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All Journal Jurnal Pendidikan MIPA Math Didactic: Jurnal Pendidikan Matematika Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Beta: Jurnal Tadris Matematika Indonesian Journal of Mathematics Education Jurnal ABDINUS : Jurnal Pengabdian Nusantara Madaniya Journal of Didactic Mathematics Edumatica: Jurnal Pendidikan Matematika Polyhedron International Journal in Mathematics Education
Muhamad Galang Isnawan
Universitas Nahdlatul Wathan Mataram
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Students Mathematics Learning Achievement from Mathematics Teacher Performance and Principal Managerial Competencies Point of View Muhamad Galang Isnawan; Arief Budi Wicaksono
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.3375

Abstract

Principals and teachers are two important elements that must be at the forefront of improving the quality of students in the school. Do these two things affect learning achievement? It is what the researchers answered in this study. Therefore,this study aims to describe the influence of mathematics teacher performance and principal managerial competence on student mathematics learning achievement. The approach in this study is a quantitative (survey). The population was all mathematics teachers and public high school students in Central Lombok, about 793people. Using the purposive sampling technique obtained a sample of this study were all mathematics teachers in one of the public high schools in Central Lombok, totaling 187 people. The instruments used were mathematics teacher performance and principals managerial competency questionnaires, and computer-based national exam tests to measure student mathematics learning achievement. Data analysis was performed using a regression test, namely the t-test and the F-test, to see the effect of mathematics teacher performance and principal managerial competence (individually and together). The results showed that mathematics teacher performance affected mathematics learning achievement with a t-value of 16.295, and principal managerial competence affected mathematics learning achievement with a t-value of 18.831. Furthermore, mathematics teacher performance and principal managerial competence influence student mathematics learning achievement of public senior high school students in Central Lombok with an F-value of 211.482.
Strategies to Minimize Students Learning Obstacle in Fractions A Grounded Theory Muhamad Galang Isnawan; Didi Suryadi; Turmudi Turmudi
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Fractions are a fundamental mathematical concept that is quite important for life. However, the existing facts prove that fraction concepts in mathematics are a problem that has become a learning obstacle for students in schools. Therefore, this study aims to find alternative strategies to minimize the learning obstacle. The researcher then used a grounded theory design to find this strategy. Researchers also combined research design with phenomenology to find the core categories. Researchers used systematic analysis (open, axial, and selective), combined with thematic analysis with NVivo-12. The analysis results revealed that ontogenic in the form of participants were unable to simplify, determine equivalent fractions, and carelessness was the most significant learning obstacle. The strategy obtained was the use of a didactic design based on a didactical situation in collaboration with didactical design research, which would minimize student learning barriers on fractions.Keywords: fractions, learning obstacle, grounded theory, phenomenology, didactical situation. Abstrak: Pecahan merupakan konsep matematika dasar yang cukup penting bagi kehidupan. Namun, fakta yang ada membuktikan bahwa konsep pecahan dalam matematika merupakan masalah yang menjadi hambatan belajar siswa di sekolah. Oleh karena itu, penelitian ini bertujuan untuk mencari alternatif strategi untuk meminimalkan hambatan belajar. Peneliti kemudian menggunakan desain grounded theory untuk menemukan strategi tersebut. Peneliti juga menggabungkan desain penelitian dengan fenomenologi untuk menemukan kategori inti. Peneliti menggunakan analisis sistematis (terbuka, aksial, dan selektif), dikombinasikan dengan analisis tematik dengan NVivo 12. Hasil analisis menunjukkan bahwa siswa mengalami hambatan ontogenik, seperti siswa tidak dapat menyederhanakan, menentukan pecahan senilai, dan kecerobohan merupakan hambatan belajar yang paling signifikan. Strategi yang diperoleh adalah penggunaan desain didaktis berdasarkan situasi didaktis yang dikombinasikan dengan penelitian desain didaktis, yang akan meminimalkan hambatan belajar siswa dalam pembelajaran pecahan.Kata kunci: pecahan, hambatan belajar, grounded theory, fenomenologi, situasi didaktis.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp67-79
The effect of metacognitive awareness toward lecturer's peformance Muhamad Galang Isnawan
Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v5i2.520

Abstract

The implementation of the Tridharma of Higher Education and the fulfillment of supporting elements is an obligation that must be carried out by lecturers in higher education as a form of reflection of its performance. Many factors influence the performance, one of which is metacognitive awareness. Therefore, the purpose of this study is to describe the effect of metacognitive awareness toward lecturer’s performance in universities. This type of research is ex-post facto. The population of this study was all lecturers at the UNW Mataram with a sample of all lecturers at the FKIP UNW Mataram. The sampling technique used is stratified random sampling. Data analysis used is regression analysis (R Square, F test, and t test). Based on the results of the study obtained information that metacognitive awareness influences the performance of lecturers in universities. The value of R Square obtained is 70.7%; F value of 77,177 with a significance of 0,000; and the value of t obtained is 8.785 with a significance of 0,000.
Principal competency model development: Phenomenological design with coaching techniques in Sekolah Penggerak Muhamad Galang Isnawan; Sudirman Sudirman
Tarbawi Vol 8 No 01 (2022): May 2022
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v8i01.5867

Abstract

Sekolah Penggerak is one of the best episodes of the many Merdeka Belajar episodes. A separate curriculum known as Kurikulum Merdeka was prepared to support the program. The change in the principal’s competency model then became one of the unique phenomena in the curriculum change. The facts reveal that school principals cannot adapt quickly to this phenomenon, so this study aims to help school principals adapt more quickly to changes in competency models with coaching techniques. This study uses a phenomenological design because it wants to know the experiences that principals experience regarding the use of coaching techniques in responding to the phenomenon of changing competency models. The participants were three principals (51-55 years old) with 2-5 years of experience as principals. The instruments used are coaching questions developed in Sekolah Penggerak. Data is collected online through Google Meet and analyzed using qualitative data analysis techniques. The study results then revealed that coaching techniques could to assist school principals in developing a model of school leadership competence, especially self-development and other people’s development, as well as learning leadership. This study also hopes that the principal will actively involve parents or guardians of students as mentors and learning resources.
How secondary students develop the meaning of fractions? A hermeneutic phenomenological study Muhamad Galang Isnawan; Didi Suryadi; Turmudi Turmudi
Beta: Jurnal Tadris Matematika Vol. 15 No. 1 (2022): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v15i1.496

Abstract

[English]: Understanding various meanings of fractions is a foundation to learn related fractions topics. However, students are struggling with this essential topic. This hermeneutic phenomenological study aims to further investigate the meaning of fractions developed by secondary school students, the process of constructing the meaning using models, and factors that hinder the development of the meaning. It involved twenty-two students given fractions tasks, and some students of the different categories of mathematics ability were selected to be interviewed. A thematic analysis using NVivo-12 found that some students interpret fractions as a tool and integers. Most of the students in all categories tend to espouse fractions as ratio and quotient. However, they cannot use the models to represent the meanings. This study reveals that the students’ developed meanings of fractions are limited and different from what primary students have. In addition, there is an inconsistency between the espoused meanings and the use of models. The limitation and inconsistency are considered to be affected by teachers’ lack of content knowledge on the topic and less attention to using models in teaching fractions. This study implies that (mathematics) teachers education should pay more attention to the meaning of fractions and their related models in learning. [Bahasa]: Memahami makna pecahan merupakan dasar untuk mempelajari topik-topik terkait pecahan. Namun, siswa masih mengalami kesulitan dalam topik penting ini. Penelitian fenomenologi hermeneutika ini bertujuan untuk mengkaji lebih lanjut makna pecahan yang dibangun oleh siswa sekolah menengah, proses mengkonstruksi makna menggunakan berbagai model, dan faktor-faktor yang menghambat pengembangan makna pecahan. Penelitian ini melibatkan dua puluh dua siswa yang diberikan tugas matematika dan beberapa siswa dari berbagai kategori kemampuan matematika dipilih untuk diwawancarai. Analisis tematik menggunakan NVivo-12 menemukan bahwa beberapa siswa memaknai pecahan sebagai alat bantu dan bilangan bulat. Sebagian besar siswa pada semua kategori kemampuan matematika cenderung memaknai pecahan sebagai rasio dan hasil bagi. Namun, mereka tidak bisa menggunakan model untuk merepresentasikan makna pecahan tersebut. Penelitian ini menunjukkan bahwa makna pecahan yang dimiliki oleh siswa terbatas dan berbeda dari makna pecahan yang dimiliki siswa sekolah dasar. Selain itu, terdapat inkonsistensi antara makna pecahan yang diungkap siswa dengan penggunaan model. Keterbatasan dan inkonsistensi tersebut dianggap dipengaruhi oleh kurangnya pengetahuan konten guru tentang materi dan kurangnya penggunaan model dalam mengajar pecahan. Dalam hal ini, pendidikan guru (matematika) harus lebih memperhatikan makna pecahan dan penggunaan model pecahan dalam pembelajaran.
Pengolahan Hasil Asesmen dan Penyusunan Rapor untuk Sekolah Penggerak Muhamad Galang Isnawan; Samsuriadi Samsuriadi; Samsul Bahri; Evana Gina Shantika; Indrawati Indrawati; Lume Lume; Burhanudin Burhanudin
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 7 No 2 (2023): Volume 7 Nomor 2 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v7i2.19082

Abstract

Sekolah Penggerak are schools that are required to implement the Kurikulum Merdeka. One obstacle that Sekolah Penggerak experienced in implementing the Kurikulum Merdeka is the low competence of school principals and teachers in compiling and processing assessment results and report cards. Workshops are a relatively effective way of developing the competence of school principals and teachers. Therefore, this service aims to strengthen the competence of school principals and teachers regarding assessments and report cards through workshop activities. The workshop was also chosen because it involves direct interaction with participants through relevant worksheets. The participants of the workshop were eighteen people consisting of three junior high school principals, three high school principals, six teachers of the junior high school, and six teachers of the high school who were members learning committee. Workshop activities are carried out for eight lesson hours using worksheets from the government. Data were analyzed using qualitative data analysis. The dedication results show that the workshop activities are going well, especially the discussion activities. Although, the time allocation for activities tends to be more. In general, each school has been able to prepare assessments well, although it is still constrained in making criteria for achieving learning objectives. In addition, the assessment editor designed by the school still needs to be more optimal because there are still schools that compile an assessment rubric for that section. Likewise, when processing the assessment results, it was found that schools needed to be able to formulate a formula to determine student scores. In contrast to the previous results, when participants compiled report cards, information was obtained that all schools could prepare report cards properly, including in compiling descriptions related to student competency achievements.
Analisis Hambatan Belajar Mahasiswa dalam Perkalian Pecahan: Sebuah Studi Hermeneutics Phenomenology di Perguruan Tinggi Muhamad Galang Isnawan; Naif Mastoor Alsulami; Muh. Rusmayadi; Samsuriadi Samsuriadi; Sudirman Sudirman; Wanda Nugroho Yanuarto
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.24190

Abstract

Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.
Pengembangan Destinasi Wisata Melalui Pemberdayaan Masyarakat Desa di Lombok Timur Bambang Triaji; Didin Hadi Saputra; Rabiyatul Adawiyah; M Nurdin; Lale Yaqutunnafis; Meiyanti Widyaningrum; M Nasuhi; Mufida Mufida; Elita Maydasari; Abdul Gafar; Muhamad Galang Isnawan; Muhammad Madani; Lailatul Hidayah; Zainudin Zainudin; Wina Rosida Ariska
Madaniya Vol. 4 No. 2 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.473

Abstract

Dalam mengembangkan salah satu desa wisata, upaya pengembangan adalah merupakan salah satu upaya yang bisa ditempuh untuk memberdayakan masyarakat serta memacu untuk mengembangkan potensi desa yang mengarah pada peningkatan produktivitas masyarakat agar lebih mandiri. Nusa Tenggara Barat merupakan salah satu daerah destinasi wisata yang sangat terkenal di Indonesia bahkan dunia. Hal ini tergambar dari data kunjungan wisatawan ke NTB. Desa Pringgasela Selatan yang terletak di sebelah timur Pulau Lombok, tepatnya terletak di Kabupaten Lombok Timur. Kegiatan ini bertujuan untuk memberikan pemahaman mengenai usaha untuk mengembangkan sektor pariwisata dengan memanfaatkan potensi–potensi desa yang memang tersedia, guna mengembangkan desa wisata di desa Pringgasela Selatan. Melalui pariwisata masyarakat bisa melakukan perubahan, yang semula masyarakat terpinggirkan, kurang diberdayakan diharapkan setelah adanya pengembangan pariwisata masyarakat dapat terlibat dalam pengelolaan dan kegiatan desa wisata.
Meaning and learning fractions: analysis of learning barriers from a mathematics teacher's perspective Naif Mastoor Alsulami; Muhamad Galang Isnawan; Samsul Bahri; Imam Pakhrurrozi; Farah Heniati Santosa
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.2

Abstract

Converting mixed numbers into common fractions is one of the formula problems in learning fractions which is a problem in learning. However, not many studies have examined this conversion. In addition, there are not many studies that try to provide solutions to the conversion problem. Therefore, this study aims to identify the types of learning barriers students experience when converting mixed numbers into common fractions and provide alternative solutions to minimize these learning barriers. The research design used to achieve this goal is didactical design research (DDR). DDR was chosen because it uses the results of identifying types of learning barriers to develop didactic designs in learning fractions. The participants in this study were math teachers with 26 years of age and less than 5 years of teaching experience. The main instrument in this study was the researcher using several additional instruments, such as fraction comprehension tests, interview guides, and didactic designs. The data was then analyzed using qualitative data analysis. The results of the study revealed that students indicated that they experienced learning difficulties with different types of epistemological obstacles because they rarely start learning with everyday life problems. The solution offered in the didactical design is the use of the problem as an initial situation in learning which students will then respond to in the form of a didactical situation. The recommendations offered in this study are the implementation of the didactic design itself.
Parents and viewpoints: online learning during the Covid-19 pandemic Muhamad Galang Isnawan; Essa Eqal Almazroei; Evana Gina Shantika; Indrawati; Muh. Rusmayadi; Samsuriadi
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.3

Abstract

Parents play an important role during online learning during the Covid-19 Pandemic. However, there are still not many studies that examine parents' perspectives regarding online learning. Therefore, this study aims to examine the perspective of parents regarding the problems experienced by students during online mathematics learning. Participants in this study were 47 parents of students whose ages ranged from 35 to 50 years. The instrument used was an interview guide in the form of a semi-structured interview. Data were analyzed using NVivo-12-assisted thematic analysis. The results of the study show that parents think students have problems in terms of low understanding of math material and children learning less than optimally while at home. However, some parents also revealed that there were no obstacles during online learning during the Pandemic. The results of this study then recommend that parents immediately provide information to the teacher when they find that children cannot solve problems and parents cannot help children in solving these math problems.
Co-Authors Abdul Aziz Abdul Gafar Arief Budi Wicaksono Bambang Triaji Burhanudin Burhanudin Didi Suryadi Didi Suryadi Didin Hadi Saputra Elita Maydasari Essa Eqal Almazroei Evana Gina Shantika Farah Heniati Santosa Fitry Wahyuni Imam Pakhrurrozi Indrawati KETUT SUKARMA . Lailatul Hidayah Lale Yaqutunnafis Lume Lume Lume M Nasuhi M Nurdin Meiyanti Widyaningrum Mufida Mufida Muh Rusmayadi Muhammad Madani Muhibban Muhibban Naif Mastoor Alsulami Rabiyatul Adawiyah Samsul Bahri Samsuriadi Samsuriadi Samsuriadi Sudirman Sudirman Sudirman Turmudi Wanda Nugroho Yanuarto Wina Rosida Ariska Zainudin Zainudin