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All Journal JE (Journal of Empowerment) Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal on Mathematics Education
Utami, Nadya Syifa
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Pembelajaran Bentuk-Bentuk Aljabar Berlandaskan pada Teori Situasi Didaktis pada Siswa Sekolah Menengah Atas di Yayasan Graha Asuh Jabal 165 Kabupaten Bandung Utami, Nadya Syifa; Aswin; Ade Riastuti; Woro Anglia Banda Sutomo; Khairunnisa; Nurdiyah Kurniati; Putri Armania; Al Jupri
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 3 No. 1 (2023): April : Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v3i1.1217

Abstract

Algebra becomes an essential topic for all school mathematics topics. Nevertheless, many students still experience difficulties in learning algebra, one of them is senior high school students in Yayasan Graha Asuh Jabal 165, Kabupaten Bandung. Lack of effective learning activity in the class becomes the primary source for students’ difficulty. As an attempt to overcome this problem, the theory of didactic situation (TDS) could be adopted as a reference to implement the learning activity that possibly engages the students to be more active in the learning process. Therefore, this activity is held to help students in understanding the concept of algebraic forms with the learning based on the TDS. The method of this activity consisted of three stages, that was 1) the analysis of students’ difficulty in understanding the algebraic forms, 2) the learning implementation based on the TDS, and 3) the evaluation of students’ learning. The result shows that in the analysis stage, many students did not understand the concept of variables, coefficients, constants, equations, and algebraic operations. The next stage is learning implementation based on the TDS which comprises of the situation of action, formulation, validation, and institutionalization. The last one is evaluation where all students manage to understand the concept of algebraic forms and their application in daily life. This shows an improvement of their conceptual understanding in algebra.
Pendampingan Penyusunan Soal-Soal berbasis Numerasi dalam Pembelajaran Matematika melalui Workshop untuk Guru Sekolah Dasar Herman, Tatang; Prabawanto, Sufyani; Utami, Nadya Syifa; Mangiri, Gita Rani Putri; Mefiana, Syifa Ananda; Meilani, Rini
JE (Journal of Empowerment) Vol 5, No 2 (2024): DESEMBER
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/je.v5i2.4634

Abstract

Abstrak Numerasi merupakan keterampilan mendasar yang krusial bagi setiap individu, namun siswa di Indonesia, termasuk Kabupaten Garut, sering menghadapi kesulitan dalam memahami numerasi. Untuk mengatasi hal ini, diperlukan peningkatan kompetensi guru dalam menyusun soal berbasis numerasi. Artikel ini menguraikan pelaksanaan workshop “Pembelajaran Numerasi di Sekolah Dasar” yang dilaksanakan oleh tim dosen dan mahasiswa Pendidikan Matematika Universitas Pendidikan Indonesia. Kegiatan ini dilakukan melalui perencanaan, pelaksanaan, dan evaluasi, bekerja sama dengan Institut Pendidikan Indonesia (IPI) Garut. Workshop mencakup penyampaian materi dan pendampingan penyusunan soal numerasi, melibatkan mahasiswa Pendidikan Guru Sekolah Dasar IPI Garut dan guru sekolah dasar setempat. Hasil evaluasi menunjukkan peningkatan wawasan serta keterampilan peserta dalam merancang soal numerasi sesuai dengan konten, konteks, dan proses yang relevan. AbstractNumeracy is a crucial fundamental skill for every individual, but students in Indonesia, including Garut Regency, often face difficulties in understanding numeracy. To overcome this, it is necessary to increase teacher competence in developing numeracy-based questions. This article describes the implementation of the workshop ‘Numeracy Learning in Elementary Schools’ conducted by a team of lecturers and students of Mathematics Education Universitas Pendidikan Indonesia. This activity was carried out through planning, implementation and evaluation, in collaboration with the Indonesian Institute of Education (IPI) Garut. The workshop included material delivery and assistance in preparing numeracy questions, involving IPI Garut Elementary School Teacher Education students and local elementary school teachers. The evaluation results showed an increase in participants' insights and skills in designing numeracy questions according to relevant content, context, and process.
How do Indonesian students learn function concepts? A praxeological analysis of textbook Utami, Nadya Syifa; Prabawanto, Sufyani; Suryadi, Didi
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp451-472

Abstract

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.
An analysis of mathematics textbook of Indonesian curriculum based on functional thinking framework Utami, Nadya Syifa; Prabawanto, Sufyani; Dahlan, Jarnawi Afgani
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.1928

Abstract

Functional thinking (FT) is individual’s cognitive process to identify the relation between variables and is essential for students to learn algebra. However, not much studies addressing the examination of the contents of FT problems within school mathematics textbooks, particularly in Indonesian curriculum. This study aims to describe the mathematics problems presented in junior high school mathematics textbooks of the new Indonesian curriculum (Kurikulum Merdeka) based on the FT framework. To reach this aim, the student mathematics textbook published by The Ministry of Education, Culture, Research, and Technology (Kemdikbud) in 2022 was used to conduct the analysis. The textbooks used were seventh and eighth-grade mathematics textbooks. The data was collected by observing the textbook's contents in the algebra domain. The analysis was based on the framework of FT consisting of recursive patterns, covariance, and correspondence. The results show that the FT tasks appear in the learning of algebraic terms, modelling with algebra, and linear functions. Moreover, this study also found that tasks in each topic develop students’ FT at different stages. Tasks in algebraic terms fulfill all FT’s stages in hierarchical order, tasks in modelling with algebra focus on the correspondence stage, and tasks in linear functions include all FT stages but not in chronological order; that is, recursive patterns, correspondence, and then covariation. In conclusion, this study finds that algebraic problems provided by Indonesian textbooks already support students’ FT. Thus, designing more FT tasks and connecting each task to different algebra topics might help students develop their FT.
Co-Authors Ade Riastuti Al Jupri Aswin Didi Suryadi Jarnawi Afgani Dahlan Khairunnisa Mangiri, Gita Rani Putri Mefiana, Syifa Ananda Meilani, Rini Nurdiyah Kurniati Putri Armania Sufyani Prabawanto, Sufyani Tatang Herman, Tatang Woro Anglia Banda Sutomo