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Kreano, Jurnal Matematika Kreatif-Inovatif
Published by Universitas Negeri Semarang
ISSN : 20862334     EISSN : 24424218     DOI : https://doi.org/10.15294/kreano.v13i2
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. The Journal invites original research articles and not simultaneously submitted to another journal or conference. Jurnal Kreano invites authors to conduct empirical research according to the classification in the Mathematics Education Database.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 742 Documents
 70   71   72   73   74 
Cognitive Flexibility of Students in Solving Mathematical Problems: A Phenomenology Study Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.40220

Abstract

The importance of students' cognitive flexibility abilities in solving mathematical problems is the driving force behind this research. This study's goal was to identify and characterize students' levels of cognitive flexibility in handling mathematical problems in light of the indicators. This kind of study uses qualitative research techniques and a phenomenological design. The instrument employed is a test of problem-solving skills that has been supplemented with markers of cognitive flexibility to see the talents that have been assessed and interviews to learn more in-depth. In this study, data on students' capacities for cognitive flexibility in solving mathematical problems were collected and analyzed utilizing exams for such problem-solving and the indicators employed. Two markers of cognitive flexibility are included in this examination of mathematical problem-solving skills: (1) offering several interpretations of a picture, story, or mathematical issue, and (2) applying a variety of mathematical problem-solving techniques. According to the findings of this study, 5 participants fell into the flexible category, 6 people fell into the somewhat flexible category, and 4 participants fell into the less flexible category when it came to their ability to solve mathematical problems. The research's relevance is that future researchers and educational practitioners can attempt to construct learning to improve students' cognitive flexibility abilities in solving mathematical issues. This can be investigated in topics other than social arithmetic.Latar belakang penelitian ini yaitu pentingnya kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis. Penelitian ini bertujuan untuk mengetahui serta mendeskripsikan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis berdasarkan indikatornya. Jenis penelitian ini adalah desain fenomologi dengan metode kualitatif. Adapun penggunaan tes kemampuan pemecahan masalah yang telah diliputi indikaor kemampuan cognitve flexibilty untuk melihat kemampuan cognitive flexibilty yang telah diujikan dan wawancara untuk mengetahui lebih mendalam merupakan instrumen penelitian ini. Dalam penelitian ini, data diperoleh untuk melihat kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis yang dianalisis menggunakan tes pemecahan masalah matematis berikut indikator nya. Tes pemecahan masalah matematis ini memuat dua indikator kemampuan cognitive flexibility yaitu: 1) memberikan berbagai penafsiran terdapat suatu gambar, cerita, atau masalah matematis; dan 2) menggunakan beragam strategi penyelesaikan masalah matematis. Kesimpulan yang diperoleh dalam penelitian ini terkait kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis sebanyak 5 partisipan berada pada kategori fleksibel, 6 partisipan berada pada kategori cukup fleksibel, dan 4 partisipan berada pada kategori kurang fleksibel. Sehingga implikasi dalam peneltian adalah agar para peneliti selanjutnya maupun praktisi pendidikan dapat berupaya mendesain pembelajaran untuk meningkatkan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis dan dapat diteliti pada materi lain selain aritmatika sosial.
E-Module Development of Linear Programs Based on Students' Conceptual Understanding Lestari, Fransiska Dwi; Syahbana, Ali; Retta, Allen Marga
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.34322

Abstract

The purpose of this study is to create an E-Module based on conceptual understanding of linear programming that is valid, practical, and understands the potential effects of E-Modules. The Research and Development (RD) method was used in this study. This study employs the ADDIE model development procedure, which consists of five stages: analysis, design, development, implementation, and evaluation. The E-Module is declared "valid" based on the assessments given by three validators with four aspects assessed, namely content feasibility, presentation feasibility, language feasibility, and graphic feasibility, with a total percentage of 79.8 percent. The E-Module was regarded "highly practical" based on the results of student response surveys in the small and large groups, which received 83.8 percent and 81.5 percent, respectively. Based on the findings of the teacher response questionnaire, the E-Module was declared "highly practical" with a score of 92 percent. Based on the student learning outcomes test, the e-module is determined to have a "good" potential effect with a score of 66.7 percent.Penelitian ini bertujuan untuk menghasilkan E-Modul berbasis pemahaman konsep pada materi program linear yang valid, praktis dan mengetahui efek potensial E-Modul. Jenis penelitian ini adalah penelitian Research and Development (RD). Penelitian ini mengggunakan prosedur pengembangan model ADDIE yang terdiri dari lima tahapan yaitu Analysis, Design, Development, Implementation, dan Evaluation. Hasil dari penelitian ini adalah E-Modul dinyatakan “valid” berdasarkan penilaian yang diberikan oleh tiga validator dengan empat aspek yang dinilai yaitu kelayakan isi, kelayakan penyajian, kelayakan bahasa, dan kelayakan kegrafisan dengan jumlah persentase sebesar 79,8%. E-Modul dinyatakan “sangat praktis” berdasarkan hasil angket respon peserta didik pada kelompok kecil (Small Group) dan kelompok besar yang masing-masing mendapat persentase sebesar 83,8% dan 81,5%. Serta E-Modul dinyatakan “sangat praktis” berdasarkan hasil angket respon guru dengan persentase sebesar 92%.  E-modul dinyatakan memiliki efek potensial “baik” berdasarkan tes hasil belajar peserta didik yang dengan persentase sebesar 66,7%.
Students' Understanding of The Equal Sign Based on Their Learning Experience in Arithmetic Lia Ardiansari; Didi Suryadi; Dadan Dasari
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.40930

Abstract

The equal sign is an important concept in learning mathematics karena it is used in almost all branches of mathematics, but not many studies in Indonesia have made the equal sign the focus of research. This study aims to explore how students from elementary school to college students understand the equal sign in the context of arithmetic and algebra at school. A qualitative comparative analysis can be used to analyze several cases in complex situations so that it fits the purpose of this study. Participants consisted of 6 elementary school students, 14 junior high school students, 7 high school students and 3 college students in Bandung. The results of the study indicate that the equal sign is still interpreted narrowly as "result" or a sign to put the Menjawab, and has dependence on computational methods in solving problems and drawing conclusions. Thus, it can be concluded that students' understanding of the equal sign is still at the basic level. The results of this study show evidence that the operational meaning of the equal sign that students have when learning arithmetic will not change by itself without the stimulus provided by the teacher, and even tends to cause obstacles when students learn equations in algebra.Tanda sama dengan merupakan konsep penting dalam pembelajaran matematika karena digunakan pada hampir seluruh cabang matematika, namun belum banyak penelitian di Indonesia yang menjadikan tanda sama dengan sebagai fokus penelitian. Penelitian ini bertujuan untuk mengeksplorasi bagaimana para siswa dari mulai sekolah dasar hingga mahasiswa memahami tanda sama dengan dalam konteks aritmatika dan aljabar di sekolah. A qualitative comparative analysis dapat digunakan untuk menganalisis beberapa kasus dalam situasi yang kompleks sehingga sesuai dengan tujuan penelitian ini. Partisipan terdiri dari 6 siswa SD, 14 siswa SMP, 7 siswa SMA dan 3 Mahasiswa di Bandung. Hasil penelitian menunjukkan bahwa tanda sama dengan masih dimaknai secara sempit yaitu sebagai “menghasilkan” atau tanda untuk meletakkan jawaban, serta memiliki kebergantungan terhadap metode komputasi dalam menyelesaikan masalah dan mengambil kesimpulan. Dengan demikian, dapat disimpulkan bahwa pemahaman siswa tentang tanda sama dengan masih berada di tingkat dasar. 
The Effect of Problem-Based Learning Assisted by Video Animation on Students' Self-Efficacy and Creative Thinking Ability Niswatun Hasanah; Mochamad Yus Cholily; Mohammad Syaifuddin
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.41374

Abstract

Students' creative thinking skills and different self-efficacy cause weaknesses for students in solving problems presented in learning mathematics. This study aimed to determine how implementing video-assisted problem-based learning affects students' self-efficacy and creative thinking abilities. This research method uses quantitative with a quasi-experimental research design. The study sample population of class XII IPA 2 students consisted of 34 students in the experimental class and 30 students in the class XII IPA 1 and control classes. Statistical analysis of N-Gain score of self-efficacy sig 0,014 0,05 and creative thinking skills sig = 0,003 0,05. The study results show significant differences in self-efficacy and creative thinking skills of students in the experimental class compared to the control class. This indicates the enormous difference in gains between experimental and control classes. Thus, the influence of problem-based learning assisted by video animation on students' self-efficacy and creative thinking abilities is very large. Problem-based learning model with animated videos can organize students in informing learning objectives so that students have the motivation to be actively involved in problem-solving activities.Kemampuan berpikir kreatif siswa dan self eficacy yang berbeda menyebabkan kelemahan bagi siswa untuk memecahkan masalah yang disajikan dalam pembelajaran Matematika. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan pembelajaran berbasis masalah berbantuan video animasi terhadap kemampuan efikasi diri dan berpikir kreatif siswa. Metode penelitian ini menggunakan kuantitatif dengan desain penelitian quasi experiment. Sampel penelitian ini adalah siswa kelas XII IPA 2 terdiri dari 34 siswa sebagai kelas eksperimen dan siswa kelas XII IPA 1 terdiri 30 siswa sebagai kelas pembanding. Analisis statistik tes berpikir kreatif memperoleh nilai signifikasi = 0,003 0,05 and efikasi diri sebesar 0,014 0,05. Hasil penelitian menunjukkan perbedaan yang signifikan antara berpikir kreatif dan efikasi diri siswa pada kelas eksperimen dan kelas kontrol. Dengan demikian bahwa pengaruh penerapan pembelajaran berbasis masalah berbantuan video animasi terhadap efikasi diri dan kemampuan berpikir kreatif siswa sangat besar. Model pembelajaran berbasis masalah dengan video animasi dapat mengorganisasikan siswa dalam menginformasikan tujuan pembelajaran sehingga siswa memiliki motivasi untuk terlibat aktif dalam kegiatan pemecahan masalah.
Fun Learning Method in Effecting the Students’ Interest Learning Mathematics Sriyanti Mustafa; Amaluddin Amaluddin; Nurhaeda Nurhaeda; Vernita Sari; Nur Amalia Zulfatul Jannah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.40588

Abstract

This study is based on the low interest of students in learning mathematics. The phenomenon was indicated by the activities of students who are often outside the classroom during mathematics learning, the students do not ask when there is confusing material, the students do not complete the task given, and some students are sleepy during the learning process. These conditions indicated a low level of learning interest. At the same time, interest is crucial in learning mathematics because it affects students' learning achievement. Regarding the condition, the teacher's role is to increase the student's learning interest by applying appropriate methods. One of the learning methods that is assumed to be able to attract students' learning interest is the fun learning method. The fun learning method in this study was applied through classroom action research with two learning cycles. This study aims to know the effect of fun learning methods on students' interest in mathematics. This study was conducted at VII.7 grade of SMP Negeri 1 Pinrang, South Sulawesi. The research instrument used was a questionnaire and an observation sheet. The data was collected through a questionnaire and observation, then the data collected was analysed using descriptive statistics. Indicators of increased interest obtained from questionnaires show an increase in the average percentage of student interest in learning from the moderate category of 2.88 to the good category of 4.08, which meets the average indicator of students' interest in learning mathematics of 3.50 in the good category. In contrast, other indicators are shown through the results of observations of student activity, namely an increase in the percentage of student activity from 44.2% to 75.4%, which met the success indicator of 75%. The result showed that the fun learning method could increase the student's interest in mathematics.Penelitian ini berawal dari rendahnya minat siswa belajar matematika. Gejala ditunjukkan adanya aktivitas siswa yang sering berada di luar kelas pada saat pembelajaran matematika berlangsung, siswa tidak bertanya ketika ada hal yang tidak diketahui pada materi yang diajarkan guru, siswa tidak mengerjakan soal-soal yang diberikan, serta beberapa siswa mengantuk saat pembelajaran matematika berlangsung. Kondisi ini mengindikasikan minat belajar yang rendah. Padahal peran minat sangat penting dalam pembelajaran matematika, karena merupakan faktor yang berpengaruh terhadap hasil belajar siswa. Dengan kondisi tersebut, maka dibutuhkan peran guru dalam meningkatkan minat belajar siswa dengan menerapkan metode yang tepat. Salah satu metode pembelajaran yang diasumsikan dapat menarik minat belajar siswa adalah metode fun learning. Metode fun learning dalam penelitian ini diterapkan melalui penelitian Tindakan kelas sebanyak dua siklus pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode fun learning yang dapat meningkatkan minat belajar matematika siswa. Penelitian dilakukan dikelas VII7 SMP Negeri 1 Kabupaten Pinrang, Sulawesi Selatan. Instrumen penelitian yang digunakan berupa lembar angket dan lembar observasi. Data dikumpulkan melalui teknik angket dan teknik observasi, selanjutnya dianalisis secara statistic deskriptif. Indikator peningkatan minat yang diperoleh dari angket menunjukkan meningkatnya persentase rata-rata minat belajar siswa dari kategori cukup sebesar 2.88 menjadi kategori baik sebesar 4.08, memenuhi indikator rata-rata minat belajar matematika siswa sebesar 3,50 berada pada kategori baik, sedangkan indikator lain ditunjukkan melalui hasil observasi aktivitas siswa, yaitu meningkatnya persentase aktivitas siswa sebesar 44.2% menjadi 75.4%, memenuhi indikator keberhasilan sebesar 75%. Hasil penelitian menunjukkan bahwa metode Fun learning dapat meningkatkan minat siswa belajar matematika.
The Reflective and Impulsive Graduate Student’s Creativity Problem Solving of Three Variables of Linear Equations System Demitra Demitra; Sarjoko Sarjoko; Desti Haryani; Maulida Yunita; Leyli Yustarina Pebriani
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.39787

Abstract

The challenge for prospective mathematics teachers in the future is to have a good mastery of the material, be able to solve math problems and think creatively. So that later they will be able to guide their students to develop creativity in 21st-century life. Cognitive style and learning influence the establishment of the creativity of mathematical problem-solving. The purpose of the study was to describe the creativity of students with reflective and impulsive cognitive styles in solving problems of a three-variable linear equation system. The research was carried out using descriptive-qualitative research methods. The research subjects were the Mathematics Education Study Program students at the University of Palangka Raya. The research instrument uses the Matching Familiar Figure Test, a problem-solving ability test, and an analytic rubric. Data were analyzed by scatterplot, pie diagram, reduction, triangulation, and inference. Research findings on students with reflective cognitive style in stages (1) understand problems and develop mathematical models with fluency, flexibility, originality, and elaboration; (2) complete the plan with fluency, flexibility, and elaboration; (3) check the results with fluency and elaboration. Students with impulsive cognitive styles are only in the stage of understanding the problem with fluency, novelty, and elaboration indicators.Tantangan bagi calon guru matematika di masa depan harus menguasai materi, mampu memecahkan masalah matematika dan kreativitas berpikir yang baik. Agar nantinya mereka mampu membimbing para siswanya mengembangkan kreativitas dalam kehidupan abad 21. Gaya kognitif dan pembelajaran berpengaruh terhadap pembentukan kreativitas memecahkan masalah matematika. Tujuan penelitian mendeskripsikan kreativitas mahasiswa dengan gaya kognitif reflektif dan impulsif memecahkan masalah sistem persamaan linier tiga variabel, Penelitian dilaksanakan dengan metode penelitian deskriptif-kualitatif. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika Universitas Palangka Raya. Instrumen penelitian menggunakan Matching Familiar Figure Test, tes kemampuan pemecahan masalah dan rubrik analitik. Data dianalisis dengan scatterplot dan pie diagram, reduksi, triangulasi dan penyimpulan. Temuan penelitian pada mahasiswa dengan gaya kognitif reflektif pada tahap-tahap (1) memahami masalah dan menyusun model matematika dengan kefasihan, keluwesan, kebaharuan, dan elaborasi; (2) menyelesaikan rencana dengan fasihan, keluwesan, dan elaborasi; (3) memeriksa hasil dengan kefasihan dan elaborasi. Mahasiswa dengan gaya kognitif impulsif hanya tahap memahami masalah dengan indikator kefasihan, kebaharuan, dan elaborasi.
The Development of Problems for ‘Asesmen Kompetensi Minimum’ Type Based on Ethnomathematics about Farmer Activities in Aceh Besar Regency Anggun Salsabila; Rahmah Johar; Yuhasriati Yuhasriati; Safrida Yanti; Suryawati Suryawati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.39101

Abstract

Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM)  is used as a national assessment by involving several contexts; one of them is social culture. However, social cultural-based AKM problems, including ethnomathematics, are still limited. Therefore, efforts that can be carried out is designing ethnomathematics-based AKM problems related to farmers’ activities. This study aimed to obtain problems for ethnomathematics-based AKM problems about farmer activities in Montasik, Aceh Besar Regency, Indonesia. This research is a developmental research that was carried out through several stages, namely the preliminary, self-evaluation, prototyping, and the field test stages. In this case, the research subjects involved were 33 students of grade 8 at a junior high school in Montasik. The data analysis technique used was the Aiken's V formula and the product moment correlation. The results obtained 10 problems for ethnomathematics-based AKM about farmer activities in Montasik that achieved valid criteria and potential effects. The problems can be further used by mathematics teachers to improve the students’ numeration.Asesmen Kompetensi Minimum (AKM) digunakan sebagai asesmen nasional yang melibatkan beberapa konteks, salah satunya sosial budaya. Namun soal AKM berbasis sosial budaya termasuk etnomatematika masih terbatas. Oleh karena itu, upaya yang dapat dilakukan yaitu merancang soal tipe AKM berbasis etnomatematika terkait aktivitas petani. Tujuan penelitian ini yaitu untuk memperoleh soal tipe AKM untuk kelas 8 berbasis etnomatematika terkait kegiatan petani di Kecamatan Montasik, Kabupaten Aceh Besar, Indonesia. Penelitian ini merupakan penelitian pengembangan dengan tahapan yaitu preliminary, self evaluation, prototyping, dan field test. Subjek penelitian ini yakni 33 siswa kelas 8 dari salah satu SMP di Montasik. Teknik analisis data menggunakan formula Aiken’s V dan uji korelasi product moment. Hasil penelitian berupa soal tipe AKM berbasis etnomatematika pada kegiatan petani di Montasik sebanyak 10 soal yang valid dan memiliki efek potensial. Soal tersebut dapat digunakan oleh guru matematika untuk meningkatkan numerasi siswa.
Development of Curved Three-Dimensional Shape Learning Media Ethnomathematics-Based Using Augmented Reality Ira Ika Damayanti; Annisa Ayu; Umi Indah Sariah; Mustaqfiroh Mustaqfiroh; Intan Ayu Oktaviani; Farida Nursyahidah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.38845

Abstract

A learning media is needed that can make abstract mathematics understandable and applicable in the real world where learning media currently does not interact much with technology.This study aims to develop learning media that uses Ethnomathematics-based Augmented Reality in the Gunungan tradition,  which is valid, practical, and effective. The research subjects for the trial class are junior high school class IX students, with one class as a small class, one as a large class, and one as a control class. The learning media developed in this study is Augmented Reality (AR) assisted learning media with a combination of real and virtual objects in a real environment. Based on the results of descriptive analysis, it was found that the learning media developed had good quality because it met valid, practical, and effective criteria. The development of Augmented Reality-based spatial media can be used as a supporting medium for mathematics in grade 9 junior high school.Media pembelajaran diperlukan untuk membangun abstraksi agar matematika lebih mudah dipahami dan diterapkan dalam dunia nyata dimana media pembelajaran sata ini belum banyak berinteraksi dengan teknologi. Tujuan penelitian ini adalah untuk mengembangkan media pembelajaran yang menggunakan Augmented Reality berbasis Etnomatematika pada tradisi Gunungan yang valid, praktis dan efektif. Subyek penelitian untuk kelas uji coba adalah siswa kelas IX SMP, dengan satu kelas sebagai kelas kecil, satu kelas sebagai kelas besar, dan satu kelas sebagai kelas kontrol. Media pembelajaran yang dikembangkan dalam penelitian ini adalah media pembelajaran berbantuan Augmented Reality (AR) dengan perpaduan antara benda nyata dan maya dalam lingkungan nyata. Berdasarkan hasil analisis deskriptif diperoleh bahwa media pembelajaran yang dikembangkan berkualitas baik karena memenuhi kriteria valid, praktis, dan efektif. Pengembangan media augmented reality berbasis media dimensi tiga ini dapat digunakan sebagai media pendukung untuk pembelajaran matematika di kelas 9 SMP.
Development of Mathematical Modelling Teaching Materials on Mathematics Perception of Junior High School Students Mifta Nur Hasanah; Darmawijoyo Darmawijoyo; Cecil Hiltrimartin
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.42771

Abstract

21st century mathematics learning emphasizes students to think critically, communicate, collaborate, and connect mathematics with the real world. This is in line with mathematical modelling which focuses on learning mathematics using real-world phenomena in the process of solving problems that require understanding and interaction. This study aims to produce mathematics teaching materials based on mathematical modelling in the context of Indonesian forest conservation that has criteria for validity, practicality, and a potential effect on students' mathematical perceptions. The type of research used is design research with development studies. Data collection techniques used questionnaires, interviews, and documentation. Teaching materials were declared valid based on expert review questionnaire assessment and student assessment at the one-to-one evaluation stage. The total questionnaire score was 4.59 with a very valid category. Teaching materials are declared practical based on students' comments at the small group stage and analysis of teaching material completion documents at the field test stage. Furthermore, this study uses the principles of developing mathematical modelling problems according to Gailbraith which can produce mathematical modelling teaching materials that have a potential effect on students' mathematical perceptions, with a questionnaire score of 63% in the very good category.Pembelajaran matematika abad-21 menekankan peserta didik untuk berpikir kritis, berkomunikasi, berkolaborasi serta menghubungkan ilmu matematika dengan dunia nyata. Hal tersebut sejalan dengan pemodelan matematika yang memfokuskan pembelajaran matematika menggunakan fenomena dunia nyata dalam proses penyelesaian masalah yang membutuhkan pemahaman serta interaksi. Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika berbasis pemodelan matematika konteks konservasi hutan Indonesia yang memiliki kriteria kevalidan, kepraktisan serta memiliki efek potensial terhadap persepsi matematika peserta didik. Jenis penelitian yang digunakan adalah penelitian design research dengan tipe development studies. Teknik pengumpulan data menggunakan angket, wawancara dan dokumentasi. Bahan ajar dinyatakan valid berdasarkan penilaian angket expert review dan penilaian peserta didik pada tahap one to one evaluation. Total skor angket sebesar 4,59 dengan kategori sangat valid. Bahan ajar dinyatakan praktis berdasarkan komentar peserta didik pada tahap small group dan analisis dokumen penyelesaian bahan ajar pada tahap field test. Selanjutnya, penelitian ini menggunakan prinsip pengembangan soal pemodelan matematika menurut Gailbraith yang dapat menghasilkan bahan ajar pemodelan matematika yang memiliki efek potensial terhadap persepsi matematika peserta didik, dengan skor angket persepsi sebesar 63% berkategori sangat baik.
Development of Codular-Based Mathbox Media to Improve Students’ Self-assessment and Understanding of The Pythagorean Theorem Siti Maria Ulfa; Mohammad Mahfud Effendi; Rizal Dian Azmi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.42684

Abstract

This study uses 'Mathbox' media which is focused and aims to improve students' self-assessment and understanding and is developed using the Codular website. The research method used is Research and Development (RD) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development of this learning media proved to be valid with an average percentage of 95.45% of the 'Very Good' Media Checker criteria as measured using the Guttmann scale. There was an 11.1% increase in the pre-test to post-test self-assessment scores which were measured using a Likert scale. The difference in the scores of students' understanding tests with the Paired T-test shows that the application of media affects students' understanding test scores. Based on the results obtained, it can be concluded that the designed Kodular web-based Mathbox media is a valid medium and can improve students' self-assessment and understanding of the Pythagorean theorem.Penelitian ini menggunakan media 'Mathbox' yang difokuskan dan bertujuan untuk meningkatkan penilaian dan pemahaman diri siswa, serta dikembangkan menggunakan website Codular. Metode penelitian yang digunakan adalah Research and Development (RD) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Pengembangan media pembelajaran ini terbukti valid dengan persentase rata-rata 95,45% kriteria validasi media 'Sangat Baik' yang diukur menggunakan skala Guttmann. Ada peningkatan 11,1% pada skor self-assessment pre-test hingga post-test yang diukur dengan menggunakan skala Likert. Perbedaan nilai tes pemahaman siswa dengan Paired T-test menunjukkan bahwa penerapan media berpengaruh terhadap nilai tes pemahaman siswa. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa media Mathbox berbasis web Kodular yang dirancang merupakan media yang valid dan dapat meningkatkan penilaian diri dan pemahaman siswa terhadap teorema Pythagoras.

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