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All Journal MaPan : Jurnal Matematika dan Pembelajaran International Journal of Progressive Mathematics Education
Supiat
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Mengungkap Perspektif Siswa: Peran Deep Learning dalam Visualisasi Konsep dan Pemecahan Masalah Matematika Slamet, Slamet; Hendriana, Benny; Supiat
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19310

Abstract

Pendidikan matematika modern menuntut pemahaman konseptual dan pemecahan masalah adaptif. Integrasi deep learning menawarkan potensi revolusioner, namun perspektif siswa belum banyak digali. Penelitian ini bertujuan memahami perspektif siswa SMA terhadap pembelajaran matematika dengan deep learning dan dampaknya pada pemecahan masalah. Menggunakan metode kualitatif studi kasus pada 12 siswa di Jakarta, data dikumpulkan via wawancara, observasi, dan analisis dokumen, lalu dianalisis tematik. Hasil menunjukkan deep learning dianggap asisten visualisasi dan umpan balik instan, meski ada kekhawatiran ketergantungan. Tantangan adaptasi dan interpretasi hasil teratasi melalui pengembangan literasi teknologi dan kolaborasi. Deep learning mendorong pendekatan iteratif dan fokus konseptual, namun validasi solusi tetap krusial. Kontribusi penelitian ini adalah wawasan mendalam dari sudut pandang siswa, esensial untuk perancangan pedagogi deep learning yang efektif dan berpusat pada siswa.   Modern mathematics education demands conceptual understanding and adaptive problem solving. Deep learning integration offers revolutionary potential, but students’ perspectives have not been widely explored. This study aims to understand high school students’ perspectives on mathematics learning with deep learning and its impact on problem solving. Using a qualitative case study method on 12 students in Jakarta, data were collected via interviews, observations, and document analysis, then analyzed thematically. The results show that deep learning is considered an assistant to visualization and instant feedback, although there are concerns about dependency. Challenges of adaptation and interpretation of results are overcome through the development of technological literacy and collaboration. Deep learning encourages an iterative approach and conceptual focus, but validation of solutions remains crucial. The contribution of this study is in-depth insight from the students’ perspective, essential for designing effective and student-centered deep learning pedagogy.
KEMAMPUAN SPASIAL MATEMATIS SISWA DITINJAU DARI GENDER: STUDI KASUS SISWA PEREMPUAN DENGAN KEMAMPUAN SPASIAL MATEMATIS TINGGI Baihaqi, Achmad; Supiat
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a2

Abstract

This study was motivated by the contradiction between the general assumption that male students have higher mathematical spatial abilities than female students and the findings of a female student who shows high mathematical spatial performance. In addition, in-depth studies of female students with high mathematical spatial abilities are still limited in the literature. This study aims to find out “how” and “why” a female student has high mathematical spatial ability. This research uses a qualitative type with a case study design and an interpretative approach. The research subject was a female student at SMPN 68 Jakarta who was identified as having high mathematical spatial ability based on the initial observation of 66 students. Data were collected through the administration of three sets of mathematical spatial ability problems, semi-structured interviews, and non-systematic observations. The results showed that the female student was able to solve the spatial problems consistently and obtained the maximum score in all three problem sets. She showed a systematic solution strategy by reading and thoroughly understanding the information in the problem, and using her spatial imagination. Factors that support the student's high mathematical spatial ability include learning that encourages concept understanding, independent learning habits, involvement in tutoring and private lessons, experience participating in math olympiads, support from family and friends, and the habit of playing space-based games. Abstrak: Penelitian ini dilatarbelakangi oleh adanya kontradiksi antara asumsi umum yang menyatakan bahwa siswa laki-laki memiliki kemampuan spasial matematis lebih tinggi dibandingkan siswa perempuan dengan temuan seorang siswa perempuan yang justru menunjukkan performa spasial matematis tinggi. Selain itu, kajian mendalam terhadap siswa perempuan dengan kemampuan spasial matematis tinggi masih terbatas dalam literatur. Penelitian ini bertujuan untuk mengetahui “bagaimana” dan “mengapa” seorang siswa perempuan memiliki kemampuan spasial matematis tinggi. Penelitian ini menggunakan penelitian kualitatif dengan desain studi kasus dan pendekatan interpretatif. Subjek penelitian adalah seorang siswa perempuan di SMPN 68 Jakarta yang teridentifikasi memiliki kemampuan spasial matematis tinggi berdasarkan hasil observasi awal terhadap 66 siswa. Data dikumpulkan melalui pemberian tiga paket soal kemampuan spasial matematis, wawancara semi terstruktur, dan observasi non-sistematis. Hasil penelitian menunjukkan bahwa siswa perempuan tersebut mampu menyelesaikan soal-soal spasial secara konsisten dan memperoleh skor maksimal pada ketiga paket soal. Ia menunjukkan strategi penyelesaian yang sistematis, dengan membaca dan memahami secara menyeluruh informasi pada soal, serta menggunakan pengimajinasian spasialnya. Faktor-faktor yang mendukung kemampuan spasial matematis tinggi siswa tersebut antara lain pembelajaran yang mendorong pemahaman konsep, kebiasaan belajar mandiri, keterlibatan dalam bimbingan belajar dan les privat, pengalaman mengikuti olimpiade matematika, dukungan dari keluarga dan teman, serta kebiasaan bermain game berbasis ruang.
Co-Authors Achmad Baihaqi Hendriana, Benny Slamet .