndoMath: Indonesia Mathematics Education Vol 5, No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v5i2.27

Abstract

Student creativity in the process of learning mathematics is very necessary. The low ability to think creatively will greatly affect the overall learning outcomes. One alternative learning that can be used is the problem posing approach. This study aims to determine whether the Problem Posing approach has an effect on students' mathematical creativity. Quantitative research methods with data analysis techniques using the F test are used in this study. The essay test instrument was used to collect data on students' creative thinking abilities. The results showed an increase in students' mathematical creativity after using the Problem Posing approach. The results showed that the effect of the Problem Posing approach on mathematical creativity was 40.49%, this is in the high category. Based on these results, the problem posing approach can be an alternative for teachers in increasing the creativity of students who are still low.
Students’ empirical thinking in solving mathematics problems Rif’at, Mohamad; Rahmawati, Puji; Riyadi, Slamet; Heriyanto, Heriyanto
Jurnal Kajian Pembelajaran Matematika Vol 6, No 1 (2022): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v6i12022p1-10

Abstract

The research purpose is to investigate and explore a solution of non-directed of mathematics problems presented visually or algebraic, and to embed the empirical verification thinking. The problems are from Researcher Repertoire, test item of Teacher Profession Education of National Indonesia, and Flanders Mathematics Olympiad. We analyze the students’ empirical verification thinking of their solutions, i.e. the trend of the thinking, model of representation, and completeness of the logical steps. The results are: the pattern of thinking tends to linear model or of meta-pattern, the description tends to be non-linear or varies of the solution, and the logical steps tend to be a non-recognizable form of thinking. Our recommendations are that the more visual representations need multiple representations, the algebraic thinking needs more the visual illustrations, and the visual images needed in solving mathematics problems.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MATERI TRIGONOMETRI SUDUT ISTIMEWA DENGAN GEOGEBRA DI SMA Pajarudin, Kurniadi; Sugiatno, Sugiatno; Rustam, Rustam; Rif’at, Mohamad; Siregar, Nurfadilah
Jurnal Numeracy Vol 11 No 2 (2024)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v11i2.2859

Abstract

Penelitian ini bertujuan untuk meningkatkan Pengetahuan Konten Pedagogis (PCK) calon guru, karena memainkan peran penting dalam pengajaran dan pemahaman siswa yang efektif. Program pelatihan guru harus fokus pada pengembangan PCK untuk memastikan bahwa guru memiliki dasar yang kuat dalam pengetahuan konten dan strategi pedagogi. Pemanfaatan teknologi seperti GeoGebra sebagai alat pembelajaran dapat sangat meningkatkan pemahaman konsep matematika siswa. Oleh karena itu, disarankan untuk memasukkan alat pembelajaran berbasis teknologi ke dalam kelas matematika untuk mendorong keterlibatan aktif dan pemahaman yang lebih dalam di kalangan siswa. Penelitian ini merupakan studi kasus pada siswa di SMA. Penelitian ini diperoleh dari calon guru PCK dan sepuluh siswa kelas XI MIPA 1 SMAN 1 Teluk Keramat berdasarkan hasil wawancara dan lembar angket. Menerapkan rekomendasi ini dapat berkontribusi untuk meningkatkan pemahaman dan prestasi siswa dalam trigonometri dan konsep matematika lainnya.AbstractThis research in order to enhance the Pedagogical Content Knowledge (PCK) of prospective teachers, as it plays a crucial role in effective teaching and student understanding. Teacher training programs should focus on developing PCK to ensure that teachers have a strong foundation in both content knowledge and pedagogical strategies. The use of technology, such as GeoGebra, as a learning tool can greatly enhance students' understanding of mathematical concepts. Therefore, it is recommended to incorporate technology-based learning tools into mathematics classrooms to promote active engagement and deeper understanding among students. This research is a case study of high school students. This research were obtained from the PCK prospective teachers and ten students of class XI MIPA 1 SMAN 1 Teluk Keramat based on the results of interviews and questionnaire sheets. Implementing these recommendations can contribute to enhancing students' understanding and achievement in trigonometry and other mathematical concepts.
Developing of Doing Proof for School Mathematics through Teaching and Learning Rif’at, Mohamad; Sudiansyah, Sudiansyah; Peterianus, Septian
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i2.23566

Abstract

The word and the etymological sense are two hints about effective use of language, about exploration techniques, and about developing representation of information. For example, the length and width of a rectangle are not about position, but a measurement or a quantity concept. Based on the example, an area problem which given a picture and the measurements is not mathematics problem. That is a language trajectory of representations or a problem of the etymological sense. When asked to find the perimeter of rectangle, but the two quantities are whole numbers and neither is divisible by 6, then, that is mathematics trajectory. However, if the area known, say 36 squares of a measure unit, then problem of getting the perimeter is to test or to check. That is also a kind of the etymological sense of meaning
Algebraic and Visual Representation in Solving Mathematics Problems Based on Empirical Thinking Rif’at, Mohamad; Sudiansyah, Sudiansyah; Peterianus, Septian
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i2.23567

Abstract

The researcher investigated and explored a solution of non-directed or no hint of mathematics problems presented visually or algebraic, and to embed the empirical verification thinking. The tip is a way to solve, so the students can answer the questions based on their state of mind by observing their trajectories of thinking from the steps of the solution. That is conducted at the Mathematics Education Department of Tanjungpura University at West Borneo of Indonesia for two semesters. The problems are from Researcher Repertoire, test item of Teacher Profession Education of National Indonesia, and Flanders Mathematics Olympiad. Before the issues given to the students, the construct validity has calculated from intake participants using Cramer’ Test with C coefficient is equal to 0.83. We analyze the students’ empirical verification thinking of their solutions. The analysis is about the trend of the thinking, model of representation, and completeness of the logical steps. The results are: the pattern of thinking tends to linear model or of meta-pattern, the description tends to be non-linear or varies of the solution, and the logical steps tend to be a non-recognizable form of thinking. In general, the more visual representations, the less thinking models of the representations; the answers based on algebraic thinking; the visual illustrations are limited, where the algebraic without any manipulation and not need any hint; and the visual images used are part of it in solving the problems and no manipulation.
Enhancing numeracy literacy through algebra learning materials: A vocational high school context Hapsari, Tiara; Rif’at, Mohamad; Kusumastuti, Nilamsari
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.27935

Abstract

Purpose: This study aims to develop algebra teaching materials based on numeracy literacy to enhance vocational high school students’ understanding of mathematical concepts and their ability to solve contextual problems.Method: The research used a qualitative research and development approach following the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews, expert validation sheets, questionnaires, and numeracy literacy tests administered to tenth-grade students.Findings: The analysis stage revealed that only 44 percent of students met the minimum standard of numeracy literacy. After the implementation of the developed materials, 71.8 percent of students achieved the Minimum Mastery Criteria (KKM), indicating improved performance. Expert validation yielded a score of 81.67, suggesting high validity. Students also gave positive responses, with average ratings of 80.67 percent for content, design, and language.Significance: The study demonstrates that algebra teaching materials designed through a structured development model and grounded in numeracy literacy can significantly improve student learning outcomes in vocational education. These materials help bridge the gap between theoretical concepts and real-world application, supporting national educational goals related to the Minimum Competency Assessment (AKM) and preparing students for professional environments.
Co-Authors Dede Suratman Fredi Ganda Putra Hapsari, Tiara Hendrajaya Hendrajaya, Hendrajaya Ida Ayu Putu Sri Widnyani Nilamsari Kusumastuti Nurfadilah Siregar Pajarudin, Kurniadi Peterianus, Septian Puji Rahmawati Rustam Rustam Slamet Riyadi Sudiansyah, Sudiansyah Sugiatno Sugiatno