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All Journal SIGMA Jurnal Studi Guru dan Pembelajaran
Aridanthy, Vanya
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Education Mathematics

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ANALISIS KEMAMPUAN DISPOSISI MATEMATIS PADA PEMBELAJARAN MATEMATIKA SMP DENGAN MENGGUNAKAN METODE ANALISIS FAKTOR Aridanthy, Vanya; Chandra, Fitriana Eka; Rosyid, Abdul; Juandi, Dadang
SIGMA Vol 10, No 1 (2024): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v10i1.2317

Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh disposisi matematis terhadap hasil belajar siswa dan apabila ada, berapa eratnya pengaruh serta berarti atau tidaknya pengaruh itu. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif. Instrumen yang digunakan dalam penelitian ini yaitu isntrumen angket. Dari hasil penelitian diketahui terdapat 3 faktor yakni faktor 1, faktor 2, dan faktor 3. Faktor yang lebih dominan dari semua faktor yaitu faktor 1 sebesar 31,914%, faktor 2 sebesar 16,175%, faktor 3 sebesar 59,564%, dan total keseluruhan faktor sebesar 91,379%. Maka didapat faktor yang lebih dominan dalam proses belajar matematika di SMPN 2 Jember yaitu faktor 1, yang memiliki variansi paling besar dibandingkan faktor yang lainnya.This research aims to determine whether there is an influence of mathematical disposition on student learning outcomes and, if there is, how strong the influence is and whether or not the influence is significant. The type of research used in this research is quantitative research. The instrument used in this research is a questionnaire instrument. From the research results, it is known that there are 3 factors, namely factor 1, factor 2, and factor 3. The factor that is more dominant than all factors is factor 1 at 31.914%, factor 2 at 16.175%, factor 3 at 59.564%, and the total factor is 91.379 %. So it was found that the more dominant factor in the mathematics learning process at SMPN 2 Jember was factor 1, which had the greatest variance compared to the other factors.
Technological Pedagogical Content Knowledge (TPACK) Guru pada Pembelajaran Matematika Siswa Sekolah Menengah Atas Aridanthy, Vanya; Al Jupri, Al Jupri
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3878

Abstract

The rapid development of technology and science in the 21st century requires individuals to adapt to emerging challenges. As a result, individuals must have 21st century skills to be able to deal with various problems and difficulties that arise. However, in Indonesia, the application of mathematics learning approaches and models is still largely dominated by a scientific approach combined with direct teaching, even though the government through the Ministry of Education has instructed to implement learning models that are constructive, interesting and innovative, such as discovery learning, problem-based learning, and project-based learning. To implement interesting and innovative learning in trigonometry material, knowledge of technology, pedagogy and content (TPACK) is one of the important factors that teachers must master. The purpose of this article is to report the use of a technology-based learning approach to develop mathematics teachers' TPACK competencies and the transformation of their knowledge in integrating technology into mathematics teaching practices. The research method used is descriptive qualitative to explain the concepts of TPACK analysis in learning. The results of this study illustrate that TPACK competencies can be specifically considered a core attribute for future mathematics teachers, because learning models using technological tools can help students develop mathematical understanding and influence the practice of mathematics teaching methods for teachers. In addition, mathematics teachers' TPACK competencies can have a direct impact on student learning in mathematics lessons. This shows that a technology-based learning approach can play an effective role in preparing and improving TPACK competencies for mathematics teachers.
Co-Authors Abdul Rosyid Al Jupri, Al Jupri Chandra, Fitriana Eka Dadang Juandi