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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia AKSIOMA JURNAL PENDIDIKAN MATEMATIKA AlphaMath: Journal of Mathematics Education Eduma : Mathematics Education Learning and Teaching Scholaria: Jurnal Pendidikan dan Kebudayaan International Journal on Emerging Mathematics Education JPM : Jurnal Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Integral : Pendidikan Matematika Bulletin of Applied Mathematics and Mathematics Education Euclid Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pendidikan Matematika

Iwan Junaedi

Universitas Negeri Semarang

Author-ID : 2475233

Humanities Education Mathematics Public Health Social Sciences Other

Published : 27 Documents Claim Missing Document

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Trend Paradigma dalam Pendidikan Matematika Andes Safarandes Asmara; Iwan Junaedi
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 8 No 3 (2018)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. These paradigms include behaviourism, constructivism, critical theory, cognition theory. We discuss some of the implications of this reform related to how mathematics educators might work with math teachers.

STUDI KOMPARATIF KURIKULUM MATEMATIKA SEKOLAH MENENGAH INDONESIA DAN TURKI Dedi Muhtadi; Iwan Junaedi; Mulyono Mulyono
Journal of Authentic Research on Mathematics Education (JARME) Vol 3, No 2 (2021)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v3i2.2599

Tujuan dari penelitian ini adalah untuk membandingkan kurikulum matematika sekolah menengah Indonesia dan Turki sehubungan dengan paradigma yang tertanam di dalamnya. Penelitian ini merupakan studi komparatif dengan pendekatan kualitatif. Alat pengumpulan data utama adalah kurikulum dan buku teks matematika kedua negara, sehingga analisis dokumen merupakan teknik metodologis yang digunakan dalam penelitian ini. Data dianalisis dengan cara coding dan disajikan dengan statistik deskriptif. Dalam pelaksanaan sistem pendidikan di kedua negara, Indonesia dan Turki telah mengalami transformasi paradigma, dimulai dari behavioris kemudian berubah menjadi konstruktivis sejak tahun 2005 dan 2007. Tampaknya paradigma di dua negara bergeser dari apa yang diajarkan ke bagaimana mengajar, namun masalahnya adalah kesiapan untuk kebijakan dan situasi terkait. Harapan dari hasil penelitian ini dapat dijadikan bahan pertimbangan dalam kebijakan merencanakan program pendidikan dan pembelajaran di sekolah.

Cultural Integration on Students' Productivity During Distance Learning Parmin Parmin; Mohammad Qois Syafi; Iwan Junaedi; Agus Yulianto; Eling Purwantoyo; Ibnul Mubarok
Jurnal Pendidikan dan Pengajaran Vol 54 No 3 (2021): OCTOBER 2021
Publisher : Universitas Pendidikan Ganesha

This study aims to measure the effectiveness of cultural integration on the productivity of Mathematics and Natural Sciences students during the implementation of distance learning. The culture integrated into this research is a habit that becomes a society's tradition in behaving. The research problem is about the integration of culture on character formation, which impacts student productivity. The study used mixed methods with quantitative data from questionnaires and qualitative data from interviews and document analysis. The research targets are 344 students filled out the questionnaire. After the questionnaire data was analyzed, it was deepened through interviews. The relationship test between character strengthening and students' productivity obtained a correlation coefficient value of 0.59, indicating that the correlation between variables is quite strong. Internalization of cultural values into forming students' characters in distance lectures and activities is carried out through habituation. The selection of online application media refers to the ease of access, students' common use, and ease of operation. The research concludes that students' characters contribute to building students' self-awareness to be productive.

Character Index of Mathematics and Science Student Teachers in Online Learning Parmin Parmin; Iwan Junaedi; Eling Purwantoyo; Ibnul Mubarak; Mukhammad Toni; Fifit Fitriani
Jurnal Pendidikan Indonesia Vol 9 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Online learning changes learning habits from face to face to distance learning. The purpose of the study is to measure the character index of mathematics and science student teachers in online learning during the COVID-19 pandemic. The study used mixed methods, collecting and analyzing quantitative data through questionnaires targeting Mathematics and Science student teachers, followed by qualitative data through interviews. The questionnaire used a Likert five scale option. The number of research targets was 340 student teachers with 224 women and 116 men. The results obtained are four indicators of mathematics and science student teachers characters in online learning that are less than optimal, consisting of beginning and ending lectures by praying, attendance, and politeness while optimal in the timeliness indicator collecting assignments with an index of 4.40 from a maximum index of 5.00. The study concludes that online learning has an impact on the character index of student teachers.

Mathematical Critical Thinking Profile-based Ennis and Gardner's Theory of Multiple Intelligences Mujib Mujib; Sukestiyarno Sukestiyarno; Hardi Suyitno; Iwan Junaedi
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i1.13374

Mathematical thinking is absolutely essential for school learning at all levels, including the HOT and LOT. The purpose of this study is to characterize the mathematical critical thinking ability pattern using Ennis and Gardner's theory of multiple intelligences. The research conducted in this study is qualitative. Purposive sampling was used in this study, which was conducted at SMPN 29 Bandar Lampung. Five people were involved in this study. To collect data, the researcher used a mathematical critical thinking essay test, a multiple intelligence questionnaire administered by a psychology expert, and in-depth interviews. Techniques for data analysis include data reduction, data visualization, inference, and verification (conclusion drawing and verification). The triangulation technique is used to find the truth of the data. The findings indicated that students were able to articulate the steps involved in developing mathematical critical thinking abilities. Additionally, students are more critical when it comes to problem-solving and approach the problem appropriately. Students provide direct responses rather than generalizations. Mathematics-related critical thinking patterns are frequently inductive.

Argentine Curriculum in Covid-19 Pandemic Ferry Ferdianto; Iwan Junaedi; Mulyono Mulyono
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 7, No. 2, November 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v7i2.11047

Corona virus disease 2019 (Covid-19) began to spread in Argentina in March 2020, based on data until August 25, 2020, in Argentina there were more than 350,000 people infected with the corona virus -19, ranked in the top 15 countries with the most cases. The purpose of this paper is to prepare curriculum development in Argentina in the face of the COVID-19 pandemic. The research method used is literature study, collecting information and data through various literatures, books, journals, Argentine government regulations, relevant previous research results. as well as other references. The analysis carried out is the process of preparing the curriculum in Argentina in the face of the covid-19 pandemic with the Saylor curriculum formulation model, which consists of curriculum planning, curriculum implementation, and curriculum evaluation. The Argentine government has issued several regulations and curricula in dealing with the COVID-19 pandemic. CFE Resolution No. 362/2020 decree governing the Distance Education Protocol, with Resolution N° 423/2020 the Ministry of Education of the Nation established the “Advisory Council on Current Return to Classroom Planning”. In the Saylor, Alexander and Lewis model, curriculum changes are implemented in three stages, namely; the curriculum design stage, the curriculum implementation stage, and the curriculum evaluation stage, curriculum changes are made to ensure that citizens continue to receive education.

Curriculum Reform in East Timor: Curriculum Mathematics Primary School Jaka Wijaya Kusuma; Iwan Junaedi; Mulyono Mulyono; Hamidah Hamidah
Eduma : Mathematics Education Learning and Teaching Vol 10, No 2 (2021)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i2.8783

This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collected from the sources are the content that is analyzed. These findings suggest that some changes have been made and reflected in the implementation of the classroom, and the student-centered approach has been incorporated into the instruction. Hopefully, it will be the subject of local government discussion in determining the following education policy. On the other hand, some difficulties arise during implementation due to lack of infrastructure

Mathematical Probabilistic Thinking Process Stages in Problems Solving Probability Abd Taram; Y. L. Sukestiyarno; Rochmad Rochmad; Iwan Junaedi
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.20005

Probabilistic thinking is one type of thinking skills which belongs to the Higher Order Thinking Skills (HOTS). Students need to have the probabilistic thinking ability to face the life which is full of uncertainty. The purpose of this research is to formulate the stages of mathematical probabilistic thinking processes in solving probability problems. It was a descriptive qualitative research involving eight students of the 9th grade of SMP Muhammadiyah 3 Mlati Sleman Yogyakarta as the subjects. We administered a probabilistic thinking test and then observed and interviewed them to get the data. The data were then analyzed using triangulation method. This study resulted the five stages of mathematical probabilistic thinking process. They are: (1) understanding the problem of uncertainty that needs to be solved; (2) identifying all possibilities that will occur from a problem; (3) grouping the results of the identified event; (4) determining the probability of the occurred events; and (5) verifying the results.

Kurikulum dan Pembelajaran Matematika di Jepang dan di Indonesia Hamidah Hamidah; Iwan Junaedi; Mulyono Mulyono; Jaka Wijaya Kusuma
Jurnal Pendidikan Matematika (JPM) Vol 7, No 2 (2021): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v7i2.11425

Perubahan sistem pendidikan menyesuaikan perkembangan zaman yang terjadi, baik itu di Indonesia maupun di Jepang. Perubahan terus dilakukan dengan tujuan meningkatkan kualitas pendidikan serta menstimulus jiwa kreatif guru-guru dalam menerapkan pembelajarannya di kelas kepada siswa. Salah satu syarat wajib pada pendidikan disuatu lembaga pendidikan adalah kurikulum. Kurikulum adalah suatu bagian penting dalam pendidikan dan pengajaran. Adapun beberapa komponen kurikulum yang saling memiliki kaitan antara tujuan pembelajaran, materi, teknik, dan evaluasi, serta merupakan landasan utama sebagai usaha mengembangkan proses pembelajaran pada lembaga pendidikan. Namun ironisnya, negara Indonesia masih berada diposisi yang jauh tertinggal dilihat dari hasil TIMS dan PISA. Negara Jepang ditinjau dari kualitasnya yaitu proses ataupun hasil lebih baik dari negara Indonesia, sehingga dalam proses pengembangan dan perbaikan kurikulum matematika di Indonesia hendaknya berkaca dengan negara Jepang. Secara umum proses belajar matematika di Indonesia bersifat abstrak dan hafalan serta menekankan pembelajaran matematika pada tercapainya kompetensi siswa dan berorientasi pada hasil belajar. Sedangkan, kurikulum di Jepang menekankan kapada pemecahan masalah serta tercapainya kemampuan berpikir logis siswa. Kurikulum negara Jepang tidak memberi target kepada siswanya untuk menguasai semua materi yang ditetapkan, namun memberi target terhadap kedalaman dari proses pembelajarannya.

Comparing school mathematics curriculum between Switzerland and Indonesia Vita Istihapsari; Iwan Junaedi; Mulyono Mulyono
Bulletin of Applied Mathematics and Mathematics Education Vol. 1 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Comparing a curriculum with the other more developed countries is essential for benchmarking the quality of education in the country. Switzerland deserves to be the object of comparison with the world's second-ranked Human Development Index. This article aims to compare the current curriculum in Indonesia, namely the 2013 curriculum, with the current curriculum in Switzerland, especially on school mathematics. The focus of the comparison lies in (1) school mathematics curriculum and (2) school mathematics content. This research is a qualitative research type of library research. We conducted a literature study, paid attention to the relevance of the literature, and analyzed it using data presentation, data reduction, and concluding. The results showed that with the education system in Switzerland, which emphasizes vocational education, the school mathematics curriculum places more emphasis on problem-solving. The contents are numbers, algebra, geometry, probability and statistics, changes and relationships, and problem-solving. Meanwhile, in Indonesia, the school mathematics curriculum is designed for every level of education with problem-based learning, project-based learning, and discovery learning models. School mathematics content includes numbers, algebra, geometry, relations and functions, statistics, and probability.

Co-Authors Abd Taram Agung Setiawan Agus Yulianto Andes Safarandes Asmara, Andes Safarandes Anisa Rima Auliya Arief Agoestanto Asih, Tri Sri Noor Bambang Eko Susilo Budi Waluya Budi Waluyo Dedi Muhtadi Dr. Masrukan, Dr. Eko Andy Purnomo Eling Purwantoyo Erina Siskawati Evi Herayani Ferry Ferdianto Fifit Fitriani Hamidah Hamidah Hamidah Hamidah Hardi Suyitno Ibnul Mubarak Ibnul Mubarok Iman Solahudin Jaka Wijaya Kusuma Kartono - Kintoko Kintoko Lukmanul Akhsani Masrukhan Masrukhan Mohammad Qois Syafi Mujib Mujib Mukhammad Toni Mulyono Mulyono Nila Ubaidah Nuhyal Ulia Nunu Nurhayati Nuranita Adiastuty Nuriana Rachmadi Dewi Nuriana Rachmani Dewi Nurina Hidayah Parmin Parmin Rochmad - Scolastika Mariani St. Budi Waluya Sugiman Sugiman Sukestiyarno Sukestiyarno Virga Irfiani Vita Istihapsari Wahyu Ning Dewi Kumalaretna Wahyu Ridlo Purwanto Wardono Wardono Windi Dina Safitri Y L Sukestiyarno Y. L. Sukestiyarno YL Sukestiyarno YL. Sukestiyarno Yohanes Leonardus Sukestiyarno Zaenuri Mastur

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