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All Journal Jurnal Elemen KALAMATIKA Jurnal Pendidikan Matematika Jurnal Dimensi Pendidikan dan Pembelajaran BAREKENG: Jurnal Ilmu Matematika dan Terapan JTAM (Jurnal Teori dan Aplikasi Matematika) MATEMATIKA DAN PEMBELAJARAN Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Journal of Scientific Research, Education, and Technology Journal of Mathematics Learning Innovation (JMLI) Mangente: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan MIPA
Juhaevah, Fahruh
IAIN Ambon
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Journal : MATEMATIKA DAN PEMBELAJARAN

 1 
DEFINITION CONSTRUCTED PROCESS IN MATHEMATICS LEARNING Netti, Syukma; Juhaevah, Fahruh
MATEMATIKA DAN PEMBELAJARAN Vol 7, No 1 (2019): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v7i1.831

Abstract

Salah satu faktor yang dapat mendukung kemampuan profesional guru adalah penguasaan guru tentang ilmu psikologi kognitif. Salah satu kajian dari ilmu kognitif adalah tentang bagaimana siswa belajar. Tulisan ini membahas tentang bagaimana pemahaman terhadap definisi berkembang dalam pikiran siswa. Seorang guru tidak hanya memfasilitasi siswa untuk memiliki konsep definisi sebaiknya sampai memiliki konsep image. Kata kunci: konsep image, konsep definisi, mental image One factor that can support the teacher's professional abilities is the mastery of the teacher about cognitive psychology. One study of cognitive science is about how students learn. This paper discusses how understanding of definitions develops in the minds of students. A teacher does not only facilitate students to have a definition concept, it is better to have an image concept.
PROFIL KEMAMPUAN BERPIKIR REFLEKTIF SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA STANDAR PISA DITINJAU DARI PERBEDAAN GENDER Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 5, No 2 (2017): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v5i2.770

Abstract

This research aimed to describes profile of students’ reflective thinking ability in junior high school within solved mathematical in standardized PISA form problem based on gender different. Reflective thinking has theree components, such as reacting, comparing, and contemplating for each Polya’s problem solving steps. Subject consists of two students, one male and one female in SMPN 1 Bulukumba, Sulawesi Selatan. Subjects are choosen based on mathematical ability test. Data of research is obtained by the result of problem solving test and interviewed that do twice. The second test is data triangulation that make sure validation of research data. The result of test and interview is used to describe profile of students’ reflective thinking within solved problem. The result of research shows generally male student does reacting, comparing, and contemplating at the understanding and looking back step, but male student does not compare at the planning and carrying out step. Female student does all components of reflective thinking at the understanding and looking back step, but female student does not compare at the planning and carrying out step. Male student does compare at the planning but male student does not compare at the carrying out step in quantity problem. Male student does not compare at planning step but male student do compare at the carrying out step in change and relationship problem. Female student do all components of reflective thinking in PISA problem that related to change and relationship problem.
APPLICATION OF THE ASSURE LEARNING MODEL ON GEOMETRY Patma Sopamena; Ayani Lifumangau; Syafruddin Kaliky; Fahruh Juhaevah; Nurlaila Sehuwaky; Nurlaila Sopamena
MATEMATIKA DAN PEMBELAJARAN Vol 9, No 1 (2021): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v9i1.1725

Abstract

This study aims to describe the activities carried out by students and teachers in the learning process and improving student learning outcomes after the learning process through the ASSURE model. This research classifies as a classroom action research with a mixed-method approach, namely, descriptive qualitative and quantitative approaches. The research subjects were 30 students of class VII-5 MTs Negeri Ambon with two learning cycles. The results showed that student learning activities before the cycle action had not been seen, such as not paying attention to the teacher's explanation, embarrassed to ask or answer, and the work results to solve the questions given still relying on the answers of their friends. After the cycle action showed an increase in student activity, among others, students focused more on listening to the teacher's explanation, began to dare to ask questions, opinions, or answers, and began to be confident in their work. Also, there was an increase in student test results. Before the action of the pre-test results, the mean score of the students was 25.90. After the action, the students 'average score in the first cycle was 62.07, and in the second cycle, the students' average score was 89.99.
STUDENT THINKING PROCESS IN SOLVING MATHEMATICAL PROBLEMS BASED ON APOS Patma Sopamena; Syafruddin Kaliky; Nurlaila Sehuwaky; Kasliyanto Kasliyanto; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v9i2.2384

Abstract

factorization of algebraic expressions based on APOS. A qualitative-exploratory design was employed in this study, where the participants were asked to solve mathematical problems and perform think-aloud protocols. Interview was conducted to extract more interesting data and clarify the participants’ answers and logical analysis. The research subject was a student of class VIII of SMPN 23 Ambon which two students with the initials S1 and S2. The results showed that the thought process of students in solving the problem of factorization of algebraic tribes based on the APOS framework can be classified into 2 categories. The first category is complete thinking structure that was indicated by providing the correct answer to the problem. This process began with interiorization as Action, followed by coordination, encapsulation, reversal, regulation or de-encapsulation as Process towards the object. The second category or scheme is incomplete thinking structure, marked by making errors during the problem-solving process and fixing the errors after reflection. The incomplete thinking structure occurred on interiorization as Action and coordination, reversal and de-encapsulation as Process towards the object. The study found only two categories (complete and incomplete thinking structures), so it is possible for future research to find other categories.
Analisis Kemampuan Berpikir Kritis Siswa Kelas X SMA dalam Menyelesaikan Masalah Identitas Trigonometri Ditinjau dari Gender Syafruddin Kaliky; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 6, No 2 (2018): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v6i2.663

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis dalam menyelesaikan masalah identitas trigonometri ditinjau dari gender di SMA. Dalam pengambilan subjek dilakukan dengan cara think a loud. Siswa yang cenderung memenuhi kriteria berpikir kritis selanjutnya dikelompokkan berdasarkan gender. Berdasarkan data jenuh yang diperoleh berdasarkan masing-masing gender, selanjutnya di ambil masing-masing satu orang untuk dianalisis kemampuan berpikir kritis. Berdasarkan hasil analisis kemampuan berpikir kritis ditinjau dari gender dalam menyelesaikan masalah identitas trigonometri diperoleh bahwa siswa yang berjenis kelamin laki-laki dan siswa yang berjenis kelamin perempuan cenderung memenuhi 5 indikator berpikir kritis yaitu (1) mampu merumuskan pokok permasalahan; (2) mampu mengungkapkan fakta yang dibutuhkan dalam menyelesaikan suatu masalah; (3) mampu memilih argumen yang logis, relevan dan akurat; (4) mampu mendeteksi bias berbeda pada sudut pandang berbeda dan (5) Mampu menentukan akibat dari suatu pernyataan yang di ambil sebagai suatu keputusan. Dalam proses penyelesaian berdasarkan tahapannya tampak bahwa siswa perempuan cenderung teliti dan sistematis dibandingkan siswa laki-laki. Kata kunci: Kemampuan berpikir kritis, gender. Abstract This study aimed to analyze critical thinking ability when solved trigonometry identity problem based on gender difference in senior high school. Subject were selected by think a loud. Most of student can do critical thinking criteria and then make a group difference based on gender. Based on saturated data that have obtained for each gender, and then take one of them to analyze critical thinking ability. Based on result shows that male student and female student mostly can complete five indicators of critical thinking such as 1) can formulate the core problem; 2) can express fact that requirement to solve the problem; 3) can choose logically argument, relevant, and accurate; 4) can detect different refraction when get different solution; and 5) can determint cause of the statement that it have took as a decision. When solved the problem based on the its phase, showed that female student are more careful and more sistematic than male student.
Definition Constructed Process in Mathematics Learning Syukma Netti; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 7, No 1 (2019): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.479 KB) | DOI: 10.33477/mp.v7i1.1047

Abstract

Abstrak Salah satu faktor yang dapat mendukung kemampuan profesional guru adalah penguasaan guru tentang ilmu psikologi kognitif. Salah satu kajian dari ilmu kognitif adalah tentang bagaimana siswa belajar. Tulisan ini membahas tentang bagaimana pemahaman terhadap definisi berkembang dalam pikiran siswa. Seorang guru tidak hanya memfasilitasi siswa untuk memiliki konsep definisi sebaiknya sampai memiliki konsep image. Abstract One factor that can support the teacher's professional abilities is the mastery of the teacher about cognitive psychology. One study of cognitive science is about how students learn. This paper discusses how understanding of definitions develops in the minds of students. A teacher does not only facilitate students to have a definition concept, it is better to have an image concept.
APPLICATION OF INDEPENDENT LEARNING TO LEARN MATHEMATICS BASED ON PROBLEMS HOTS SANTRI 7TH GRADE MTS PESANTREN AL KHAIRAAT AMBON THROUGH PBL Nani Sukartini Sangkala; Patma Sopamena; Syafruddin Kaliky; Muhammad Qashai Ramdani Pelupessy; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v10i1.2829

Abstract

This study aims to determine the influence of the application of independent learning in HOTS-based mathematics learning on students of 7th grade, MTs Pesantren Al Khairaat Ambon through PBL. This study used a descriptive quantitative approach with a population sample, and all 7th-grade MTs Pesantren Al Kahiraat Ambon students totaled 12 people in 1 study group. Research instruments are: Test questions (pre-test and post-test) are used to measure student learning outcomes before and after learning with PBL, and questionnaires are used to measure student responses after implementing PBL. The test questions completed by students are in the form of HOTS, which contains problems in students' daily lives that are solved by requiring problem-solving analysis. The results showed an influence on the application of independent learning in mathematics based on HOTS on the learning outcomes of 7th grade MTs students of Pesantren Al Khairaat Ambon through PBL. The effect of the application of learning is characterized by a significant difference between the pre-test and the post-test of 7th grade MTs students of Pesantren Al Khairaat Ambon. Based on the Wilcoxon sign rank test obtained a significance value of 0.004 < 0.05, then the null hypothesis (Ho) was rejected, and accepted the alternative hypothesis (Ha). That is, there is a significant difference between the results of learning pre-test and post-test (with the average condition of the post-test value being more than the Pre Test). The aspect of independent learning in this study has not been strictly observed. Therefore further research needs to be given strict attention.Keywords: Independent Learning Mathematics; HOTS Problems; Problem-Based Learning.
Co-Authors Ahmad Talib Ajeng Gelora Mastuti Ajeng Gelora Mastuti Ayani Lifumangau Ayu Lestari AYU LESTARI Bernard Dinar Riaddin Djaffar Lessy Gelora Mastuti, Ajeng Hamzah Upu Hasdi Litiloly Kaliky, Syafrudin Kasliyanto Litiloly, Hasdi Muhammad Qashai Ramdani Pelupessy Muhammad Sidiq Rumakabis Nani Sukartini Sangkala Nani Sukartini Sangkala Netti, Syukma Nurlaila Sehuwaky Nurlaila Sehuwaky Nurlaila Sehuwaky Nurlaila Sopamena Patma Sopamena Patma Sopamena Patma Sopamena Rhaishudin Jafar Rumandan Rumakabis, Muhammad Sidiq Sangkala, Nani Sukartini Sehuwaky, Nurlaila Sopamena, Patma Syafruddin Kaliky Syafrudin Kaliky Syukma Netti Upara, Nursafa Yuli Hastuti