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All Journal Jurnal Analisa Indonesian Journal of Science and Mathematics Education Edumatica: Jurnal Pendidikan Matematika
Pauji, Ikbal
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Education Mathematics

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Learning Obstacle in the Introduction to Number: A Critical Study Within Didactical Design Research Framework Pauji, Ikbal; Suryadi, Didi; Setambah, Mohd Afifi Bin Bahurudin; Hendriyanto, Agus
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.19792

Abstract

This research unveils a profound exploration of learning obstacles experienced by elementary school students in understanding the concept of numbers, particularly in recognizing numbers zero to ten, including their notations. This study employs a qualitative approach with a phenomenological design. It sheds light on students' comprehension of the meaning of numbers and numerals, identifying five types of learning obstacles: ontogenic psychological obstacles, ontogenic conceptual obstacles, ontogenic instrumental obstacles, didactical obstacles, and epistemological obstacles. Acting as the primary instrument, the researcher undertakes the entire research process using diagnostic assessments and interview guidelines, from data collection to reduction, presentation, and conclusion. The findings illustrate variations in students' understanding of the meaning and notation of numbers, with the five learning obstacles manifesting in diverse contexts. This analysis is based on students' responses to diagnostic assessments and in-depth interviews. The insights gained underscore the necessity for didactic designs that accommodate concrete aspects, emotional engagement of students, and the evaluation of instructional materials to enhance the understanding of numerical concepts. The research implications include recommendations for developing effective didactic designs to address the identified learning obstacles.
Penerapan Model Pembelajaran Direct Instruction Terhadap Kemampuan Berpikir Reflektif Matematis Siswa Febrianty, Eritha Dewi; Herman, Tatang; Pauji, Ikbal
Jurnal Analisa Vol. 10 No. 1 (2024): Volume 10 Nomor 1 Tahun 2024
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v10i1.31782

Abstract

Kemampuan berpikir reflektif adalah kemampuan yang sangat penting dalam pembelajaran matematika. Data menunjukkan bahwa keterampilan berpikir reflektif matematis siswa masih di bawah ekspektasi. Penelitian ini bertujuan untuk mengevaluasi implementasi direct instruction dalam pembelajaran matematika terkait dengan kemampuan berpikir reflektif siswa. Subjek penelitian ini adalah semua siswa kelas 8A dan guru matematika yang mengajar di salah satu sekolah menengah pertama di Bandung. Metode yang digunakan adalah pendekatan kualitatif jenis fenomenologis. Peneliti bertindak sebagai instrumen utama, dan data dikumpulkan melalui lembar tes kemampuan berpikir reflektif siswa serta wawancara dengan siswa dan guru. Hasilnya menunjukkan bahwa kemampuan berpikir reflektif matematis siswa masih rendah karena mereka hanya fokus pada masalah contoh yang diberikan oleh guru dan tidak mengeksplorasi pengetahuan secara mandiri. Proses pembelajaran belum efektif mendukung perkembangan keterampilan berpikir reflektif siswa, karena mereka hanya memenuhi indikator elaborating, sementara indikator reacting dan contemplating belum terpenuhi dengan baik. Penerapan model pembelajaran interaksi langsung dapat digunakan sebagai solusi alternatif dengan mempertimbangkan kelebihan dan kekurangan model tersebut serta situasi dan kondisi siswa yang diajarkan. The reflective thinking ability is a very essential ability in mathematics learning. Data shows that students' mathematical reflective thinking skills are below expectations. This study aims to evaluate the implementation of direct interaction in mathematics learning related to students' reflective thinking skills. Subjects of this study were all students of class 8A and mathematics teachers who taught at one of the junior high schools in Bandung. The method used is a qualitative approach of the phenomenological type. The researcher served as the main instrument, and data was collected through test sheets on students' reflective thinking abilities and interviews with students and teachers. The results show that students' mathematical reflective thinking abilities are still low because they only focus on sample problems given by the teacher and do not explore knowledge independently. The learning process hasn't effectively supported the development of students' reflective thinking skills, as they only meet the elaboration indicators, while the indicators of reacting and contemplating are not properly fulfilled. The application of the direct intraction learning model can be used as an alternative solution by considering the advantages and disadvantages of the model as well as the situation and conditions of the students being taught.
Kemampuan Berpikir Reflektif Matematis Siswa dalam Menyelesaikan Permasalahan Sistem Persamaan Linear Dua Variabel (SPLDV) Febrianty, Eritha Dewi; Herman, Tatang; Suhendra, Suhendra; Mardliyah, Syifa; Pauji, Ikbal
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 1 (2024): Edumatica: Jurnal Pendidikan Matematika (April 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i01.31976

Abstract

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.
Co-Authors Didi Suryadi Febrianty, Eritha Dewi Hendriyanto, Agus Mardliyah, Syifa Setambah, Mohd Afifi Bin Bahurudin Suhendra Suhendra Tatang Herman, Tatang