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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
 87   88   89   90   91 
The Role of Mathematics Self-Regulated Learning and Motivation on the Potential of Continuing Education Munaji, Munaji; Henra, Kiki; Ramlan, Andi Mariani; Susanti, Gemi
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.v13i1.1989

Abstract

Rendahnya rata-rata tingkat pendidikan di Indonesia menyebabkan berbagai masalah seperti kemiskinan yang tinggi, pengangguran, perkembangan ekonomi lambat dan berita Hoax. Proses pembelajaran di kelas hendaknya dapat mendukung potensi siswa melanjutkan pendidikan ke jenjang lebih tinggi. Tujuan dari penelitian ini adalah untuk menganalisis peranan mathematics self-regulated learning (MSRL) dan motivasi terhadap potensi siswa melanjutkan pendidikan ke jenjang yang lebih tinggi. Metode yang digunakan adalah metode penelitian kuantitatif korelasional. Partisipan penelitian sebanyak 111 siswa SMP di semua tingkatan. yang diambil secara acak dengan teknik purposive random sampling. Instrumen penelitian berupa angket tertutup dengan empat pilihan rentang 1–4. Analisis data dilakukan dengan bantuan softwere Smart PLS 3.0. Hasil penelitian menunjukkan bahwa MSRL berpengaruh positif terhadap potensi siswa melanjutkan pendidikan ke jenjang lebih tinggi. Sedangkan motivasi melanjutkan pendidikan tidak perpengaruh secara signifikan terhadap potensi siswa melanjutkan Pendidikan. Dengan demikian sebaiknya guru terus mengembangkan MSRL siswa untuk mendukung potensi siswa melanjutkan Pendidikan semakin tinggi. The inadequate educational levels in Indonesia have resulted in various issues, such as high poverty rates, unemployment, sluggish economic growth, and the propagation of false news. To address this issue, it is crucial to design the learning process in the classroom to support students' potential to pursue higher education. The main aim of this study was to investigate the role of mathematics self-regulated learning (MSRL) and motivation in determining students' potential to continue their education at a higher level. This study employed a quantitative, correlational research design. The participants consisted of 111 junior high school students from all grade levels, who were selected using a purposive random sampling technique. The research instrument was a closed-ended questionnaire with four options ranging from 1 to 4. Data analysis was performed using Smart PLS 3.0 software. The findings of the study revealed that MSRL had a positive impact on students' potential to pursue higher education, while motivation to continue education did not significantly influence this potential. Hence, teachers should focus on developing students' MSRL skills to support their potential to pursue even higher levels of education.
Mathematical Critical Thinking Skills Through Case-Based Learning with Scaffolding in Cross-Study Program Classes Sunaryo, Yoni; Solihah, Sri; Yulisma, Lia
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.v13i1.1991

Abstract

Pembelajaran dengan kurikulum merdeka membuat mahasiswa memiliki hak belajar di luar program studinya sehingga pemikiran kritis sangat diperlukan. Guna meningkatkan kemampuan berpikir kritis matematis mahasiswa maka diterapkan Scaffolding pada Case-Based Learning (CBL). Peningkatan kemampuan berpikir kritis matematis mahasiswa di kelas lintas program studi melalui CBL dengan scaffolding merupakan tujuan penelitian ini. Metode penelitian adalah kuasi eksperimen. Instrumen penelitian adalah soal tes uraian kemampuan berpikir kritis matematis. Populasi penelitian adalah mahasiswa tingkat 3 Program Studi Pendidikan Matematika dan Pendidikan Biologi salah satu Universitas di Ciamis. Sampelnya yaitu 31 mahasiswa pendidikan matematika dan 10 mahasiswa pendidikan biologi, dipilih dengan cluster random sampling. Analisis data menggunakan uji gain ternormalisasi. Hasil penelitian menunjukkan kelompok mahasiswa secara keseluruhan, internal, dan eksternal pada kelas eksperimen mempunyai kemampuan berpikir kritis matematis lebih baik dari kelas kontrol. Persentase jumlah mahasiswa yang memperoleh n-gain ketegori tinggi juga lebih besar. Scaffolding pada CBL efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Learning with an independent curriculum gives students the right to learn outside their study program so that critical thinking is very necessary. In order to improve students' mathematical critical thinking skills, Scaffolding is applied to Case-Based Learning (CBL). Improving students' mathematical critical thinking skills in cross-study program classes through CBL with scaffolding is the purpose of this study. The research method is quasi-experimental. The research instrument is a descriptive test of mathematical critical thinking skills. The research population was 3rd year students of the Mathematics Education and Biology Education Study Programs at one of the Universities in Ciamis. The sample was 31 mathematics education students and 10 biology education students, selected by cluster random sampling. Data analysis used the normalized gain test. The results showed that the student group as a whole, internally, and externally in the experimental class had better mathematical critical thinking skills than the control class. The percentage of students who obtained a high n-gain category was also greater. Scaffolding in CBL is effective in improving students' critical thinking skills.
Application of Positive and Negative Board Based on Montessori Method on Junior High School Students' Mathematical Connection Abilities Susiaty, Utin Desy; Firdaus, Muhamad
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.206

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui seberapa baik aplikasi papan positif negatif berbasis metode Montessori terhadap kemampuan koneksi matematis siswa SMP. Subjek penelitian adalah siswa di kelas VII SMP. Data dikumpulkan menggunakan teknik pengukuran dan teknik komunikasi tidak langsung. Soal tes kemampuan adalah alat pengumpul data. Berdasarkan hasil pengembangan, penelitian, dan diskusi tentang penggunaan papan positif negatif berbasis metode Montessori terhadap kemampuan koneksi matematis siswa SMP, dapat disimpulkan bahwa pengembangannya mencapai tingkat kelayakan yang sesuai dengan kriteria validitas, praktisitas, dan efektifitas. The aim of this research is to find out how well the positive and negative board application based on the Montessori method affects junior high school students' mathematical connection abilities. The research subjects were students in class VII of junior high school. Data was collected using measurement techniques and indirect communication techniques. Ability test questions are a data collection tool. Based on the results of development, research and discussions regarding the use of positive and negative boards based on the Montessori method on junior high school students' mathematical connection abilities, it can be concluded that the development has reached a level of feasibility that is in accordance with the criteria of validity, practicality and effectiveness.
Creative Thinking Ability in Quadrilateral Learning with Pos Math Game Kosasih, Usep; Gita, Tarisa Wirahma; Nurjanah, Nurjanah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1049

Abstract

Berpikir kreatif merupakan salah satu keterampilan yang dilatihkan dalam pembelajaran matematika. Berdasarkan wawancara dengan pendidik di salah satu sekolah di Kabupaten Bandung, siswa masih sering menganggap matematika itu sulit dan membosankan. Siswa masih kesulitan memahami materi dasar salah satunya segi empat. Terdapat permasalahan dalam proses pembelajaran yaitu: Siswa mengalami keterbatasan dalam menjawab soal materi segi empat, dan partisipasi belajar siswa masih sangat rendah yang mengakibatkan kemampuan berpikir kreatif siswa kurang terlatih. Penelitian ini mengimplementasikan Permainan Pos Math yang mempunyai fasilitas untuk melatih keterampilan berpikir kreatif sebagai solusi dari permasalahan tersebut. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa pada pembelajaran segiempat dengan menggunakan permainan pos math. Penelitian ini menggunakan pendekatan kualitatif dengan partisipan siswa kelas VII SMP sebanyak 41 orang. Instrumen tes digunakan untuk pengumpulan data. Lembar jawaban siswa dianalisis dengan menggunakan teknik constant-comparison. Berdasarkan hasil analisis diperoleh nilai rata-rata kemampuan berpikir kreatif siswa sebesar 83,17 sehingga termasuk dalam kategori sangat kreatif. Simpulan utama penelitian ini adalah bahwa post-math game sangat baik digunakan dalam pembelajaran matematika, khususnya untuk materi segi empat. Salah satu implikasi hasil penelitian ini adalah peneliti dapat menawarkan penerapan post-math game untuk pembelajaran segi empat pada kelas yang relevan. Creative thinking is one of the skills trained in mathematics learning. Based on interviews with educators at one of the schools in Bandung Regency, students still often think mathematics is difficult and boring. Students still have difficulty understanding basic material, one of which is quadrilaterals. There are problems in the learning process, namely: Students experience limitations in answering rectangular material questions, and student learning participation is still very low, which results in students' creative thinking abilities being poorly trained. This research implements the Pos Math Game which has facilities for practicing creative thinking skills as a solution to this problem. This research aims to describe students' creative thinking abilities in quadrilateral learning using pos math games. This research used a qualitative approach with 41 class VII junior high school students as participants. Test instruments were used for data collection. Students' answer sheets were analyzed using the constant-comparison technique. Based on the results of the analysis, the average score for students' creative thinking abilities was 83.17, so it was included in the very creative category. The main conclusion of this study is that post-math games are very good to use in learning mathematics, especially for quadrilateral material. One implication of the results of this study is that researchers can offer the application of post-math games for quadrilateral learning in other classes.
Graphing Quadratics Worksheet Performance in Optimizing Mathematical Visual Thinking: A Single Subject Research Giyanti, Giyanti; Oktaviyanthi, Rina
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1470

Abstract

Kurangnya kemampuan berpikir visual matematis pada mahasiswa dapat menghambat pemahaman konsep fungsi kuadrat secara mendalam. Penelitian ini bertujuan untuk mengatasi masalah tersebut dengan mengevaluasi efektivitas worksheet graphing quadratics dalam meningkatkan kemampuan berpikir visual matematis mahasiswa. Metode penelitian yang digunakan adalah Single Subject Research (SSR), yang berfokus pada perubahan performa individu dalam kondisi baseline dan intervensi. Partisipan terdiri dari tiga mahasiswa tingkat pertama program studi pendidikan matematika di Universitas Serang Raya. Data kinerja mahasiswa dikumpulkan melalui tiga sesi pada fase baseline dan lima sesi pada fase intervensi. Teknik analisis data yang digunakan adalah analisis regresi linier untuk mengukur perbedaan signifikan antara fase baseline dan intervensi. Hasil penelitian menunjukkan peningkatan yang signifikan dalam performa setiap subjek selama fase intervensi, dengan adanya peningkatan level, kecenderungan perubahan yang kuat, dan perubahan segera setelah intervensi dimulai. Temuan ini menunjukkan bahwa penggunaan worksheet graphing quadratics efektif dalam mengoptimalkan kemampuan visualisasi matematis mahasiswa. The limited visual mathematical thinking abilities of students can hinder a deep understanding of quadratic functions. This study aims to address this issue by evaluating the effectiveness of graphing quadratics worksheets in enhancing students' visual mathematical thinking. The research employs a Single Subject Research (SSR) method, focusing on individual performance changes across baseline and intervention phases. Three first-year students from the mathematics education program at Universitas Serang Raya participated in the study. Performance data were collected over three sessions in the baseline phase and five sessions in the intervention phase. Linear regression analysis was used to assess significant differences between baseline and intervention phases. The results indicated a significant improvement in each subject's performance during the intervention, with an increase in level, a strong trend, and immediate change upon the intervention’s onset. These findings suggest that graphing quadratics worksheets effectively optimize students' mathematical visualization skills.
Trends of Ethnomathematics Research in Indonesia: A Bibliometric Analysis from the Scopus Database Riadi, Arifin; Turmudi, Turmudi; Juandi, Dadang
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1499

Abstract

Penelitian ini bertujuan untuk menganalisis tren publikasi penelitian etnomatematika di Indonesia menggunakan basis data Scopus. Mengingat pentingnya pendidikan yang kontekstual, penelitian ini berupaya untuk memetakan pertumbuhan dan fokus penelitian etnomatematika di Indonesia, yang dapat menjadi panduan untuk studi selanjutnya dan mendorong kontribusi akademik yang lebih luas dan berdampak. Dengan menggunakan analisis bibliometrik, penelitian ini mengidentifikasi tren publikasi tahunan, perbandingan antara artikel jurnal dan prosiding konferensi, lima penerbit paling diminati, lima artikel yang paling banyak dikutip, lima penulis paling produktif, serta jaringan kolaborasi penulis dan identifikasi topik (ko-okurensi) menggunakan VOSviewer. Hasil penelitian menunjukkan bahwa jumlah publikasi etnomatematika di Indonesia meningkat setiap tahun, dengan prosiding konferensi yang mendominasi dibandingkan artikel jurnal. Lima penerbit utama adalah Journal of Physics: Conference Series, AIP Conference Proceedings, Journal on Mathematics Education, International Journal of Scientific and Technology Research, dan Infinity Journal. Penulis paling produktif adalah Herawaty dan Widada, yang sering berkolaborasi. Artikel yang paling banyak dikutip adalah karya Muhtadi et al. Jaringan kolaborasi penulis menunjukkan bahwa Sutama adalah peneliti dengan koneksi terbanyak, sementara analisis ko-okurensi topik menyoroti fokus pada geometri, budaya, ide-ide matematika, pemecahan masalah, dan pendidikan karakter. This study aims to analyze the publication trends of ethnomathematics research in Indonesia using the Scopus database. Given the increasing recognition of the importance of contextualized education, this study addresses the need to map the growth and focus areas within Indonesian ethnomathematics research, which can guide future studies and encourage broader, more impactful scholarly contributions. Utilizing bibliometric analysis, this study identifies annual publication trends, comparisons between journal articles and conference proceedings, the five most preferred publishers, the five most cited articles, the five most productive authors, as well as co-authorship and topic identification (co-occurrence) networks using VOSviewer. The results show that the number of ethnomathematics publications in Indonesia has increased year by year, with conference proceedings dominating over journal articles. The top five publishers are Journal of Physics: Conference Series, AIP Conference Proceedings, Journal on Mathematics Education, International Journal of Scientific and Technology Research, and Infinity Journal. The most productive authors are Herawaty and Widada, who frequently collaborate. The most cited article is by Muhtadi et al. The co-authorship network shows that Sutama is the most connected researcher, while the topic co-occurrence analysis highlights a focus on geometry, culture, mathematical ideas, problem-solving, and character education.
Articulate Storyline Media-Based Discovery Learning to Improve Students' Mathematical Concept Understanding Ability of Flat-Sided 3D Space Laila Fitriana; Mukti, Putri Sari; Setiawan, Rubono
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1519

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menilai apakah media pembelajaran berbasis discovery learning berbantuan Articulate Storyline valid, praktis, dan efektif dalam meningkatkan pemahaman konsep matematika siswa terkait materi bangun ruang sisi datar. Penelitian ini merupakan jenis penelitian pengembangan (R&D) yang mengikuti langkah-langkah model pengembangan ADDIE. Subjek penelitian adalah siswa kelas VIII D di SMP Negeri 23 Purworejo. Metode pengumpulan data yang digunakan adalah observasi, wawancara, kuesioner, dan tes. Analisis data menggunakan perhitungan persentase untuk analisis kevalidan dan kepraktisan, serta uji N-Gain dan Wilcoxon Sign berdasarkan hasil pre-test dan post-test untuk menilai keefektifan produk. Hasil uji validitas menunjukkan skor rata-rata 78,33% dari ahli materi dan 80,43% dari ahli media; hasil uji praktikalitas menunjukkan skor rata-rata 84,75% dari penilaian siswa dan 80,56% dari penilaian guru; dan hasil uji tanda Wilcoxon menunjukkan bahwa skor post-test lebih tinggi dari skor pre-test, dengan rata-rata N-Gain 0,44, yang termasuk dalam kategori peningkatan sedang. Kesimpulannya, media pembelajaran yang dikembangkan valid, praktis, dan efektif dalam meningkatkan pemahaman konsep matematika siswa terkait materi bangun ruang sisi datar. This study aimed to develop and assess whether the discovery learning-based learning media, supported by Articulate Storyline, is valid, practical, and effective in improving students' understanding of mathematical concepts related to flat-sided space buildings. This research is a type of development study (R&D) that follows the ADDIE development model steps. The research subjects were students of class VIII D at SMP Negeri 23 Purworejo. Data collection methods included observation, interviews, questionnaires, and tests. Data analysis involved percentage calculations for validity and practicality analysis, as well as N-Gain and Wilcoxon Sign tests based on pre-test and post-test results to assess the effectiveness of the product. The validity test results showed an average score of 78.33% from material experts and 80.43% from media experts; The practicality test results showed an average score of 84.75% from student assessments and 80.56% from teacher assessments; and The Wilcoxon sign test results indicated that the post-test score was higher than the pre-test score, with an average N-Gain of 0.44, which falls under the moderate improvement category. In conclusion, the developed learning media is valid, practical, and effective in improving students' understanding of mathematical concepts related to flat-sided space buildings.
Exploring Ethnomathematics in the Menara Kudus as a Learning Resource for Geometry Lukman Harun; Aunul Ma'bud; Putri Ayu Trihara
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1604

Abstract

Pembelajaran matematika siswa akan lebih bermakna ketika materi berkaitan dengan kondisi yang sesuai dengan apa yang ada di sekitarnya. Pentingnya penelitian ini dilakukan karena Menara Kudus yang merupakan salah satu peninggalan budaya dapat dilestarikan melalui pembelajaran disekolah sebagai sumber belajar yang bermakna bagi siswa. Penelitian ini bertujuan untuk mengeksplorasi dan memperdalam etnomatematika di Menara Kudus sebagai sumber belajar bagi siswa. Dalam penelitian ini menggunakan jenis penelitian deskriptif kualitatif dengan pendekatan etnografi. Teknik pengumpulan data menggunakan observasi dan pencatatan. Teknik analisis data yang digunakan reduksi data, penyajian data dan penarikan kesimpulan. Objek pengamatan pada kegiatan ini adalah bangunan Menara Kudus. Simpulan dari penelitian ini didapatkan bahwa geometri yang terdapat pada bangunan Menara kudus adalah bagian dasar menara yang menampilkan banyak dekorasi batu bata dan dapat dimodelkaan menggunakan geometri persegi panjang, persegi, segitiiga, dan berlian. Untuk badan menara dimodelkan pelat dan batu bata menggunakan geometri lingkaran,  persegi panjang, dan berlian. Sebaliknya tangga tower dengan dinding dan pintu dapat dimodelkan sebagai trapesium, segitiga sama kaki, segitiga siku-siku, trapesium. Students' mathematics learning will be more meaningful when the material is related to conditions that are in accordance with what is around them. The importance of this research is that the Menara Kudus, which is one of the cultural heritages, can be preserved through learning at school as a meaningful learning resource for students. This research aims to explore and deepen ethnomathematics at Menara Kudus as a learning resource for students. This research uses a qualitative descriptive research type with an ethnographic approach. Data collection techniques use observation and recording. The data analysis techniques used are data reduction, data presentation and drawing conclusions. The object of observation in this activity is the Menara Kudus building. The conclusion from this research is that the geometry found in the Menara Kudus building is the base of the tower which displays many brick decorations and can be modeled using rectangular, square, triangle and diamond geometries. For the tower body, plates and bricks were modeled using circle, rectangle and diamond geometry. On the other hand, tower stairs with walls and doors can be modeled as trapezoids, isosceles triangles, right triangles, trapezoids.
Improving Mathematical Reasoning Skills Through an Open-Ended Approach Assisted by Google Classroom and Google Meet Trisnawati, Nika Fetria; Setyo, Arie Anang; Sundari, Sundari; Warlatu, Abigael
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1648

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa melalui pemanfaatan Google Classroom dan Google Meet. Subjek penelitian adalah 21 siswa kelas XI SMK Negeri 2 Kota Sorong. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II, dengan pendekatan penelitian tindakan kelas. Data dikumpulkan melalui penilaian hasil belajar dan observasi kelas, lalu dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan penalaran matematis siswa pada berbagai indikator, yaitu: menyajikan proposisi dan ilustrasi matematika tertulis (47,43%-85,89%), melaporkan dan memanipulasi tuduhan matematika (36,80%-77,77%), menyusun data dan memberikan justifikasi solusi (44,20%-81,40%), serta mencapai kesimpulan (28,12%-47,39%). Rata-rata respons positif siswa terhadap pendekatan open-ended mencapai 9,5%. Berdasarkan temuan ini, pendekatan open-ended yang didukung oleh Google Classroom dan Google Meet terbukti efektif untuk meningkatkan kemampuan penalaran matematis siswa. Implikasi dari penelitian ini adalah bahwa integrasi teknologi dengan pembelajaran berbasis open-ended dapat diterapkan secara lebih luas untuk meningkatkan kualitas pembelajaran matematika di sekolah, terutama dalam situasi pembelajaran jarak jauh. This study aims to improve students' mathematical reasoning ability using Google Classroom and Google Meet. The subjects of the study were 21 grade XI students of SMK Negeri 2 Sorong City. This study was conducted in two cycles, namely cycle I and cycle II, with a classroom action research approach. Data was collected through assessment of learning outcomes and classroom observations, then analyzed quantitatively and qualitatively. The results of the study showed an increase in students' mathematical reasoning ability in various indicators, namely: presenting written mathematical propositions and illustrations (47.43%-85.89%), reporting and manipulating mathematical accusations (36.80%-77.77%), compiling data and providing justification for solutions (44.20%-81.40%), and reaching conclusions (28.12%-47.39%). The average positive response of students to the open-ended approach reached 9.5%. Based on these findings, the open-ended approach supported by Google Classroom and Google Meet has proven effective in improving students' mathematical reasoning skills. The implication of this study is that the integration of technology with open-ended learning can be applied more widely to improve the quality of mathematics learning in schools, especially in distance learning situations.
Mathematics Teachers' Perceptions Towards Geometry Teaching Methods in Relation to Technological Transformations Rustam, Rustam; Bistari, Bistari; Novianti, Metia
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1661

Abstract

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru matematika terhadap konsep geometri serta pembelajarannya dengan transformasi teknologi pada SMP Kalimantan Barat. Tantangan integrasi teknologi dalam pengajaran geometri masih sering dihadapi guru, terutama dalam konteks pengajaran yang membutuhkan visualisasi dan pemahaman spasial yang mendalam. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data dilakukan dengan membagikan tes melalui pada 127 guru, sementara analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan persepsi guru matematika terhadap konsep geometri dikaitkan dengan transformasi teknologi pada jenjang SMP Kalimantan Barat. Terdapat kecenderungan bahwa konsep geometri diajarkan cukup dengan keterampilan guru apa adanya, tidak begitu melibatkan IT, dengan persepsi bahwa IT lebih memerlukan waktu dan usaha yang gigih. Selain itu, terdapat kecenderungan melakukan pembelajaran alami, di mana pembelajaran dilakukan sebatas pemahaman siswa tanpa upaya untuk memastikan bahwa materi geometri sesuai dengan kebutuhan kontekstual. Dalam hal ini, IT tidak begitu diaplikasikan dalam pembelajaran. This research aims to describe mathematics teachers' perceptions of geometry concepts and their learning with technological transformation in West Kalimantan junior high schools. The challenge of technology integration in teaching geometry is often faced by teachers, especially in contexts requiring visualization and deep spatial understanding. The research method used is qualitative with a descriptive approach. Data collection was done by distributing tests to 127 teachers, while data analysis was done qualitatively. The results showed teachers’ perceptions of geometry and technological transformation at the junior high school level in West Kalimantan. There is a tendency that geometry is taught with the teachers’ existing skills, without involving IT, due to the perception that IT requires more time and effort. Additionally, learning tends to focus on student understanding without ensuring the geometry material aligns with contextual needs, resulting in minimal application of IT in learning.

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