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THE EFFECTIVENESS OF GEOGEBRA-BASED VAN HIELE MODEL ON MATHEMATICAL DISPOSITION ASSESSED FROM EARLY MATHEMATICS ABILITY Widyah Noviana; Windia Hadi; Ita Handayani
KALAMATIKA Jurnal Pendidikan Matematika Vol 5 No 2 (2020): KALAMATIKA November 2020
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

The aim of this research was to observe the effectiveness of geogebra based van hiele model on mathematical disposition assessed from early mathematics ability. The accessible population of the present study was students of Prof. DR. HAMKA Muhammadiyah University. Samples of this research is semester two students from mathematics education program. Due to the happening Covid-19 pandemic, the present study was conducted online. The method employed was quasi-experiment using factorial treatment by level 2 × 2 design. The data were collected with mathematical disposition questionnaire and early mathematics ability instrument. After the data were collected, they were then analyzed with two-way ANAVA analysis. The result showed that there was no significant difference in the increase mathematical disposition of students who are given the learning model and early mathematics ability. The conclusion obtained is that the geogebra based Van Hiele Model is ineffective on students’ mathematical disposition in terms of their early mathematics abilitiy. This is due to several factors, namely internal factors and external factors. The internal factors are decreas in the score of mathematical disposition from pretest to posttest, lack of understanding applying geogebra software with online learning. External factors are quotas and poor internet network.

HAMBATAN MAHASISWA CALON GURU MATEMATIKA DALAM MENYELESAIKAN MASALAH BERMUATAN HIGHER-ORDER THINKING SKILLS Windia Hadi; Ayu Faradillah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengidentifikasi hambatan mahasiswa calon guru matematika dalam menyelesaikan masalah bermuatan HOTS dan faktor penyebabnya. Penelitian ini menggunakan metode kualitatif. Pengumpulan data adalah tes yang digunakan untuk mengidentifikasi hambatan belajar. Instrumen yang digunakan adalah pelaksana penelitian sebagai instrumen utama, instrument soal HOTS, kuisioner terbukaterkait hambatan belajar. Subjek penelitian terdiri dari 118 orang mahasiswa Pendidikan Matematika Semester ganjil dengan perwakilan tiap 1 kelas pada semester 1,3,5, dan 7 pada salah satu Universitas Muhammadiyah di Jakarta Timur yang dipilih dengan teknik purposive sampling. Hasil dari penelitian ini adalah terdapat tiga tipe hambatan belajar mahasiswa calon guru dalam menyelesaikan masalah bermuatan HOTS diantaranya (1) tipe 1 terkait konsep-konsep materi persamaan 4 variabel dan bilangan asli pada indikator kemampuan dalam menganalisis (C4) dan kreasi (C6); (2) tipe 2 terkait prosedur penyelesaian soal operasi aljabar, akar dan pecahan dalam bentuk irrasional pada indikator menganalisis (C4), Menilai (C5) dan kreasi (C6); (3) tipe 3 terkait hubungan materi matematika dengan konsep matematika yang lain yaitu geometri dengan trigonometri dan geometri dengan lingkaran pada indikator kemampuan dalam menilai (C5) dan kreasi (C6); Faktor yang menyebabkan mahasiswa calon guru matematika masih lemah dalam menyelesaikan masalah bermuatan HOTS adalah ketidakbiasaan mahasiswa dalam menyelesaikan masalah soal HOTS dan ketidakberkembangnya kemampuan berpikir tingkat tinggi siswa dalam menyelesaikan masalah. This study aims to identify the barriers of pre-services in solving HOTS-laden problems and their causes. This study uses a qualitative method. Data collection is a test used to identify learning barriers. The instrument used was the researcher as the main instrument, the HOTS question instrument, the open questionnaire related to learning obstacles. The research subjects consisted of 118 odd semesters Mathematics Education students with representatives for 1 class in semester 1,3,5 and 7 at one of the Muhammadiyah Universities in East Jakarta. They were selected by purposive sampling technique. The results of this study are that there are three types of pre-services obstacles in solving HOTS-loaded problems, including (1) type 1 related to the material concepts of the four variable equations and real numbers on the indicators of ability to analyze (C4) and creation (C6); (2) type 2 related to problem-solving solutions of algebra, roots, and fractions in the irrational form on indicators (C4), Assess (C5), and creation (C6); (3) type 3 relation between mathematics material and other mathematical concepts, namely geometry with trigonometry and geometry with circles on the indicators of ability in assessment (C5) and creation (C6); The factors that cause student mathematics teacher candidates to be weak in solving HOTS-laden problems are students' unfamiliarity with solving HOTS problems and not developing high-order thinking skills in solving problems.

The Algebraic Thinking Process in Solving Hots Questions Reviewed from Student Achievement Motivation Windia Hadi; Ayu Faradillah
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

This research is a preliminary study that aims to describe the algebraic thinking process of prospective mathematics teachers. This research is a qualitative descriptive study. Subjects were grouped into two categories based on high and low achievement motivation. Data is obtained based on the results of tests conducted in the algebra process. Research subjects (S1) and (S2) with high achievement motivation and subjects (S3) and (S4) with low achievement motivation using different algebraic thought processes. Subjects (S1) are able in the process of thinking algebra until crashing indicators assess understanding with understanding of the concept wrong in solving Higher Order Thinking Skills (HOTS) problems, whereas, (S2) the process of thinking algebra is only capable of chunking information (pieces of information), (S3) able in the process of thinking algebra until indicators of change with wrong answers, and the subject (S4) is able in the process of thinking algebra only until chunking information (pieces of information). Factors that cause subjects S1, S2, S3, and S4 are still unable to solve HOTS questions in algebraic thinking processes are questions of knowledge on HOTS material and difficulty understanding concepts in working on algebra need special handling in improving understanding of concepts in algebra.

Application of Discovery Learning Method in Mathematical Proof of Students in Trigonometry Windia Hadi; Ayu Faradillah
Desimal: Jurnal Matematika Vol 3, No 1 (2020): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Trigonometry is a part of mathematics in learning that is related to angles. The purpose of this study was to determine the effect of the application of discovery learning methods in students' mathematical proof ability on trigonometry. The research method used in this study is quasi-experimental. The population in this study was the second semester of 2016/2017. The sample was 66 people who were determined by purposive sampling. The instrument used in this study was a mathematically proof ability test. Analysis of the data used is the t-test. The results of this study are (1) based on an average score of mathematical proof ability The student's mathematical proof ability in applying the Discovery Learning Method to trigonometry is not higher than the mathematical proof ability of students who do not use the discovery method (2) there is no significant influence in the application of learning methods Discovery in students' mathematical proofs on trigonometry.

Pelatihan dan Pembuatan Lembar Kerja Siswa pada (Applet) Geogebra Online Windia Hadi; Isnaini Handayani
Jurnal SOLMA Vol. 10 No. 1 (2021)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v10i1.5479

Background: Matematika merupakan mata pelajaran yang selalu tidak disukai oleh sebagian besar siswa karena materinya abstrak dan juga rumit karena banyaknya rumus yang digunakan dalam menyelesaikan masalah. Tugas seorang guru matematika adalah bagaimana membuat siswa menyukai matematika dan dengan mudah memahami materi yang telah diberikan kepada guru, pada saat pandemi Covid-19 sekolah belajar secara online, dimana siswa belajar di rumah menggunakan LMS yang ada. Guru matematika harus memiliki keterampilan dalam merancang bahan ajar dan LKS untuk proses belajar mengajar. Kegiatan pelatihan ini untuk membantu guru matematika dalam membuat bahan ajar dan membuat LKS siswa menggunakan GeoGebra secara online, dengan tujuan agar pengajar dapat membuat bahan ajar dan LKS dalam proses belajar mengajar. Metode: Pelatihan ini dilaksanakan pada Rabu, 12, dan 19 Agustus 2020. Dalam kegiatan pendampingan melibatkan 114 guru matematika se-Jakarta Timur dengan tiga narasumber, termasuk dua dosen dari FKIP Prof. DR. HAMKA dan salah satu dosen FIP, Universitas PGRI Semarang. Hasil: Hasil penelitian menunjukkan bahwa guru sangat antusias dalam pelatihan pembuatan bahan ajar dan lembar kerja siswa (applet) pada GeoGebra, selain itu guru sangat bersemangat dalam membuat bahan ajar walaupun guru belum pernah menggunakan GeoGebra sebelumnya di Saat belajar matematika di sekolah, kekurangannya adalah guru belum menguasai alat GeoGebra. Kesimpulan: Mereka membuatnya menantang untuk menggambar sesuai keinginan mereka.

Analysis of Mathematical Communication Ability Based on Learning Activity and Gender of MTs Students Siti Utufina Widuri; Windia Hadi
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 10, No 2 (2022): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v10i2.33706

This study aims to analyze mathematical communication skills based on learning activity and gender of MTs students. The research method used is a descriptive qualitative method. The total population in this study were 27 students of class VIII, consisting of 9 male students and 18 female students. This subject selection process uses the Wright Maps table in the Winsteps application. The selected subjects are 5 people consisting of 1 student who has high learning activity, 2 students who have medium learning activity, and 2 students who have low learning activity. Each level of learning activity consists of male and female gender. Selected subjects are given a description test and interview questions to analyze their mathematical communication skills. The results showed that male students have better mathematical communication skills than female students. Overall, students with male gender are able to fulfill two out of three indicators of mathematical communication skills. While students with female gender are only able to fulfill one of the three indicators of mathematical communication skills.

Kemampuan Berpikir Kritis Siswa SMK dalam Menyelesaikan Masalah Matematika berdasarkan Kemampuan Matematis Melinda Pebrianti; Citra Septiana; Ayu Faradillah; Windia Hadi
Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura 2021: Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/snpmunpatti.2021.pp90-99

Tujuan penelitian ini adalah mendekripsikan kemampuan berpikir kritis dalam menyelesaikan masalah matematika berdasarkan kemampuan matematika siswa. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif. Total subjek pada penelitian sebanyak 3 siswa kelas X pada jenjang sekolah menengah kejuruan, yang terdiri dari masing-masing 1 siswa berkemampuan matematika tinggi, sedang, dan siswa rendah dengan pemilihan subjek yang didasarkan pada nilai akhir Ujian Tengah Semester (UTS). Pada penelitian ini terdapat 4 indikator, yaitu interpretasi, analisis, evaluasi, dan inferensi. Selanjutnya, hasil penelitian ini diperoleh bahwa siswa berkemampuan matematika tinggi memiliki kemampuan berpikir kritis yang tinggi dengan memenuhi empat indikator kemampuan berpikir kritis dalam memecahkan masalah, yaitu interpretasi, analisis, evaluasi, dan inferensi. Sedangkan siswa dengan kemampuan matematika sedang dan rendah cenderung hanya memenuhi sebagian indikator dari keempat indikator kemampuan berpikir kritis.

IMPLEMENTATION OF GEOGEBRA ONLINE BASED ON GUIDED INQUIRY TO INCREASE PROBLEM SOLVING ABILITY AND STUDENT LEARNING INDEPENDENCE Windia Hadi; Ayu Faradillah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Mathematical problem solving ability and student learning independence have a positive relationship and have an important role in learning, especially for students of mathematics education study program. Geogebra online is a learning medium to help students understand image visualization. Mathematical problem solving ability is the highest level among other mathematical abilities. This study aims to 1) test the improvement of students' mathematical problem solving skills using zoom with guided inquiry-based online geogebra better than students' mathematical problem-solving skills using zoom with guided inquiry without online geogebra, 2) examine the increase in student learning independence using zoom with online geogebra. guided inquiry based is better than student learning independence using zoom with guided inquiry without online geogebra. The method used is quantitative research with pretest posttest group design. Data analysis using the independent test, namely the t test. Before the t test, a prerequisite test was carried out first by testing the normality and homogeneity of the data. For learning independence questionnaire data, ordinal data was changed using Rasch model software into interval data and then data analysis using SPSS. DR. HAMKA odd semester 2021/2022 and the sample is two classes that were selected using purposive sampling technique. Data analysis used t test and normalized gain test to see the results of increasing problem solving abilities and learning independence. Based on the results of the research, it can be concluded that 1) The improvement of mathematical problem solving abilities of students who learn using zoom with guided inquiry-based online geogebra is better than students who use zoomed guided inquiry without online geogebra. The results of the increase in mathematical problem solving abilities of students in the online geogebra class based on guided inquiry obtained an increase in the high category and an increase in mathematical problem solving abilities students in the guided inquiry class without online geogebra obtained an increase in the medium category and 2) increased learning independence of students who learn using zoom with geogebra online guided inquiry based is better than students who use zoom with guided inquiry without online geogebra. The results of increasing student learning independence in the online geogebra class based on guided inquiry and guided inquiry class without online geogebra obtained an increase in the low category.Penelitian ini bertujuan untuk menguji peningkatan kemampuan pemecahan masalah matematis mahasiswa dan kemandirian belajar menggunakan zoom dengan geogebra online berbasis guided inquiry lebih baik daripada kemampuan pemecahan masalah matematis mahasiswa menggunakan zoom dengan guided inquiry tanpa geogebra online. Metode yang digunakan adalah penelitian kuantitatif dengan design pretes postes group design. Analisis data dengan menggunakan uji independent test yaitu uji t, Sebelum uji t dilakukan uji prasyarat terlebih dahulu dengan menguji normalitas dan homogenitas data. Untuk data angket kemandirian belajar data, ordinal diubah dengan menggunakan software research model menjadi data interval kemudian analisis data dengan menggunakan shops..Populasi penelitian ini adalah semua mahasiswa prodi pendidikan matematika Universitas Muhammadiyah Prof. DR. HAMKA semester ganjil tahun 2021/2022 dan sampel adalah dua kelas yang di pilih menggunakan teknik purposive sampling. Analisis data menggunakan uji t dan uji gain ternormalisasi untuk melihat hasil peningkatan kemampuan pemecahan masalah dan kemandirian belajar. Berdasarkan hasil penelitian di dapat bahwa Peningkatan kemampuan Pemecahan masalah matematis dan kemandirian belajar mahasiswa yang pembelajaran menggunakan zoom dengan geogebra online berbasis guidedinquiry lebih baik daripada mahasiswa yang menggunakan zoom dengan guided inquiry tanpa geogebra online. Hasil peningkatan kemampuan Pemecahan masalah matematis mahasiswa kelas geogebra online berbasis guided inquiry memperoleh peningkatan dalam kategori tinggi dan kelas guided inquiry tanpa geogebra online memperoleh peningkatan dalam kategori sedang. Hasil peningkatan kemandirian belajar mahasiswa kelas geogebra online berbasis guided inquiry dan kelas guided inquiry tanpa geogebra online memperoleh peningkatan dalam kategori rendah.

Analysis of Mathematical Connection Ability in terms of Mathematical Resilience and Gender of MTs Students Alissa Az Zahra; Windia Hadi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 10, No 3: July 2022
Publisher : IKIP Mataram

This study aims to describe the Mathematical Connection Ability (MCA) in terms of Mathematical Resilience (MR) and gender of MTs students. The research method used is descriptive qualitative. This research was conducted in the even semester of the 2021/2022 academic year. The subjects in this study were class VIII MTs Al Musyarrofah Jakarta. The research instrument used was a MR questionnaire and MCA test questions which had been validated and declared suitable for use by 2 lecturers and mathematics teachers. The process of selecting subjects in this study used the Wright Maps table in the Winsteps application. The subjects selected were 5 people based on 3 categories of MR, namely high, medium, low from different genders. The results showed that students with high MCA and MR for female gender were better than boys, but on the other hand students with moderate MCA and MR and low gender. men are better than women. So the results of the study concluded that MR had an effect on the MCA but gender had no effect on the MCA of MTs students.

Kecemasan Belajar Matematika Mahasiswa Terhadap Pembelajaran Online di Masa Pandemi Covid-19 Benny Hendriana; Windia Hadi; Isnaini Handayani
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 4 (2022)
Publisher : Universitas Swadaya Gunung Djati

Pentingnya penelitian ini adalah sebagai evaluasi proses belajar di prodi Pendidikan matematika. Penelitian ini bertujuan untuk mengidentifikasi kecemasan mahasiswa prodi pendidikan matematika di salah satu perguruan tinggi swasta di Jakarta pada pembelajaran online di masa Pandemi Covid-19. Metode Penelitian ini kuantitatif dengan menggunakan software Winsteps dalam mengolah data. Subjek yang digunakan adalah 84 mahasiswa program studi pendidikan matematika dengan berbeda tingkatan 2 dan tingkatan 4. Instrumen yang digunakan adalah angket kecemasan belajar mahasiswa dalam pembelajaran online yang berkaitan dengan matematika. Angket sudah divalidasi oleh 3 validator ahli. Hasil penelitian menunjukkan enam kelompok kategori kecemasan berdasarkan hasil perhitungan Winistep yaitu memiliki kecemasan belajar matematika sangat tinggi sebesar 4,76%, tinggi sebesar 9,52%, biasa/normal sebesar 35,7%, rendah sebesar 39,2%, sangat rendah sebesar 8,3% dan memiliki kecemasan belajar matematika sebesar 2,38%. Mata kuliah yang sangat mempengaruhi 4 mahasiswa memiliki kecemasan sangat tinggi diantaranya adalah mata kuliah kalkulus differensial, kalkulus integral, geometri Euclid, teori bilangan dan Bahasa Indonesia. Kontribusi dari penelitian ini bahwa dapat menjadi rujukan dosen pengampu mata kuliah matematika wajib dalam proses pembelajaran mahasiswa diberikan bimbingan dan diperhatikan kecemasan dalam proses belajar dalam mata kuliah matematika wajib agar mahasiswa tidak mengalami kecemasan dalam belajar.

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