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All Journal Jurnal Elemen Jurnal Gantang Jurnal Edukasi dan Penelitian Matematika
Putri, Amelia Defrianti
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Education Mathematics Other

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PENGEMBANGAN BAHAN AJAR BERBASIS REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS PESERTA DIDIK KELAS VII SMP Putri, Amelia Defrianti
Jurnal Edukasi dan Penelitian Matematika Vol 12, No 1 (2023): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v12i1.14801

Abstract

The Curriculum changes make teachers have to be creative in developing teaching materials because there are not many teaching materials that apply an independent curriculum. So that the existing teaching materials are still lacking to facilitate the learning process.Realistic Mathematics Educationbased teaching materials that are valid and practical are the goal of this study. This teaching material uses the Plomp development modelwhich consists of twophase, namely the preliminary phase and the development phase. This research was conducted on class VII students of SMP Pembangunan Laboratorium UNP. Data collection instruments used were observation, interviews, and questionnaires. In this research obtained teaching materials based on realistic mathematics education with a validity value of 91.16% in the very valid category and 95.62% practicality value in the very practical category. Keywords–Teaching Materials, Realistic Mathematics Education, Valid, Practical
Mastering the TPACK framework: Innovative approaches by mathematics teachers Putri, Amelia Defrianti; Dadang Juandi; Al Jupri; Turmudi; Muchsin, Sitti Busyrah
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.26311

Abstract

Integrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines how mathematics teachers in West Sumatra use Technology, Pedagogy, and Content Knowledge (TPACK) in their classrooms. The investigation engaged a cohort of 15 teachers and 36 students, employing a qualitative descriptive methodology. Methodologically, the research adopted a survey-based approach, with data collection techniques encompassing literature reviews, interviews, and questionnaires. This study’s findings underscored teachers’ adeptness in incorporating the TPACK framework throughout the various facets of the teaching process, encompassing planning, execution, and evaluation. Educators have adeptly woven TPACK principles into the fabric of mathematics instruction, meticulously integrating technological tools across all stages of the pedagogical journey. The judicious integration of technology has yielded palpable benefits, fostering a conducive and engaging learning environment for students. Moreover, the findings of this research serve as a clarion call for further scholarly inquiry aimed at enhancing the efficacy and quality of TPACK-infused digital learning practices.
Setengah Abad Desain Didaktis dalam Pendidikan Matematika: Analisis Bibliometrik. Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Putri, Amelia Defrianti; Qamariah, Nur
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.7434

Abstract

This study aims to examine the results of studies on didactic design in mathematics education as a contribution to the advancement of study concerning didactical design research. 1413 research articles on didactic design in mathematics education indexed in Scopus over the past 50 years, from 1973 to 2024, were collected and analyzed using bibliometric analysis. The results show increased studies related to didactic design in mathematics education. Based on the bibliometric analysis using VOSviewer and RStudio, there was a significant increase in publication between 2016 and 2022 but a decrease in 2023. The most frequently appearing keywords in the VOSviewer and RStudio search are “mathematics education," “teaching," and “mathematics." However, a relationship exists between didactic design and elementary education, secondary school, and higher education. The correlation on these labels is small, presenting opportunities for research on didactic design. From the visualization using VOSviewer and RStudio, research related to didactic design in algebra, calculus, and geometry has not been done much, and it is very urgent to do so because the potential research on didactic design in these areas is up-and-coming.
"Teorema Hexagon Mistik" Kontribusi Blaise Pascal dalam Matematika di Bidang Geometri Proyektif Putri, Amelia Defrianti; Juandi, Dadang; Turmudi, Turmudi; Reza, Hazim Saputra Filia
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.7444

Abstract

This study investigates Blaise Pascal's contribution to mathematics, focusing on the Mystic Hexagon Theorem, and evaluates the understanding of Mathematics Education students at Padang State University (Class of 2021). A qualitative approach was employed, combining a systematic literature review and semi-structured interviews with 10 students selected from five classes. Student responses were analyzed and categorized into four levels: Expert, Medium, Low, and Unknowing. The findings reveal that only two students could successfully prove Pascal's Mystic Hexagon Theorem with clear and logical steps. At the same time, the remaining participants struggled to identify key concepts or complete the solution process. This outcome indicates students' significant lack of understanding of historical mathematical theories, highlighting an educational gap in integrating historical contexts into modern curricula. The study implies that incorporating historical mathematical theories, such as Pascal's contributions, into classroom instruction can improve students' problem-solving abilities, critical thinking, and geometric reasoning. Additionally, exposure to mathematical history fosters deeper appreciation and motivation, connecting abstract concepts to their historical evolution. Bridging this gap through history-based learning strategies can make mathematics more engaging and meaningful, enabling students to develop more substantial foundational knowledge and practical skills.
A half century of didactic design in mathematics education: A bibliometric analysis Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Putri, Amelia Defrianti; Qamariah, Nur
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.6905

Abstract

This study aims to examine the results of studies on didactic design in mathematics education as a contribution to the advancement of study concerning didactical design research. 1413 research articles on didactic design in mathematics education indexed in Scopus over the past 50 years, from 1973 to 2024, were collected and analyzed using bibliometric analysis. The results show increased studies related to didactic design in mathematics education. Based on the bibliometric analysis using VOSviewer and RStudio, there was a significant increase in publication between 2016 and 2022 but a decrease in 2023. The most frequently appearing keywords in the VOSviewer and RStudio search are “mathematics education," “teaching," and “mathematics." However, a relationship exists between didactic design and elementary education, secondary school, and higher education. The correlation on these labels is small, presenting opportunities for research on didactic design. From the visualization using VOSviewer and RStudio, research related to didactic design in algebra, calculus, and geometry has not been done much, and it is very urgent to do so because the potential research on didactic design in these areas is up-and- coming.
Exploring students' understanding of Pascal's Mystic Hexagon Theorem within projective geometry Putri, Amelia Defrianti; Juandi, Dadang; Turmudi, Turmudi; Reza, Hazim Saputra Filia
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.6906

Abstract

This study investigates Blaise Pascal's contribution to mathematics, focusing on the Mystic Hexagon Theorem, and evaluates the understanding of Mathematics Education students at Padang State University (Class of 2021). A qualitative approach was employed, combining a systematic literature review and semi-structured interviews with 10 students selected from five classes. Student responses were analyzed and categorized into four levels: Expert, Medium, Low, and Unknowing. The findings reveal that only two students could successfully prove Pascal's Mystic Hexagon Theorem with clear and logical steps. At the same time, the remaining participants struggled to identify key concepts or complete the solution process. This outcome indicates students' significant lack of understanding of historical mathematical theories, highlighting an educational gap in integrating historical contexts into modern curricula. The study implies that incorporating historical mathematical theories, such as Pascal's contributions, into classroom instruction can improve students' problem-solving abilities, critical thinking, and geometric reasoning. Additionally, exposure to mathematical history fosters deeper appreciation and motivation, connecting abstract concepts to their historical evolution. Bridging this gap through history-based learning strategies can make mathematics more engaging and meaningful, enabling students to develop more substantial foundational knowledge and practical skills.
Exploring mathematics history: Desargues’ contributions and perspectives of teacher candidates Putri, Amelia Defrianti; Aziza, Difa; Hiltrimartin, Cecil; Scristia, Scristia; Maharani, Annisa Dwi
Jurnal Gantang Vol 10 No 1 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v10i1.6961

Abstract

This research explores the contributions of Girard Desargues, a pivotal but often overlooked mathematician in geometry. The study aims to provide insights, inspire interest, and evaluate the understanding of prospective mathematics teachers regarding Desargues' contributions, particularly his work on projective geometry. Employing a qualitative approach, the research integrates a literature review and a case study. Literature data were sourced from academic journals and books, while the case study involved interviews with students from five mathematics education classes. Open-ended interviews assessed students' familiarity with Desargues and their ability to comprehend and apply his theorem. Data were analyzed through meta-analysis and thematic analysis. The findings categorize student responses into three levels: Medium of Desargues and Desargues Theorem, Intermediate Knowledge of Desargues and Desargues Theorem, and Low of Desargues and Desargues Theorem. The results underscore varying levels of awareness among future mathematics educators and suggest that integrating historical mathematical insights into education may support a deeper understanding of concepts.
Co-Authors Al Jupri Aziza, Difa Cecil Hiltrimartin Dadang Juandi Didi Suryadi Fardian, Dilham Maharani, Annisa Dwi Muchsin, Sitti Busyrah Nur Qamariah Reza, Hazim Saputra Filia Scristia, Scristia Sufyani Prabawanto, Sufyani Turmudi