PRISMA, Prosiding Seminar Nasional Matematika
PRISMA, Prosiding Seminar Nasional Matematika, mempublikasikan ide, gagasan, hasil penelitian matematika atau pembelajarannya. Prisma diterbitkan berkala setiap tahun, sebagai ajang publikasi seminar nasional yang diselenggarakan oleh Jurusan Matematika Fakultas MIPA Universitas Negeri Semarang. Naskah yang dipublikasikan telah dipresentasikan dalam pertemuan ilmiah tersebut. PRISMA diterbitkan setiap Februari pada tahun setelah pelaksanaan Seminar Nasional Matematika UNNES.
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<![CDATA[Telaah Challenge Based Learning pada Kuliner Dawet Ayu Banjarnegara Terhadap Kemampuan Pemecahan Masalah Siswa ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[Merancang generasi yang memiliki keterampilan intelektual tinggi merupakan persoalan yang perlu dipersiapkan dalam pendidikan untuk menghadapi perkembangan zaman. Kurang maksimalnya sistem pembelajaran menjadi salah satu faktor rendahnya kemampuan pemecahan masalah siswa di Indonesia. Challenge Based Learning pada kuliner Dawet Ayu Banjarnegara dapat dijadikan salah satu inovasi yang dapat diimplementasikan dalam pembelajaran, khususnya pada bahan ajar untuk mengembangkan kemampuan pemecahan masalah matematis siswa. Studi literatur dilaksanakan dengan tujuan untuk menelaah model Challenge Based Learning pada kuliner Dawet Ayu Banjarnegara terhadap kemampuan pemecahan masalah siswa. Pada penelitian ini, dipelajari pengetahuan, gagasan, atau penemuan yang terdapat di dalamnya, sehingga memberikan informasi teoritis dan ilmiah terkait Challenge Based Learning dan etnomatematika dalam meningkatkan kemampuan pemecahan masalah matematis. Teknik analisis data meliputi 3 tahap: 1) pengorganisasian; 2) sintesis; dan 3) pengidentifikasian. Hasil dari studi literatur menunjukkan bahwa Challenge Based Learning pada Dawet Ayu memberikan pengaruh positif terhadap kemampuan pemecahan masalah dalam pembelajaran matematika. Inovasi pembelajaran ini juga memperlihatkan efektivitas dan peningkatan kemampuan pemecahan masalah siswa dalam beberapa hasil studi. Strategi pembelajaran Challenge Based Learning pada bahan ajar dapat membantu siswa untuk memahami konsep, mengajukan pertanyaan, dan mencari solusi dari tantangan yang relevan dengan Dawet Ayu sehingga siswa dapat mengembangkan kemampuan pemecahan masalah mereka.]]>
<![CDATA[Study of ICT Integrated Challenge Based Learning on Statictical Thinking Ability ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[The research method used is a literature study that uses secondary data with search keywords according to the purpose. The data analysis technique consists of three stages, namely organize, synthesize, and identify. The results achieved are the formation of stages of learning ICT integrated challenge based learning model based on the literature that has been analyzed and the relationship between ICT integrated challenge based learning models on statistical thinking ability. Based on the results and discussion, it was obtained that the ICT integrated challenge based learning model can be an innovative solution to develop statistical thinking ability. Learning with an ICT integrated challenge based learning model will facilitate students to carry out activities in a series of processes that are mutually sustainable, ranging from identification, characterization, measurement, control and reducing variation activities providing opportunities for improvement in the process to be able to solve problems related to data in real word problem as it becomes characteristic of statistical thinking. The suggestion proposed is that further research is needed on the development of learning instruments and media with an ICT integrated challenge based learning model that contains indicators of statistical thinking ability and the implementation of these models in mathematics learning.]]>
<![CDATA[Telaah Challenge Based Learning berbantuan Augmented Reality terhadap Kemampuan Berpikir Kritis ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[Kemampuan peserta didik saat ini dihadapkan pada kebutuhan kemampuan Abad 21 yang disebut 4C dan kecakapan penggunaan Teknologi, Informasi, dan Komunikasi. Dari keempat kemampuan 4C tersebut salah satu yang diperlukan adalah critical thinking atau berpikir kritis. Keadaan kemampuan berpikir kritis peserta didik saat ini terbukti masih tergolong rendah. Challenge Based Learning (CBL) hadir sebagai salah satu alternatif model pembelajaran yang mampu menjawab kebutuhan kemampuan berpikir kritis. Selain itu, CBL juga dapat mendorong peserta didik untuk memanfaatkan teknologi seusai kebutuhan Abad 21 ini. Salah satunya pemilihan teknologi terkini yaitu Augmented Reality (AR) yang sebagai media pembelajaran juga terbukti dapat digunakan untuk meningkatkan kemampuan berpikir kritis peserta didik. Tujuan penelitian ini adalah untuk menelaah CBL berbantuan AR terhadap kemampuan berpikir kritis peserta didik. Implementasi CBL menerapkan kerangka yang menuntun kepada pemahaman konsep peserta didik dibantu dengan media pembelajaran AR yang memvisualkan permasalahan abstrak menjadi konsep efektif dalam merangsang peningkatan kemampuan berpikir kritis peserta didik. Dengan demikian, model CBL berbantuan AR dapat dijadikan sebagai salah satu upaya meningkatkan kemampuan menghadapi tantangan Abad 21, khususnya kemampuan berpikir kritis.]]>
<![CDATA[Penelitian Tahap Operasional Konkret Anak Usia 9-10 Tahun Terhadap Hukum Kekekalan Berat Menurut Teori Perkembangan Piaget ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[Perkembangan kognitif merupakan aspek yang sangat penting dalam tumbuh kembang seorang anak. Salah satunya tahap operasional konkret yang meliputi hukum kekekalan berat. Hukum kekekalan berat menyatakan bahwa berat suatu benda akan tetap meskipun bentuk, tempat, dan atau penimbangan benda tersebut berbeda. Pada umumnya anak akan memahami hukum kekekalan berat setelah berusia sekitar 9 – 10 tahun. Penelitian ini bertujuan untuk mengetahui apakah anak pada usia rentang 7-12 tahun sudah dapat memahami hukum kekekalan berat pada tahap operasional konkret menurut teori piaget. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Penelitian dilakukan dengan menanyakan kepada anak mengenai 2 buah plastisin dengan bentuk dan berat yang sama kemudian merubah salah satu bentuk plastisin menjadi pipih. Peneliti mengambil 4 sampel anak yang berada di sekitarnya, 1 anak di bawah usia teori, 2 anak berada pada usia teori, dan 1 anak di atas usia teori. Hasil dari penelitian ini menunjukan bahwa 1 dari 4 anak yang dites memberikan jawaban yang sudah memahami teori perkembangan kognitif tentang hukum kekekalan berat yaitu anak di atas usia teori. Kesimpulannya hasil penelitian tidak sesuai dengan teori piaget yang menyatakan bahwa anak yang sudah sesuai dengan usianya berada dalam tahap berpikir konkret sudah memahami konsep kekekalan berat namun kenyataannya masih terdapat kasus anak yang masih belum memahami konsep kekekalan berat.]]>
<![CDATA[Study Literature: The Influence of STEAM Learning on Student’s Literacy-Numeracy Ability ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[Literacy-numeracy ability is one of the competencies that is closely related to human activities in daily life in the Society 5.0 era. Based on the 2019 PISA survey, Indonesian literacy is ranked 62 out of 70 countries. From these data, it can be shown that Indonesian literacy is still very low. This study aims to determine the effect of learning that is integrated with STEAM (Science, Technology, Engineering, Art, and Mathematics) on the literacy-numeracy ability of Indonesian students which are considered to be lacking. The method used is a literature study by taking data from previous studies to answer the influence of STEAM learning on students' literacy-numeracy ability. By applying STEAM-based learning that involves literacy-numeracy activities, it turns out to have an effect on students' literacy-numeracy ability as shown by the comparison of student learning outcomes from before and after learning the STEAM model. Further research is needed regarding more varied STEAM learning innovations so that maximum learning outcomes are obtained.]]>
<![CDATA[Utilization of Scratch in Mathematics Learning on Students' Computational Thinking Ability ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[To realize Indonesia Emas where today there has been digitalization in various field, so it is necessary to have computational thinking skills through mathematics learning. In learning mathematics, a learning media that is relevant to computational thinking skills is needed, namely Scratch. The purpose of this study is to conduct a literature study on the use of Scratch as a learning mathematics media for students’ computational thinking abitilies. This research method is a literature study with three stages, namely organizing, synthesize, and identify . Based on the results and discussion, it is found that the Scratch as a mathematics learning media has a very large influence on students’ computational thinking abilities. This is shown by development of computational thinking skills through Scratch as media for learning mathematics. The suggestion of this research is needed more research on the use of Scratch in mathematics learning on students’ computational thinking abilities in order to provide more innovative and optimal result.]]>
<![CDATA[Study Literature of PISA-Based Test Instruments on Students’ Mathematical Reasoning Ability ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[This research was motivated by the lack of students' mathematical reasoning abilities in learning mathematics. Indonesia in the past few years has always been in the bottom 10 ranks in the PISA test, which is proof that the level of students' mathematical reasoning is still low. The use of PISA-based test instruments is still rarely used in the Indonesian education system. This study aims to analyze the PISA-based test instrument on students' mathematical reasoning abilities. This research was structured with a literature study approach, then the data were analyzed descriptively by presenting facts or findings which were then reviewed theoretically. Based on what has been studied, the PISA-based test instrument can develop students' mathematical reasoning abilities. The conclusion of this literature study can be stated that the development of PISA-based test instruments can measure students' mathematical reasoning abilities.]]>
<![CDATA[The Effect of Kolb's Learning Cycle on Students' Critical Thinking Skills ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[The Kolb’s Learning Cycle involves acquiring abstract concepts that can be applied flexibly in a variety of situations. Basically involves four stages, namely: concrete learning, reflective observation, abstract conceptualization, and active experimentation. The purpose of this study is to determine the effect of Kolb’s learning cycle on students’ critical thinking skills. This research uses a literacy study approach. When conducting experiments is very important in the development of critical knowledge construction. Furthermore, the findings show that there are differences in the critical abilities of students who apply the Kolb’s learning cycle learning style and those who do not. Therefore, there is an effect of Kolb’s learning cycle learning style on students’ critical thinking skill. Further research is recommended, to understand why students with Kolb’s Learning Cycle learning styles and do not have different levels of critical thinking skills.]]>
<![CDATA[Literature Study of Discovery Learning-Based Worksheets for Students' Concept Understanding Skills on Numbers Material ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[In learning mathematics, concept understanding becomes the basis for solving the problems given. However, the lack of a concept investigation guide makes it difficult for students to understand it. So the innovation is needed to guide students in the form of worksheets to help concept understanding through the discovery of ideas. This method is better known as Discovery Learning. The purpose of this study is to analyze student worksheets based on Discovery Learning on the skills to understand on number material. The method used in this research is a literature study where data collection is done by collecting national and international journals related to the research objectives. Based on the results and discussions, it was found that discovery learning-based worksheets can be used as a learning innovation for the concept understanding skills on number material. Furthermore, it is necessary to do further research on the development of discovery learning-based worksheets for concept understanding skills.]]>
<![CDATA[Student’s Mathematics Understanding and Learning Outcomes trough Cooperative Learning Model ]]>
<![CDATA[ PRISMA, Prosiding Seminar Nasional Matematika Vol 6 (2023): PRISMA, Prosiding Seminar Nasional Matematika XVI ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA UNNES ]]>
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<![CDATA[This study aims to determine the student’s mathematic understanding and learning outcomes through the use of cooperative learning models. The method used in this research is literature study through literature review from various sources to strengthen the analysis results. The study of literature in this writing is the basis for the formation of writing as well as a source of writing data based on published journals related to students' mathematics understanding and learning outcomes through cooperative learning models. The results obtained after the analysis showed that there were differences in student’s mathematics understanding and learning outcomes through the use of cooperative learning models. The application of the cooperative learning model can affect the student’s mathematics understanding and learning outcomes by paying attention to the number of students and the material being studied so that the learning process can run effectively. In addition, the use of the cooperative model can stimulate interaction and cooperation between students during the learning process. Suggestions from this research are that further research is needed to determine the effectiveness of the use of cooperative learning models and the comparison of student’s mathematics understanding and learning outcomes using other models.]]>
