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All Journal Journal of Research and Advances in Mathematics Education MaPan : Jurnal Matematika dan Pembelajaran SJME (Supremum Journal of Mathematics Education) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika
Awalludin, Subhan Ajiz
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Education Mathematics Social Sciences

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The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking Apriliana, Lidya Putri; Handayani, Isnaini; Awalludin, Subhan Ajiz
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 2, July 2019
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v4i2.8386

Abstract

Since Indonesian students’ critical thinking skills in junior high school is still in unexpected level, it should be improved through teaching and learning process. The objective of the study is finding out the influence of problem centered learning approach toward students’ mathematical critical thinking ability. Every student should have mathematical critical thinking skills to make mathematics lessons are easier. Using the critical thinking skills will help students improving problem solving skills. However, the current critical thinking ability of junior high school students is still low. This research used quasi experimental design with Static Group Comparation type. The research sample consisted of two classes with each class of 35 students. The research instrument consists of six questions which indicate a mathematical critical thinking ability. Data analysis of this study used the Mann-Whitney test. The results of the study indicate that there is an effect of the problem-centered learning approach on the students' mathematical critical thinking ability with testing criteria is high.
Implementation of the K-Mean Algorithm to Determine the Level of Student Satisfaction with the Online Learning Uhamka System (OLU) Ardiansyah, Luffi; Awalludin, Subhan Ajiz
JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 9, No 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpms.v9i1.4121

Abstract

The Covid-19 pandemic has had a negative impact on humans not only in health but also in the economy, social and education. Schools and colleges were closed so that learning that was originally carried out face-to-face was shifted to long distance learning (LdL). LdL implementation can be carried out synchronously and asynchronously. There are obstacles in learning using the Online Learning Uhamka (OLU), namely the effectiveness of using the Online Learning Uhamka (OLU) and the application of the k-means algorithm to determine the level of student satisfaction with the Online Learning Uhamka (OLU) system and the reliability of the k-means algorithm in clustering .One technique to measure the level of satisfaction is to use clustering techniques. The advantage of the clustering technique is that it is easy to adapt, imply and execute and is commonly used in various fields. One of the clustering techniques that is often used is the k-means algorithm. There are 2 clusters used in the k-means algorithm. Clustering results using the Kmeans algorithm showed that 309 respondents belonged to cluster 1, namely satisfied, and 94 respondents belonged to cluster 2, namely dissatisfied. The indicators used to assess satisfaction are usability, content quality, interaction quality. Of the three assessment indicators that have the lowest score is the interaction quality indicator with the centroid value in cluster 1, namely 19.33980583 and the centroid value in cluster 2, namely 14.08510638. The results of the Kmeans algorithm reliability test by calculating the Davies Bouldin index value are good enough in clustering data. The Davies Bouldin index value is 0.3806830859.
ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF EFFICACY DALAM MENYELESAIKAN SOAL BERBASIS LITERASI DAN NUMERASI Putri, Riska Amelia; Awalludin, Subhan Ajiz
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 1 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.1.51-64

Abstract

Kemampuan berpikir sangat dibutuhkan dalam menyelesaikan masalah dalam kehidupan sehari-hari yang kompleks. Salah satu keterampilan berpikir yang dibutuhkan untuk memecahkan masalah adalah kemampuan berpikir kreatif. Kemampuan berpikir kreatif peserta didik berhubungan erat dengan kepercayaan diri (self efficacy) yang peserta didik miliki karena dapat berpengaruh secara signifikan terhadap perasaan, pola pikir dan dorongan untuk melakukan suatu tindakan. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir kreatif matematis peserta didik ditinjau dari self efficacy dalam menyelesaikan soal berbasis literasi dan numerasi. Dalam penelitian ini digunakan metode deskriptif dengan pendekatan kualitatif. Jenis penelitian yang digunakan yaitu studi kasus. Subjek yang digunakan adalah peserta didik kelas XI di salah satu sekolah yang terletak di Jakarta dengan total 36 peserta didik. Dari penelitian yang telah dilakukan menunjukkan bahwa peserta didik yang memiliki self efficacy tinggi dan self efficacy sedang mampu memenuhi indikator fluency, elaboration, dan originality. Sedangkan peserta didik yang memiliki self efficacy rendah hanya mampu memenuhi indikator fluency saja. Pada soal yang mengukur indikator flexibility tidak dapat diselesaikan dengan maksimal oleh peserta didik karena mereka hanya mampu menyelesaikan hanya dengan satu cara saja sedangkan pada soal sudah jelas diperintahkan untuk menjawab dengan cara yang berbeda.
Analisis Kemampuan Berpikir Kritis Matematis Siswa Ditinjau dari Kepercayaan Diri Anisa Wijiasih; Awalludin, Subhan Ajiz
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2022): Volume 5 Nomor 2 Tahun 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.306 KB) | DOI: 10.30605/proximal.v5i2.1903

Abstract

Dalam proses penyelesaian soal serta perbedaan kategori kepercayaan diri dapat mempengaruhi hasil akhir yang mereka temukan. Tujuan dari penelitian ini yaitu untuk menganalisis kemampuan berpikir kritis matematis ditinjau dari kepercayaan diri pada materi sistem persamaan linear tiga variabel. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kualitatif deskriptif. Subjek pada penelitian ini yaitu tiga siswa SMAI Al-Azhar 4. Terdapat empat indikator kemampuan berpikir kritis matematis dalam penelitian ini yaitu interpretasi, analisis, evaluasi, dan inferensi. Hasil penelitian diperoleh bahwa subjek M mencakup empat indicator kemampuan berpikir kritis matematis, N mencakup tiga dari empat indikator yaitu analisis, evaluasi, dan inferensi. Sedangkan subjek H hanya mencakup indikator interpretasi.
Analisis Kemampuan Berpikir Kritis Matematis Ditinjau dari Tipe Kepribadian dalam Menyelesaikan Soal Literasi dan Numerasi Chaniago, Ziannisa Azvani; Awalludin, Subhan Ajiz
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.11306

Abstract

Critical thinking is an essential outcome of the learning process and a crucial tool for knowledge growth. This study aims to analyze the mathematical critical thinking skills of students based on their personality types when solving problems involving literacy and numeracy. A qualitative research method with a descriptive approach was employed. Four informants from the 8th grade, representing extrovert and introvert personality types, participated in the study. Their personalities were identified using the Eysenck Personality Inventory (EPI) non-test instrument. Subsequently, a validated and reliable critical thinking assessment tool was administered. The findings indicate that overall, both extrovert and introvert students can fulfill the four indicators of critical thinking skills proposed by Facione (1990): interpretation, analysis, evaluation, and inference. Extrovert students excelled in the interpretation and analysis indicators, demonstrating their ability to comprehend and translate information from problems into mathematical models. However, extrovert students often made mistakes in the evaluation indicator, lacking accuracy in calculations and inferences. Conversely, introvert students met all four indicators of mathematical critical thinking skills and exhibited greater meticulousness, enabling them to answer questions in accordance with their intended purpose. Critical thinking, literacy, and numeracy are three interrelated and inseparable skills. Therefore, students with strong critical thinking skills are more likely to possess proficient literacy and numeracy skills as well.
ANALISIS KESALAHAN PESERTA DIDIK DALAM MEMECAHKAN SOAL LITERASI DAN NUMERASI : PENDEKATAN MELALUI PROSEDUR NEWMAN Logistica, Raden Siti Aaisyah; Awalludin, Subhan Ajiz
MaPan : Jurnal Matematika dan Pembelajaran Vol 12 No 1 (2024): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2024v12n1a4

Abstract

Mathematical literacy and mathematical numeracy are basic skills that are crucial for educational progress and individual development. However, students' mathematical literacy and numeracy skills in Indonesia must still meet the expected standards. Therefore, this research aims to analyze students' errors in solving mathematical literacy and mathematical numeracy questions. This research uses qualitative research with a descriptive approach. In this study, six subjects were selected using a purposive sampling technique, with two subjects representing high, medium, and low ability categories. Subject selection criteria are based on the results of essay tests in the algebra domain. Mathematical literacy and mathematical numeracy abilities were analyzed through student error analysis using the Newman error indicator, which includes five procedures: (1) reading, (2) comprehension, (3) transformation, (4) process skills, and (5) encoding. The results showed that students' error rates varied depending on the level of mathematical literacy and numeracy skills. Subjects in the high ability category generally need to improve comprehension, processing skills, and answer writing stages. Subjects in the medium ability category typically make mistakes in the reading, comprehension, processing skills, and answer writing stages. Then, subjects in the low category tend to make mistakes at all stages of analysis. The recommendations from this study are expected to provide valuable insights for educators in designing more effective learning strategies to overcome these errors.
Co-Authors Anisa Wijiasih Apriliana, Lidya Putri Ardiansyah, Luffi Chaniago, Ziannisa Azvani Handayani, Isnaini Logistica, Raden Siti Aaisyah Putri, Riska Amelia