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Kreano, Jurnal Matematika Kreatif Inovatif
Published by Universitas Negeri Semarang
ISSN : 20862334     EISSN : 24424218     DOI : https://doi.org/10.15294
Core Subject : Education,
Education Mathematics
Kreano is a place to share and communicate research results from researchers or invited authors. Kreano publishes original, novel, and empirical works in the field of mathematics education. Researchers can come from Lecturers, Teachers, Researchers, and students who need broad access to the publication of your research results. Jurnal Kreano invites authors to conduct empirical research according to the classification in the Mathematics Education Database. The criteria for articles that are included in the scope of the journal are as follows: Psychology of mathematics education, research in mathematics education, Education and instruction in mathematics, Education of foundations of mathematics, including Reasoning and proving in the mathematics classroom, Educational materials and media and educational technology in mathematics education, Learning on mathematics topics. Furthermore, the Journal Kreano does not limit the methods used in research including: Didactical Design Research (DDR), Qualitative Research, Classroom Action Research, Research and Development, Quantitative research
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 57 Documents
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Development of a Teaching Module Based on Ethnomathematics for Class VIII on Two-Dimentional Figure Material Dinda Nurul Qomariyah; Sunardi Sunardi; Erfan Yudianto; Didik Sugeng Pambudi; Irwan Hainur Rasyid; Sukartini Sukartini
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/1xxrdk29

Abstract

This research was motivated by students' difficulties in understanding mathematical concepts in the material of quadrilaterals and triangles. Therefore, researchers developed a teaching module to make it easier for students to understand mathematical concepts that suit student characteristics based on the ethnomathematics of typical batik found in the school environment. The aim of this research is to develop ethnomathematics-based teaching modules that are valid, practical, and effective. This research uses the Plomp development model. The subjects used in the trial class were class VIII B SMPN 1 Arjasa, using the random sampling method. Based on the results of the research analysis, it can be concluded that: 1) The ethnomathematics-based teaching module developed is valid, practical, and effective; 2) The teaching module that has been developed can help students understand the concept of flat shapes with a student completion percentage of 83.33% as well as student responses who are interested and happy to use the teaching module. The teaching module that has been developed can be used in mathematics learning for class VII middle school. Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam memahami konsep matematika pada materi segiempat dan segitiga. Oleh karena itu, peneliti mengembangkan modul ajar untuk memudahkan siswa dalam memahami konsep matematika yang sesuai dengan karakteristik siswa berdasarkan etnomatematika khas batik yang terdapat di lingkungan sekolah. Tujuan penelitian ini adalah untuk mengembangkan modul ajar berbasis etnomatematika yang valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan Plomp. Subyek yang digunakan pada kelas uji coba adalah kelas VIII B SMPN 1 Arjasa, dengan menggunakan metode random sampling. Berdasarkan hasil analisis penelitian dapat disimpulkan bahwa: 1) Modul ajar berbasis etnomatematika yang dikembangkan valid, praktis dan efektif; 2) Modul ajar yang dikembangkan dapat membantu siswa dalam memahami konsep bangun datar dengan persentase ketuntasan siswa sebesar 83,33% serta respon siswa yang tertarik dan senang menggunakan modul ajar. Modul ajar yang dikembangkan dapat digunakan dalam pembelajaran matematika kelas VII SMP.
Development of Problem, YouTube and ChatGPT Learning Model to Improve Students’ Proving Ability in Real Analysis Jackson Pasini Mairing; Muhammad Rizaldi; Pantur Pandiangan; Elyasib Yunas Lada; Dita Monita Monita
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/sgz61469

Abstract

The lack of experience and ability to construct logical, deductive, rigorous, and definite mathematical proofs is the main difficulty for students in addressing problems to prove of Real Analysis. The difficulties faced by students in solving the problems could be overcome by implementing a suitable learning model. The developmental process of problem-solving-oriented learning models with the assistance of tools in solving the problems is an appropriate solution to overcome the difficulties. Students will always be faced with the problems to enhance their experience, and by utilizing resources such as YouTube videos and ChatGPT, they will increase their knowledge to produce the proofs. The research aimed to develop a PYChat (Problem, YouTube, and ChatGPT) model in fulfilling the criteria of valid, effective, and practical while enhancing students' ability to solve problems. The model was produced through developmental research. The research works in several stages, including planning the initial product and research instruments, an exploratory study, developing the initial product, validating the initial product, and field testing. The subjects were mathematics education students from a state university in Central Kalimantan who were taking Real Analysis course in the academic year 2023/2024. The research instruments included the expert validation sheet, the observation sheet, the mid-test, the final test, and the initial product of the PYChat model consisted of the learning plan, the worksheets, and the module contained ChatGPT tasks and YouTube videos links. The research results indicated that the model met validity criteria based on the average scores of the validity model by two experts was 84. The score means the model was concluded in the very valid category. The model was effective according to research findings, showing that the students in the PYChat class scored higher than those in the PBL (Problem-Based Learning) class. The PBL model has come to use in the course of the past three years. In addition, the PYChat model was proven to be practical since its syntaxes could be applied effectively by the lecturer, and all groups submitted the problem solutions in each meeting. Therefore, using ChatGPT in mathematical learning has potential for the future. Kurangnya pengalaman dan kemampuan untuk menyusun bukti matematika yang logis, deduktif, teliti, dan jelas merupakan kesulitan utama bagi mahasiswa dalam menangani masalah pembuktian Analisis Real. Kesulitan yang dihadapi oleh mahasiswa saat menyelesaikan masalah pembuktian Analisis Real dapat diatasi dengan menerapkan model pembelajaran yang sesuai. Pengembangan model pembelajaran yang berorientasi dengan penyelesaian masalah dengan alat bantu dalam penyelesaian masalah tersebut merupakan solusi yang sesuai untuk mengatasi kesulitan tersebut. Mahasiswa akan selalu berhadapan dengan masalah pembuktian untuk menambah pengalaman mereka dan dengan memanfaatkan video YouTube dan ChatGPT akan menambah pengetahuan mereka untuk membuat pembuktian tersebut. Penelitian ini bertujuan untuk mengembangkan model pembelajaran PYChat (Problem, YouTube, dan ChatGPT) yang valid, efektif, dan praktis untuk meningkatkan kemampuan mahasiswa dalam menyelesaikan masalah pembuktian Analisis Real. Model tersebut dihasilkan melalui penelitian pengembangan. Tahap-tahap penelitiannya adalah perencanaan produk awal dan instrument penelitian, studi eksplorasi, pengembangan produk awal, validasi produk awal dan uji lapangan. Subyek penelitiannya adalah mahasiswa Pendidikan matematika dari salah universitas negeri di Kalimantan Tengah yang mengambil mata kuliah Analisis Real di tahun akademik 2023/2024. Instrumen penelitiannya adalah lembar validasi ahli, lembar pengamatan, ujian tengah semester, ujian akhir semester, produk awal dari model PYChat yang terdiri dari rencana pembelajaran semester, lembar kerja, dan modul yang memuat tugas ChatGPT dan link video YouTube. Hasil penelitian menunjukkan model PYChat memenuhi kevalidan berdasarkan rata-rata skor validitas model oleh dua ahli adalah 84, yang berarti bahwa model PYChat termasuk dalam kategori sangat valid. Model PYChat efektif berdasarkan temuan penelitian yang menunjukkan bahwa mahasiswa di kelas PYChat memiliki skor lebih dari kelas PBL (Problem Based Learning). Model PBL telah dilaksanakan dalam tiga tahun terakhir dalam mata kuliah tersebut. Selain itu, model PYChat terbukti praktis karena dalam implementasinya seluruh sintaks PYChat dapat diterapkan dengan baik oleh dosen, dan semua kelompok mengumpulkan penyelesaian dari masalah di setiap pertemuan. Dengan demikian, penggunaan ChatGPT dalam pembelajaran memiliki potensi di masa mendatang.
Development of Monokram (Islamic Integrated Mathematics Monopoly) Learning Media on Numbers Material Ulfa Oktaviya; Indah Wahyuni
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/3hag6286

Abstract

Learning and understanding mathematical concepts must be done with an engaging and innovative approach. This research aims to develop a creative learning media as an Islamic-integrated mathematical monopoly game to instill character education with Islamic and mathematical concepts. The research and development utilize the ADDIE model: analyze, design, develop, Implement, and Evaluate. To test the product, the researcher involves students from class VII H MTsN 2 Jember. Data collection involves interviews, questionnaires, and tests analyzed for validity, practicality, and effectiveness. The Islamic-Integrated Mathematics Monopoly Learning Media (Monokram) has been validated by experts with an average percentage above 94%, categorized as highly valid. Practicality is affirmed by student questionnaires with an average percentage above 80%, indicating practicality. Pretest and posttest results using N-Gain show an average above 0.3, categorizing the effectiveness of Monokram as moderate/effective. Based on these results, it is hoped that this research and development will motivate the growth of Islamic-integrated mathematics learning media, enhancing students' understanding of mathematical and Islamic concepts. Proses pembelajaran dan pemahaman konsep matematika perlu dilakukan dengan pendekatan yang menarik dan inovatif. Penelitian ini bertujuan untuk mengembangkan media pembelajaran inovatif berupa permainan monopoli matematika terintegrasi Islam, sebagai salah satu cara untuk menamkan pendidikan karakter dengan konsep-konsep Islam dan matematika. Penelitian dan pengembangan ini menggunakan model  ADDIE yang terdiri dari Analyze, Desain, Develop, Implementation, dan Evaluation. Kemudian untuk melakukan uji coba produk, peneliti menggunakan  siswa-siswi kelas VII H MTsN 2 Jember sebagai subjek penelitian. Selain itu, proses pengumpulan data dilakukan denganmenggunakan wawancara, angket dan tes yang kemudian diolah melalui analisis kevalidan, kepraktisan, dan keefektifan. Media pembelajaran Monopoli Matematika Terintegrasi Islam (Monokram) telah tervalidasi oleh para ahli sebesar rata-rata persentase di atas 94% dengan kategori sangat valid. Sedangkan kepraktisan media didasarkan pada hasil angket siswa yang menunjukkan rata-rata persentase di atas 80% dengan kategori valid yang artinya media pembelajaran monokram berada pada kategori praktis. Dan hasil pretest dan postest melaui uji N-Gain diperoleh rata-rata di atas 0,3 yang artinya efektivitas media pembelajaran monokram berada pada kategori sedang/efektif. Berdasarkan hasil tersebut, diharapkan penelitian dan pengembangan ini dapat memotivasi berkembangnya media pembelajaran matematika terintegrasi Islam sehingga siswa-siswi semakin mengenal tentang konsep-konsep matematika dan Islam
Student’s Verbal Mathematical Communication Skills when Presenting Vector Material Sinta Rohmawati; Akhsanul In'am; Zukhrufurrohmah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/aec83n71

Abstract

Students must master oral mathematical communication because it is often used to convey ideas during discussions or presentations. This research aims to describe students' verbal and mathematical communication skills on vector material. This research uses a qualitative approach with a descriptive research type. The subjects in this research were second-year students of the Mathematics Education study program. The instruments used were verbal and mathematical communication ability test sheets, and the data was validated through video recordings of student explanations and drafts collected by students. Data analysis techniques are carried out by presenting, condensing, and drawing conclusions. This research shows that students have good oral mathematical communication skills of 45%, meaning they can convey their ideas orally well. Most indicators are fulfilled in aspect (1) indicator (b), namely accuracy in conveying or demonstrating the use of concepts in problem examples. Good mathematical communication skills have a good and structured thought process so students can share ideas orally well. Mahasiswa perlu menguasi komunikasi matematis lisan karena sering digunakan dalam menyampaikan gagasan saat diskusi atupun presentasi. Penelitian ini bertujuan mendeskripsikan kemampuan komunikasi matematis lisan mahasiswa pada materi vektor. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek pada penelitian ini mahasiswa tahun kedua prodi Pendidikan Matematika. Instrumen yang digunakan yaitu lembar tes kemampuan komunikasi matematis lisan dan data divalidasi melalui video rekaman penjelasan mahasiswa dan draf yang dikumpulkan mahasiswa. Teknik analisis data dilakukan dengan cara penyajian data, kondensasi data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa mahasiswa memiliki kemampuan komunikasi matematis lisan berkategori baik sebanyak 45%, artinya mahasiswa dapat menyampaikan ide pemikirannya secara lisan dengan baik. Indikator paling banyak terpenuhi pada aspek (1) indikator (b) yaitu ketepatan menyampaikan atau mendemonstrasikan penggunaan konsep pada contoh permasalahan. Kemampuan komunikasi matematis yang baik memiliki proses berpikir yang baik dan terstruktur sehingga mahasiswa bisa menyampaikan ide secara lisan dengan baik.    
The Most Common Students’ Epistemological Obstacles in Relations and Functions Nadiatun Firda; Didi Suryadi; Nurihan Nasir
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/zywwa804

Abstract

Epistemological obstacles are obstacles that cannot be avoided by students. There are many epistemological obstacles experienced by students in understanding scientific knowledge. In this case, students experience cognitive constraints in understanding a learning topic, such as Relations and Functions. The topic of Relations and Functions is one of the important topics for learning further topics. However, there are still students who cannot understand this topic perfectly due to various epistemological obstacles they experience. Therefore, this study aims to describe the epistemological obstacles on the topic of relation and function. This study was qualitative research with 22 junior high school students who have studied the topic of relation and function. The results of this study are in the form of epistemological obstacles experienced by students, namely obstacles to understanding the concepts of relations and functions, obstacles to understanding the concepts of relations and functions in different contexts, obstacles to determining the domain, codomain, and range, and obstacles to presenting relations and functions to various representations. This research is expected to be used as a reference by teachers to minimize the occurrence of epistemological obstacles in the learning process. In addition, one of the efforts that can be made by teachers and researchers to minimize epistemological obstacle is by making Didactical Design Research (DDR) that supports the development of student knowledge epistemically. Hambatan epistemologis merupakan suatu hambatan yang tidak dapat dihindari oleh siswa. Terdapat banyak kendala epistemologis yang dialami oleh siswa dalam memahami pengetahuan ilmiah. Dalam hal ini, siswa mengalami kendala kognitif dalam memahami suatu materi pembelajaran, seperti Relasi dan Fungsi. Topic Relasi dan Fungsi merupakan salah satu topic penting untuk mempelajari topic-topic selanjutnya. Namun, masih terdapat siswa yang tidak dapat memahami topic ini dengan sempurna dikarenakan berbagai hambatan epistemologis yang dialaminya. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan hambatan epistemologis pada topic relasi dan fungsi. Penelitian ini merupakan penelitian kualitatif dengan subjek berupa 22 siswa sekolah menengah pertama yang telah mempelajari topic relasi dan fungsi. Hasil penelitian ini berupa hambatan-hambatan epistemologis yang dialami oleh siswa yaitu hambatan memahami konsep relasi dan fungsi, hambatan memahami konsep relasi dan fungsi pada konteks yang berbeda, hambatan menentukan domain, kodomain, dan range, serta hambatan menyajikan relasi dan fungsi ke berbagai representasi. Penelitian ini diharapkan dapat digunakan sebagai acuan bagi guru untuk meminimalkan terjadinya hambatan epistemologis dalam proses pembelajaran. Selain itu, salah satu upaya yang dapat dilakukan oleh guru maupun peneliti untuk meminimalkan hambatan epistemologis yaitu dengan membuat Didactical Design Research (DDR) yang mendukung perkembangan pengetahuan siswa secara epistemic.
Pseudo-Construction Errors in Solving Number Pattern Problems Based on APOS Theory Hilwatut Tilawah; Nurcholif Diah Sri Lestari; Didik Sugeng Pambudi; Susanto Susanto; Abi Suwito
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/yrhdxd06

Abstract

The concept of mathematical material is still not fully embedded in students' schemes, this means that errors occur in constructing the concept. This research aims to describe the actual situation regarding pseudo-construction errors that occur at the APOS (Action, Process, Object, and Scheme) stages. This research involved 28 students in class VIII A of SMPN 2 Silo Jember as subjects through problem solving test to get an comprehensive information about occuring errors. Then by the purposive sampling and snowball sampling techniques, two subjects are choosen to explore in depth through interview. The data valiadation is guarantee through the member check process. Data analysis includie data condensation, data presentation, and concluding. The results of the research are that pseudo-construction errors occur at every stage of APOS which results in the concept not being fully constructed in the student's scheme. As a recommendation, developing a mathematics learning model based on APOS theory to minimize the error is needed such that the concepts will be well and completely constructed in students' schemes. Konsep materi matematika masih belum sepenuhnya tertanam dalam skema siswa. Hal ini menunjukkan bahwa terjadi kesalahan dalam mengkonstruk konsep. Penelitian ini bertujuan untuk menggambarkan atau mendeskripsikan keadaan yang sebenarnya terkait kesalahan konstruksi semu yang terjadi pada tahapan APOS (Aksi, Proses, Objek, dan Skema). Penelitian ini melibatkan 28 siswa kelas VIII A SMPN 2 Silo Jember sebagai subjek melalui tes pemecahan masalah untuk mendapatkan informasi komprehensif tentang kesalahan yang terjadi. Kemudian dengan teknik purposive sampling dan snowball sampling, dipilih dua subjek untuk dieksplorasi secara mendalam melalui wawancara. Validasi data dijamin melalui proses member check. Analisis data meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian yaitu kesalahan konstruksi semu terjadi disetiap tahapan APOS yang mengakibatkan konsep tidak terkonstruk dengan utuh dalam skema siswa. Sebagai rekomendasi, perlu dikembangkan model pembelajaran matematika berbasis teori APOS untuk meminimalkan kesalahan agar konsep-konsep dapat terkonstruksi dengan baik dan lengkap dalam skema siswa.
The Effectiveness of Case Study-Based Hybrid Learning on Students' Problem Solving Ability Based on MIA Arief Agoestanto; Rochmad Rochmad; Kholifatu Ulil Azmi; Rembulan Permata Octalia
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/6v6sgz16

Abstract

Problem solving skills must be familiar to students in any condition. However, during the pandemic, students have not optimally mastered this ability. At the end of the pandemic, case study-based hybrid learning is highly recommended in higher education. The objective of this research is to analyze the effectiveness of case study-based hybrid learning on problem solving skills which are detailed: (1) analyzing the completeness of students' problem solving ability of case study-based hybrid learning classically, (2) analyzing the completeness of students' problem solving ability of case study-based hybrid learning based on Mathematics Initial Ability (MIA), (3) analyzing the difference in the completeness of students' problem solving ability of case study-based hybrid learning with problem-based hybrid learning, (4) analyzing the difference in students' problem solving ability of case study-based hybrid learning with problem-based hybrid learning based on MIA. This quantitative research took 6th-semester students of the Mathematics Education Study Program of Universitas Negeri Semarang who took the Statistics of Education course in the 2021/2022 academic year as the population. Of the 6 class, 2 class were selected as samples, by random sampling. The research design used a post-only control design. How to collect data with a problem solving ability test. Data were analyzed using the z-test, and independent t-test. From the research obtained the results (1) the problem solving ability of students of Hybrid learning based on case study problems is classically complete both by mean and proportion, (2) students with high MIA, and medium, are complete by mean and proportion, while students with low MIA have not completed by mean and proportion, (3) there is no difference in the completeness of the problem solving ability of students of hybrid learning based on case study problems with hybrid learning based on problems, (4) there is a difference in the problem solving ability of medium MIA, there is no difference in low and high MIA in both learning models. Kemampuan pemecahan masalah harus dibiasakan bagi mahasiswa dalam kondisi apapun. Namun pada masa pandemi, mahasiswa belum secara maksimal menguasai kemampuan tersebut. Di masa pandemi berakhir, pembelajaran hybrid berbasis studi kasus sangat dianjurkan di perguruan tinggi. Tujuan penelitian ini adalah untuk menganalisis efektivitas pembelajaran hybrid berbasis studi kasus terhadap kemampuan pemecahan masalah yang dirinci: (1) menganalisis ketuntasan kemampuan pemecahan masalah mahasiswa pada pembelajaran hybrid berbasis studi kasus secara klasikal, (2) menganalisis ketuntasan kemampuan pemecahan masalah mahasiswa pada pembelajaran hybrid berbasis studi kasus berdasarkan Kemampuan Awal Matematika (KAM), (3) menganalisis perbedaan ketuntasan kemampuan pemecahan masalah mahasiswa pada pembelajaran hybrid berbasis studi kasus dengan pembelajaran hybrid berbasis masalah, (4) menganalisis perbedaan kemampuan pemecahan masalah mahasiswa pada pembelajaran hybrid berbasis studi kasus dengan pembelajaran hybrid berbasis masalah berdasar KAM. Penelitian kuantitatif ini mengambil mahasiswa semester 6 Program Studi Pendidikan Matematika Universitas Negeri Semarang yang mengambil mata kuliah Statistika Pendidikan tahun ajaran 2021/2022 sebagai populasinya. Dari 6 kelas dipilih 2 kelas sebagai sampel, dengan cara random sampling. Desain penelitian menggunakan post-only control design. Cara pengambilan data dengan tes kemampuan pemecahan masalah. Data dianalisis menggunakan uji z, dan uji t independen. Dari penelitian diperoleh hasil (1) kemampuan pemecahan masalah mahasiswa pada pembelajaran Hybrid berbasis permasalahan studi kasus tuntas secara klasikal baik mean maupun proporsinya, (2) mahasiswa dengan KAM tinggi dan sedang tuntas secara mean dan proporsinya, sedangkan mahasiswa dengan KAM rendah belum tuntas secara mean dan proporsi, (3) tidak terdapat perbedaan ketuntasan kemampuan pemecahan masalah mahasiswa yang pembelajaran hybrid berbasis masalah studi kasus dengan pembelajaran hybrid berbasis masalah, (4) terdapat perbedaan kemampuan pemecahan masalah KAM sedang, tidak terdapat perbedaan KAM rendah dan tinggi pada kedua model pembelajaran.
Development of PJBL-STEM based E-books Assisted by Geometry Calculator to Foster Students' Critical Thinking Ability Iin Dwi Astutik; Agnita Siska Pramasdyahsari; Rina Dwi Setyawati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eddrkj25

Abstract

A characteristic of students in 21st century learning is critical thinking, having the ability & willingness to digital literacy, ICT and new media, as well as adaptive and flexible initiative. However, currently, junior high school students' critical thinking abilities are still at a low level. Therefore, this research aims to develop e-book mathematics learning media based on PjBL-STEM assisted by Geometry Calculator to improve students' critical thinking skills. This type of research is research and development using the ADDIE development model which includes five stages, namely analysis, design, development, implementation and evaluation. The research subject was MTs NU Mranggen class VIII. The research instruments were material validation questionnaires, media validation questionnaires, and student critical thinking tests. The research results showed that (1) The media was declared suitable for use according to material experts, the validity level of the three material experts was 82%, 86% and 93%, while the validity level of the two media experts was 86% and 92%. (2) The average score for the experimental class was 81.04 while the control class was 64.96, so the learning media was declared effective. This research is very useful for improving students' critical thinking skills through developing a PjBL-STEM based e-book with the help of a Geometry Calculator on circle material used in learning. The unique thing about this research is that it is easier for students to learn because they use e-books which can be read anywhere and anytime. Apart from that, the e-book contains the PjBL-STEM learning method with the help of a Geometry Calculator which can make it easier for students in the learning process. Suatu karakteristik siswa pada pembelajaran abad 21 yaitu berpikir kritis, memiliki kemampuan & kemauan literasi digital, ICT dan media baru, serta terinisiatif yang adaptif dan fleksibel. Namun saat ini, kemampuan berpikir kritis siswa SMP masih pada tingkatan rendah. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media pembelajaran matematika e-book berbasis PjBL-STEM berbantuan Geometry Calculator untuk meningkatkan kemampuan berpikir kritis siswa. Jenis penelitian ini adalah penelitian dan pengembangan dengan menggunakan model pengembangan ADDIE yang meliputi lima tahapan yaitu analisis, desain, pengembangan, implementasi dan evaluasi. Subjek penelitian adalah MTs NU Mranggen kelas VIII. Instrumen penelitian berupa validasi angket materi, validasi angket media, dan tes berpikir kritis siswa. Hasil penelitian menunjukkan bahwa (1) Media dinyatakan layak pakai menurut ahli materi, tingkat validitas ketiga ahli materi adalah 82%, 86% dan 93%, sedangkan tingkat validitas kedua ahli media adalah 86% dan 92 %. (2) Hasil nilai rata-rata kelas eksperimen 81,04 sedangkan kelas kontrol 64,96 sehingga media pembelajaran dinyatakan efektif. Penelitian ini sangat berguna untuk meningkatkan kemampuan berpikir kritis siswa melalui pengembangan e-book berbasis PjBL-STEM berbantuan Geometry Calculator terhadap materi lingkaran yang digunakan dalam pembelajaran. Hal unik dari penelitian ini yaitu siswa lebih mudah untuk belajar karena menggunakan e-book yang dapat dibaca dimanapun dan kapanpun. Selain itu, e-book tersebut di dalamnya memuat metode pembelajaran PjBL-STEM yang berbantuan Geometry Calculator yang dapat memudahkan siswa dalam proses pembelajaran.
Development of Ethnomathematics-Based Mathematical Teaching Materials at the Makassar 99 Kubah Mosque in Facilitating Student Learning Independence Sitti Mania; Fitriani Nur; Badaruddin Amin
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/r9qd9r26

Abstract

Student learning outcomes are still low so students need to have learning independence. For this reason, the application of ethnomathematics is carried out to support independent learning. This research aims to develop ethnomathematics teaching materials for the Makasar 99 dome mosque to facilitate students' independent learning. The development of teaching materials is carried out using the 4D model (Define, Design, Develop, and Disseminate). The trial implementation used a one-shot case study which was conducted on 25 students of the Mathematics Education Study Program at UIN Alauddin Makassar. Data were collected using questionnaires, observations, and tests. The collected data were analyzed using quantitative techniques to determine the validity, practicality, and effectiveness of the developed teaching materials. Some of the advantages of the developed e-module include: (1) Facilitating student learning independence, (2) Easily accessible to students, (3) Using PBL-based learning activities and scientific approaches. With these advantages, the developed teaching materials meet valid, practical, and effective criteria. By meeting these criteria, the developed teaching materials can be used to improve student abilities. However, with the limited samples and materials in these teaching materials, further research can be carried out by expanding the range of materials and samples. Hasil belajar mahasiswa masih rendah sehingga mahasiswa perlu memiliki kemandirian belajar. Untuk itu, penerapan etnomatematika dilakukan untuk mendukung kemandirian belajar. Penelitian ini bertujuan untuk mengembangkan bahan ajar etnomatematika masjid 99 kubah Makasar untuk memfasilitasi kemandirian belajar mahasiswa. Pengembangan bahan ajar dilalkukan dengan menggunakan model 4D (Define, Design, Develop, dan Desseminate). Pelaksanaan uji coba menggunakan one-shout case study yang dilakukan pada mahasiswa prodi Pendidikan matematika UIN Alauddin Makassar sebanyak 25 orang. Data dikumpulkan dengan menggunakan angket, observasi, dan tes. Data yang terkumpul dianalisis dengan Teknik kuantitaif untuk mengetahui validitas, praktikalitas, dan efektivitas bahan ajar yang dikembangkan. Beberapa keunggulan dari e-modul yang dikembangkan antara lain: (1) Memfasilitasi kemandirian belajar mahasiswa, (2) Mudah diakses oleh mahasiswa, (3) Menggunakan aktivitas pembelajaran berbasis PBL dan pendekatan saintifik. Dengan keunggulan tersebut, bahan ajar yang dikembangkan memenuhi kriteria valid, praktis, dan efektif. Dengan memenuhi kriteria tersebut, bahan ajar dikembangkan dapat digunakan dalam peningkatan kemampuan mahasiswa. Namun demikian, dengan adanya keterbatasan sampel dan materi pada bahan ajar tersebut, maka penelitian selanjutnya dapat dilakukan dengan memperluas cakupan materi dan sampel.
Implementation of Meaningful Instruction Design Model Assisted by Comic on Students Understanding of Multiplication Indria Kusumawati; Fery Muhammad Firdaus; Viscal Oktari
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/smb0aq35

Abstract

The meaningfulness of math learning in multiplication material is still lacking. This can be seen from students who do not care when they get low results in multiplication learning and are considered boring for students. In overcoming these problems, it is necessary to have the meaningfulness of mathematics learning, one of which is through the Meaningful Instruction Design model with the help of Comics in achieving a better understanding of the concept of multiplication. The type of research used is pre-experiment with pretest-posttest one group de-sign design. The study population was 25 third grade students selected by random sampling technique with a sample of 20 students. From the results of hypothesis testing, the significance of 0.00 < 5% was obtained so that it was stated that the Meaningful Instruction Design model assisted by Comics had an effect on understanding multiplication. Based on the results of the study, students' understanding of multiplication can increase due to the implementation of the Meaningful Instruction Design model assisted by Comic media. However, in order to produce new contributions using the Meaningful Instruction De-sign model can be applied to other mathematics materials. Kebermaknaan pembelajaran matematika pada materi perkalian masih kurang. Hal ini dilihat dari siswa yang tidak peduli ketika mendapatkan hasil yang rendah pada pembelajaran perkalian serta dianggap membosankan bagi siswa. Dalam mengatasi masalah tersebut, perlu adanya kebermaknaan pembelajaran matematika, salah satunya melalui model Meaningful Instruction Design dengan berbantuan Komik dalam mencapai pemahaman konsep perkalian menjadi lebih baik. Jenis penelitian yang digunakan adalah pre-eksperimen dengan desain pretest-posttest one group design. Populasi penelitian sebanyak 25 siswa kelas III yang dipilih dengan teknik random sampling dengan sampel sebanyak 20 siswa. Dari hasil uji hipotesis diperoleh signifikansi 0,00 < 5% sehingga dinyatakan bahwa model Meaningful Instruction Design berbantuan Komik berpengaruh terhadap pemahaman perkalian. Berlandaskan hasil penelitian, pemahaman perkalian siswa dapat meningkat dikarenakan adanya implementasi model Meaningful Instruction Design berbantuan media Komik. Namun, agar dapat menghasilkan kontribusi baru menggunakan model Meaningful Instruction Design dapat diterapkan pada materi matematika lainnya.

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