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<![CDATA[PELATIHAN TERAPI SENSORI INTEGRASI LEVEL BASIC UNTUK GURU MADRASAH INKLUSI DI KABUPATEN LOMBOK BARAT ]]>
<![CDATA[Arif Widodo]]>;
<![CDATA[Khairunnisa Khairunnisa]]>;
<![CDATA[Nurul Kemala Dewi]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[NI Luh Putu Nina Sriwarthini]]>;
<![CDATA[Hasnawati Hasnawati]]>
<![CDATA[ MONSU'ANI TANO Jurnal Pengabdian Masyarakat Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Luwuk ]]>
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DOI: 10.32529/tano.v3i2.731
<![CDATA[Kemampuan guru dalam memberikan layanan belajar terhadap anak berkebutuhan khusus belum maksimal, salah satunya dalam mengatasi hambatan belajar anak tuna grahita. Berdasarkan studi pendahuluan sebagian besar guru belum memiliki kompetensi untuk mengatasi hambatan belajar anak tuna grahita. Maka dari itu perlu diadakan pelatihan terhadap guru melalui kegiatan pengabdian masyarakat. Pelatihan yang diberikan adalah terapi sensori integrasi level basic. Tujuan kegiatan ini adalah agar guru mampu memberikan treatment yang efektif dalam mengatasi hambatan belajar anak tuna grahita. Lokasi pelatihan di MI NW Tanak Beak, salah satu Madrasah inklusi di kabupaten Lombok Barat. Metode pemecahan masalah yang diberikan yaitu sosialisasi, edukasi dan simulasi. Solusi yang ditawarkan dalam kegiatan ini adalah menerapkan treatment terapi sensori integrasi secara mandiri dalam proses pembelajaran di kelas. Setelah kegiatan pelatihan selesai para guru diharapkan dapat menerapkan terapi sensori integrasi secara mandiri dengan baik sehingga hambatan belajar yang dialami anak tuna grahita dapat teratasi]]>
<![CDATA[INVESTIGATING THE NUMBER SENSE ABILITY OF PRE-SERVICE MATHEMATICS TEACHERS ]]>
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Dwi Novitasari]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Ulfa Lu’luilmaknun]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2020v8n1a6
<![CDATA[Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.]]>
<![CDATA[Students’ Mathematical Connection Error in Solving PISA Circle Problem ]]>
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Subanji Subanji]]>;
<![CDATA[Sisworo Sisworo]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5588
<![CDATA[The mathematical connection is one of the competencies in NCTM that students need to have. Mathematical connections can help students understand material and mathematical concepts easily. In addition, mathematical connections can help students in solving mathematical problems. Even so, mathematical connection errors are still made by some students. Mathematical connection errors made by students when solving geometry problems, especially about a circle. The purpose of this study is to describe the mathematical connection errors made by students in solving problems adapted from PISA problems focusing on circle material. This research method is descriptive-qualitative. Prospective subjects are 20 of 8th-grade students in one of the junior high schools in Malang who have studied about a circle. Based on the distribution of answers, two subjects were selected in this study. After going through the interview process, the data obtained in the form of work results and interview transcripts. Based on the results of research, mathematical connection errors made by research subjects in the form of not being able to use mathematics in mathematical problems; can't find connections between topics in mathematics; unable to understand the representation of concepts in mathematical problems, and draw relationships between procedures on mathematical problems]]>
<![CDATA[Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students ]]>
<![CDATA[Ida Ermiana]]>;
<![CDATA[Awal Nur Khalifatur Rosyidah]]>;
<![CDATA[Asri Fauzi]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol 11 No 1 (2022): February ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v11i1.1464
<![CDATA[This study aims to determine the effectiveness of the web-based Flipped Classroom model in terms of understanding the mathematical concepts of PGSD students. This type of research is a quasi-experimental quantitative research with one group pretest-posttest. This research was conducted on 2nd-semester PGSD students taking Mathematics Education courses. The population of this study was all 2nd-semester PGSD students and the sample of this study was taken randomly as many as 32 students. This research instrument uses a test for understanding mathematical concepts on geometry material with a total of 10 multiple-choice questions. The data analysis techniques in this study are the normality test as a prerequisite test, the Wilcoxon test to determine the difference between the average pretest and posttest, and the effect size test (Cohen's d) to conclude that the web-based flipped classroom model is effective or not on understanding mathematical concepts. The results of this study indicate that the normality test on the pretest data obtained data with a normal distribution, but on the posttest data the data was not normally distributed, so the Wilcoxon nonparametric test was used. Wilcoxon test results show the results of sig. <0.005, which means that there is a significant average difference between the pre-test and post-test scores. Then from the results of the Effect Size test, the results of 1.55 are included in the very large category.]]>
<![CDATA[PROFIL KEMAMPUAN PEMBEDAAN RANGKAIAN SERI DAN PARALEL CALON GURU SEKOLAH DASAR ]]>
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Ida Ermiana]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Tursina Ratu]]>
<![CDATA[ Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 8, No 1 (2020): VOLUME 8 NOMOR 1 JUNI 2020 ]]>
Publisher : <![CDATA[IAIN Palangka Raya ]]>
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DOI: 10.23971/eds.v8i1.1907
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan calon guru sekolah dasar dalam membedakan rangkaian seri dan rangkaian paralel. Penelitian ini termasuk penelitian kuantitatif dengan pendekatan deskriptif. Sampel diambil secara acak (random sampling) sebanyak 195 orang mahasiswa calon guru sekolah dasar di salah satu universitas negeri di kota Mataram, Nusa Tenggara Barat. Data dikumpulkan melalui tes sebanyak 40 butir soal berbentuk pilihan ganda dengan dua opsi jawaban. Teknik analisis data dilakukan dengan peresentase ketercapaian per indikator dan dikatagorikan berdasarkan kriteria yang ditetapkan.Berdasarkan persentase jawaban mahasiswa pada masing-masing indikator diperoleh bahwa pada besaran satuan rangkaian listrik katagori baik, pada alat ukur listrik katagori cukup, pada susunan rangkaian listrik katagori kurang, pada karakteristik rangkaian berdasarkan arus listrik kategori cukup, pada karakteristik rangkaian berdasarkan tegangan listrik katagori cukup, serta pada karakteristik rangkaian berdasarkan daya listrik adalah katagori cukup. Secara keseluruhan mahasiswa calon guru sekolah dasar cukup mampu membedakan rangkaian seri dan rangkaian paralel.]]>
<![CDATA[REPRESENTASI MATEMATIS VISUAL ANAK DITINJAU DARI BAKAT MUSIK DALAM MENYELESAIKAN MASALAH MATEMATIS ]]>
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>
<![CDATA[ EDU-MAT: Jurnal Pendidikan Matematika Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/edumat.v7i2.6855
<![CDATA[Penelitian kualitatif deskriptif ini bertujuan untuk mendeskripsikan kemampuan representasi matematis khususnya repesentasi visual ditinjau dari bakat musik anak dalam meyelesaikan masalah matematis. Siswa dikelompokkan menjadi dua kategori, yaitu anak yang berbakat di bidang musik dan anak yang tidak berbakat di bidang musik. Dua subjek dipilih berdasarkan diskusi dengan ahli dan pemberian soal tes matematis. Subjek yang dipilih berada pada jenjang pendidikan yang sama yakni kelas VIII. Hasil penelitian ini menunjukan bahwa anak yang berbakat di bidang musik memiliki kemampuan representasi visual yang lebih baik dibandingkan anak yang tidak berbakat di bidang musik. Anak yang berbakat di bidang musik melakukan model matematika bergambar untuk menyelesaikan masalah. Sedangan anak yang tidak berbakat di bidang musik menggunakan model matematika dalam bentuk ekspresi matematis untuk menyelesaikan masalah. Kata kunci: Musik, Matematika, Representasi Abstract: This descriptive qualitative research aims to describe the ability of mathematical representation, especially visual representation in terms of children's musical talent in solving mathematical problems. Students are grouped into two categories, namely children who are gifted in music and children who are not gifted in music. Two subjects were chosen based on discussions with experts and the provision of mathematical test questions. The subject chosen was at the same level of education, namely class VIII. The results of this study indicate that children who are gifted in music have better visual representation abilities than children who are not gifted in music. Children who are gifted in music do pictorial mathematical models to solve problems. Whereas children who are not gifted in music use mathematical models in the form of mathematical expressions to solve problems. Keywords: Music, Mathematics, Representation]]>
<![CDATA[Korelasi Jurusan dan Asal Sekolah Terhadap Kemampuan Calon Guru Sekolah Dasar dalam Membedakan Rangkaian Seri dan Paralel ]]>
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Arif Widodo]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Tursina Ratu]]>
<![CDATA[ Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 14, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/mpp.v14i1.5792
<![CDATA[The ability to distinguish series and parallel circuits is one of the core abilities that must be mastered before learning various electrical circuits, from simple electrical circuits to complex electrical circuits taught to students at the elementary school to secondary school level. Therefore, this study aims to determine whether there is a significant relationship between student majors during high school and the origin of schools on the ability of students to distinguish series and parallel circuits. This research is quantitative research with an ex-post-facto approach and conducted on students at the University of Mataram Elementary School Teacher Education Study Program with a proportion of 119 respondents (Science Major), 61 people (Social Science Major), 6 people (Language Major) and 7 respondents coming from vocational high schools. Data is collected using test techniques provided through Google Form. Data were analysed using the biserial point correlation. The hypothesis is tested by comparing the value of the biserial point correlation with the value of r product moment. The results showed that the biserial point value between Science Major - Social Science Major, Science Major – Language Major, Social Science Major – Language Major and Senior High School - Vocational School were all below the r product moment value so it can be concluded that there was no significant relationship between the majors of students during high school and the origin of the school's ability to distinguish series and parallel circuits.]]>
<![CDATA[INTERNALIZATION PROCESS OF REASONING AND PROOF STANDARDS FOR ELEMENTARY SCHOOL TEACHERS IN MATHEMATICS LEARNING ]]>
<![CDATA[Awal Nur Kholifatur Rosyidah]]>;
<![CDATA[Umar Umar]]>;
<![CDATA[Iva Nurmawanti]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Mohammad Archi Maulyda]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3258
<![CDATA[Reasoning and Proof ability are one of the five standards in NCTM. Its implementation in learning can be transformed into problem-based learning (PBL). The purpose of this study is to provide a description related to the internalization of Reasoning and Proof standards in the mathematics learning process in elementary schools. The type of research used is qualitative with descriptive analysis. The research subjects were 24 elementary school teachers in Cluster IV Mataram City. The data collection process was carried out by a survey method that was conducted online using the Google form platform. To strengthen the results of the questionnaire, interviews were also conducted via WhatsApp phone to each research subject. The results of the research showed that 45.8% (11 subjects) had never heard of the terms reasoning and proof, while 54.2% (13 subjects) had never heard of the terms reasoning and proof. The deepening of the results of this study found that the feasibility of Reasoning and Proof standards in learning was still not optimal. In addition, several interesting facts were found related to the method of proof that teachers often use, namely giving examples that are close to students (relate).]]>
<![CDATA[LITERASI MATEMATIKA CALON GURU SEKOLAH DASAR DALAM MENYELESAIKAN MASALAH PISA KONTEN SHAPE AND SPACE ]]>
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Awal Nur Kholifatur Rosyidah]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 3 (2020): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v3i3.p%p
<![CDATA[Mathematical literacy is an ability that is needed by students in this changing era. Mathematical literacy can be seen from the ability to formulate contextual problems mathematically; using facts, concepts, and mathematical procedures; as well as interpreting and evaluating mathematical outcomes well. One of the factors that cause students' good mathematical literacy is teacher's good mathematics literacy. The purpose of this study is to describe the mathematical literacy abilities of pre-service elementary school teacher in solving PISA problems about shape and space. This research method is qualitative-descriptive. The subjects of the study were pre-service elementary school teachers, each with high, medium, and low cognitive abilities. The results showed that high-ability pre-service teacher were able to demonstrate good mathematical literacy performance, which was able to fulfil all three aspects namely formulating mathematical problems; use mathematical concepts and procedures well; and interpret mathematical answers well in the context of the problem. Medium-ability pre-service teachers are not able to meet several indicators on aspects of formulating problems and using mathematical concepts and procedures. Low-ability pre-service teachers cannot fulfil all indicators on aspects of using mathematical concepts and procedures properly.]]>
<![CDATA[Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model ]]>
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Ida Ermiana]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Arif Widodo]]>
<![CDATA[ Psychology, Evaluation, and Technology in Educational Research Vol. 3 No. 1 (2020) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/petier.v3i1.51
<![CDATA[The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.]]>
