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All Journal Jurnal Infinity AKSIOMA JURNAL PENDIDIKAN MATEMATIKA SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Analisa PRISMA Pi: Mathematics Education Journal IndoMath: Indonesia Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) SJME (Supremum Journal of Mathematics Education) JE (Journal of Empowerment) Mosharafa: Jurnal Pendidikan Matematika Dimensi Matematika : Jurnal Pendidikan dan Pembelajaran Matematika Journal of Instructional Mathematics JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Pengabdian Sains dan Humaniora Pi: Mathematics Education Journal SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika
Elsa Komala
Universitas Suryakancana
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Mathematics Social Sciences Other

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ANALYSIS OF STUDENTS’ MATHEMATICAL ABSTRACTION ABILITY BY USING DISCURSIVE APPROACH INTEGRATED PEER INSTRUCTION OF STRUCTURE ALGEBRA II Elsa Komala
Jurnal Infinity Vol 7, No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (632.872 KB) | DOI: 10.22460/infinity.v7i1.p25-34

Abstract

This research is subject to describe students' mathematical abstraction ability using the discursive approach of peer instruction integration, to get an idea about the problems faced by students and to study about the interventions needed by students to overcome the problems. This research using the quantitative descriptive approach with pre-experimental design: the one-shot case study design, which is done to the students in the course of the structure of algebra II. Based on the data analysis, result of the research shows that ability of students' mathematical abstraction using the discursive approach of peer instruction integration in the course of the structure of algebra II does not exceed 85% of ideal criteria determined. Obstacles faced by students such as cognitive obstacles, genetic and psychological obstacles, didactic obstacles, epistemological obstacles. Interventions that need to be given such as by providing reinforcement to the mastery of prerequisite material, conditioning through drill, practice, and exercise, providing scaffolding, raises students awareness of what they learn, convergent interventions in the form of a closed-ended investigative question.
PENERAPAN RESOURCE BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA Elsa Komala
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 3 No 2 (2017)
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (884.245 KB) | DOI: 10.30738/sosio.v3i2.1612

Abstract

Tujuan Penelitian ini untuk mendeskripsikan dan menelaah penerapan Resource Based Learning terhadap kemampuan berpikir reflektif matematis dan kemandirian belajar siswa Sekolah Menengah Atas. Desain penelitian ini adalah desain kelompok kontrol pretes-postes. Kelompok eksperimen memperoleh pembelajaran dengan penerapan Resource Based Learning dan kelompok kontrol memperoleh pembelajaran biasa. Populasi penelitian ini adalah seluruh siswa kelas X MIPA salah satu SMA Negeri di Cibadak. Adapun yang di jadikan sampel dalam penelitian ini di pilih sebanyak 2 kelas dari tujuh kelas yang ada dipilih dengan teknik  purposive sampling. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir reflektif dan angket kemandirian belajar siswa. Pengolahan data peningkatan kemampuan berpikir reflektif menggunakan uji-t. Data angket kemandirian belajar siswa menggunakan peresentase. Berdasarkan analisis data, hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir refletif matematis siswa yang memperoleh penerapan Resource Based Learning lebih baik daripada siswa yang memperoleh pembelajaran biasa, peningkatan yang terjadi ada pada kategori sedang. Hasil angket kemandirian belajar terhadap penerapan Resource Based Learning dalam pembelajaran matematika dapat meningkatkan kemandirian belajar siswa, ini meningkatkan prilaku siswa untuk berani berpendapat dan mengembangkan kemampuan belajar dengan sumber belajar yang  beragam. Rasa percaya diri mereka tumbuh. Selain itu, rasa tanggung  jawab siswa dalam belajar juga meningkat dengan prilaku tepat waktu dalam menyelesaikan tugas dan bersungguh-sungguh dalam belajar. Secara umum, persentase kemandirian belajar siswa meningkat tiap pertemuannya mulai dari 70 %, 74%, 81% dan 85%. 
Efektivitas Model Flipped Classroom Berbasis Problem Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Sarah Inayah; Ari Septian; Elsa Komala
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

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Abstract

The purpose of this study is to test the effectiveness of the Flipped Classroom Model Based on Problem Based Learning to improve students' critical thinking skills whose learning device have been developed. The learning device are implemented in the mathematics education study program in the Faculty of Teacher Training and Education, Suryakancana University. Critical thinking is one of the 21st century skills. To improve critical thinking skills, it can be done by choosing the right learning model. The learning model is Problem Based Learning (PBL). The flipped classroom model is also suitable for developing the skills needed to face the industrial revolution or better known as the 21st century skills. This research was conducted specifically for the Data Processing course in the Mathematics Education study program, FKIP Suryakancana University. The research carried out refers to the Research and Development (R&D design) design from Borg and Gall. The results of the implementation show that the Flipped Classroom Model Based on Problem Based Learning is effective in improving critical thinking skills.
Pembelajaran dengan Pendekatan Explicit Intruction dengan Teknik Scaffolding untuk Meningkatkan Kemampuan Representasi Matematis dan Self-Concept Siswa Elsa Komala
Jurnal Analisa Vol 3, No 1 (2017): Volume 3 Nomor 1 (2017)
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v3i1.1500

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan dan menelaah pembelajaran dengan pendekatan explicit intruction teknik scaffolding serta dampaknya terhadap kemampuan representasi matematis dan self-concept siswa. Penelitian ini merupakan penelitian kuasi eksperimen. Adapun desain penelitian yang digunakan adalah desain kelompok kontrol pretes-postes.Populasi penelitian adalah seluruh siswa kelas X di salah satu SMA Negeri di Cibadak dengan sampel dipilih dengan teknik  purposive sampling. Instrumen yang digunakan berupa tes dan angket. Hasil penelitian menunjukkan bahwa peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran dengan pendekatan pendekatan explicit intruction dengan teknik scaffolding lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Hasil angket menunjukkan bahwa self-concep siswa terhadap pembelajaran matematika menggunakan pendekatan explicit intruction dengan teknik scaffolding cenderung positif artinya siswa merespon baik terhadap pembelajaran explicit intruction dengan teknik scaffolding.
Pengembangan bahan ajar berbasis cerita bergambar matematika Sifa Pratiwi; Elsa Komala; Erma Monariska
Jurnal Analisa Vol 6, No 2 (2020): Volume 6 Nomor 2 Tahun 2020
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v6i2.9033

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menghasilkan bahan ajar berbasis cerita bergambar matematika serta mengetahui kelayakannya pada materi statistika untuk siswa smp kelas VIII. Metode yang digunakan adalah Research and Development (R&D). Media cerita bergambar ini dikembangkan dengan model pengembangan ADDIE. Hasil penelitian menunjukan kelayakan bahan ajar berbasis cerita bergambar matematika pada materi statistika untuk siswa SMP kelas VIII yang dikembangkan dan menghasilkan kriteria yang layak digunakan.
Penerapan model probing-promting learning untuk meningkatkan kemampuan penalaran matematis siswa Samsul Arifin; Elsa Komala
Jurnal Analisa Vol 4, No 2 (2018): Volume 4 Nomor 2 Tahun 2018
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v4i2.2763

Abstract

Tujuan penelitian ini untuk mengetahui penerapan model probing-promting learning terhadap pencapaian dan peningkatan kemampuan penalaran matematis siswa dan mengetahui sikap siswa terhadap pembelajaran matematika dengan menggunakan model probing-promting learning. Penelitian ini menggunakan eksperimen kuasi, dengan nonquivalen control design. Penelitian ini dilaksanakan di SMP Negri 3 Campaka, populasi penelitian ini adalah seluruh siswa kelas VIII, adapun yang dijadikan sampel dipilih sebanyak dua kelas dari 5 kelas yang ada, dengan teknik  purposive sampling. Instrumen yang digunakan adalah soal kemampuan penalaran matematis dan angket sikap. Pengolahan data pencapaian kemampuan penalaran matematis menggunakan persentase hasil postes siswa, peningkatan kemampuan penalaran matematis menggunakan Mann-Whitney, dan data sikap siswa menggunakan presentase jawaban setiap siswa dari hasil angket. Berdasarkan analisis data, hasil pencapaian kemampuan penalaran matematis siswa menggunakan model probing-promting learning dengan kategori sedang, pencapaian siswa kemampuan penalaran matemais dengan menggunakan model pembelajaran konvensional dengan kategori rendah. Peningkatan kemampuan penalaran matematis siswa dengan menggunakan model probing-promting learning lebih baik dari pada peningkatan kemampuan penalaran matematis siswa menggunakan model pembelajaran konvensional dengan kategori sedang. Sikap siswa terhadap pembelajaran matematika menggunakan model probing-promting learning sangat baik.Application of probing-prompting learning models to improve students' mathematical reasoning abilitiesThe purpose of this research is to know the application of probing-proming learning model to the achievement and improvement of students' mathematical reasoning ability and to know the student's attitude toward mathematics learning by using probing-promting learning model. This study used quasi experiments, with nonquivalent control design. This research was conducted at State Junior High School 3 Campaka, the population of this research is all students of class VIII, while the sample is selected as many as two classes from 5 classes, with purposive sampling technique. The instrument used is about the ability of mathematical reasoning and attitude questionnaire. Data processing achievement of mathematical reasoning ability using percentage of student postes result, improvement of mathematical reasoning ability using Mann-Whitney, and student attitude data using percentage of answer each student from result of questionnaire. Based on data analysis, the achievement of students 'mathematical reasoning ability using the medium-term probing-promting learning model, students' achievement of mathematical reasoning ability using conventional learning model with low category. The improvement of students 'mathematical reasoning ability using probing-promting learning model is better than improving students' mathematical reasoning ability using conventional learning model with medium category. Students' attitude toward learning mathematics using probing-promting learning model is very good. 
KEMAMPUAN REPRESENTASI: IMPLEMENTASI PENGEMBANGAN DESAIN DIDAKTIS PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH MENENGAH ATAS Elsa Komala; Didi Suryadi; Dadan Dasari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.007 KB) | DOI: 10.24127/ajpm.v10i4.3971

Abstract

Abstrak Kemampuan representasi matematis merupakan salah satu tujuan pembelajaran matematika di sekolah yang digunakan sebagai alat bantu untuk menemukan solusi dari masalah matematika, akan tetapi siswa masih kesulitan dalam melakukan kemampuan representasi matematis dan minim kemampuan representasi yang baik. Tujuan dari penelitian ini adalah untuk menganalisis hasil implementasi dari desain didaktis hasil pengembangan untuk meminimalisir learning obstacle yang terjadi terkait kemampuan representasi pada pembelajaran matematika. Penelitian ini menggunakan metode kualitatif dengan studi fenomenologi dan pengembangan dengan Didactical Design Research (DDR). Subjek terdiri dari 38 siswa kelas X beserta 3 orang guru matematika. Soal tes kemampuan representasi dan studi dokumentasi digunakan pada saat implementasi desain didaktis. Hasil dari penelitian menunjukan bahwa berdasarkan learning obstacle yang terjadi terkait kemampuan representasi siswa yang diperoleh selanjutnya dibuat dan dikembangkan desain didaktis berdasarkan learning obstacle yang telah teridentifikasi sebagai pendahuluan kemudian diimplementasikan, sehingga pelaksanaan pembelajaran matematika dengan menggunakan desain didaktis terlaksana dengan baik akibatnya kemampuan representasi matematis siswa dapat diminimalisir kesalahannya terutama pada proses membuat pemodelan matematika, selain itu proses visual dan pembuatan kata-kata tertulis.Kata kunci: Desain Didaktis, Kemampuan Representasi. AbstractMathematical representation ability is one of the objectives of learning mathematics in schools which is used as a tool to find solutions to mathematical problems, but students still have difficulty in performing mathematical representation skills and lack good representation skills. The purpose of this study is to analyze the results of the implementation of the didactic design as a result of the development to minimize learning obstacles that occur related to representational abilities in mathematics learning. This research uses qualitative methods with phenomenological studies and development with Didactical Design Research (DDR). The subjects consisted of 38 students of class X and 3 mathematics teachers. Representational ability test questions and documentation studies are used during the implementation of the didactic design. The results of the study show that based on the learning obstacle that occurs related to the student's representation ability obtained, then a didactic design is made and developed based on the learning obstacle that has been identified as an introduction and then implemented, so that the implementation of mathematics learning by using a didactic design is carried out properly as a result, students' mathematical representation abilities can be achieved. errors are minimized, especially in the process of making mathematical modeling, in addition to the visual process and the creation of written words.Keywords: Didactic Design, Representation Ability.
ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS MAHASISWA PADA MATA KULIAH PROGRAM LINEAR Erma Monariska; Elsa Komala
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol 7, No 1 (2021): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1070.913 KB) | DOI: 10.25134/jes-mat.v7i1.3884

Abstract

This article aims to find out how the mathematical representation abilities and difficulties experienced by students in solving problems in the Linear Program course. The research method uses descriptive quantitative methods. Subjects in this study were students of level III Mathematics Education Study Program, University of Suryakancana, data collection was carried out using test instruments in the form of descriptive questions related to mathematical representation abilities. The results of this study are: 1) Students have a fairly good mathematical representation ability and are classified as moderate in the linear program course but are still weak in indicators of the ability to represent mathematical expressions (making mathematical equations or models, solving problems involving mathematical expressions). This is because students are not familiar with story questions and non-routine questions and mathematical representation questions; 2) Students experience difficulties in designing, compiling, formulating and constructing mathematical models correctly, determining the feasible area (solution area) as well as the solution point of the given problem, as well as carelessness and lack of student care in calculating and completing the iteration process and forgetting to determine variables entry and exit so that it has an impact on the work results / improper solutions of the problems presented.
PEMBELAJARAN DENGAN PENDEKATAN METACOGNITIVE GUIDANCE (MG) UNTUK MENINGKATKAN LITERASI MATEMATIS SISWA SMP Elsa Komala; Siti Nur Sabila Qintani
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol 3, No 2 (2017): JURNAL EDUKASI DAN SAINS MATEMATIKA
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.272 KB) | DOI: 10.25134/jes-mat.v3i2.688

Abstract

AbstractTo the effect this research is subject to see the improvement of students' mathematical literacy by using the Metacognitive Guidance (MG) approach, especially the mathematical literacy ability of level 3 and level 4 students. The design of this research is non-equivalent control group design. The experimental class is given by using the Metacognitive Guidance (MG) approach and the control class given the learning with the conventional approach. The population in this study is all students of class VII of one of the Junior High School in Cianjur. The samples were chosen as many as 2 classes from eight existing classes with purposive sampling technique. To obtain the result of research data using instrument in the form of mathematical literacy level 3 and level 4, and student questionnaire. Data processing increased the ability of mathematical literacy using mann-witney test. Based analisi data,  the results showed that the improvement of students 'mathematical literacy skills using the Metacognitive Guidance (MG) approach was better than the improvement of students' mathematical literacy skills using conventional approach, the improvement was in the medium category. The questionnaire results show that students' attitude toward mathematics learning using Metacognitive Guidance (MG) approach is positive.Keywords: Metacognitive Guidance Approach, Mathematical Literacy
Development of Mathematics Didactic Design with Integration of Peer Instruction Regarding Representational Ability of High School Students Elsa Komala; Didi Suryadi; Dadan Dasari
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 5, No 2 (2021): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v5i2.5172

Abstract

This study focuses on the ability of representation with the integration of peer instruction which was developed through didactic design development research. The purpose of this research is to develop a didactic design in the form of learning tools, which are referred to in this study, namely: Lesson Plans, Teaching materials in the form of Student Worksheet in the form of student guides containing material information, sample questions, and practice questions. According to the problems experienced by students related to the ability of representation. The process of developing learning tools using Didactical Design Research (DDR), consists of didactic situation analysis, metapedadidactic analysis, and retrospective analysis. The didactic design developed was validated by 3 experts, namely 1 mathematics education lecturer and 2 high school mathematics teachers. The results showed that the learning plans were obtained in the form of a didactic design in the form of lesson plans that integrated peer instruction and worksheets for 8 meetings with the overall results of each aspect of the learning device being analyzed descriptively by revising the didactic design based on input and notes from the validator. Mathematics didactic design in high school to minimize learning obstacles related to students' representational abilities, includes 1) The material begins with the introduction of problems that are suitable for the situation and even related to the context of daily life, providing an overview of the benefits of the material to be studied, 2) Strengthening the material prerequisites presented at the first meeting, 3) Integrating peer instruction in the implementation of mathematics learning, 4) Providing scaffolding at the time of learning, 5) Student work and assignments are corrected and confirmed directly. In addition, the process of strengthening the visual representation process, modeling or mathematical expression, and the process of making written words presented on the worksheets is also carried out. Thus, the mathematical didactic design with the integration of peer instruction has provided appropriate learning activities; the purpose, depth and accuracy of the concepts and materials presented are traceable, communicative, the clarity of the images and spelling is appropriate, there is no correction given by the validator, so it can be implemented with the aim of developing students' mathematical representation abilities.
Co-Authors Adi Rahadian Alyanissa Putri Iskandar Ami Nurizlan Andi Sutandi Asiatul Mutaaliah Asri Maulani Afrida Astri Siti Sadiah Ayang Setiawan Ayang Setiawan Dadan Dasari Didi Suryadi Dina Azkia Dina Nurfadila Eli Siti Karnia Elsa Adetia Erma Monariska Erma Monariska Erwan Setiawan Guntur Maulana Muhammad Inayah, Sarah Jusniani, Nia Kurniawan Aji Komara Muhamad Soeleman Neng Resti Noviana Lidya Puspitasari Rani Sugiarni Resi Rismayanti Rismawati Rismawati Samsul Arifin Sarmini Sarmini Septian, Ari Sifa Pratiwi Siti Nur Sabila Qintani Suci Mulyani Cahya Bulan Syahra Andriyany Yeni Suryani Zahirotun Nisa