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All Journal Journal of Authentic Research on Mathematics Eduacation (JARME) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Hani Nurhasanah
SMAT Krida Nusantara
Education Mathematics Other

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KARAKTERISTIK WAYS OF THINKING (WOT) DAN WAYS OF UNDERSTANDING (WOU) SISWA BERDASARKAN TEORI HAREL Hani Nurhasanah; Turmudi Turmudi; Al Jupri
Journal of Authentic Research on Mathematics Education (JARME) Vol 3, No 1 (2021)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v3i1.2449

Abstract

Proses berpikir tiap siswa dalam menyelesaikan masalah matematis cenderung berbeda dan unik. Proses berpikir yang unik tidak terlepas dari pemahaman dari masing-masing siswa terhadap suatu konsep. Cara berpikir yang salah atau tidak logis akan menentukan pemahamannya terhadap suatu konsep yang salah, begitu pun sebaliknya cara memahami siswa terhadap masalah atau konsep yang salah akan berpengaruh terhadap cara berpikir yang salah. Tujuan penelitian ini yaitu menganalisis karakteristik dari cara berpikir dan cara memahami siswa dalam menyelesaikan masalah vektor berdasarkan Teori Harel. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif dengan teknik pengumpulan data yaitu studi pendahuluan, observasi, pemberian tugas, dan wawancara klinis. Hasil penelitian menunjukan bahwa karakteristik dari ways of thinking dan ways of understanding siswa dalam menyelesaikan masalah terkait vektor pada umumnya tergolong cara berpikir benar dengan cara memahami yang benar (BB) sebesar 32%. Hal ini menunjukkan bahwa Teori Harel mengenai duality principle berlaku terhadap siswa dalam menyelesaikan masalah terkait vektor yaitu siswa mengembangkan cara berpikir hanya melalui konstruksi cara-cara memahami, dan cara-cara memahami yang mereka hasilkan ditentukan oleh cara berpikir yang dimiliki.
Didactical Design Development of Two Variables Linear Equation Hani Nurhasanah; Sufyani Prabawanto; Encum Sumiaty
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, DECEMBER 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v2i4.p186-193

Abstract

The learning process students must be trained to understand concepts well, not only memorize the material. Learning will be effective if students understand the mathematical concepts being studied. It was found learning difficulties especially in learning linear equations caused by a lack of understanding of the concepts and the way the teacher taught. The most common difficulties were in presenting mathematical concepts, understanding information about questions, and interpreting data in the design requested. Based on the problem, Author developed didactical design of two-variable linear equations material that aims to minimize the difficulties that occur. The research method used qualitative method that was Didactical Design Research (DDR). The subjects of the study were Bandung junior high school students, class VIII even semester who got the material of two-variable linear equations using Curriculum 2013. In general, didactical design implemented need to be maintained. Didactical design developed can minimize the obstacles of student learning difficulties. However, the researcher recommends the existence of a research on the development of didactical design of the concept of two-variable linear equations with various improvements, both in terms of deeper concepts, presentation, and predictions of student responses.
Co-Authors Al Jupri Encum Sumiaty Sufyani Prabawanto, Sufyani Turmudi