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PROFESSIONAL TEACHER PROGRAM EXPERIENCE: TEACHERS’ KNOWLEDGE ON OVERCOMING STUDENTS’ MISCONCEPTION Fahruh Juhaevah; Patma Sopamena; Syafruddin Kaliky
KALAMATIKA Jurnal Pendidikan Matematika Vol 5 No 1 (2020): KALAMATIKA April 2020
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.

Atensi Siswa Dalam Menyelesaikan Masalah Fungsi Syafruddin Kaliky; Patma Sopamena; Fahruh Juhaevah; Nurlaila Sehuwaky; Kasliyanto
KALAMATIKA Jurnal Pendidikan Matematika Vol 5 No 1 (2020): KALAMATIKA April 2020
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aims to describe the students' attention processes in solving functional problems. This research is a qualitative descriptive study, with subjects of 2 students taken from 8 students of secondary school. The results show that the students' attention process in solving functional problems was based on attentional characteristics, namely when students who answered correctly in solving questions and interview process, before and after reflection had complete cognitive attention structures. While students who answer incorrectly in solving problems have incomplete attention to cognitive structures, characterized by a lack of concentration in seeing the relationship between one mathematical object and another mathematical object. Attention characteristics in this study begin with recalling previous information and responding or giving feedback to problems by linking previous information with existing problems. Next analyze by breaking down information into smaller parts and easy to understand. The next step looks at the relationship between the decomposition process to get ways that can be used in the settlement process to obtain the final results that are part of decision making.

Meningkatkan Hasil Belajar Trigonometri melalui Pembelajaran Kooperatif Tipe Think-Pair-Share (Tps) Siswa Kelas X1 SMA Muhammadiyah Ambon Syafruddin Kaliky
MATEMATIKA DAN PEMBELAJARAN Vol 5, No 1 (2017): Matematika dan Pembelajaran
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v5i1.404

Pembelajaran kooperatif merupakan pembelajaran dengan setting kelas yang dibuat secara berkelompok, yang bermaksud untuk dapat membantu siswa dalam proses konstruksi pengetahuannya, karena selain siswa belajar bersama guru, siswa juga belajar bersama–sama teman di kelompok kecil. Sementara model pembelajaran kooperatif tipe Think–Pair–Share (TPS) merupakan pembelajaran dengan pendekatan struktural (PS) dimana siswa ditempatkan dalam kelompok belajar yang heterogen dengan beranggota 2 orang atau berpasangan. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar trigonometri siswa kelas X1 SMA Muhammadiyah Ambon dengan pembelajaran kooperatif tipe Think- Pair -Share. Jenis penelitian yang digunakan adalah penelitian kualitatif dan penelitian kuantitatif dengan tipe penelitian tindakan kelas (classroom actions research). Subjek penelitian yaitu siswa kelas X1 SMA Muhammadiyah Ambon tahun ajaran 2010/2011 berjumlah 21 orang siswa. Namun data lengkap yang digunakan untuk dianalisis dalam penelitian ini berjumlah 16 orang siswa Instrument yang digunakan berupa soal tes dan lembar observasi. Berdasarkan hasil penelitian diperoleh bahwa model pembelajaran kooperatif tipe Think Pair Share (TPS) dapat meningkatkan hasil belajar siswa kelas X1 SMA Muhammadiyah Ambon pada materi trigonometri. Hal ini dapat ditunjukkan dengan adanya peningkatan pada hasil tes yang dimulai dari tes akhir siklus I hingga tes akhir siklus III. Pada tes akhir siklus I diperoleh nilai 60 sebanyak 5 siswa (31,25%) dan rata-rata kelas 49,47. Pada siklus II juga terjadi peningkatan dimana siswa memperoleh nilai 60 sebanyak 8 siswa (50%) dengan rata-rata kelas pada tes akhir siklus II yaitu 57,75. Selanjutnya pada siklus III terjadi peningkatan yaitu siswa yang memperoleh nilai 60 sebanyak 12 siswa (75%) dengan rata-rata kelas pada tes akhir siklus III meningkat menjadi 68,75. Kata Kunci: Model Pembelajaran Kooperatif tipe TPS, Hasil Belajar, Trigonometri

APPLICATION OF THE ASSURE LEARNING MODEL ON GEOMETRY Patma Sopamena; Ayani Lifumangau; Syafruddin Kaliky; Fahruh Juhaevah; Nurlaila Sehuwaky; Nurlaila Sopamena
MATEMATIKA DAN PEMBELAJARAN Vol 9, No 1 (2021): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v9i1.1725

This study aims to describe the activities carried out by students and teachers in the learning process and improving student learning outcomes after the learning process through the ASSURE model. This research classifies as a classroom action research with a mixed-method approach, namely, descriptive qualitative and quantitative approaches. The research subjects were 30 students of class VII-5 MTs Negeri Ambon with two learning cycles. The results showed that student learning activities before the cycle action had not been seen, such as not paying attention to the teacher's explanation, embarrassed to ask or answer, and the work results to solve the questions given still relying on the answers of their friends. After the cycle action showed an increase in student activity, among others, students focused more on listening to the teacher's explanation, began to dare to ask questions, opinions, or answers, and began to be confident in their work. Also, there was an increase in student test results. Before the action of the pre-test results, the mean score of the students was 25.90. After the action, the students 'average score in the first cycle was 62.07, and in the second cycle, the students' average score was 89.99.

DIFFERENCES IN THE COMPETENCY RESULTS OF MIPA TEACHERS IN WEST SERAM AND EAST SERAM DISTRICTS TO INCREASE THE QUALITY OF EDUCATION IN MALUKU Syafruddin Kaliky; Patma Sopamena
MATEMATIKA DAN PEMBELAJARAN Vol 8, No 2 (2020): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v8i2.1601

Teachers are one of the most important competences in an education system. Therefore, teacher competence can affect the quality of education. This study aims to determine the differences in the results of the mapping of professional and pedagogical competencies of Mathematics and Natural Sciences teachers in West Seram and East Seram Districts in improving the quality of education in Maluku through questionnaire data. This study used a survey research method with a sample of 25% of the MIPA teacher population in SBB and SBT districts, namely 42 Mathematics and Natural Sciences teachers in West Seram Regency and 25 Mathematics and Natural Sciences teachers in East Seram Regency. The results showed that: a) Professional competence of Mathematics and Natural Sciences teachers in SBB district is not different from the SBT district which is indicated by F count 0.05; b) The pedagogical competence of Mathematics and Natural Sciences teachers in SBB Regency is not different from SBT Regency which is indicated by F count 0.05, which is sig. Value = 0.262> 0.05.

DESKRIPSI PENYELESAIAN MASALAH ALJABAR BERDASARKAN TAKSONOMI SOLO DITINJAU DARI KEMAMPUAN AWAL DAN GAYA BELAJAR SISWA KELAS VIII SMP NEGERI 14 AMBON Syafruddin Kaliky
MATEMATIKA DAN PEMBELAJARAN Vol 4, No 1 (2016): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v4i1.311

The study aimed at describing problem solving on algebra based on SOLO taxonomy viewed from initial ability and learning style of grade VIII students of SMP (junior high school). The study was descriptive with qualitative approach which used the researcher as the main instrument; whereas the supporting instruments were test of initial ability, questionnaire of learning style, test of problem solving on Algebra, and guided interview. Test of initial ability used was limited to high initial ability and low initial ability. Whereas, learning style consists of visual learning style, auditory and kinesthetic. The results of the study revealed that students solving Algebra problem based on the fulfillment of SOLO taxonomy indicators, namely the first subject with high initial ability and visual learning style tended to achieve extended abstract level; whereas, the second subject tended to achieve relational level. Subject with high initial ability and auditoria learning style tended to achieve relational level. Subject with high initial ability and kinesthetic learning style tended to achieve extended abstract level. Subject with low initial ability and visual learning style tended to achieve multistruktural level. Subject with low initial ability and auditoria learning style tended to achieve transition period at multistruktural level. Subjek with low initial ability and kinesthetic learning style tended to achieve multistructural level. Key Words: Problem Solving Based on SOLO Taxonomy, Initial Ability and Learning Style

STUDENT THINKING PROCESS IN SOLVING MATHEMATICAL PROBLEMS BASED ON APOS Patma Sopamena; Syafruddin Kaliky; Nurlaila Sehuwaky; Kasliyanto Kasliyanto; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v9i2.2384

factorization of algebraic expressions based on APOS. A qualitative-exploratory design was employed in this study, where the participants were asked to solve mathematical problems and perform think-aloud protocols. Interview was conducted to extract more interesting data and clarify the participants’ answers and logical analysis. The research subject was a student of class VIII of SMPN 23 Ambon which two students with the initials S1 and S2. The results showed that the thought process of students in solving the problem of factorization of algebraic tribes based on the APOS framework can be classified into 2 categories. The first category is complete thinking structure that was indicated by providing the correct answer to the problem. This process began with interiorization as Action, followed by coordination, encapsulation, reversal, regulation or de-encapsulation as Process towards the object. The second category or scheme is incomplete thinking structure, marked by making errors during the problem-solving process and fixing the errors after reflection. The incomplete thinking structure occurred on interiorization as Action and coordination, reversal and de-encapsulation as Process towards the object. The study found only two categories (complete and incomplete thinking structures), so it is possible for future research to find other categories.

Analisis Kemampuan Berpikir Kritis Siswa Kelas X SMA dalam Menyelesaikan Masalah Identitas Trigonometri Ditinjau dari Gender Syafruddin Kaliky; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 6, No 2 (2018): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v6i2.663

Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis dalam menyelesaikan masalah identitas trigonometri ditinjau dari gender di SMA. Dalam pengambilan subjek dilakukan dengan cara think a loud. Siswa yang cenderung memenuhi kriteria berpikir kritis selanjutnya dikelompokkan berdasarkan gender. Berdasarkan data jenuh yang diperoleh berdasarkan masing-masing gender, selanjutnya di ambil masing-masing satu orang untuk dianalisis kemampuan berpikir kritis. Berdasarkan hasil analisis kemampuan berpikir kritis ditinjau dari gender dalam menyelesaikan masalah identitas trigonometri diperoleh bahwa siswa yang berjenis kelamin laki-laki dan siswa yang berjenis kelamin perempuan cenderung memenuhi 5 indikator berpikir kritis yaitu (1) mampu merumuskan pokok permasalahan; (2) mampu mengungkapkan fakta yang dibutuhkan dalam menyelesaikan suatu masalah; (3) mampu memilih argumen yang logis, relevan dan akurat; (4) mampu mendeteksi bias berbeda pada sudut pandang berbeda dan (5) Mampu menentukan akibat dari suatu pernyataan yang di ambil sebagai suatu keputusan. Dalam proses penyelesaian berdasarkan tahapannya tampak bahwa siswa perempuan cenderung teliti dan sistematis dibandingkan siswa laki-laki. Kata kunci: Kemampuan berpikir kritis, gender. Abstract This study aimed to analyze critical thinking ability when solved trigonometry identity problem based on gender difference in senior high school. Subject were selected by think a loud. Most of student can do critical thinking criteria and then make a group difference based on gender. Based on saturated data that have obtained for each gender, and then take one of them to analyze critical thinking ability. Based on result shows that male student and female student mostly can complete five indicators of critical thinking such as 1) can formulate the core problem; 2) can express fact that requirement to solve the problem; 3) can choose logically argument, relevant, and accurate; 4) can detect different refraction when get different solution; and 5) can determint cause of the statement that it have took as a decision. When solved the problem based on the its phase, showed that female student are more careful and more sistematic than male student.

APPLICATION OF INDEPENDENT LEARNING TO LEARN MATHEMATICS BASED ON PROBLEMS HOTS SANTRI 7TH GRADE MTS PESANTREN AL KHAIRAAT AMBON THROUGH PBL Nani Sukartini Sangkala; Patma Sopamena; Syafruddin Kaliky; Muhammad Qashai Ramdani Pelupessy; Fahruh Juhaevah
MATEMATIKA DAN PEMBELAJARAN Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v10i1.2829

This study aims to determine the influence of the application of independent learning in HOTS-based mathematics learning on students of 7th grade, MTs Pesantren Al Khairaat Ambon through PBL. This study used a descriptive quantitative approach with a population sample, and all 7th-grade MTs Pesantren Al Kahiraat Ambon students totaled 12 people in 1 study group. Research instruments are: Test questions (pre-test and post-test) are used to measure student learning outcomes before and after learning with PBL, and questionnaires are used to measure student responses after implementing PBL. The test questions completed by students are in the form of HOTS, which contains problems in students' daily lives that are solved by requiring problem-solving analysis. The results showed an influence on the application of independent learning in mathematics based on HOTS on the learning outcomes of 7th grade MTs students of Pesantren Al Khairaat Ambon through PBL. The effect of the application of learning is characterized by a significant difference between the pre-test and the post-test of 7th grade MTs students of Pesantren Al Khairaat Ambon. Based on the Wilcoxon sign rank test obtained a significance value of 0.004 < 0.05, then the null hypothesis (Ho) was rejected, and accepted the alternative hypothesis (Ha). That is, there is a significant difference between the results of learning pre-test and post-test (with the average condition of the post-test value being more than the Pre Test). The aspect of independent learning in this study has not been strictly observed. Therefore further research needs to be given strict attention.Keywords: Independent Learning Mathematics; HOTS Problems; Problem-Based Learning.

Mathematical Communication and Students' Epistemological Beliefs of Linear Systems with Three Variables Ajeng Gelora Mastuti; Syafruddin Kaliky; Juanda Arman
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i4.9772

Epistemological beliefs simultaneously affect mathematical communication skills. The higher the epistemological beliefs of a person's ability to formulate concepts, convey ideas, and hone ideas to convince others, the more mathematical communication skills will increase. This qualitative study uses three variables to describe mathematical communication and students' epistemological beliefs on linear system material. The subjects in this study were students who had epistemological beliefs from the test results, and students who were taken were students who were able to meet the indicators of epistemological confidence. Data collection techniques are tests, interviews and documentation. The results of this study indicate that students have beliefs that do not change or remain in solving test questions. The method used is more consistent with the way of solving, which according to students, is easy to do, able to solve problems by multiplying exercises and repeating what has been learned, solving problems by following the steps and methods of completion taught by the teacher, students can estimate answers or problem solving because of problems The subject obtained is obtained from experience and observations in everyday life.

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