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Kesulitan Siswa Dalam Memahami Konsep Trigonometri Di Lihat Dari Learning Obstacles Mohamad Gilar Jatisunda; Dede Salim Nahdi
Jurnal Didactical Mathematics Vol 2, No 1 (2019)
Publisher : Universitas Majalengka

Abstrak—Studi ini mengungkapkan bagaimana pemahaman konseptual siswa tentang konsep triginometri. Meskipun guru telah menjelaskan prosedur operasi dalam konsep trigonometri, tetapi siswa masih mengalami kesulitan dalam memahami konsep trigonometri, sehingga prosedur yang ditempuh selanjutnya menjadi terhambat. Kemudian mengembangkan desain didaktis berdasarkan kesulitan siswa. Penelitian ini merupakan penelitian desain menggunakan kerangka didactical design research dengan menggunakan pendekatan kualitatif. Data dikumpulkan melalui uji kemampuan siswa melalui tes tertulis, wawancara dan observasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan disebabkan karena hambatan belajar konsep trigonometri, Hasil implementasi dari desain didaktis awal ini secara umum sesuai dengan prediksi respon siswa yang telah dibuat sebelumnya. Selama proses pengimplementasian ada beberapa respon siswa yang tidak sesuai dengan prediksi sebelumnya, namun hal ini dapat diatasi dengan baik

Pythagorean Theorem Concept Image in Junior High School: An Analysis in The Online-Based Learning Mohamad Gilar Jatisunda; Vici Suciawati; Dede Salim Nahdi
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i2.21902

The concept image comprises all the cognitive structures in an individual's mind connected with a specific notion. However, if the learning situation is not relevant to help students construct knowledge and provide meaningful experiences, it will affect their concept image. This study aims to examine the concept of the image of the Pythagorean theorem during online-based learning. The research is a qualitative approach, and the method is phenomenological to understand the meaning for the participants of their concept image. Initially, this study enrolled 66 students. Two students were selected as research subjects and acted as resource persons to provide adequate contextualization based on students who answered right and wrong. Data collection combines data from the outcomes of testing the Pythagorean theorem test, interviews, and literature studies. The data analysis technique employed is Interpretative Phenomenological Analysis (IPA). There are six categories of student concept image. Based on in-depth interviews with two students who answered correctly and incorrectly, students were given inconsistent meanings of the Pythagorean theorem due to the learning situation to improve students' understanding of the subject.

Scientific Learning to Improve Critical Thinking Ability IIK NURHIKMAYATI; MOHAMAD GILAR JATISUNDA
Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

The importance of the ability to think critically in mathematics learning is contrary to the fact that the development of these abilities is still not optimal. Not many teachers creatively develop critical thinking skills during the learning process. The consequence of the implementation of the 2013 curriculum is the use of a scientific approach to learning, including mathematics. Steps in scientific learning include: (1) observing; (2) ask; (3) collecting information; (4) associate; and (5) communicating. These five steps provide great opportunities for students to be able to develop mathematical critical thinking skills. This study describes the implementation of a scientific approach in learning mathematics, especially in improving mathematical critical thinking skills.

Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding Jatisunda, Mohamad Gilar; Nahdi, Dede Salim
Jurnal Elemen Vol 6, No 2 (2020): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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

One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.

PENGEMBANGAN BAHAN AJAR BERBASIS DIDACTICAL DESIGN RESEARCH YANG BERORIENTASI PENINGKATAN PEDAGOGICAL CONTENT KNOWLEDGE Mohamad Gilar Jatisunda; Nia Kania
Jurnal Educatio FKIP UNMA Vol. 6 No. 2 (2020): December
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v6i2.659

Kompetensi pedagogik merupakan kemampuan guru dalam pengelolaan pembelajaran sedangkan kompetensi profesional merupakan kemampuan guru dalam menguasai pengetahuan bidang ilmu pengetahuan yang diampunya. Pedagogical Content Knowledge seorang guru dapat berkembang dengan baik seiring dengan pengalamannya dalam mengajar. Namun kenyataannya tidak semua memberikan pengalaman yang baik bagi pengembangan Pedagogical Content Knowledge. Sehingga penting mempersiapkan calon guru matematika mempunyai Pedagogical Content Knowledge yang baik. Alternatif pengembangan. Pedagogical Content Knowledge adalah dengan mengembangkan bahan ajar berbasis Didactical Design Research, dimana bahan ajar yang di hasilkan sesuai dengan kondisi respon mahasiswa. Untuk mengatasi permasalahan tersebut, salah satu upaya yang dapat dilakukan adalah dengan melakukan pengembangan bahan ajar melalui pembelajaran yang dapat mendorong mengembangkan pedagogical content knowledge. Pembelajaran yang memfasilitasi hal tersebut adalah pembelajaran dengan bahan ajar yang dikembangkan berbasis didactical design research (DDR). Penelitian ini menggunakan metode penelitian pengembangan dengan mengadaptasi model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Hasil penelitian menunjukkan bahan ajar yang dikembangkan memenuhi kriteria valid berdasarkan ahli kurikulum, ahli materi dan ahli media dengan kategori penilaian sangat baik. Berdasarkan penilaian guru dan siswa, bahan ajar yang dikembangkan telah memenuhi kriteria praktis dengan kualitas sangat baik. Bahan ajar juga dinilai efektif karena hasil tes kemampuan pemecahan masalah matematika menunjukkan ketuntasan siswa sebesar 89,01%.

How a Traditional Homemaker Predicts: An Ethnographic Study Suciawati, Vici; Jatisunda, Mohamad Gilar; Kania, Nia
Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 1 (2021): May
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v4i1.2973

Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.

Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding Mohamad Gilar Jatisunda; Dede Salim Nahdi
Jurnal Elemen Vol 6, No 2 (2020): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v6i2.2042

One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy Mohamad Gilar Jatisunda; Vici Suciawati; Dede Salim Nahdi
Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 2 (2020): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy

Literasi Statistika Mahasiswa Adminitrasi Publik Mohamad Gilar Jatisunda; Dede Salim Nahdi; Vici Suciawati
SJME (Supremum Journal of Mathematics Education) Vol 4 No 2 (2020): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i2.3488

Kemampuan literasi statistika merupakan salah satu aspek pentingpembelajaran matematika yang perlu di kuasai oleh mahasiswa.Beberapa hasil studi menggambarkan kemampuan literasi satistikamasih belum memuaskan. Alternatif yang dapat meningkatkankemampuan literasi statsitika adalah penggunaan pembelajaranberbasis masalah. Tujuan dari penelitian untuk menganalisisperbadaan kemampuan literasi statistika dan implikasi terhadap prosespembelajaran. Penelitian ini menggunakan metode Pre-Eksperimentdengan tipe One-shot Case Study. Populasi penelitian ini adalahseluruh mahasiswa administrasi publik di Universitas Majalengka,dengan sampel sebanyak 60 orang. Penelitian ini menghasilkan adanyaperbedaan signifikan kemampuan lietarasi statistika. Implikasiterhadap proses pembelajaran berbasis masalah, penting untukmempersiapkan materi ajar yang berdasarkan kebutuhan siswa tidakhanya sebatas bagaimana membuat aktivitas siswa mengkontruksipengetahuannya.

Pre-service teacher's ability in solving mathematics problems viewed from Self-Resilience Nahdi, Dede Salim; Jatisunda, Mohamad Gilar; Suciawati, Vici
Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 2 (2021): October
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v4i2.2916

The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.

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