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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 21 Documents
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Search results for , issue "Vol. 14 No. 1 (2025): January" : 21 Documents clear
Enhancing Mathematical Modeling and Ethnomathematics Learning Through Virtual Reality: A Case Study in Higher Education Santika, Satya; Nugraha, Depi Ardian; Prabawati, Mega Nur
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2021

Abstract

Penelitian ini menjawab kebutuhan inovasi dalam pembelajaran matematika dengan mengintegrasikan Virtual Reality (VR) pada mata kuliah Pemodelan Matematika dan Etnomatematika, sebuah terobosan yang membedakannya dari studi sejenis yang terbatas pada geometri. Berlandaskan teori konstruktivisme, pendekatan ini dirancang untuk menciptakan pengalaman belajar aktif yang meningkatkan keterlibatan, pemahaman konseptual, dan motivasi mahasiswa. Metode pengembangan 4D (Define, Design, Develop, Disseminate) digunakan dengan evaluasi melalui tes, survei (reliabilitas α=0,85), dan observasi. Hasil uji coba awal membuktikan efektivitas model ini, ditunjukkan oleh peningkatan signifikan dalam ketiga aspek tersebut. Konten VR yang dikembangkan telah memperoleh sertifikat HaKI, menjamin orisinalitasnya. Temuan penelitian ini tidak hanya menawarkan model integrasi teknologi imersif yang dapat diadopsi perguruan tinggi, tetapi juga merekomendasikan penelitian lanjutan dengan desain eksperimental dan evaluasi retensi pengetahuan jangka panjang untuk mendukung implementasi Kurikulum Merdeka Belajar secara lebih luas dan efektif. This study addresses the need for innovation in mathematics learning by integrating Virtual Reality (VR) into the Mathematical Modelling and Ethnomathematics courses, a breakthrough that distinguishes it from similar studies limited to geometry. Based on constructivist theory, this approach is designed to create an active learning experience that increases student engagement, conceptual understanding, and motivation. The 4D (Define, Design, Develop, Disseminate) development method was used with evaluation through tests, surveys (reliability α=0.85), and observations. Initial trial results proved the effectiveness of this model, as shown by significant improvements in all three aspects. The developed VR content has obtained an intellectual property rights certificate, guaranteeing its originality. The findings of this study not only offer an immersive technology integration model that universities can adopt but also recommend further research with experimental designs and long-term knowledge retention evaluations to support the broader and more effective implementation of the Merdeka Belajar Curriculum.
Guided Inquiry E-Modules for Quadratic Functions: Boosting Computational Thinking, Problem Solving, and Self-Efficacy Dewi Oktaviani; Hartono, Hartono
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2044

Abstract

Penelitian ini bertujuan mengembangkan e-perangkat pembelajaran berbasis inkuiri terbimbing untuk meningkatkan kemampuan berpikir komputasional, pemecahan masalah, dan self-efficacy siswa SMA. Metode Research and Development (RnD) dengan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi) digunakan dalam proses pengembangannya. Subjek uji coba melibatkan siswa kelas X-9 (n=34) untuk uji lapangan dan kelas X-10 (n=36) untuk uji terbatas, dengan desain one-group pretest-posttest. Data dikumpulkan melalui angket, tes, observasi, dan wawancara, kemudian dianalisis menggunakan skala Likert, uji gain, dan uji hipotesis multivariat (Hotteling’s T²). Hasil penelitian menunjukkan bahwa e-perangkat pembelajaran fungsi kuadrat yang dikembangkan memenuhi kriteria kevalidan (minimal “baik”), kepraktisan (respon guru-siswa “baik” & keterlaksanaan 80-100%), dan keefektifan. Keefektifan ditunjukkan oleh pengaruh signifikan terhadap kemampuan siswa, peningkatan N-gain kategori sedang, dan persentase ketuntasan belajar yang baik. Produk ini terbukti mampu memfasilitasi peningkatan tiga kemampuan target secara integratif. This study aims to develop guided inquiry-based e-learning tools to improve high school students' computational thinking, problem-solving, and self-efficacy skills. The Research and Development (R&D) method, utilising the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), was employed in the development process. The test subjects involved students from class X-9 (n=34) for field testing and class X-10 (n=36) for limited testing, with a one-group pretest-posttest design. Data were collected through questionnaires, tests, observations, and interviews, then analysed using the Likert scale, gain test, and multivariate hypothesis test (Hotteling's T²). The results showed that the developed quadratic function e-learning device met the criteria of validity (at least “good”), practicality (teacher-student response “good” & feasibility 80-100%), and effectiveness. Effectiveness was demonstrated by a significant effect on student ability, an increase in the N-gain to the moderate category, and a good percentage of learning mastery. This product has been proven to facilitate the integrated improvement of the three target abilities.
Metacognition and Achievement Emotions in Mathematical Modelling Competency: A Confirmatory Factor Analysis of Their Interplay Kossahdasabitah, Annisaa; Zulkarnaen, Rafiq
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2066

Abstract

Penelitian ini menyelidiki hubungan antara metakognitif dan pencapaian emosi dalam pemodelan matematis pada siswa di sebuah SMA Negeri yang berlokasi di Kabupaten Karawang. Penelitian ini melibatkan 200 siswa. Penelitian ini menggunakan desain penelitian korelasional untuk mengetahui hubungan antara metakognitif dan pencapaian emosi dengan menggunakan teknik analisis yaitu analisis faktor konfirmatori. Selain itu, terdapat empat faktor metakognitif termasuk awareness, cognitive strategy, planning, dan self-checking serta dua faktor pencapaian emosi Joy dan Pride yang memiliki hubungan signifikansi sebesar 0,72 sehingga terdapat hubungan yang signifikan antara metakognitif dan emosi. Terdapat faktor planning sebagai faktor dominan metakognitif dan faktor pride sebagai faktor dominan pencapaian emosi yang memiliki hubungan antar satu sama lain. This study aims to examine the relationship between metacognition and achievement emotions in the context of mathematical modeling among students at a public senior high school in Karawang Regency. A total of 200 students participated in the study. The research employed a correlational design, utilizing confirmatory factor analysis (CFA) to analyze the relationship between the two constructs. Metacognition was measured through four factors: awareness, cognitive strategy, planning, and self-checking. Achievement emotions were represented by two factors: joy and pride. The analysis revealed a significant correlation of 0.72 between metacognition and achievement emotions. Furthermore, planning was identified as the most dominant factor within the metacognitive domain, while pride emerged as the dominant factor within the domain of achievement emotions. These two dominant factors were also found to have a significant relationship with one another.
Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills Anim, Anim; Sapta, Andy
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2205

Abstract

Penelitian kuasi-eksperimen ini bertujuan menguji perbedaan efektivitas model Realistic Mathematics Education (RME) dan Pembelajaran Bersiklus dalam meningkatkan kemampuan komunikasi dan penalaran matematis siswa. Melibatkan dua kelas eksperimen di SMP N 2 Kisaran (kelas VIII-4 dan VIII-5) yang dipilih melalui cluster random sampling, penelitian mengumpulkan data melalui instrumen tes yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian menunjukkan bahwa kelompok RME mencapai performa yang secara signifikan lebih tinggi dalam kedua kemampuan dibandingkan kelompok Pembelajaran Bersiklus, dengan selisih 9,5% pada komunikasi matematis (F=4.627, p=0.03) dan 9,0% pada penalaran matematis (F=15.31, p=0.00). Temuan kunci mengungkap bahwa sementara kemampuan awal matematis tidak berinteraksi dengan model pembelajaran dalam memengaruhi komunikasi, interaksi signifikan terdeteksi pada kemampuan penalaran matematis (F=16.54, p=0.00). Kesimpulannya, model RME terbukti lebih unggul dalam mengembangkan kedua kemampuan matematis tersebut, menegaskan pentingnya pemilihan model pembelajaran yang sesuai untuk mencapai hasil belajar yang optimal. This quasi-experimental study aims to examine the difference in effectiveness between the Realistic Mathematics Education (RME) model and Cyclical Learning in improving students' mathematical communication and reasoning skills. Involving two experimental classes at SMP N 2 Kisaran (classes VIII-4 and VIII-5) selected through cluster random sampling, the study collected data through test instruments, which were then analyzed using ANOVA. The results showed that the RME group achieved significantly higher performance in both abilities compared to the Cyclical Learning group, with a difference of 9.5% in mathematical communication (F=4.627, p=0.03) and 9.0% in mathematical reasoning (F=15.31, p=0.00). Key findings revealed that while initial mathematical ability did not interact with the learning model in influencing communication, a significant interaction was detected in mathematical reasoning ability (F=16.54, p=0.00). In conclusion, the RME model proved to be superior in developing both mathematical abilities, emphasizing the importance of selecting an appropriate learning model to achieve optimal learning outcomes.
Enhancing Matrix Multiplication Learning in Grade XI: A Design Thinking Approach with Talking Stick and Row-by-Column Techniques Fauzi, Wawan; Harun, Lukman; Nizaruddin, Nizaruddin
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2209

Abstract

Penelitian ini mengungkap penerapan konsep tongkat bicara dan teknik kolom-kali-baris untuk pembelajaran perkalian matriks siswa kelas XI dengan pendekatan desain berpikir. Penelitian kuantitatif deskriptif ini melibatkan guru mata pelajaran dan 32 peserta didik XI F 1 sebagai subjek penelitian. Penelitian ini diawali dengan observasi awal, diikuti dengan pelatihan teknik, metode, dan pendekatan gabungan, dan kemudian penerapan teknik gabungan oleh guru. Metode pengumpulan data dan instrumen yang diterapkan adalah lembar observasi untuk mengamati situasi sebelum dan sesudah guru saat menggunakan teknik, proses, dan pendekatan gabungan yang telah ditentukan. Para peneliti menganalisis data yang terkumpul menggunakan analisis deskriptif kuantitatif untuk mengidentifikasi perubahan yang paling efektif. Hasilnya menemukan bahwa teknik, metode, dan pendekatan gabungan memiliki pembelajaran perkalian matriks yang lebih baik. Kombinasi yang diterapkan menciptakan suasana belajar yang terstruktur dan interaktif untuk mendorong tanggung jawab dan kolaborasi. Para siswa dapat menjelaskan konsep matriks, memberikan solusi, dan berkolaborasi dengan teman sebayanya. Temuan-temuan ini menunjukkan bahwa memadukan konsep tongkat bicara dengan teknik kolom dikalikan baris melalui pendekatan desain berpikir dapat berfungsi sebagai model pedagogis yang efektif untuk meningkatkan keterlibatan siswa, pemahaman konseptual, dan pemecahan masalah kolaboratif dalam pembelajaran perkalian matriks. This research revealed the implementation of the talking-stick concept and column-multiplied-by-row technique for matrix multiplication learning of XI graders with a thinking design approach. This descriptive quantitative research involved the course teacher and 32 learners of XI F 1 as the research subjects. This research began with preliminary observation, followed by training in the combined technique, method, and approach, and then implementation of the combined technique by the teacher. The method of collecting data and the applied instruments were an observation sheet to observe the pre- and post-situations of the teacher while using the predetermined combined technique, process, and approach. The researchers analyzed the collected data using a quantitative descriptive analysis to identify the most effective changes. The results found that the combined technique, method, and approach had better matrix multiplication learning. The applied combination created structured and interactive learning atmospheres to encourage responsibility and collaboration. The students could explain the matrix concept, provide a solution, and collaborate with their peers. These findings suggest that integrating the talking-stick concept with the column-multiplied-by-row technique through a thinking design approach can serve as an effective pedagogical model to enhance student engagement, conceptual understanding, and collaborative problem-solving in matrix multiplication learning.
Correlation Of Differentiated Learning Management to Students' Numeracy Literacy Ability in Realistic Mathematics Nuraida, Ida; Solihah, Sri
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2493

Abstract

Penelitian korelasional ini bertujuan menyelidiki hubungan antara manajemen pembelajaran diferensiasi dan kemampuan literasi numerasi siswa dalam konteks pembelajaran matematika realistik di SMP Negeri 4 Ciamis. Melalui pendekatan deskriptif kuantitatif dengan sampel siswa kelas VII, penelitian mengungkap hubungan signifikan yang sangat kuat antara kedua variabel tersebut. Temuan utama menunjukkan bahwa manajemen pembelajaran diferensiasi memberikan kontribusi sebesar 66% terhadap peningkatan kemampuan literasi numerasi siswa. Hasil analisis statistik memperlihatkan korelasi yang positif dan signifikan, mengindikasikan bahwa implementasi pembelajaran diferensiasi yang efektif berperan penting dalam pengembangan literasi numerasi. Selain itu, penelitian mengidentifikasi faktor-faktor lain yang berkontribusi sebesar 34% terhadap variasi kemampuan literasi numerasi. Kesimpulannya, penelitian ini menegaskan pentingnya penerapan manajemen pembelajaran diferensiasi yang terstruktur sebagai bagian dari strategi untuk meningkatkan literasi numerasi siswa dalam pembelajaran matematika realistik. This correlational study aims to investigate the relationship between differentiated learning management and students' numeracy literacy skills in the context of realistic mathematics learning at SMP Negeri 4 Ciamis. Through a quantitative descriptive approach with a sample of seventh-grade students, the study revealed a powerful and significant relationship between the two variables. The main finding shows that differentiated learning management contributes 66% to the improvement of students' numeracy literacy skills. Statistical analysis results show a positive and significant correlation, indicating that the implementation of effective differentiated learning plays an important role in the development of numeracy literacy. In addition, the study identified other factors that contribute 34% to the variation in numeracy literacy skills. In conclusion, this study emphasises the importance of implementing structured differentiated learning management as part of a strategy to improve students' numeracy literacy in realistic mathematics learning.
Ethnomathematics: An Exploration of Traditional Musical Instruments and Sundanese Batik Culture in Garut Regency Rahman, Sidiq Aulia; Kosasih, Usep; Auliya, Selma; Nurhayani, Sindi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2499

Abstract

Artikel ini membahas konsep etnomatematika melalui alat musik tradisional Celentung dan batik bermotif cupat manggu sebagai bagian dari budaya Sunda di Kabupaten Garut. Penelitian ini bertujuan untuk mendeskripsikan hasil eksplorasi etnomatematika dengan mengidentifikasi unsur-unsur matematika yang terdapat dalam alat musik tradisional, serta pola geometris dan simetri dalam motif batik Garut. Penelitian ini menggunakan desain penelitian deskriptif kualitatif untuk memberikan penjelasan mendalam dan komprehensif tentang fenomena yang diteliti. Selain itu, pendekatan etnografi diterapkan untuk memandu metodologi penelitian. Sumber data berasal dari tokoh masyarakat di Leles, Kabupaten Garut. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, dengan instrumen utama penelitian adalah peneliti sendiri. Analisis data yang digunakan mengacu pada model Miles dan Huberman, meliputi reduksi data, penyajian data, serta penarikan kesimpulan/verifikasi. Hasil penelitian mengungkapkan bahwa budaya Sunda kaya akan konsep matematika, seperti pola, pengukuran, dan proporsi, yang dapat dimanfaatkan sebagai media pembelajaran matematika yang kontekstual dan menarik. This article explores the concept of ethnomathematics through the traditional Celentung musical instrument and the Cupat Manggu batik motif, both of which are part of Sundanese culture in Garut Regency. This study aims to describe the results of ethnomathematics exploration by identifying mathematical elements found in traditional musical instruments, as well as geometric patterns and symmetry in Garut batik motifs. This study employs a qualitative descriptive research design to provide an in-depth and comprehensive understanding of the phenomena under investigation. Furthermore, an ethnographic approach was applied to guide the research methodology. Data sources came from community leaders in Leles, Garut Regency. Data collection was conducted through observation, interviews, and documentation, with the researcher herself as the primary research instrument. The data analysis method used refers to the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing/verification. The results reveal that Sundanese culture is rich in mathematical concepts, such as patterns, measurement, and proportion, which can be utilized as contextual and engaging mathematics learning media.
Development of Local Instruction Theory Teaching Materials to Improve Mathematical Problem-Solving Ability Wijayanti, Dwi Antari; Hajizah, Mimi Nur; Sampoerno, Pinta Deniyanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2510

Abstract

Penelitian ini dilakukan untuk mengatasi kurangnya bahan ajar kontekstual yang dapat mendukung kemampuan pemecahan masalah siswa melalui pengalaman belajar yang bermakna. Tujuan dari penelitian ini adalah mengembangkan bahan ajar berbasis Local Instruction Theory (LIT) yang valid, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah matematis. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan model ADDIE, dan dilaksanakan pada bulan Maret hingga Juni 2024 di SMP Negeri 216 Jakarta. Subjek penelitian adalah 66 siswa kelas VIII yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Teknik pengumpulan data meliputi angket validasi ahli, angket respon siswa, dan tes pemecahan masalah matematis. Data dianalisis secara kuantitatif melalui skala Likert, uji normalitas dan homogenitas, serta uji t sampel independen. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memiliki tingkat validitas sangat tinggi (87,72%), kepraktisan tinggi (88,9%), dan efektif dalam meningkatkan kemampuan pemecahan masalah, ditunjukkan dengan perbedaan skor posttest yang signifikan antara kelompok eksperimen dan kontrol. Penelitian ini menyimpulkan bahwa bahan ajar berbasis LIT mampu meningkatkan kemampuan pemecahan masalah matematis siswa dan direkomendasikan untuk diimplementasikan dalam pembelajaran matematika secara lebih luas. This research was conducted to address the lack of contextual teaching materials that can support students' problem-solving abilities through meaningful learning experiences. The purpose of this research is to develop teaching materials based on Local Instruction Theory (LIT) that are valid, practical, and effective in improving mathematical problem-solving abilities. This research used a research and development (R&D) method with the ADDIE model, and was conducted from March to June 2024 at SMP Negeri 216 Jakarta. The research subjects were 66 eighth-grade students who were divided into experimental and control groups. Data collection techniques included expert validation questionnaires, student response questionnaires, and mathematical problem-solving tests. Data were analyzed quantitatively using a Likert scale, normality and homogeneity tests, and independent sample t-tests. The results showed that the developed teaching materials had a very high level of validity (87.72%), high practicality (88.9%), and were effective in improving problem-solving skills, as indicated by a significant difference in posttest scores between the experimental and control groups. This study concluded that LIT-based teaching materials were able to improve students' mathematical problem-solving skills and were recommended for broader implementation in mathematics learning.
Integrating Differentiated Learning Based on RME to Enhance Critical Thinking Among Elementary Learners Alim, Jesi Alexander; Hermita, Neni; Putra, Zetra Hainul; Sulastio, Agus; Oktaviani, Cici
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2591

Abstract

Tujuan penelitian ini untuk melihat pengaruh pembelajaran berdiferensiasi berbasis RME pada kemampuan berpikir kritis siswa kelas V sekolah dasar. Studi ini menggunakan metode kuantitatif dengan desain kuasi-eksperimen. Penelitian dilaksanakan di kelas V dengan melibatkan 21 siswa dalam kelompok eksperimen dan 21 siswa dalam kelompok kontrol. Data dikumpulkan melalui tes, observasi, dan kuesioner. Untuk mengetahui apakah terdapat pengaruh signifikan dari penerapan RME terdiferensiasi terhadap peningkatan kemampuan berpikir kritis siswa, dilakukan analisis menggunakan uji-t. Hasil penelitian menunjukkan nilai N-gain sebesar 61,08 untuk efektivitas penerapan pembelajaran terdiferensiasi, yang termasuk dalam kategori “cukup efektif”. Selain itu, nilai signifikansi yang diperoleh (sig = 0,00) menunjukkan bahwa penerapan pembelajaran berbasis RME yang terdiferensiasi memiliki pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa. Dengan demikian, dapat disimpulkan bahwa pembelajaran berbasis RME yang terdiferensiasi cukup efektif dan dapat meningkatkan kemampuan berpikir kritis siswa. Hal ini karena dalam pembelajaran terdiferensiasi, guru mengidentifikasi tingkat penguasaan masing-masing siswa dan menyajikan materi dengan tingkat kesulitan yang sesuai. The purpose of this study was to examine the effect of differentiated learning based on RME on the critical thinking skills of fifth-grade elementary school students. This study used quantitative methods with a quasi-experimental design. The study was conducted with fifth-grade students, involving 21 students in the experimental group and 21 students in the control group. Data were collected through tests, observations, and questionnaires. To determine whether the implementation of differentiated RME had a significant effect on improving students' critical thinking skills, a t-test was used. The results showed an N-gain value of 61.08 for the effectiveness of implementing differentiated learning, which falls into the "quite effective" category. Furthermore, the significance value obtained (sig = 0.00) indicates that the implementation of differentiated RME-based learning has a significant effect on students' critical thinking skills. Thus, it can be concluded that differentiated RME-based learning is quite effective and can improve students' critical thinking skills. This is because in differentiated learning, teachers identify each student's level of mastery and present material with an appropriate level of difficulty.
Learning Translation Using Gobak Sodor Game Nizar, Harisman; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Mulyono, Budi; Susanti, Ely
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2607

Abstract

Translasi merupakan salah satu konsep dasar dalam transformasi geometri yang mengajarkan tentang pergerakan benda tanpa mengubah bentuk, ukuran, atau arah benda tersebut. Pemahaman yang baik tentang translasi dapat mengembangkan keterampilan visualisasi dan spasial siswa, yang relevan dengan berbagai disiplin ilmu seperti teknik, fisika, dan arsitektur. Penelitian ini mengintegrasikan pembelajaran translasi dengan konteks permainan gobak sodor. Penelitian ini menghasilkan lintasan pembelajaran yang berkontribusi bagi siswa untuk memahami konsep translasi. Metode design research yang digunakan, yang terdiri dari tahapan-tahapan, yaitu persiapan eksperimen, pelaksanaan eksperimen, dan analisis retrospektif. Teknik pengumpulan data yaitu dokumentasi, observasi, dan wawancara. Teknik analisis data yaitu secara kualitatif. Penelitian dilaksanakan di kelas IX, pada tahap pilot experiment dengan 8 siswa dan pada tahapan teaching experiment terdiri dari 14 siswa. Hasil penelitian menunjukkan bahwa rangkaian aktivitas berkontribusi untuk siswa memahami konsep translasi. Translation is a fundamental concept in geometric transformation, teaching the movement of objects without changing their shape, size, or direction. A good understanding of translation can develop students' visualization and spatial skills, which are relevant to various disciplines such as engineering, physics, and architecture. This study integrates translation learning with the context of the game of gobak sodor. This research produces a learning trajectory that contributes to students' understanding of the concept of translation. The design research method used consisted of the following stages: experimental preparation, experimental implementation, and retrospective analysis. Data collection techniques included documentation, observation, and interviews. Data analysis techniques used were qualitative. The study was conducted in grade IX, with eight students participating in the pilot experiment and 14 students participating in the teaching experiment. The results showed that the series of activities contributed to students' understanding of the concept of translation.

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