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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 17 Documents
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Search results for , issue "Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif" : 17 Documents clear
What kind of Relation and Function Worksheet Based Tri-N improve Critical Thinking Skills? Widodo, Sri Adi; Wulandari, Ika; Ayuningtyas, Annis Deshinta; Pusporini, Widowati; Kusuma, Dianne Amor; Dwipriyoko, Estiyan
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/nv2dyy08

Abstract

Mathematical critical thinking skills have so far shown unsatisfactory results, so media or learning resources such as worksheets are needed to complete them. In addition, concepts of scientific learning such as Niteni, Nirokke, and Nambahi activities have not provided opportunities for students to think critically. For this reason, this study aims to obtain valid and practical relations and function worksheets based on tri-n. The research stages used are defining, designing, and developing. These three stages are part of the development research with 4D. At the defining stage, data collection techniques use documentation to make the data analysis qualitative. At the design stage, data collection techniques use observation to make the data analysis qualitative descriptive. In the developing stage, the data collection technique uses a questionnaire, so the data analysis is quantitative. The results showed that the relations and function worksheets based on Tri-N had a V-Aiken index of more than 0.83, and some students responded well to this worksheet. Apart from that, the mathematics material in this Student Worksheet uses the Tri-N stages, namely Niteni, Nirokke, and Nambahi. Based on this, it can be concluded that the Tri-N-based Student Worksheet on Relations and Functions is a valid and practical result of development. For this reason, this worksheet can be used to improve students' critical thinking skills. Kemampuan berpikir kritis matematis siswa selama ini menunjukkan hasil yang belum memuaskan, sehingga dibutuhkan media atau sumber belajar sepert worksheet untuk menyelesaikannya. Selain itu, konsep pembelajaran saintifik seperti kegiatan Niteni, Nirokke, Nambahi belum memberikan kesempatan kepada siswa untuk berpikir kristis. Untuk itu penelitian ini bertujuan untuk memperoleh Lembar Kerja Siswa Relasi dan Fungsi berbasis Tri-N yang valid dan praktis. Tahapan penelitian yang digunakan adalah mendefinisi, mendesain, dan mengembangkan. Ketiga tahapan ini merupakan bagian dari penelitian pengembangan tipe 4D. pada tahap mendefinisi, Teknik pengumpulan data menggunakan dokumentasi, sehingga analisis data yang digunakan bersifat kualitatif. Pada tahap mendesain, Teknik pengumpulan data menggunakan observasi, sehingga analisis data yang digunakan bersifat kualitatif deskriptif. Tahap mengembangkan, Teknik pengumpulan data menggunakan angket, sehingga analisis data yang yang digunakan bersifat kuantitatif. Hasil penelitian diperoleh bahwa Lembar Kerja Siswa Relasi dan Fungsi memiliki indeks V Aiken lebih dari 0,83, dan sebagian siswa memberikan respon sangat baik terhadap prototipe worksheet ini. Selain itu, materi matematika yang ada pada Lembar Kerja Siswa ini menggunaan tahapan Tri-N, yaitu Niteni, Nirokke, dan Nambahi. Berdasarkan hal tersebut dapat disimpulkan bahwa Lembar Kerja Siswa Relasi dan Fungsi berbasis Tri-N hasil pengembangan yang valid dan praktis. Untuk itu dimungkinkan worksheet ini digunakan sebagai salah satu cara untuk meningkatkan kemampuan beprikir kritis siswa.
Effectiveness of TikTok-assisted Learning Supplement to Improve Students' Concept Understanding Ability and Learning Interest Maulana, Muhammad Azril Rizky; Setialesmana, Depi; Yulianto, Eko
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/bhxxcf88

Abstract

The use of social media such as TikTok in mathematics education and row and sequence materials is still rarely explored, although it has the potential to change the paradigm of presenting supplementary materials. This is because generally additional material is presented through platforms that are specifically for learning such as Geogebra, learning modules, or Kahoot. This study aims to determine the effectiveness of TikTok-assisted learning supplements on the ability to understand concepts and students' interest in learning the material of arithmetic rows and series from the results of test work and questionnaires through pre-test and post-test that have been carried out. The population in this study were all students of class XI SMA Negeri 1 Manonjaya and the sample in this study were students of class XI IPA 5 SMA Negeri 1 Manonjaya. This study uses a quantitative approach with quasi-experimental research methods. The results of this study, namely: 1) the use of TikTok-assisted learning supplements is effective to improve students' concept understanding ability on the material of arithmetic rows and series; and 2) the use of TikTok-assisted learning supplements is not effective to increase students' interest in learning on the material of arithmetic rows and series. The use of TikTok-assisted learning supplements is said to be effective if there is a significant difference and an increase in the average value of N-Gain (normalized gain) of concept understanding ability and students' interest in learning in the experimental class is significantly better than the control class. For this reason, other research is needed regarding the effectiveness of a social media in the context of learning on the ability to understand concepts and students' interest in learning by using other social media and/or other cognitive aspects or affective aspects. Penggunaan media sosial seperti TikTok dalam pendidikan matematika dan materi barisan dan deret masih jarang dieksplorasi, meskipun memiliki potensi untuk mengubah paradigma penyajian materi tambahan. Hal ini karena umumnya materi tambahan disajikan melalui platform yang khusus untuk pembelajaran seperti Geogebra, modul pembelajaran, atau Kahoot. Penelitian ini bertujuan untuk mengetahui efektivitas suplemen pembelajaran berbantuan TikTok terhadap kemampuan pemahaman konsep dan minat belajar peserta didik pada materi barisan dan deret aritmetika dari hasil pengerjaan tes dan kuesioner melalui pre-test dan post-test yang telah dilaksanakan. Populasi dalam penelitian ini yaitu seluruh peserta didik kelas XI SMA Negeri 1 Manonjaya dan sampel dalam penelitian ini yaitu peserta didik kelas XI IPA 5 SMA Negeri 1 Manonjaya. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian kuasi eksperimen. Hasil dari penelitian ini, yaitu: 1) penggunaan suplemen pembelajaran berbantuan TikTok efektif untuk meningkatkan kemampuan pemahaman konsep peserta didik pada materi barisan dan deret aritmetika; dan 2) penggunaan suplemen pembelajaran berbantuan TikTok tidak efektif untuk meningkatkan minat belajar peserta didik pada materi barisan dan deret aritmetika. Penggunaan suplemen pembelajaran berbantuan TikTok dikatakan efektif apabila terdapat perbedaan yang signifikan dan peningkatan nilai rata-rata N-Gain (gain ternormalisasi) kemampuan pemahaman konsep maupun minat belajar peserta didik pada kelas eksperimen lebih baik secara signifikan dibandingkan kelas kontrol. Untuk itu, diperlukan penelitian lain mengenai efektivitas suatu media sosial dalam konteks pembelajaran terhadap kemampuan pemahaman konsep dan minat belajar peserta didik dengan menggunakan media sosial lain dan/atau aspek kognitif atau aspek afektif lain.  
Analysis of Errors in Students' Mathematical Communication Skills Based on Kastolan Stages at Ban Eyoh School, Thailand Lubis, Sri Wahyuni; Fitriani, Fitriani; Lubis , Ainun Mardiyah; Siregar , Yulia Anita; Samoh, Sakinah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/m8cymg05

Abstract

Communication ability is one of the five basic abilities of mathematics. Understanding communication ability is one of the important things in building a learning design suitable for students' ability levels. This study analyzes the mathematical communication based on the Kastolan stages of ability of 6th-grade students at Ban Eyoh School in Thailand in answering fractional arithmetic story problems. Three students who took the sample in the study, S1 scored 94, S2 scored 83, and S3 scored 72, were reviewed for high, moderate, and low communication ability. Students generally have difficulties in presenting steps in writing, especially in explaining what is known and asked about stories. Kastolan stage analysis reveals various conceptual, procedural, and technical errors, including challenges in converting mixed fractions and a lack of coherence in the solution process. Recommendations include a focus on written expression, enhanced conceptual understanding and school facilities support to improve students' mathematical communication ability. By understanding the level of students' communication ability, the results of this research can become the basis for didactical research to develop appropriate learning designs. This research can also be continued with research related to constructive feedback. Kemampuan komunikasi merupakan salah satu dari 5 kemampuan dasar bermatematika. Memahami kemampuan komunikasi adalah salah satu hal penting untuk membangun desain pembelajarna yang sesaui dengan level kemampuan siswa. Penelitian kualitatif deskriptif ini menganalisis kesalahan kemampuan komunikasi matematika berdasarkan tahapan kastolan pada siswa kelas 6 di Ban Eyoh School Thailand dalam menjawab soal cerita operasi hitung pecahan. Tiga siswa yang menjadi sampel dalam penelitian, S1 dengan skor 94, S2 dengan skor 83, dan S3 dengan skor 72, ditinjau dari kemampuan komunikasi tinggi, sedang, dan rendah. Siswa umumnya menghadapi kesulitan dalam menyajikan langkah-langkah secara tertulis, terutama dalam menjelaskan hal yang diketahui dan ditanyakan pada soal cerita. Analisis tahapan kastolan menunjukkan berbagai kesalahan konseptual, prosedural, dan teknikal, termasuk kesulitan dalam mengubah pecahan campuran dan kurangnya keteraturan dalam proses penyelesaian. Rekomendasi mencakup penekanan pada aspek tertulis, peningkatan pemahaman konsep, dan dukungan fasilitas sekolah untuk meningkatkan kemampuan komunikasi matematis siswa. Dengan memahami level kemampuan komunikasi siswa, hasil riset ini dapat menjadi dasr riset didaktis untuk mengembangkan desain pembelajaran yang sesaui. Riset ini dapat juga dilanjutkan dengan riset terkait feedback yang membangun.
Analysis of Students' Mathematical Concept Understanding Ability in Terms of Student Resilience at Ban Kadeng School Thailand Lubis, Lisa Khairani; Lubis, Ainun Mardiyah; Fitriani, Fitriani; Siregar, Yulia Anita; Jehnah, Abdullah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/bc59ec96

Abstract

Concept understanding ability is one of the main elements in learning mathematics. Understanding students' concept understanding ability will help teachers to plan better learning. Therefore, by understanding students' concepts, understanding ability, and resilience, teachers can improve the quality of education in a school. This study aims to analyze the relationship between students' resilience and understanding of mathematical concepts through story problems. The type of research is qualitative descriptive, the subject of this research is fifth-grade students of Ban Kadeng School, Thailand, and the object of research is the ability to understand students' mathematics concepts in terms of student resilience. The research instruments used are the resilience questionnaire, concept understanding ability test questions, and interviews. The analysis was carried out on indicators of concept understanding, such as restating concepts, classifying objects based on mathematical concepts, and giving examples or counterexamples to the concepts being learned obtained through the instruments that have been carried out. The results showed that in the ability to understand mathematical concepts, Ban Kadeng School students have a moderate level of resilience, namely 65% of students can understand the two main indicators, 25% of students with high resilience can understand all indicators, and 10% of students with low resilience are lacking in understanding the given indicators. So it can be concluded that there are differences in concept understanding ability between high resilience, moderate resilience, and low resilience students in class V Ban Kadeng School, Thailand. The results of this study can be used as a basis for research on the application of learning models, assessments, or types of feedback that are appropriate for students. Kemampuan pemahaaman konsep adalah salah satu unsur utama dalam belajar matematika. Memahami kemampuan pemahaman konsep siswa, akan membantu guru dalam merencanakan pembelajaran yang lebih baik. Oleh sebab itu, dengan memahami kemampuan pemahaman konsep, serta resiliansi siswa, guru akan mampu memperbaiki kualitas pendidikan di suatu sekolah. Penelitian ini bertujuan untuk menganalisis antara resiliensi siswa dan pemahaman konsep matematis melalui penggunaan soal cerita. Jenis penelitian deskriftif kualitatif, subjek penelitian ini adalah siswa kelas V BanKadeng School, Thailand, dan objek penelitiannya adalah kemampuan pemahaman konsep Matematika siswa ditinjau dari resiliennsi siswa. Instrumen penelitian yang digunakan adalah angket resiliensi, soal tes kemampuan pemahaman konsep dan wawancara. Analisis dilakukan terhadap indikator pemahaman konsep, seperti menyatakan ulang konsep, mengklasifikasikan objek berdasarkan konsep matematika, dan memberikan contoh atau kontra contoh pada konsep yang dipelajari yang diperoleh melalui instrumen yang telah dilakukan. Hasil penelitian menunjukkan dalam kemampuan pemahaman konsep matematis siswa Ban Kadeng School memiliki tingkat resiliensi sedang yaitu sebanyak 65% siswa dapat mememahami dua indikator utama, siswa dengan resiliensi tinggi sebanyak 25% dapat memahami keseluruhan indikator, dan siswa dengan resiliensi rendah sebanyak 10% kurang dalam memahami indikator yang diberikan. Jadi dapat disimpulkan bahwa terdapat perbedaan kemampuan pemahaman konsep antara siswa resiliensi tinggi, resiliensi sedang, dan resiliensi rendah di kelas V Ban Kadeng School, Thailand. Hasil penelitian ini dapat digunakan sebagai dasar untuk riset tentang penerapan model pembelajaran, asesmen, ataupun jenis feedback yang tepat untuk siswa.
Analogical Reasoning of Sensing and Intuition Personality Student in Solving Proportion Problem: Two-Variable into Three-Variable Direct Proportion Word Problem Suwarno, Suwarno; Silvatama, M. Aditiya; Alvarez, Joel I.; Murtafiah, Wasilatul
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/tey38g29

Abstract

Students' analogical reasoning based on sensing and intuition is a topic that has yet to be studied. Specifically, there is a need to explore how these two personalities types process information and apply analogical reasoning to solve proportional problems. The research aims to describe the reasoning process based on students' personalities, especially as a first step in implementing more effective and tailored teaching. The type of research used is descriptive qualitative. The research involved four students, two with sensing personalities and two with intuition personalities, who were selected from a group of 32 seventh grade (A) students at SMP Negeri 3 Ambulu, Jember, Indonesia. Selecting four students allows the researcher to explore how students with sensing and intuition personalities use analogical reasoning. The selected subjects embody both personality types, guaranteeing the consistency and generalizability of the obtained data in a wider context. The triangulation used is a triangulation technique that compares the results of completing analogical reasoning tests and interviews. The results of this study show that students with sensing and intuition personalities show differences in analogical reasoning on proportion material. Sensing students carry out two stages of analogical reasoning, namely encoding and inferring; they identify all the information in the source and target problems, solve the source problem, and recognize material similarities and the context of snack production. However, they needed help at the mapping and applying stages; focusing on concrete details prevented them from seeing abstract relationships, and thus, they failed to use the concept of solving the source problem to the target problem. Meanwhile, intuition students carry out the four stages of analogical reasoning: encoding, inferring, mapping, and applying. They successfully identified information, concluded the source problem, a problem involving two elements, identified the relationship with the target problem, connected the solution steps from the source problem to the target problem, and applied the proportion concept to a more complex target problem. This research shows that students' analogical reasoning in proportion materials varies depending on their personality type. Therefore, we can potentially use the results of this research as a reference to implement differentiated learning. Penalaran analogi siswa berdasarkan kepribadian sensing dan intuition merupakan topik yang belum banyak dikaji secara mendalam. Terutama, bagaimana kedua tipe kepribadian ini memproses informasi dan menerapkan penalaran analogi dalam menyelesaikan masalah perbandingan masih menjadi hal yang kurang dieksplorasi. Penelitian bertujuan untuk mendeskripsikan proses penalaran berdasarkan kepribadian siswa khususnya pada sebagai langkah awal dalam melaksanakan pengajaran yang lebih efektif dan disesuaikan. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Banyak subjek dalam penelitian ini adalah 4 siswa   dengan rincian 2 siswa kepribadian sensing dan 2 siswa kepribadian intuition yang dipilih dari 32 siswa kelas VIIA SMP Negeri 3 Ambulu. Jember, Indonesia. Memilih empat siswa memungkinkan peneliti untuk mengeksplorasi secara mendalam bagaimana siswa dengan kepribadian sensing dan intuition menggunakan penalaran analogi. Subjek yang dipilih mewakili kedua tipe kepribadian, sehingga data yang diperoleh konsisten dan dapat digeneralisasi dalam konteks yang lebih luas. Triangulasi yang digunakan adalah triangulasi teknik yang membandingkan hasil penyelesaian tes penalaran analogi dan wawancara. Hasil penelitian ini menunjukkan bahawa siswa dengan kepribadian sensing dan intuition menunjukkan perbedaan dalam penalaran analogi pada materi perbandingan. Siswa sensing melakukan dua tahap penalaran analogi yaitu encoding dan inferring, mereka mengidentifikasi semua informasi dalam masalah sumber dan target serta menyelesaikan masalah sumber dan mengenali persamaan materi serta konteks produksi snack. Namun, mereka kesulitan pada tahap mapping dan applying, fokus pada detail konkret membuat mereka tidak melihat hubungan abstrak sehingga gagal menerapkan konsep penyelesaian masalah sumber ke masalah target. Sementara, siswa intuition melakukan keempat tahapan penalaran analogi: encoding, inferring, mapping, dan applying. Mereka berhasil mengidentifikasi informasi, menyimpulkan masalah sumber yang merupakan masalah perbandingan dua unsur dan mengidentifikasi keterkaitan dengan masalah target, menghubungkan langkah-langkah penyelesaian dari masalah sumber ke target, dan menerapkan konsep perbandingan ke masalah target yang lebih kompleks. Secara keseluruhan, penelitian ini menunjukkan bahwa penalaran analogi siswa dalam materi perbandingan bervariasi tergantung pada tipe kepribadian mereka. Oleh karena itu, hasil penelitian ini berpotensi untuk digunakan sebagai referensi dalam menerapkan pembelajaran berdiferensiasi yang mengakomodasi kebeeragaman tipe kepribadian.
Students' Geometric Creative Thinking Skills: An Analytical Study Istikomah, Endang; Suripah, Suripah; Abdurrahman, Abdurrahman; Putri, Cindy Hanema Dwi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/t1es3n83

Abstract

This research is important to find out how students' creative thinking skills are in understanding the basic teaching materials of geometry. We can use this knowledge to design or develop more innovative and effective learning methods. If a student learns more about his ability to understand and apply the basic concepts of geometry, it will enable him to develop his ability further. The study aims to identify and analyze the level of students' creative geometric thinking skills on the geometrical material. The research uses qualitative descriptive methods, with data collection through tests, evaluation sections, and interviews. The research sample was taken from students in a mathematics study program at a private university in Riau Province. The tests are given to measure students' mathematical creative thinking skills in the geometry material, while the assessment and interview sections are used to gain a deeper understanding of how students use their creativity in understanding and applying the concepts of geometry so that the level of creativity can be identified. We also use interviews to validate the results of student tests. The results show that students' creative thinking skills are at the stage of identifying, describing, and understanding the basics of geometry, such as point matter, lines, and angles. Students have varying levels of understanding of visualization, analysis, and informal. Nevertheless, students have demonstrated creative thinking skills in analyzing the images given, especially on the subject where students refer to indicators of fluency, flexibility, originality, and elaboration. Although not entirely original, they are able to combine existing concepts in an informative and detailed manner. The explanations provided in the question's answer offer significant and pertinent details about the concepts of points, lines, and angles, highlighting their interrelatedness. Students can also elucidate the fundamental definitions of each concept, applying them to both visual aids and supporting evidence. Implications of this research are the development of learning methods and strategies, increased student understanding and creativity in applying concepts of geometry and providing insight into how best to evaluate and evaluate creative thinking skills in a geometric context. Penelitian ini penting untuk mengetahui bagaimana keterampilan berpikir kreatif mahasiswa dalam memahami materi dasar geometri. Pengetahuan ini dapat dimanfaatkan untuk merancang atau mengembangkan metode pembelajaran yang lebih inovatif dan efektif. Jika mahasiswa mengetahui lebih banyak tentang kemampuannya dalam memahami dan menerapkan konsep materi dasar geometri, maka memungkinkan mahasiswa untuk dapat mengembangkan kamampuannya lebih jauh lagi. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis tingkat keterampilan berpikir kreatif geometris mahasiswa pada materi geometri. Penelitian ini menggunakan metode deskriftif kualitatif, dengan pengumpulan data melalui tes, rubrik penilaian dan wawancara. Sampel penelitian diambil dari mahasiswa program studi matematika di sebuah universitas swasta di Provinsi Riau. Tes diberikan untuk mengukur kemampuan berpikir kreatif matematis mahasiswa dalam materi geometri, sementara rubrik penilaian dan wawancara digunakan untuk mendapatkan pemahaman yang lebih mendalam tentang bagaimana mahasiswa menggunakan kreativitas mereka dalam memahami dan menerapkan konsep geometri, sehingga tingkat kreatifitas dapat diidentifikasi. Wawancara juga digunakan untuk menguatkan hasil tes mahasiswa. Hasil penelitian menunjukkan bahwa keterampilan berpikir kreatif mahasiswa berada pada tahap mengidentifikasi, menggambarkan, dan memahami dasar-dasar geometri seperti: materi titik, garis, dan sudut. Mahasiswa mampu mencapai tingkat pemahaman visualisasi, analisis, dan informal. Meskipun demikian, mahasiswa telah menunjukkan kemampuan berpikir kreatif dalam menganalisis gambar-gambar yang diberikan, terutama pada soal yang mendosong mahasiswa menujukkan indikator fluency, flexibility, originality, dan elaboration. Walaupun tidak sepenuhnya orisinal, mereka mampu menggabungkan konsep-konsep yang ada dengan cara yang informatif dan rinci. Penjelasan yang dituliskan dalam menjawab soal memberikan informasi yang berarti dan relevan tentang konsep titik, garis, dan sudut, sehingga dapat dimaknai ketiga konsep ini saling terkait satu sama lain. Mahasiswa juga dapat menjelaskan ketiga konsep tersebut secara detail sehingga definisi dasar masing-masing konsep dapat dijelaskan dan dapat diaplikasikan baik dalam gambar maupun pembuktian. Implikasi dari hasil penelitian ini adalah pengembangan metode dan strategi pembelajaran, peningkatan pemahaman dan kreatifitas mahasiswa dalam menerapkan konsep-konsep geometri, dan memberikan wawasan tentang cara terbaik untuk menilai dan mengevaluasi keterampilan berpikir kreatif dalam konteks geometri.
Developing Google Sites and Mathigon Learning Media to Support Stu-dents’ Conceptual Understanding in Solving Linear Equations in One Variable Agustin, Dhea Puspita Putri; Apriani, Maria Suci; Sali, Melania Liliastri
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rtnq8e58

Abstract

This research notes that there is still a lack of focus on implementing digital-based learning media to helo students in understanding of the concept of Linear Equations with One Variable and in finding the solution in one of the East Nusa Tenggara (NTT) State Middle Schools. Virtual balance models can be used to help students learn the concept of linear equations. Therefore, this study aims to develop digital-based learning media, considering the quality criteria of being valid, practical, and effective. The research adopts the Research and Development (R&D) methodology with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects are six seventh-grade students from one of the State Junior High Schools in East Nusa Tenggara with high, moderate, and low cognitive abilities. Data on the quality of learning media are obtained through questionnaires, interviews, and learning outcome tests. The learning media is categorized as highly valid with a percentage of 88% and highly practical with a percentage of 94%. Additionally, the learning media is deemed effective, with over 80% of the research subjects scoring above the Minimum Completion Criteria (KKM). Digital-based learning media utilizing the balance model feature in Mathigon with the help of Google Sites, was developed to facilitate students' understanding of concepts at one of the State Middle Schools in NTT. The problems presented in the media carry the culture that exists in the NTT region. Thus, students can easily imagine these problems because they are close to their lives. Both teachers and students feel assisted by the developed learning media. Using this media, teachers enable to monitor the students' progress and students also can participate actively during this learning. Penelitian ini mencatat bahwa masih kurangnya fokus pada implementasi media pembelajaran berbasis digital untuk membantu siswa dalam memahami konsep Persamaan Linear Satu Variabel (PLSV) dan penyelesaiannya di salah satu SMP Negeri Nusa Tenggara Timur (NTT).  Model keseimbangan virtual dapat dimanfaatkan untuk membantu siswa dalam mempelajari konsep persamaan linear.  Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis digital pada materi persamaan linear satu variabel dengan memperhatkan kualitas yaitu valid, praktis dan efektif. Penelitian ini menggunakan jenis penelitian dan pengembangan atau Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Subjek penelitian adalah enam peserta didik kelas VII di salah satu SMP Negeri Nusa Tenggara Timur dengan kemampuan kognitif tinggi, sedang dan rendah. Data kualitas media pembelajaran diperoleh dari kuesioner, wawancara dan tes hasil belajar. Media pembelajaran dikategorikan sangat valid dengan persentase 88% dan sangat praktis dengan persentase 94%. Serta media pembelajaran juga dikatakan efektif, lebih dari 80% subjek penelitian mendapatkan nilai diatas Kriteria Ketuntasan Minimal (KKM). Media pembelajaran berbasis digital dengan memanfaatkan fitur model keseimbangan pada Mathigon berbantu Google Sites, dikembangkan untuk memfasilitasi pemahaman konsep siswa di salah satu SMP Negeri di NTT. Permasalahan yang disajikan dalam media tersebut, mengusung budaya yang ada pada daerah NTT. Sehingga siswa dapat dengan mudah membayangkan permasalahan tersebut karena dekat dengan kehidupan mereka. Guru dan peserta didik merasa terbantu dengan media pembelajaran yang telah dikembangkan. Guru dapat memonitoring perkembangan siswa dan siswa melalui media ini dapat terlibat aktif dalam pembelajaran.
Students’ Learning Obstacles in Solving Mathematical Proficiency Tasks: A Hermeneutic Phenomenological Study Focused on Algebra Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/36aygs91

Abstract

algebra is a fundamental topic in mathematics, particularly emphasized during the junior high school years as an essential subject. In the context of linear equations in one variable, students often struggle with obstacles in basic algebra including variable degrees, variable concepts, coefficients, and constants. However, proficiency in understanding algebraic concepts is significantly lower compared to other areas and skills. As a consequence, this research aimed to explore students' learning obstacles in solving linear equations in one variable in secondary schools based on mathematical proficiency. The research design using the hermeneutic phenomenological approach. This research is a framework of the Didactical Design Research (DDR). DDR is based on two paradigms: the interpretive and the critical paradigms, and it aims to empower students in the context of generating new knowledge as justified true belief. In this study, the researcher delves into the interpretive paradigm. The research subjects involved 46 seventh-grade secondary school students from five different schools across four distinct provinces in Indonesia. The instruments used were test and non-test. The test was done by giving a diagnostic test about linear equation problems, while interviews used the non-test technique. The data collected were analyzed using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. The study findings revealed that students met three types of obstacles in linear equation material, namely ontogenic obstacle, epistemological obstacle and didactical obstacle. However, students faced limited knowledge to solve mathematics problems in one variable, for instance, solving mathematical operations and making modelling problems from real situations deal with linear equations in one variable. Therefore, future research can focus on developing a Didactical Design to reduce this obstacle.
Development of a Local Instruction Theory for Trigonometric Ratios Andiani, Dini; Nurlaelah, Elah; Darhim, Darhim
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dk629522

Abstract

Some students find trigonometric ratios challenging. Research on the application of Local Instruction Theory (LIT) in trigonometry is limited, particularly in secondary school understanding of trigonometric ratios. This study aims to develop an LIT for trigonometric ratios using Realistic Mathematics Education (RME). The researcher designed a learning pathway to help students grasp the fundamental concepts of trigonometric ratios. The study employs a research design methodology, developing a Hypothetical Learning Trajectory (HLT) to improve students' understanding. The development of LIT for Trigonometric Ratios follows three stages: initial design, teaching experiments, and retrospective analysis. Students demonstrated the ability to understand trigonometric ratios through the learning process. The findings suggest that the use of LIT-based instructional materials, incorporating RME principles, significantly enhances students' conceptual understanding of trigonometric ratios in high school. Beberapa siswa menganggap materi perbandingan trigonometri cukup sulit. Penelitian tentang penerapan Local Instruction Theory (LIT) dalam pembelajaran trigonometri masih sangat terbatas, khususnya terkait dengan pemahaman rasio trigonometri di sekolah menengah. Penelitian ini bertujuan untuk mengembangkan Local Instruction Theory (LIT) perbandingan trigonometri dengan menggunakan Realistic Mathematic Education (RME). Dalam upaya membantu siswa membangun konsep dasar pada materi perbandingan trigonometri, peneliti mengembangkan alur LIT dengan menemukan jalur pembelajaran yang efektif. Pencapaian tujuan penelitian menggunakan desain penelitian. Serangkaian kegiatan mengembangkan Hypothetical Learning Trajectory (HLT) sehingga siswa sekolah menengah atas (SMA) memiliki pemahaman yang lebih baik tentang perbandingan trigonometri. Pengembangan Local Instruction Theory untuk Perbandingan Trigonometri meliputi tiga tahap yaitu mengembangkan desain awal, melakukan percobaan pengajaran, dan melaksanakan analisis retrospektif. Siswa mampu membangun pemahaman tentang perbandingan trigonometri selama proses pembelajaran berlangsung. Berdasarkan analisis kualitatif eksperimen pengajaran, penelitian ini berimplikasi pada penguatan Local Instruction Theory (LIT) perbandingan trigonometri dan pengembangan bahan ajar berbasis RME.
Development of Islamic boarding school-based learning tools on social arithmetic material to improve students' numeracy skills Habibi, Ahmad Anas; Lestari, Nurcholif Diah Sri; Kurniati, Dian; Susanto; Yudianto, Erfan; Sanawi, Ihsan
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/0gwxkv54

Abstract

The numeracy abilities of students in Indonesia are still considered inadequate or quite low and must continue to be improved. One of the efforts made to improve students' numeracy abilities is by implementing learning tools that can support the development of these abilities. The research aims to develop learning tools that can be declared valid, practical, and effective, especially in social arithmetic material, and improve students' numeracy skills. This research is development research with the 4D model from Thiagarajan. Thiagarajan's 4D stages include the definition, design, development, and deployment stages. The data collection techniques used are observation, questionnaires, and tests. The research results on developing Islamic boarding school-based learning tools are classified as valid, practical, and effective. The level of validity can be seen from the validation value: for the teaching module, it is 3.47; LKPD is 3.44; for the learning achievement test, it is 3.32; and the manual is 3.31 (maximum score 4), which is included in the valid category. The practicality value obtained from the students' activities was 90.7%, which was in the very good category; the implementation of learning was 3.56, which means high value; as well as the students' response questionnaire showed a positive value. The effectiveness value seen from the students' learning outcomes data was obtained at 87.0% classical completion. Not only that, but effectiveness can also be seen from the students' numeracy ability test, namely the results pre-test, which was an average of 34.87% increase in revenue post-test to 82.0%, which was then analyzed using the N-Gain test to obtain an average result of 0.73 which was included in the high category. Thus, Islamic boarding school-based learning tools on social arithmetic material can effectively be used to improve students' numeracy skills. Kemampuan numerasi peserta didik di Indonesia masih tergolong kurang atau cukup rendah dan masih harus terus ditingkatkan. Salah satu upaya yang dilakukan untuk meningkatkan kemampuan numerasi peserta didik adalah dengan menerapkan perangkat pembelajaran yang dapat menunjang berkembangnya kemampuan tersebut. Adapun penelitian yang dilakukan ini memiliki tujuan untuk mengembangkan perangkat pembelajaran yang dapat dinyatakan valid, praktis, dan efektif, khususnya pada materi aritmatika sosial serta mampu meningkatkan kemampuan numerasi santri. Penelitian ini termasuk dalam jenis penelitian pengembangan dengan model 4D dari Thiagarajan. Tahapan 4D dari Thiagarajan mencakup tahap pendefinisian, perancangan, pengembangan, dan penyebaran. Teknik pengumpulan data yang digunakan adalah observasi, angket, dan tes. Hasil dari penelitian pengembangan perangkat pembelajaran berbasis pesantren tergolong ke dalam kriteria valid, praktis, dan efektif. Tingkat kevalidan dapat dilihat dari nilai validasi, untuk modul ajar sebesar 3,47; LKPD sebesar 3,44; tes hasil belajar sebesar 3,32; dan buku petunjuk sebesar 3,31 (skor maksimal 4) yang termasuk pada kategori valid. Nilai kepraktisan diperoleh dari aktivitas santri sebesar 90,7% yang masuk dalam kategori sangat baik, keterlaksanaan pembelajaran sebesar 3,56 yang berarti bernilai tinggi, serta angket respon santri yang menunjukkan nilai positif. Nilai keefektifan dilihat dari data hasil belajar santri diperoleh 87,0% tuntas secara klasikal. Tidak hanya itu, keefektifan dilihat dari tes kemampuan numerasi santri, yakni hasil pre-test yang semula rata-rata 34,87% meningkat pada hasil post-test menjadi 82,0%, yang kemudian dianalisis menggunakan uji N-Gain dengan memperoleh hasil rerata 0,73 yang masuk dalam kategori tinggi. Dengan demikian dapat disimpulkan bahwa perangkat pembelajaran berbasis pesantren pada materi aritmatika sosial sudah layak untuk digunakan dan terbukti efektif untuk meningkatkan kemampuan numerasi santri.

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