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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Riset Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Edumatsains Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JRPM (Jurnal Review Pembelajaran Matematika) JMPM: Jurnal Matematika dan Pendidikan Matematika Pi: Mathematics Education Journal Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika SIGMA Jurnal Pendidikan Matematika (JPM) Equals : Jurnal Ilmiah Pendidikan Matematika Journal of Education and Learning Mathematics Research (JELMaR) Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Edumatika Pi: Mathematics Education Journal Sasambo: Jurnal Abdimas (Journal of Community Service)
Anton Prayitno
Universitas Wisnuwardhana Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PROSES KONSTRUKSI SCAFFOLDING DALAM PEMODELAN MATEMATIKA Iis Sugiati; Anton Prayitno; Sri Rahayuningsih
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18283

Abstract

Pemodelan matematika merupakan proses merepresentasikan dan menjelaskan permasalahan pada dunia nyata ke dalam pernyataan matematis. Penelitian ini bertujuan untuk menggambarkan proses scaffolding yang dapat diberikan kepada peserta didik guna meningkatkan strategi pembelajaran yang efektif dan fleksibel. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pemilihan subjek menggunakan teknik Stratified Random Sampling. Subjek terdiri dari 3 peserta didik kelas X masing-masing satu peserta didik berkemampuan matematika tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa ketika subjek mengalami kesulitan dalam memahami suatu masalah, bantuan yang diberikan berupa panduan melalui pertanyaan. Jika mereka mengalami kesulitan dalam menghubungkan dengan konsep sebelumnya, bantuan akan berupa arahan untuk membuat tabel dan mereview kembali materi yang sudah dipelajari (Explaining, Reviewing, And Restructuring). Sementara jika subjek menghadapi kesulitan dalam menyusun strategi, bantuan yang diberikan adalah untuk mengingat kembali rencana strategi yang telah disiapkan sebelumnya dan mengembangkan pemikiran konseptual peserta didik (Developing Conceptual Thinking).  Kata kunci: langkah pemodelan, matematika, scaffolding Abstract: Mathematical modeling is the process of representing and explaining real world problems into mathematical statements. This research aims to describe the scaffolding process that can be provided to students to improve effective and flexible learning strategies. This research is a qualitative descriptive study with subject selection using the Stratified Random Sampling technique. The subjects consisted of three 10th grade students, one student each with high, medium and low mathematics abilities. The research results show that when the subject experiences difficulty in understanding a problem, the assistance provided is in the form of guidance through questions. If they have difficulty connecting with previous concepts, assistance will be in the form of directions to make tables and review the material they have studied (Explaining, Reviewing, And Restructuring). Meanwhile, if the subject faces difficulties in developing a strategy, the assistance provided is to recall the strategy plan that has been prepared previously and develop the students' conceptual thinking (Developing Conceptual Thinking). Key words: modeling steps, mathematics, scaffolding
Optimizing Teacher Assistance In Mathematics Learning Through Scaffolding Thresholds Iis Sugiati; Sri Rahayuningsih; Anton Prayitno
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7112

Abstract

A problem in learning mathematics in the classroom is that there are no clear guidelines on when teacher assistance needs to be given, maintained, or stopped. This lack of clarity risks causing disproportionate assistance, either in the form of over-scaffolding which creates learner dependence, or under-scaffolding which inhibits concept understanding. This study aims to identify and examine in depth the threshold for providing scaffolding by teachers in mathematics learning, based on the Zone of Proximal Development (ZPD) theory. The approach used was descriptive qualitative with the subject of six students in class XI at SMK Ahmad Yani Jabung who were selected based on the category of high, medium and low academic ability. Data were obtained through observation of learning activities, in- depth interviews, and document analysis of students' work, and analyzed through the stages of data reduction, presentation, and verification using the Miles and Huberman model. The results showed that the threshold of scaffolding is contextual and dynamic, determined by three main indicators: learners' cognitive responses, the level of dependence on assistance, and verbal and nonverbal expressions. The process of providing assistance includes three stages, namely initial assessment, implementation of scaffolding, and gradual reduction of assistance. The conclusion of this study emphasizes the importance of adjusting teacher interventions according to learners' ZPD position, as well as the need for teacher training and the development of ZPD-based adaptive learning models to improve learning effectiveness and encourage learning independence.
Dampak Kecemasan Matematis Terhadap Proses dan Hasil Pemecahan Masalah Matematika Siswa SMA Shinta Agistya Kusmartiningrum; Anton Prayitno; Muhammad Baidawi
Teorema: Teori dan Riset Matematika Vol 10, No 2 (2025): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i2.20150

Abstract

Kecemasan matematis merupakan faktor afektif yang berpotensi memengaruhi performa siswa dalam menyelesaikan masalah matematika. Penelitian ini bertujuan untuk menganalisis hubungan antara tingkat kecemasan matematis dan kemampuan pemecahan masalah matematika pada siswa SMA. Penelitian menggunakan pendekatan mixed method dengan desain explanatory sequential yang melibatkan 75 siswa kelas XI. Data kuantitatif dikumpulkan melalui angket kecemasan matematis dan tes pemecahan masalah, sedangkan data kualitatif diperoleh dari analisis pekerjaan siswa dan refleksi tertulis. Hasil analisis menunjukkan adanya hubungan negatif yang signifikan antara kecemasan matematis dan kemampuan pemecahan masalah (p < 0,05). Siswa dengan kecemasan rendah cenderung menyelesaikan masalah secara sistematis dan percaya diri, sedangkan siswa dengan kecemasan tinggi mengalami hambatan pada tahap memahami masalah dan menentukan strategi penyelesaian. Integrasi data kuantitatif dan kualitatif menegaskan bahwa kecemasan matematis berperan dalam memengaruhi kualitas strategi pemecahan masalah. Temuan ini mengimplikasikan pentingnya pembelajaran yang memperhatikan regulasi emosi dan dukungan afektif untuk meminimalkan dampak negatif kecemasan terhadap performa matematika siswa.
MEMINIMALKAN KESALAHAN KONSEP PECAHAN MELALUI PEMBELAJARAN PENEMUAN TERBIMBING DENGAN GESTURE PRODUKTIF PADA SISWA SMP Anton Prayitno; Dewi Tri Wulandari
Jurnal Pendidikan Matematika (JPM) Vol 1 No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v1i2.718

Abstract

Not easy to bring the students are able to understand the concept and meaning of fractions so we need a change in the way teaching is done by teachers because of possible knowledge is still limited so that the teacher always used the same way of time. In anticipation of this problem it is necessary to look for a formula appropriate learning so as to improve the ability to solve mathematical problems, especially in fractions. Teachers should continue to develop and implement a variety of ways variance so that students interested and excited in participating in math class one through guided discovery methods. From the above data shows that mistakes students in concepts and problem solving 13%, this means that the mistakes made by the students at the time of surgery to learn fractions and solving problems can be minimized by guided discovery learning. Guided discovery learning, which is examined in this study is to present the information by observing the shape of object manipulation, making conjectures, explain, and evaluate
How game–project learning enhances creative thinking in elementary geometry? Anton Prayitno; Abdul Hamid; Nanik Sulistiyah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38692

Abstract

The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.
Upaya Mengatasi Miskonsepsi Siswa pada Penjumlahan Vektor dengan Problem Based Learning Sekar Rachmasari; Anton Prayitno; Sri Rahayuningsih
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 7 No. 1 (2024): Kemampuan Literasi, Penalaran, dan Pemecahan Masalah dalam Pembelajaran Matemat
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v7i1.2131

Abstract

Miskonsepsi merupakan suatu hal yang perlu dihindari baik oleh guru maupun siswa dalam proses pembelajaran. Salah satu konsep matematika yang masih terdapat miskonsepsi oleh siswa yaitu materi penjumlahan vektor. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi yang umum terjadi pada siswa dalam penjumlahan vektor dan mengevaluasi efektivitas model pembelajaran Problem Based Learning (PBL) dalam mengatasi miskonsepsi tersebut. Metode yang digunakan adalah Systematic Literature Review (SLR), di mana berbagai penelitian yang relevan dikumpulkan, dianalisis, dan disintesis. Hasil penelitian menunjukkan bahwa PBL efektif dalam mengurangi miskonsepsi dan meningkatkan pemahaman konseptual siswa terhadap penjumlahan vektor. Siswa yang belajar menggunakan PBL menunjukkan kemampuan yang lebih baik dalam mengaplikasikan konsep penjumlahan vektor dalam berbagai konteks. Penelitian ini memberikan kontribusi penting bagi pengembangan metode pengajaran yang lebih efektif dalam bidang pendidikan matematika.
PROSES BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN PERMASALAHAN KONTROVERSIAL MATEMATIS GEOMETRI Antriyanti Mone Kaka; Anton Prayitno; Febi Dwi Widayanti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.11705

Abstract

This research aims to describe students' creative thinking processes in solving controversial mathematical problems. The research approach used is a qualitative approach. The research subjects were 25 students taken from class X TKJ and TG SMK PU Malang. The instruments used were tests, interviews and documentation. The research instrument consisted of 1 controversial mathematical problem on geometry material prepared by the researcher. The results of this research show that the 4 stages of students' creative thinking process when solving controversial mathematical problems include: preparation stage, illumination stage, incubation stage and verification stage. In the preparation stage the subject is able to solve problems by discussing with his classmates, then in the incubation stage the subject involves considering and developing a project by letting creative ideas flow and exchanging ideas about the various directions the project will take. And at the illumination stage the subject also begins to emerge new inspirations/ideas for solving the problem. Then at this illumination stage the subject also begins to emerge new inspirations/ideas for solving the problem. Next, at this Verification stage, the subject checks again, which can be done by interpreting the answers obtained. Overall, this research shows that class X students at SMK PU Malang have great potential in thinking creatively when solving controversial mathematical geometry problems. To optimize this potential, a supportive learning approach is needed, including providing space for students to develop their creative ideas, facilitating collaboration and discussion between students, as well as paying attention to factors that can hinder students' creative thinking processes. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa dalam menyelesaikan permasalahan kontroversial matematis. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif. Subjek penelitian berjumlah 25 siswa yang terambil dari kelas X TKJ dan TG SMK PU Malang. Instrumen yang digunakan adalah tes, wawancara dan dokumentasi, instrumen penelitian terdiri dari 1 permasalahan kontroversial matematis pada materi geometri yang disusun peneliti. Hasil penelitian ini menunjukkan bahwa 4 tahapan proses berpikir kreatif siswa ketika menyelesaikan permasalahan kontroversial matematis meliputi : tahap persiapan, tahap iluminasi, tahap inkubasi dan tahap verifikasi. Pada tahap persiapan subjek mampu memecahkan masalah dengan berdiskusi teman sebangkunya, kemudian pada tahap inkubasi subjek melibatkan pertimbangan dan pengembangan sebuah proyek dengan membiarkan ide-ide kreatif mengalir dan bertukar pikiran tentang berbagai arah yang akan diambil oleh proyek tersebut. Dan pada tahap  iluminasi subjek juga mulai muncul inspirasi/gagasan baru dalam menyelesaikan masalah tersebut. Kemudian pada tahap iluminasi ini subjek juga mulai muncul inspirasi/gagasan baru dalam menyelesaikan masalah tersebut. Selanjutnya pada tahap Verifikasi ini, subjek memeriksa kembali di antaranya dapat dilakukan dengan cara menginterpretasikan jawaban yang diperoleh. Secara keseluruhan, penelitian ini menunjukkan bahwa siswa kelas X SMK PU Malang memiliki potensi besar dalam berpikir kreatif saat memecahkan masalah kontroversial matematis geometri. Untuk mengoptimalkan potensi ini, diperlukan pendekatan pembelajaran yang mendukung, termasuk pemberian ruang bagi siswa untuk mengembangkan ide-ide kreatif mereka, fasilitasi kolaborasi dan diskusi antar siswa, serta perhatian terhadap faktor-faktor yang dapat menghambat proses berpikir kreatif siswa.    
Co-Authors Abdul Hamid Abdul Hamid Bachtiar Abdul Hamid Bachtiar Alvia Rossa Angela Maricilia Surianastutiningtyas Antriyanti Mone Kaka Cynthia Tri Octavianti, Cynthia Tri Dahoelat, Djohar Noeriati Retno David Ra Ngedo Dewi Tri Wulandari Djohar Noeriati Retno Dahoelat Efi Fatma Nurjana Febi Dwi Widayanti Fitria Khasanah Fitria Khasanah, Fitria Iis Sugiati IIS SUGIATI Kaka, Rosdiana Kanduli, Petrus Pati Kusmartiningrum, Shinta Agistya Muhammad Baidawi Muhammad Baidawi Nanik Sulistiyah Nanik Sulistiyah Niga, Regina Rede Nukhan Wicaksono Pribadi, Nukhan Wicaksono Pratiwi, Ruvita Iffahtur Rachmasari, Sekar Raje, Modesta Iwanti Regina Rede Niga Rina Rina Rosdiana Kaka Sekar Rachmasari Shinta Agistya Kusmartiningrum Sri Rahayuningsih Sri Rahayuningsih Sri Rahayuningsih Steven Christian Surianastutiningtyas, Angela Maricilia Susilowati, Ervita Tri Ula, Risna Aliyatul Winarto, Bambang Yunita Oktavia Wulandari