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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 966 Documents
 86   87   88   89   90 
Enhancing Students’ Mathematical Critical Thinking Skills through Ethnomathematics Digital Book STEM-PjBL Pramasdyasari, Agnita Siska; Aini, Sindi Nur; Setyawati, Rina Dwi
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1979

Abstract

Pembelajaran abad 21 menuntut siswa harus mampu berpikir kritis, kreatif, kolaboratif, dan berkomunikasi secara efektif. Akan tetapi, siswa SMP di Indonesia masih memiliki kemampuan berpikir kritis matematika yang relatif rendah. Penelitian ini bertujuan untuk mengembangkan digital book yang menggunakan etnomatematika dan PjBL STEM untuk meningkatkan kemampuan berpikir kritis siswa. Penelitian ini melibatkan Research and Development (R&D) menggunakan model pengembangan ASSURE yang memiliki enam tahapan dilanjutkan dengan metode penelitian kuantitatif dengan teknik pengumpulan data melalui tes. Hasil dari penelitian ini menunjukkan validitas buku digital berbasis PjBL STEM dengan pendekatan etnomatematika untuk meningkatkan kemampuan berpikir kritis matematis siswa pada materi teorema Pythagoras dinyatakan valid. Berdasarkan penelitian ini, kemampuan berpikir kritis siswa SMP pada materi teorema Pythagoras dapat ditingkatkan dengan buku digital berbasis PjBL STEM dengan etnomatematika. Karena implementasi proyek STEM dan etnomatematika untuk meningkatkan pembelajaran, temuan penelitian ini juga bermanfaat bagi guru dan sekolah dalam menciptakan lingkungan belajar baru. In the twenty-first century, students need to develop critical thinking, creativity, collaboration, and effective communication skills. However, junior high school students in Indonesia still exhibit relatively weak critical thinking abilities in mathematics. This study aims to create a digital book that integrates ethnomathematics with the PjBL STEM approach to enhance students' critical thinking skills. Using the ASSURE development model and quantitative methods, the research demonstrates that the STEM-based PjBL digital book, incorporating ethnomathematics and focusing on the Pythagorean theorem, effectively improves students' mathematical critical thinking abilities. Additionally, this approach can aid in the development of innovative learning environments in schools, benefiting both educators and students. Future research is recommended to explore in greater depth how digital book learning media and the STEM-PjBL approach based on ethnomathematics influence educational outcomes. Such investigations will provide a more nuanced understanding and help refine and enhance educational practices and results.
Geometry and Islamic Values: Validity of Teaching Materials Based on Modified Project-Based Learning Model Yulia, Putri; Nasution, Eline Yanty Putri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1980

Abstract

Bahan ajar geometri yang ada saat ini kurang efektif dalam mendukung siswa dalam menemukan konten melalui tugas berbasis proyek ilmiah, juga tidak memasukkan nilai-nilai Islam ke dalam proses pembelajaran. Penelitian ini bertujuan untuk mengevaluasi validitas bahan ajar geometri berbasis model Project-Based Learning (PjBL) yang dimodifikasi dan diintegrasikan dengan nilai-nilai Islam. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan menggunakan model 4-D yang terdiri dari empat tahap yaitu mendefinisikan, merancang, mengembangkan, dan menyebarluaskan. Instrumen validasi yang digunakan adalah angket yang menilai integrasi media, konten, dan nilai-nilai Islam. Analisis validitas dilakukan dengan menghitung rata-rata skor yang diberikan oleh validator. Hasil penelitian menunjukkan bahwa materi dan media yang divalidasi oleh ahli pendidikan matematika memperoleh skor rata-rata 4,5 dengan kategori sangat valid. Selain itu, integrasi nilai-nilai keislaman memperoleh skor rata-rata 4,3 sehingga masuk dalam kategori valid. Berdasarkan temuan tersebut dapat disimpulkan bahwa bahan ajar geometri berbasis model PjBL yang dimodifikasi dan mengandung nilai-nilai Islam, valid dan layak digunakan. The current geometry teaching materials do not effectively support students in discovering content through scientific project-based assignments, nor do they incorporate Islamic values into the learning process. This study aims to evaluate the validity of geometry teaching materials based on a modified Project-Based Learning (PjBL) model integrated with Islamic values. The research follows a Research and Development (R&D) approach using the 4-D model, consisting of four stages: define, design, develop, and disseminate. The validation instrument employed is a questionnaire, which assesses media, content, and Islamic value integration. The validity analysis was performed by calculating the average scores provided by the validators. The results indicate that the materials and media, as validated by mathematics education experts, achieved an average score of 4.5, categorizing them as highly valid. Additionally, the Islamic value integration received an average score of 4.3, placing it in the valid category. Based on these findings, it can be concluded that the geometry teaching materials, which are based on a modified PjBL model and incorporate Islamic values, are valid and suitable for use.
Developing Remedial Learning Videos on Algebraic Expression Material in Junior High Schools Khairani, Salsabila; Mailizar, Mailizar; Hidayat, Mukhlis; Johar, Rahmah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1981

Abstract

Pelaksanaan pembelajaran remedial yang terjadi saat ini dianggap belum sesuai dengan Permendikbud No 103 tahun 2014 karena guru mengalami keterbatasan waktu. Penggunaan video pembelajaran remedial berbasis e-learning merupakan salah satu upaya yang dapat dilakukan dalam mengatasi keterbatasan tersebut. Penelitian ini bertujuan untuk mengembangkan video pembelajaran remedial berbasis e-learning pada materi bentuk aljabar yang memenuhi kriteria valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan model pengembangan ADDIE. Subjek dalam penelitian ini adalah 82 Siswa Kelas VIII dari tiga jenjang sekolah Banda Aceh. Pengumpulan data dilakukan dengan lembar validasi video, angket respon siswa, dan tes remedial menggunakan e-learning. Berdasarkan hasil penelitian menunjukkan bahwa video pembelajaran remedial diperoleh rerata validasi adalah 98.40% memiliki kriteria sangat valid, hasil respon siswa sebesar 83.28% memiliki kriteria praktis, dan efektif berdasarkan peningkatan hasil belajar siswa dilihat dari N-Gain pada tes diagnostik dan tes remedial sebesar 0.57 pada kategori sedang. The current implementation of remedial learning is considered not in accordance with Permendikbud (Regulation of the Minister of Education and Culture) No. 103 of 2014 because teachers experience time constraints. Using remedial learning videos based on e-learning is one of the efforts that can be made to overcome these constraints. This study aimed to develop remedial learning videos based on e-learning on algebraic forms material that met valid, practical, and effective criteria. This study used the research and development approach with the ADDIE development model. The subjects in this study were 82 Grade VIII students at three levels of school in Banda Aceh. The instruments used were a validation sheet, student response questionnaire, and remedial test using e-learning. Based on the results of the study, the validation average obtained is 98.40% with very valid criteria, student response obtained at 83.28% with practical criteria, and effective based on the increase in student learning outcomes seen from the N-Gain on the diagnostic test and remedial test of 0.57 in the moderate category.
Improving Mathematical Creativity Through Self-Regulated Learning in a Problem-Based Learning Model Supported by GeoGebra Ernita, Ernita; Isnarto, Isnarto; Suyitno, Amin
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1982

Abstract

Creative thinking is a crucial skill in the 21st century. However, creative thinking abilities are still lacking in Indonesia, with a global creativity index of just 0.202, indicating very low level. This study seeks to evaluate the quality of GeoGebra-assisted Problem-Based Learning in enhancing students' creative thinking skills and to describe students' creative thinking abilities in relation to Self-Regulated Learning. The research method used is a mixed method. The research sample includes students from grades VIII D and VIII E at SMP Negeri 2 Ungaran. The subjects of this study are 6 students categorized by their level of Self-Regulated Learning. Quantitative data analysis involves t-tests and z-tests, qualitative data analysis involves data reduction, presentation, interpretation, and drawing conclusions. The study finds that GeoGebra-assisted Problem-Based Learning effectively enhances creative thinking skills. Students with high, medium, and low Self-Regulated Learning levels showed very good, good, and poor mathematical creative thinking abilities, respectively. Berpikir kreatif merupakan kemampuan yang sangat diperlukan di abad 21. Akan tetapi kemampuan berpikir kreatif masih sangat kurang di Indonesia, ditunjukkan dengan indeks kreativitas global Indonesia yaitu 0,202 yang tergolong sangat rendah. Penelitian ini bertujuan untuk mengetahui kualitas Problem Based Learning berbantuan GeoGebra terhadap peningkatan kemampuan berpikir kreatif siswa dan mendeskripsikan kemampuan berpikir kreatif siswa berdasarkan Self-Regulated Learning. Metode penelitian yang digunakan yaitu mixed method. Sampel penelitian yaitu siswa kelas VIII D dan VIII E SMP Negeri 2 Ungaran. Subjek penelitian yaitu 6 siswa berdasarkan tingkat Self-Regulated Learning. Analisis data kuantitatif menggunakan uji t dan uji z. Analisis data kualitatif mencakup penyederhanaan data, penyajian, interpretasi, dan penarikan kesimpulan. Hasil penelitian mengindikasikan bahwa Problem Based Learning yang didukung GeoGebra berkualitas dalam meningkatkan kemampuan berpikir kreatif serta kemampuan berpikir kreatif matematis siswa dengan tingkat self-regulated learning tinggi, sedang, dan rendah, masing-masing dengan hasil sangat baik, baik, dan kurang.
Realistic Mathematics-Based E-Booklets to Improve Students' Mathematical Literacy Ability Wahyuni, Indah; Suwarno, Suwarno; Afdhila, Dila
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1983

Abstract

Kemampuan literasi numerasi siswa SMP masih rendah. Diperlukan media untuk memfasilitasi peningkatan literasi numerasi, misalnya dengan E-booklet berbasis matematika realistik. Penelitian ini bertujuan mendeskripsikan proses pengembangan dan validitas, serta kepraktisan efektivitas pengembangan E-Booklet berbasis matematika realistik terhadap kemampuan literasi matematis siswa. Model penelitian dan pengembangan dalam penelitian ini menggunakan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Penelitian dilakukan pada salah satu SMPN di Siliragung. Subjek penelitian dipilih dengan teknik purposive sampling. Data dikumpulkan melalui wawancara, kuesioner, dan tes. Analisis data menggunakan uji-t untuk mengetahui peningkatan kemampuan literasi matematis siswa. Hasil penelitian ini berupa e-booklet berbasis matematika realistik pada materi perbandingan dengan kriteria valid dengan rerata presentase validitas sebesar 93%. E-booklet ini dinyatakan praktis digunakan dalam proses pembelajaran dengan perolehan rerata kepraktisan sebesar 80% dan dinyatakan efektif dalam meningkatkan kemampuan literasi matematis siswa. E-booklet berbasis matematika realistik memenuhi kevalidan, kepraktisan dan keefektifan sehingga layak digunakan sebagai media pembelajaran. The numeracy literacy ability of junior high school students is still low. Media is needed to facilitate the improvement of numeracy literacy, for example with realistic mathematics-based E-booklets. This study aims to describe the development process and validity, as well as the practicality of the effectiveness of developing realistic mathematics-based E-Booklets on students' mathematical literacy abilities. The research and development model in this study uses the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The study was conducted at one of the junior high schools in Siliragung. The research subjects were selected using purposive sampling techniques. Data were collected through interviews, questionnaires, and tests. Data analysis used the t-test to determine the improvement of students' mathematical literacy abilities. The results of this study were in the form of realistic mathematics-based e-booklets on comparative material with valid criteria with an average validity percentage of 93%. This e-booklet was declared practical to use in the learning process with an average practicality of 80% and was declared effective in improving students' mathematical literacy abilities. Realistic mathematics-based e-booklets meet validity, practicality and effectiveness so they are suitable for use as learning media.
Augmented Reality for Mathematics Learning: Could We Implement It in Elementary School? Saputro, Totok Victor Didik; Purnasari, Pebria Dheni; Lumbantobing, Winda Lidia; Sadewo, Yosua Damas
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1984

Abstract

Teknologi berkembang pesat dan diantaranya diterapkan di bidang pendidikan. Namun, faktanya masih banyak guru yang belum mampu mengimplementasikan teknologi dan media pembelajaran digital dalam pembelajaran di kelas. Augmented reality menjadi salah satu alternatif media pembelajaran untuk diimplementasikan dalam pembelajaran matematika. Penelitian ini bertujuan menganalisis pemanfaatan augmented reality dalam pembelajaran matematika di sekolah dasar. Analisis dilakukan dengan pendekatan penelitian scoping review dengan batasan pada hasil artikel yang dipublikasikan selama 3 tahun terakhir. Tahap scoping review menggunakan kerangka Aksey dan O'Malley. Artikel diambil dari hasil publikasi artikel pada Jurnal Terindeks SINTA dengan kata kunci “Augmented Reality” ATAU “Pembelajaran Matematika” ATAU “Sekolah Dasar”. Hasil eksplorasi dianalisis menggunakan kerangka Preferred for Reporting of Items for Systematic Review and Meta-Analysis (PRISMA). Hasil penelitian menyatakan bahwa augmented reality dapat diimplementasikan untuk pembelajaran matematika di sekolah dasar mengacu pada karakteristik augmented reality yang diadaptasi pada gaya belajar siswa sekolah dasar, tantangan penerapan augmented reality, dan dampak belajar siswa. Technology is developing rapidly and some of it is being applied in the field of education. However, the fact is that there are still many teachers who are not able to implement digital learning technology and media in classroom learning. Augmented reality is then an alternative learning media that can be implemented in learning mathematics in elementary schools. This study aims to analyze the use of augmented reality in learning mathematics in elementary schools. The analysis was carried out using a scoping review research approach with limitations on the results of published articles for the last 3 years. The scoping review stage used Aksey and O'Malley's framework. The articles were taken from the results of article publication in the National Science and Technology Index Indexed Journal (SINTA) using the keywords "Augmented Reality" OR "Mathematics Learning" OR "Elementary School". The outcomes of this exploration were then analyzed using the Preferred for Reporting of Items for Systematic Review and Meta-Analysis (PRISMA) framework. The result of this study stated that augmented reality can be implemented for mathematics learning in elementary schools referring to the characteristics of adapted augmented reality on the learning styles of elementary school students, the challenges of implementing augmented reality, and the students' learning impacts.
Merdeka Curriculum: How the Profile of Planning for Mathematics Learning by Teachers? Krisma, Dita Aldila; Muqtada, Moh. Rikza; Khasanah, Fitria Uswatun
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1985

Abstract

Pebedaan fasilitas yang diterima satuan pendidikan terkait implementasi Kurikulum Merdeka berpengaruh terhadap perbedaan tingkat pemahaman guru antar sekolah. Tujuan penelitian ini adalah mendeskripsikan perencanaan pembelajaran matematika dalam Kurikulum Merdeka di tingkat SMP di Kota Magelang. Urgensi penelitian ini adalah perlunya gambaran implementasi pembelajaran matematika dalam Kurikulum Merdeka di tingkat satuan pendidikan dari segi perencanaan untuk bahan evaluasi dan inspirasi pembelajaran matematika dalam implementasi Kurikulum Merdeka. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif. Penelitian dilaksanakan di tujuh SMP negeri di Kota Magelang. Teknik utama pengambilan data melalui wawancara dengan satu guru matematika pengampu kelas 7 di tiap sekolah. Teknik analisis data yang digunakan meliputi pencatatan data hasil wawancara dan dokumentasi, pengkodean data, olah data, analisis data, dan interpretasi data. Hasil penelitian mendeskripsikan perencanaan pembelajaran matematika dalam Kurikulum Merdeka tingkat SMP di Kota Magelang meliputi CP, TP, ATP, modul ajar, dan, asesmen. Rata-rata, guru melakukan modifikasi dalam penyusunan perangkat ajar disesuaikan dengan kebutuhan peserta didik sekolah masing-masing. The differences in facilities received by educational units related to the implementation of the Independent Curriculum influence differences in the level of teacher understanding between schools. The purpose of this study is to describe mathematics learning planning in the Merdeka Curriculum at the junior high school level in Magelang City. The urgency of this research is the need for a description or description of the implementation of mathematics learning in the Merdeka Curriculum at the education unit level in terms of planning so that it can be used as an evaluation and inspiration for mathematics learning in implementing the Merdeka Curriculum. This research is a qualitative research with descriptive method. This research was conducted in seven public junior high schools in Magelang City with the main technique of data collection through interviews with one 7th grade math teacher in each school. The data analysis technique used in this research includes recording data from interviews and documentation, then coding data, processing data, analyzing data, interpreting data. The results of this study describe mathematics learning planning in the Merdeka Curriculum at the junior high school level in Magelang City including CP, TP, ATP, teaching modules, and, assessment. On average, teachers modify existing documents and adapt them to the needs of students in their respective schools.
Effect of Project-Based Learning Model on Students' Higher-Order Thinking Skills Ismail, Sumarno; Jusuf, Nurul Fatwa Anbiya; Zakaria, Perry; Achmad, Novianita; Rif’at, Nazmi
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1986

Abstract

Masalah dalam penelitian ini berfokus pada rendahnya kemampuan berpikir tingkat tinggi siswa di sekolah menengah atas, yang menjadi perhatian utama dalam peningkatan kualitas pembelajaran. Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh model project based learning (PjBL) terhadap kemampuan berpikir tingkat tinggi siswa kelas X di salah satu sekolah di Tilamuta, kabupaten Boalemo. Metode penelitian ini adalah eksperimen dengan desain penelitian One Group Pretest-Posttest Design. Subjek penelitian terdiri dari 3 kelas eksperimen (E1, E2, E3). Teknik pengumpulan data dilakukan melalui tes kemampuan berpikir tingkat tinggi berbentuk esai. Analisis inferensial menunjukkan bahwa H0 ditolak, yang berarti terdapat perbedaan signifikan dalam pengaruh model project based learning (PjBL) terhadap kemampuan berpikir tingkat tinggi siswa di ketiga kelas tersebut. The problem in this study focuses on the low level of students' higher order thinking skills in senior high school, which is a major concern in improving the quality of learning. This study aims to determine the difference in the effect of project-based learning (PjBL) model on the high-level thinking ability of grade X students in one of the schools in Tilamuta, Boalemo district. This research method is an experiment with One Group Pretest-Posttest Design research design. The research subjects consisted of 3 experimental classes (E1, E2, E3). The data collection technique was done through an essay-shaped higher order thinking ability test. Inferential analysis showed that H0 was rejected, which means there is a significant difference in the effect of the project-based learning (PjBL) model on students' higher-order thinking skills in the three classes.
Student's Computational Thinking Ability in Solving Sequences and Series: The Difference between Male and Female Elmawati, Elmawati; Dahlan, Jarnawi Afgani; Marthadiputra, Bambang Avip Priatna; Muhammad, Ilham
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1987

Abstract

Berpikir komputasi telah menjadi keterampilan penting di era digital abad ke-21, yang melibatkan kemampuan memecahkan masalah, menganalisis data, dan membuat keputusan menggunakan prinsip komputasi. Berdasarkan penelitian sebelumnya, keterampilan CT dapat dipengaruhi oleh perbedaan gender. Tujuan penelitian ini yakni untuk mengkaji perbandingan kemampuan berpikir komputasi matematis siswa laki-laki dan perempuan, serta mendeskripsikan kemampuan berpikir komputasi matematis siswa ditinjau dari gender dalam menyelesaikan soal barisan dan deret. Metode penelitian yang digunakan adalah mixed method dengan desain sequential explanatory yang menekankan pada pengumpulan data kuantitatif lebih dulu kemudian data kualitatif. Penelitian ini dilakukan pada siswa kelas VIII SMP di Kota Bandung dengan melibatkan 18 orang siswa, terdiri dari 7 siswa laki-laki dan 11 siswa perempuan. Teknik pengumpulan data terdiri dari tes kemampuan berpikir komputasi dan wawancara. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara kemampuan berpikir komputasi siswa laki-laki dan perempuan. Sedangkan secara kualitatif, menunjukkan siswa laki-laki dan perempuan menyelesaikan persoalan dengan proses yang berbeda khususnya pada keterampilan dekomposisi dan abstraksi, lalu pada keterampilan pengenalan pola dan berpikir algoritmik tidak ditemukan perbedaan. Computational thinking (CT) has become an essential skill in the digital age of the 21st century, involving the ability to solve problems, analyze data and make decisions using computational principles. According to previous research, gender differences can impact CT skills. This study aimed to compare male and female students' mathematical CT abilities and describe students' mathematical CT abilities in terms of gender in solving sequence and series questions. The research method used is a mixed method with a sequential explanatory design that emphasizes collecting quantitative data first, then qualitative data. This research was conducted on class VIII students of junior high schools in Bandung City, involving 18 students, consisting of 7 male students and 11 female students. The data collection technique consisted of a CT ability test and an interview. The results revealed no statistically significant difference between male and female students' CT abilities. While qualitatively, it shows that male and female students solve problems with different processes, especially in decomposition and abstraction skills, there is no difference in pattern recognition and algorithmic thinking skills.
Didactic Transposition from Scholarly Mathematics to School Mathematics: The Case of Function Concept Andriatna, Riki; Sujadi, Imam
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1988

Abstract

Konsep fungsi menjadi jembatan beberapa konsep lain dalam matematika sehingga memberikan pandangan berbeda terhadap suatu permasalahan dalam matematika. Dengan demikian, proses transposisi pengetahuan menjadi sangat penting untuk diperhatikan. Penelitian ini bertujuan melihat transposisi konsep fungsi dari scholarly mathematics terhadap school mathematics. Penelitian menggunakan pendekatan fenomenologi dengan sumber data yaitu buku teks matematika universitas yaitu analisis real, struktur aljabar, dan kalkulus, serta buku teks sekolah yaitu matematika kelas X dan XI dari Kemendibudristek. Teknik analisis data yaitu deskriptif kualitatif. Hasil analisis menunjukkan transposisi terjadi pada konteks serta struktur dan bentuk. Pada konteks, konsep fungsi dapat dilihat pada bagaimana konsep fungsi tersebut dikonstruksi, dimana pada scholarly mathematics, konsep fungsi dibentuk dari konsep abstrak, sedangkan di school mathematics konsep fungsi didasarkan pada konsep konkret yang kemudian mengarah pada konsep abstrak. Pada aspek struktur dan bentuk, transposisi didaktis dapat dilihat dari penyajian konsep fungsi, dimana pada scholarly knowledge konsep fungsi disajikan dalam notasi abstrak, sedangkan pada school mathematics disajikan dalam beragam bentuk seperti diagram. The concept of function becomes a bridge for several other concepts in mathematics so as to provide a different view of a problem in mathematics. Thus, the process of knowledge transposition is very important to be considered. This study aims to look at the transposition of the concept of function from scholarly mathematics to school mathematics. This research used phenomenological approach. The data sources in this study are mathematics textbooks at the university level, namely real analysis textbooks, algebraic structures, and calculus, while at the school level, namely mathematics textbooks for grades X and XI published by the Ministry of Education, Culture, Research and Technology. The data analysis technique used is qualitative descriptive analysis. The results of the analysis show that transposition occurs in context and structure and form. In the context, the function concept can be seen in how the function concept is constructed, where in scholarly mathematics, the function concept is formed from abstract concepts, while in school mathematics the function concept is based on concrete concepts which then lead to abstract concepts. In the aspect of structure and form, didactic transposition can be seen from the presentation of the function concept, where in scholarly knowledge the function concept is presented in abstract notation, while in school mathematics it is presented in a variety forms such as diagrams.

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