Articles
<![CDATA[Profil Berpikir Fungsional Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Jenis Kelamin ]]>
<![CDATA[Ardianto Pandapotan Siregar]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Raden Sulaiman]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 2 No. 2 (2017) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (416.312 KB)
|
DOI: 10.15642/jrpm.2017.2.2.144-152
<![CDATA[This research was conducted at 2 students of SMPK Anak Bangsa Surabaya grade VIII. Subjects were selected based on the basic of equal mathematics ability. Data was collected using provision of problem-solving and task-based interview. Data was analysed using data reduction steps, data presentation, and conclusions. Meanwhile, to obtain valid research data in this study, researchers used time triangulation. The results indicated that in the number 1 problem of identifying patterns, the subjects of men and women tend to have similarities in stating what is known and asked the question, but the male students are more specific to explain the magnitude of the difference between the first quantity Followed by increased differences in other quantities. Related activities determine the relationship between two quantities, male subjects and women subject tend to have similarities in how to determine the relationship between two quantities that is by trial and error using existing mathematical operations.It can be concluded that the functional way of thinking both subjects is relatively the same. It's just that the male subject is more specific in finding the difference between the two quantities and finding the correspondence relationship between the quantities]]>
<![CDATA[ANALISIS PENYELESAIAN TUGAS PROBABILITAS SISWA SD DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA DAN GENDER ]]>
<![CDATA[dwi ivayana sari]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[dwi juniati]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1329.207 KB)
|
DOI: 10.24127/ajpm.v7i1.1344
<![CDATA[This study is aimed to analyze probabilistic thinking of elementary school students based on math ability and gender differences. Descriptive explorative approach was used to describe in depth probabilistic thinking of boys with high, middle, low math ability and girls with high, middle, low math ability. The result showed that probabilistic thinking of boy with high math ability indicated multistructural because his thinking quantitative and proportional. While probabilistic thinking of boys with middle, low math ability and girls with high, middle, low math ability indicated unistructural because their thinking quantitative and non proportional. Beside that, boys’ thinking in solving probability tasks was more analytical and flexible than girls’ thinking. So, students with math ability difference, gave difference response in solving probability tasks. This result found new strategy in solving probability comparison task. This result could contribute to curriculum developer to introduce probability in elementary school level and teachers could use discussion method in teaching probability material.]]>
<![CDATA[EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY ]]>
<![CDATA[Muhtarom Muhtarom]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (789.352 KB)
|
DOI: 10.22342/jme.10.2.7326.185-202
<![CDATA[Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.]]>
<![CDATA[Developing Mathematics Teaching Devices in the Topic of Trigonometry Based on Guided Discovery Teaching Method ]]>
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 2, July 2016 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i2.4827
<![CDATA[This research is categorized as Research and Development (R D). As developed in this research is learning device that consists of lesson plan, student worksheet, and test. This research adopts ADDIE as a R D model that stands for Analysis, Design, Development, Implementation, and Evaluation. The aim of this study are to describe the development process and to produce trigonometry learning device based on guided discovery method for students of grade XI Natural Science, as well as determine the effectiveness of trigonometry learning process using Guided Discovery method. To produce the trigonometry learning device based on guided discovery method for students of grade XI Natural Science, so it requires a validation from the experts and a trial to determine its practicability and effectiveness. According to the result of data analysis, it can be concluded: (1) trigonometry learning device based on guided discovery method for students of grade XI Natural Science fulfills criterion of valid, effective and practically, and (2) trigonometry learning process based on guided discovery method is effective.]]>
<![CDATA[Climber Prospective Teacher: Relationship Beliefs and Mathematics Teaching Practice ]]>
<![CDATA[Muhtarom Muhtarom]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11, No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (292.533 KB)
|
DOI: 10.24042/ajpm.v11i1.6103
<![CDATA[This research explained the description of the beliefs of prospective teacher who had an adversity quotient type climber and the relationship between beliefs and mathematics teaching practices in the classroom. One student of climber prospective teacher who had taken an internship course and had good communication skill was willing to become a research subject. Semi-structured interview and observation of learning in class were used to obtain the research data. The data that had been obtained were coded, reduced, presented, triangulated to obtain credible data, and then conclusions were drawn. The results show that the climber math prospective teacher believes that mathematics is as something dynamic, namely the space of creation, human invention that develops continuously. Teaching mathematics is student-centered through problem providing or problem solving, and learning is as a construction of student’s active understanding to build knowledge. A more detailed explanation of beliefs description and the relationship with the mathematics teaching practice is described in this research. ]]>
<![CDATA[Teachers’ and students’ beliefs in mathematics at State Senior High School 5 Semarang ]]>
<![CDATA[Muhtarom Muhtarom]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Ismi Rahmatika]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (610.147 KB)
|
DOI: 10.21831/jrpm.v5i1.18734
<![CDATA[The aim of this research was to discover the relationship between teachers’ and students’ beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consistently had instrumentalist beliefs, 85.71% were consistent with their platonist beliefs, and 9.52% consistently had problem solving beliefs; while in class X IPA 10, 4.76% consistently showed instrumentalist beliefs, 80.95% were consistent with their platonist beliefs, and 14.29% consistently had problem solving beliefs. This indicates that there is a relationship between teachers’ and students’ beliefs, namely the tendency towards platonist beliefs; and also that the teacher’s beliefs influence the student’s beliefs.]]>
<![CDATA[Strategic competence of junior high school students in solving geometry problems reviewed from sex differences ]]>
<![CDATA[Winda Firdiana]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Janet Trineke Manoy]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 8 No 1 (2022): Januari - April 2022 ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33654/math.v8i1.1602
<![CDATA[This study aims to describe the strategic competence of junior high school students in solving geometry problems in terms of gender differences. The indicators assessed include formulating, representing and solving problems. The subjects of this study were 1 male student and 1 female student in class IX-F of SMPN 1 Tulangan who had equal abilities. Furthermore, the subject worked on the task of solving geometry problems. The results showed that both subjects understood the problem by reading and drawing. In the first problem, the two subjects represented the problem by shading, calculating the area of ​​the warehouse and land using a rectangular area and then solving the problem by calculating the area of ​​the cut grass multiplied by the cost of cutting services. However, the female subject did not describe the shape of the object accurately and did not give a precise reason for the shape that had been described. In the second question, the two subjects chose the wrong strategy in representing the problem because they were unable to make another cardboard arrangement, as a result the process of solving the problem was wrong. Students need to be trained on non-routine geometry questions to develop their strategic competencies.]]>
<![CDATA[Kapasitas Memori Kerja (KMK) dalam Pemecahan Masalah Matematika ]]>
<![CDATA[Deka Anjariyah]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>
<![CDATA[ MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 1 (2020): Vol. 3 No. 1 Maret 2020 ]]>
Publisher : <![CDATA[Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36815/majamath.v3i1.643
<![CDATA[This literature study research examined relevant theories about KMK and problem solving to discuss how KMK could help people when trying to solve problems, especially mathematical problems. Methods of data collection through literature study. The data obtained was compiled, analyzed in depth and concluded. The results showed that KMK played a role in maintaining and retrieving information in LTM. KMK could impact on successful problem solving namely supporting more effective problem solving by activating the retrieval and using of relevant information to the domain. KMK helped narrow the search space for appropriate solutions and could help problem solvers focused on problems and experiences that were lacking in the interruption of irrelevant information. KMK resources contributed to the development of domain related knowledge]]>
<![CDATA[Perkembangan Berpikir Probabilistik Siswa Sekolah Dasar ]]>
<![CDATA[Dwi Ivayana Sari]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol. 1 No. 1 (2017): JRPIPM September 2017 Volume 1 Nomor 1 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jrpipm.v1n1.p30-39
<![CDATA[Berpikir probabilistik setiap orang berbeda, karena perbedaan budaya mengakibatkan perbedaan pengetahuan probabilistik, sedangkan pengetahun probabilistik mempengaruhi pemikiran probabilistik. Perbedaan berpikir probabilistik siswa berbeda-beda tergantung pada level berpikir probabilistik siswa. Di Indonesia pertumbuhan tingkat berpikir probabilistik siswa sekolah dasar sedikit mendapat perhatian oleh para peneliti. Hal ini karena materi probabilitas dikenalkan pertama kali di tingkat SMP kelas IX. Padahal mengembangkan berpikir probabilistik siswa di tingkat dasar sangat penting sebagai pondasi untuk mempelajari probabilitas di tingkat yang lebih tinggi. Oleh sebab itu, penelitian ini bertujuan untuk mengeksplorasi pertumbuhan tingkat berpikir probabilistik siswa sekolah dasar dalam menyelesaikan tugas probabilitas standar dan tugas probabilitas eksperimen. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Subjek penelitian ini adalah siswa leki-laki berkemampuan tinggi dan rendah. Hasil penelitian menunjukkan bahwa Level berpikir probabilistik siswa sekolah dasar mengalami pertumbuhan setelah diberi tugas probabilitas eksperimen, terutama pada tugas ruang sampel dan probabilitas suatu kejadian. Hal ini karena eksperimen memberikan pengalaman langsung kepada siswa untuk memanipulasi bendabenda yang disediakan dalam menyelesaikan tugas probabilitas. Namun, pada tugas perbandingan probabilitas level berpikir probabilistik siswa tidak mengalami perubahan. Hasil penelitian ini dapat menjadi masukan bagi guru untuk mengajarkan probabilitas di tingkat sekolah dasar dengan memberikan tugas perbandingan probabilitas sebagai langkah awal untuk menggali berpikir probabilistik siswa, terutama pada jenis tugas pemutaran spinner.]]>
<![CDATA[The Creativity Skills of Auditory, Visual, and Kinesthetic Learners in Solving Cube and Cuboid Problems ]]>
<![CDATA[Zakiatus Qurrotul A'yun]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Ismail Ismail]]>
<![CDATA[ Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol. 4 No. 2 (2021): JRPIPM APRIL 2021 VOLUME 4 NOMOR 2 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jrpipm.v4n2.p146-159
<![CDATA[study aims to describe the creativity skills of Junior High School students in solving cube and cuboid problems based on student learning styles. The research instruments used were creativity skills tests, a learning style questionnaire, and interviews. As many as three seventh graders who have different learning styles: visual, auditory, and kinesthetic, working on a cuboid/cube problem. Their performances on such a problem were then assessed regarding fluency, flexibility, and novelty. The results showed that the visual learner produced two different solutions with two different methods/strategies and completed his solution by providing a lot of illustrations/representations although they could not be categorized as novelty solutions. Meanwhile, the auditory learner provided two different solutions with two different methods/strategies. More particularly, he determined the appropriate size and found a suitable size by using a three-variable linear equation for the cube and cuboid problem although he produced some mistakes and uncompleted on the work procedures. Lastly, the kinesthetic learner provided two different solutions with one method/strategy, such as by directly determining the various correct sizes for the problem-solution although the answers could not be categorized novelty for creativity skill. Further studies are suggested to involve more participants to get a wider insight on the students creativity for different learning styles.]]>
