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All Journal Jurnal Pendidikan Matematika Undiksha Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Jurnal Gantang JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Jurnal Tadris Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan MATHEdunesa Journal on Education and Teacher Professionalism Jurnal Tadris Matematika Journal on Mathematics Education
Fiangga, Shofan
Universitas Negeri Surabaya
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Generalisabilitas Multi Faset pada Instrumen Penalaran Matematika SMP Fiangga, Shofan; Sari, Yurizka Melia
Jurnal Elemen Vol 3, No 2 (2017): Jurnal Elemen
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.134 KB) | DOI: 10.29408/jel.v3i2.398

Abstract

The aims of this study is to determine the internal consistency or reliability coefficient of the developed mathematics reasoning instruments in Junior High School by using generalizability theory multi facet, px(i:r). The instrument are consisting 5 indicator which each of that are valued by each rater. This research method is three-way analysis of variance of multi facet design on G-Study by which the variance comonents are person, rater, item and the interaction between person and items, and the error. Both of G-Study and D-Study design is nested design. The result shows that the coefficient of G-Study is 0.66898. Hence, the next step is using those coefficient for D-Study analysis which lead the conclusion that mathematics reasoning instrument has satisfied the level of observation on large facet and its coefficient is 0.73834 or 74%. To sum up, raters have to use the indicators of reasoning instrument which consist of 1,2,3,4 and 5 components. The design of P x (I:R) – I Random, R Fixed (P = 30, R = 5 dan I = 4) has been satisfied the minimum criteria of conclusion which has been reach 0.70.
STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Imah, Elly Matul; Amin, Siti Maghfirotun; Fiangga, Shofan
Journal on Mathematics Education Vol 10, No 1 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (998.766 KB) | DOI: 10.22342/jme.10.1.6339.21-36

Abstract

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.
BERPIKIR KRITIS DALAM PEMECAHAN MASALAH OPEN-ENDED DITINJAU DARI KECEMASAN MATEMATIKA rowldotul jannah, renata nurlaily; Wicaksana, Priza T. S.; Kartikasari, Linda; Fiangga, Shofan
TRANSFORMASI Vol 4 No 1 (2020): TRANSFORMASI : Jurnal Pendidikan Matematika dan Matematika
Publisher : Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v4i1.907

Abstract

Penelitian ini bertujuan untuk mengetahui tahap berpikir kritis siswa dalam menyelesaikan soal open-ended dilihat dari tingkat kecemasan siswa. Penelitian diawali karena adanya siswa di sekolah yang sering merasa takut atau muncul kegelisahan ketika bertemu dengan pelajaran matematika. Akibatnya siswa belum dapat maksimal memecahkan suatu masalah matematika yang diberikan guru saat dikelas. Kecemasan siswa dalam matematika adalah perasaan siswa yang muncul karena siswa kurang tertarik terhadap pelajaran matematika. Metode yang digunakan dalam penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah tiga siswa dengan kemampuan berpikir kritis dan masing-masing memiliki tingkat kecemasan rendah, sedang, dan tinggi. Analisis data dilakukan secara kualitatif dengan langkah : reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa siswa berkategori rendah lebih mampu melakukan perencanaan masalah dan merumuskan strategi penyelesaian masalah dibandingkan siswa berkategori tinggi dan sedang.
PELATIHAN PENGGUNAAN APLIKASI GEOGEBRA PADA PEMBELAJARAN MATERI TRANSFORMASI DI SMPN 2 GONDANG TULUNGAGUNG Susanah, Susanah; Wijayanti, Pradnyo; Setianingsih, Rini; Fiangga, Shofan
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol 3, No 2 (2018)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ja.v3n2.p46-51

Abstract

Salah satu materi mendasar dan baru pada Kurikulum 2013 adalah materi Tranformasi di jenjang SMP. Hal ini menuntut guru untuk kreatif dalam penyampaian materi tersebut sehingga siswa dapat memahami dengan baik. Salah satunya yaitu dengan penerapan program aplikasi GeoGebra dalam pembelajaran. Akan tetapi, masih banyak guru yang memiliki kesulitan dalam memanfaatkan aplikasi Geogebra ini. Lebih jauh lagi, kenyataan yang ada di SMPN 2 Gondang Tulungagung, guru-guru di SMPN 2 Gondang Tulungagung masih kesulitan dalam menggunakan media pembelajaran yang digunakan untuk menyampaikan materi pelajaran di kelas. Sehingga, diperlukan pelatihan penggunaan program GeoGebra dalam penyampaian materi Transformasi ini. Pelatihan ini bertujuan untuk membantu guru-guru SMPN 2 Gondang Tulungagung dalam mengembangkan kompetensi pedagogik guru dalam melaksanakan pembelajarannya. Pelatihan ini dilaksanakan dalam dua tahap. Tahap yang pertama adalah pemaparan dan sosialisasi penggunaan program GeoGebra. Tahap yang kedua adalah simulasi penggunaan program GeoGebra dalam penyampaian materi Transformasi. Peserta dibagi menjadi kelompok-kelompok kecil yang terdiri dari 4 sampai 5 orang untuk memilih materi yang akan disampaikan dengan menggunakan program GeoGebra. Pembuatan Media Pembelajaran yang dihasilkan oleh para peserta kemudian dievaluasi, apakah sudah sesuai dengan yang direncanakan. Evaluasi ini digunakan untuk mengukur kemampuan guru dalam menggunakan program GeoGebra dalam penyampaian materi Transformasi.
Validitas E-Comic Matematika Berbasis Pemecahan Masalah pada Materi Kesebangunan Aldio Rahmata; Laila Tuljannah; Siti Chusnul Chotimah; Shofan Fiangga
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 5 No. 1 (2020)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.326 KB) | DOI: 10.15642/jrpm.2020.5.1.53-65

Abstract

The purpose of this research is to obtain the validity of E-Comic based problem-solving in similarity material. This research is included in the development research with a quantitative approach using the ADDIE development paradigm, but just for three-stage: Analyze, Design, and Development. The instruments of data collection used the questionnaire validation and interview by experts. Based on the results of the validity test to media experts and material experts, it was concluded that the validity of mathematical e-comic based on problem-solving with similarity material reached a very valid with the average is 4,48 from a scale 1-5, so this e-comic media could be continued at the next ADDIE stage to fulfill practicality and effectiveness.
PENGEMBANGAN BUKU AJAR MATA KULIAH MATEMATIKA KONTEKSTUAL DILENGKAPI KONTEN DIGITAL Shofan Fiangga; Ahmad Wachidul Kohar; Evangelista Lus Windyana Palupi; Rooselyna Ekawati; Rini Setianingsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (624.166 KB) | DOI: 10.24127/ajpm.v11i1.4523

Abstract

Calon guru matematika masa depan perlu memiliki kemampuan dalam mendisain pembelajaran matematika yang mendukung siswa dalam mengembangkan kemampuan literasi matematis. Dari berbagai pendekatan pembelajaran yang ada, Realistic Mathematics Education (RME) merupakan salah satu pendekatan yang bisa mendukung kemampuan literasi matematis siswa. Artikel ini bertujuan membahas pengembangan buku yang menjadi rujukan guru/calon guru dalam melaksanakan pembelajaran RME yang inovatif. Model pengembangan pada penelitian ini menggunakan Plomp dengan langkah-langkah pengembangan buku ajar oleh Muslich. Buku Ajar yang dihasilkan menambahkan contoh-contoh praktik implementasi Matematika Realistik yang lebih variatif dan memberikan ilustrasi untuk tingkat SD, SMP dan SMA. Proses pengembangan buku ajar ini sudah melalui proses pengembangan buku ajar mata kuliah mulai dari analisis kebutuhan buku ajar yang berasal dari kesalahan-kesalahan mahasiswa dalam mengembangkan pembelajaran RME dan analisis buku referensi RME yang ada di Indonesia. Dari tahapan analisis kebutuhan, disusun peta bahan ajar dan rencana konten digital, Pada tahapan selanjutnya, buku ajar disusun dengan dilengkapi konten digital. Untuk kelayakan buku ajar dilakukan uji kevalidan dan uji keterbacaan, Validitas buku ajar mata kuliah Matematika Kontekstual bermuatan konten digital untuk mahasiswa pada mata kuliah Matematika Kontekstual ini pada aspek isi, format, Bahasa dan ilustrasi memenuhi kriteria baik. Sedangkan untuk hasil keterbacaan mencapai level baik kecuali pada beberapa pilihan kata masih belum baku.Future mathematics teacher candidates need to have the ability to design mathematics lessons that supports the students’ mathematical literacy skills. Realistic Mathematics Education (RME) as one of an approach in mathematics teaching has already proven to be able to help the development of mathematical literacy skills. This article aims to discuss the development of books that become a reference for teachers/prospective teachers in developing innovative RME learning. The development model in this study uses Plomp with the steps of developing a textbook by Muslich. The resulting textbook adds more varied examples of realistic mathematics implementation practices and provides illustrations for elementary, middle and high school levels. The process of developing this textbook has gone through the process of developing course textbooks starting from analyzing the needs of textbooks originating from student mistakes in developing RME learning and analyzing RME reference books in Indonesia. From the needs analysis stage, a map of teaching materials and plans for digital content are drawn up. At the next stage, textbooks are prepared with digital content. For the feasibility of the textbook, a validity test and readability test were carried out. The validity of the Contextual Mathematics course textbook containing digital content for students in this Contextual Mathematics course in the aspects of content, format, language and illustrations met the good criteria. Meanwhile, the readability results reached a good level, except for some word choices that were not standardized.
STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION Rooselyna Ekawati; Ahmad Wachidul Kohar; Elly Matul Imah; Siti Maghfirotun Amin; Shofan Fiangga
Journal on Mathematics Education Vol 10, No 1 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (998.766 KB) | DOI: 10.22342/jme.10.1.6339.21-36

Abstract

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.
KEMAMPUAN LITERASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL PISA DITINJAU DARI GAYA BELAJAR VISUAL Aulia Rohmatul Hidayah; Ikka Ananda Hakiki; Muhammad Faishal 'Afwi; Shofan Fiangga
Jurnal Karya Pendidikan Matematika Vol 7, No 2 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 2 Tahun 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.7.2.2020.6-13

Abstract

The purpose of this study is to describe the mathematical literacy abilities of junior high school students in solving PISA questions in terms of visual learning styles. This type of research is a qualitative descriptive subject with three junior high school students who have different types of visual learning styles. Data collection was carried out with a learning style questionnaire and PISA test questions. The results of this study indicate that of the three research subjects obtained by one subject with pure visual learning style can solve all PISA questions on the three basic mathematical literacy abilities, namely in the formulate, employ, and interpret processes. Whereas subjects with visual-auditory learning styles and subjects with visual-kinesthetic learning styles have the same mathematical literacy abilities. Both subjects can solve PISA questions with the formulate and employ process categories, but cannot solve the questions in the interpret process.
Analisis Generalisabilitas Multi Faset pada Instrumen Penalaran Matematika SMP Shofan Fiangga; Yurizka Melia Sari
Jurnal Elemen Vol 3, No 2 (2017): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v3i2.398

Abstract

The aims of this study is to determine the internal consistency or reliability coefficient of the developed mathematics reasoning instruments in Junior High School by using generalizability theory multi facet, px(i:r). The instrument are consisting 5 indicator which each of that are valued by each rater. This research method is three-way analysis of variance of multi facet design on G-Study by which the variance comonents are person, rater, item and the interaction between person and items, and the error. Both of G-Study and D-Study design is nested design. The result shows that the coefficient of G-Study is 0.66898. Hence, the next step is using those coefficient for D-Study analysis which lead the conclusion that mathematics reasoning instrument has satisfied the level of observation on large facet and its coefficient is 0.73834 or 74%. To sum up, raters have to use the indicators of reasoning instrument which consist of 1,2,3,4 and 5 components. The design of P x (I:R) - I Random, R Fixed (P = 30, R = 5 dan I = 4) has been satisfied the minimum criteria of conclusion which has been reach 0.70.
KEMAMPUAN PENALARAN MATEMATIKA SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GAYA BELAJAR Dinda Putri; Rooselyna Ekawati; Shofan Fiangga
Jurnal Pendidikan Matematika Undiksha Vol. 13 No. 1 (2022): Jurnal Pendidikan Matematika Undiksha
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v13i1.35865

Abstract

Penalaran merupakan salah satu proses berpikir yang dilakukan manusia dalam menyelesaiakan atau memecahkan masalah. Gaya belajar yang dimiliki siswa mempunyai pengaruh yang signifikan terhadap kemampuan penalaran matematika. Penelitian ini bertujuan mendiskripsikan kemampuan penalaran dalam pemecahan masalah ditinjau dari gaya belajar visual, auditorial, dan kinestetik. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif menggunakan instrumen tes dan wawancara. Hasil penelitian ini menunjukkan bahwa dari ketiga subjek visual, auditorial, maupun kinestetik yang memiliki kemampuan penalaran matematika paling baik yakni subjek bergaya belajar visual. Kemampuan penalaran matematika yang dimiliki subjek visual termasuk kategori tinggi karena memiliki kemampuan memahami masalah, membuat rencana, melaksanakan rencana, dan mampu menuliskan kesimpulan dengan kesalahan menjawab dua soal. Sedangkan subjek auditorial dan kinestetik memiliki kemampuan penalaran matematika sedang, kedua subjek ini mampu memahami masalah, membuat rencana, dan melaksanakan rencana dengan baik. Hanya saja pada kemampuan menarik kesimpulan kedua subjek ini masih kurang tepat dan kesalahan dalam menjawab dua soal.
Co-Authors Abdul Haris Rosyidi Ahmad Wachidul Kohar Aldio Rahmata Atik Wintarti Aulia Rohmatul Hidayah Dayat Hidayat Dinda Putri El Milla, Yulia Izza Elly Matul Imah Endri Puji Lestari Enita Evangelista Lus Windyana Palupi Fadhil Septiawan Wahyu Laksana Faiq, Wang Achmad Althof Fitriyah, Awwalul Ikka Ananda Hakiki Janet Trineke Manoy Kartikasari, Linda Laila Tuljannah Lieska Maulita Shamimi Malik Abdul Azis Masitah Shahrill, Masitah Masriyah Masriyah Muhammad Afan Bisri Muhammad Faishal 'Afwi Mulyadi, Nabyllah Agnielia Muna Tania Attiba Nina Prihartiwi Pradnyo Wijayanti Puspaningtyas, Nicky Dwi Rahayu, Dwi Shinta Rini Setianingsih Rooselyna Ekawati rowldotul jannah, renata nurlaily Setianingsih, Rini Siti Chusnul Chotimah Siti Khabibah Siti M. Amin Siti Maghfirotun Amin Susanah Susanah Susanah Tatag Yuli Eko Siswono Ulum, Qoidatul Wicaksana, Priza T. S. Yanti, Liza Puspita Yuliani, Salsa Bella Yuniawati, Sinta Yurizka Melia Sari