Articles
<![CDATA[RELATIONSHIP BETWEEN MISCONCEPTION AND MATHEMATICAL ABSTRACTION OF GEOMETRY AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Gida Kadarisma]]>;
<![CDATA[Nelly Fitriani]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p213-222
<![CDATA[This study aims to examine the misconceptions that often occur in junior high school students on the concept of geometry based on abstraction level. The research method is qualitative with a case study design. Subjects in this study are 27 students of the 3rd grade of junior high school students, who had to learn all the concepts that will be appeared on the test. Material that will be given on the test of this research is the concept of Triangle, Quadrilateral, Flat Side Geometry and Curved Side Geometry. This research takes a place at one of the junior high schools in Cimahi. The instrument in this study is a diagnostic test (to find out the types of students’ misconception), mathematical abstraction tests (to determine the level of abstraction) and interview rubrics. Misconceptions produced by students are closely related to students’ mathematical abstractions, the higher the level of abstraction ability, the more students away from misconceptions. The topic taken in this study is the topic of basic geometry, the results can be a source of information about the types of misconception that often occur in students, and how the solution so that these misconception do not re-occur.]]>
<![CDATA[Pengembangan Bahan Ajar Desain Didaktis untuk Meningkatkan Kemampuan Berpikir Reflektif Matematis Siswa SMA ]]>
<![CDATA[Eka Senjayawati]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 5, No 2 (2020): September 2020 - Februari 2021 ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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DOI: 10.26594/jmpm.v5i2.2082
<![CDATA[Tujuan dari penelitian ini adalah mengembangkan bahan ajar desain didaktis untuk meningkatkan kemampuan berpikir reflektif matematis siswa SMA. Metode Penelitian ini adalah metode kualitatif. Alat pengumpul data dalam penelitian ini berupa tes kemampuan berpikir reflektif awal dan akhir yang merupakan soal uraian sebanyak 5 soal yaitu Tes Kemampuan Berpikir Reflektif Matematis (TKBRM). Subjek penelitian ini adalah siswa kelas XI sebanyak 20 siswa di MA Cahaya Harapan Bandung Barat. Kesimpulan dari hasil penelitian ini adalah 1). Desain didaktis yang berupa bahan ajar (LKS) mendukung siswa untuk meningkatkan kemampuan berpikir reflektif matematis, 2). Instrumen dan LKS yang dihasilkan memenuhi standar dan valid untuk digunakan, 3).Terdapat indikator yang paling rendah dalam pencapaian TKBRM siswa, yaitu indikator mengevaluasi proses penyelesaian, 4). Desain didaktis yang dikembangkan dapat mengatasi rendahnya kemampuan berpikir reflektif matematis siswa pada materi program linear.]]>
<![CDATA[Pengaruh Minat Belajar Matematika Terhadap Kemampuan Penalaran Matematik Siswa SMP ]]>
<![CDATA[Gida Kadarisma]]>;
<![CDATA[Tina Rosyana]]>;
<![CDATA[Adi Nurjaman]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 2 No. 1 (2019): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
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DOI: 10.30606/absis.v2i1.206
<![CDATA[Mathematics is often perceived as a difficult subject, therefore students' interest in learning in mathematics is relatively low. This results in low student learning outcomes, whereas in mathematics there is an important ability possessed by students, namely mathematical reasoning abilities that enter into the High Order Thinking Skill, based on that the purpose of this study is to analyze the influence of learning interest on students' mathematical reasoning abilities. The method in this study is a correlational method to see the effect of a variable on other variables, with a population of eighth grade students of SMPN 3 Ngamprah with samples taken in one class. The instrument of this study was a 5-item test instrument to measure reasoning ability and a non-test questionnaire in the form of 40 statements used to measure interest in learning in mathematics. From the results of data analysis, it can be concluded that there is a significant positive influence between learning interest with mathematical reasoning ability, and the correlation coefficient of 0.88, which means the relationship between interest in learning mathematics and mathematical reasoning ability is classified as very strong. Therefore, in bringing learning the teacher should make learning that can increase student interest in learning so that students' mathematical reasoning abilities increase]]>
<![CDATA[Pengembangan Lembar Kerja Siswa dengan Model Inkuiri Terbimbing Berbantuan Software Geometer’s Sketchpad ]]>
<![CDATA[Gida Kadarisma]]>;
<![CDATA[Nanang Priatna]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v10i2.9330
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman siswa pada materi geometri khususnya sudut dan garis. Karena objek-objek geometri bersifat abstrak maka dalam belajar geometri diperlukan suatu bahan ajar yang didalamnya terdapat cara-cara penemuan konsep dengan bimbingan guru serta bantuan software agar siswa lebih mudah mengeksplorasi objek-objek secara dinamis dan akurat. Oleh karena itu tujuan dari penelitian ini adalah untuk mengembangkan LKS dengan model inkuiri terbimbing berbantuan Software Geometer’s Sketchpad pada materi sudut dan garis. Dengan demikian metode dalam penelitian ini adalah metode pengembangan model 4D yaitu Define (pendefinisian), design (perancangan), develop (Pengembangan), dan disseminate (Penyebaran). Pada tahap pendefinisian dilakukan analisis KD dan bahan ajar yang digunakan sekolah, pada tahap perancangan dilakukan pembuatan storyboard, pemilihan cover, background, dan pengunduhan gambar untuk konten LKS. Pada tahap pengembangan dilakukan penilaian oleh validator ahli dan praktisi selanjutnya dilakukan revisi atas catatan-catatan dari ahli kemudian pada tahap penyebaran dilakukan uji coba LKS kepada sampel terbatas yaitu 23 siswa di salah satu sekolah SMP di Cimahi. Teknik pengumpulan data menggunakan lembar validasi untuk mengukur kelayakan LKS yang dilakukan oleh 3 orang ahli dan lembar praktikabilitas untuk mengukur kepraktisan LKS yang dilakukan oleh 3 orang praktisi guru. Selain itu instrument tes sebanyak 5 butir soal untuk mengukur efektifitas LKS setelah diimplementasikan. Hasil dari penelitian ini yaitu LKS yang dikembangkan sudah memenuhi kriteria valid, sangat praktis dan efektif. Implikasi dari penelitian ini LKS yang dikembangkan dapat digunakan guru agar siswa mudah memahami konsep pada materi sudut dan garis.]]>
<![CDATA[PENGEMBANGAN DESAIN DIDAKTIS UNTUK MENGATASI LEARNING OBSTACLE PADA MATERI DIMENSI TIGA ]]>
<![CDATA[Nelly Fitriani]]>;
<![CDATA[Gida Kadarisma]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i2.2686
<![CDATA[This research is motivated by the many learning obstacles experienced by students in understanding the three-dimensional material, while the teaching materials used by teachers are inadequate because they do not pay attention to student needs. Therefore, this study aims to determine the characteristics of Learning obstacles that occur in students in the three dimensional material as well as to find out the didactic designs used in overcoming Learning obstacles. Didactic design developed in the form of teaching materials are arranged based on four things, namely learning obstacle that occurs, learning trajectory, didactical situation theory and the process of abstraction. The research method used is a qualitative method with a didactic design approach. The subjects in this study were 35 students of class X SMAN 4 Cimahi, with instruments in the form of Respondents' Ability Tests about 5 questions and validation sheets of teaching materials from expert validators. The results showed that the characteristics of Learning obstacle that occurred in the three dimensional material were Ontogenic Obstacle, Didactical Obstacle and Obstacle Epistemology. Then a didactic design was made which was implemented as many as 6 meetings with a validation percentage of 69.5% expert validator, a retrospective analysis was carried out to analyze the students' responses to the didactic hypothesis design, because there were still mismatches of student responses and obstacle epistemology was still found. the validation percentage increased to 76% with a valid category. Based on the implementation, this didactic design can overcome the learning obstacles experienced by students in the three dimensional material. The implications of this study, the good teaching materials provided to students must be arranged based on the needs of students which, including analysis of learning obstacles and student learning trajectories so that learning objectives can be achieved.]]>
<![CDATA[ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA SMP PADA MATERI FUNGSI KUADRAT ]]>
<![CDATA[Siti Julaeha]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 6 (2020): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v3i6.p%p
<![CDATA[Mathematical reasoning ability is an important ability in helping an individual, in this case the individual does not just remember facts, rules, and steps in solving problems, but reasoning is a skill in making predictions based on his experience. In this article, mathematical reasoning skills will be analyzed on the quadratic function material for grade IX Junior High School odd semester. The goal is to find out such as students' reasoning abilities in studying the quadratic function material. This research is a qualitative descriptive research method with the subject of 28 grade IX students at a junior high school in Cimahi, with various classifications including high, medium, and low-ability students. This is done by giving a test of 5 questions. Then the results are analyzed through data obtained from students' answers to the questions, so that it shows that the achievement of the test with reasoning skills shows that the results obtained by students are still below average.]]>
<![CDATA[ANALISIS KESALAHAN KEMAMPUAN BERPIKIR KREATIF SISWA MTs DALAM MENYELESAIKAN SOAL ARITMATIKA SOSIAL ]]>
<![CDATA[Ade Hernawan]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 1 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i1.p%p
<![CDATA[This research was conducted with the aim of finding out the errors in the creative thinking ability of MTs students in solving Social Arithmetic problems due to the low level of mathematical creative thinking. This research was conducted by one class VII MTs students in one of the MTs in West Bandung Regency who had implemented the 2013 curriculum. The analytical creative thinking ability has indicators that include fluency, flexibility, originality and elaboration. The data collection technique used is in the form of a 4-question test result in the form of a description of the social arithmetic material, then a description of the errors in each question number. The data analysis carried out is data reduction, data presentation and conclusion drawing. The conclusion obtained from the results of this study is that the creative thinking ability of MTs class VII students in one of the MTs in West Bandung Regency has a fairly creative category and students' mistakes in solving social arithmetic problems are the lack of finding new ideas and using various methods or completion steps and mistakes. in understanding the problem due to a lack of deeper understanding of the material.]]>
<![CDATA[PENERAPAN MEDIA GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SIWA SMA ]]>
<![CDATA[Lestari Roswahyuliani]]>;
<![CDATA[Tina Rosyana]]>;
<![CDATA[Wahyu Setiawan]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 3 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i3.10252
<![CDATA[Learning mathematics using the concept of mathematical understanding is needed to solve a mathematical problem. This research is a classroom action research (CAR) which aims to analyze the ability to understand students’ mathematical concepts in SPtLDV material with the help of geogebra media. The subjects of this study were 20 students of class X Senior High School 1 Cisarua with low, medium, and high categories. The instruments used are the initial tests (before the action); the first and second cycle test (after giving the action); interview; observation sheets for teachers and students regarding the research conducted. The resultas obtained in the pre-cycle are 30%, in the first cycle there are 45%, and in the second cycle there are 90% who have the ability to understand students’ understanding of the SPtLDV material. Based on the research that has been done, it can be concluded that the students’ mathematical understanding ability on SPtLDV material assisted by geogebra media has increased.]]>
<![CDATA[ANALISIS KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL PADA MATERI ARITMETIKA SOSIAL ]]>
<![CDATA[Yuni Sapitri]]>;
<![CDATA[Nelly Fitriani]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 5 (2020): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v3i5.p%p
<![CDATA[This study aims to find out the difficulties of junior high school students in working on descriptive questions on social arithmetic material and to analyze the factors. The subjects of this study were 26 students of class VIII SMP Buana Panca Bakti Cianjur totaling 26 people in the 2019-2020 school year. Data collection in this study was conducted by means of tests, interviews and documentation. Before the interview, a math test was conducted with 5 questions of social arithmetic material. After the tests and interviews are carried out, the results of the tests and interviews are analyzed and taken from the difficulties the students experience when working on social arithmetic questions. The data analysis techniques used in this study were: (1) data reduction, by selecting the main things and focusing the important things, (2) data presentation, presenting the data on student work, (3) drawing conclusions. The results showed that the students' difficulties when solving social arithmetic problems were difficulties in understanding the problems because social arithmetic problems were in the form of story problems, difficulties in mathematical models and difficulties in the process or steps of completion. The factors that cause students' difficulties because students are lazy to read the questions, it is difficult to digest the words and the meaning of the questions, students are less interested in learning mathematics, and students do not understand the arithmetic operation well.]]>
<![CDATA[ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA SMP KELAS IX PADA MATERI BANGUN RUANG SISI LENGKUNG ]]>
<![CDATA[Santi Shintia]]>;
<![CDATA[Gida Kadarisma]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 4, No 1 (2021): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v1i1.p%p
<![CDATA[This research is a descriptive study with the aim of knowing and analyzing the results of student work on questions of mathematical communication skills. This study took the subjects from private junior high schools in Cimahi as many as 25 grade IX students. The data collection technique is by means of test questions, consisting of 5 questions in description with each question representing one indicator of mathematical communication. Based on the data analysis, it was found that the mathematical communication skills of grade IX junior high school students on the curved side of the building material were quite good. Of the 5 indicators of mathematical communication, there are 2 indicators that are classified as high, namely the indicator that states the situation becomes a mathematical model and the indicator interprets the mathematical model into ordinary language. Then 1 indicator that is classified as moderate, namely the indicator that states daily events become a mathematical symbol and 2 indicators that are classified as low, namely the indicator of interpreting and compiling mathematical questions and the indicator of compiling arguments and writing down the reasons.]]>
