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All Journal TARBIYA : Journal Education in Muslim Society FIBONACCI: Jurnal Pendidikan Matematika dan Matematika ALGORITMA Journal of Mathematics Education Edumatica: Jurnal Pendidikan Matematika
Ramdani Miftah
Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Education Mathematics

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Journal : ALGORITMA Journal of Mathematics Education

 1 
MENGATASI LEARNING OBSTACLE KONSEP TRANSFORMASI GEOMETRI DENGAN DIDACTICAL DESIGN RESEARCH Ramdani Miftah; Lia Kurniawati; Ticha Putri Solicha
ALGORITMA: Journal of Mathematics Education Vol 1, No 2 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i2.14076

Abstract

The purpose of this study was to identify learning obstacle precisely on students' epistemological barriers to the concept of geometry transformation. Furthermore, researchers overcome these obstacles by developing mathematical learning concepts in the concept of geometry transformation in high school. This research was conducted at one of the senior high school in Tangerang Selatan. The research method used is Didactical Design Research. This method is carried out in three stages, the analysis of didactic situations before learning (prospective analysis), metapedidactic analysis, and retrospective analysis. Based on the results of the preliminary study, of the 20 students who took the obstacle learningidentificationtest,82.35%ofthetotalstudentsexperiencedepistemologicalbarrierstotheconceptofgeometry transformation. In overcoming the epistemological obstacles students in the concept of geometric transformation requires the design of learning developed based on learning obstacle analysis, repersonalization, and recontextualization so as to produce hypotheses consisting of Hypothetical Learning Trajectory which contains various activities and predictions of student responses and anticipations and produces Student Worksheets. The results show that the didactic design provided can overcome student barriers. It can be seen from the effectiveness of anticipation given during learning that reaches 90% of the difficulties that arise based on predictions of response and anticipated didactic pedagogical.
KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA: PENGARUH STRATEGI PEMBELAJARAN ADIS Galuh Ajeng Dwiastuti; Maifalinda Fatra; Ramdani Miftah
ALGORITMA: Journal of Mathematics Education Vol 3, No 2 (2021): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v3i2.20668

Abstract

The critical thinking skill  is part of the 21st century competencies that students need to master. This study aims to analyze the effect of the application of the Argument Driven Inquiry with Scaffolding (ADIS) learning strategy on students' mathematical critical thinking skills. Critical thinking skills measured in this study include the ability of students to formulate problems, provide reasons, make conclusions, and analyze arguments. This study used a quasi-experimental method with a Posttest-Only Control Design. The research was conducted at one of the Bekasi City Junior High Schools in the even semester of the 2019/2020 school year. Sampling using the cluster random sampling technique and data collection techniques using test instruments that have been tested for validity and reliability. The results showed that the mathematical critical thinking skills of students taught with ADIS learning strategies were higher than students taught with conventional learning strategies. Therefore, the ADIS strategy can be used by teachers in learning mathematics at schools/madrasahs in an effort to improve mathematical critical thinking skills.
PENGARUH PENDEKATAN PEMBELAJARAN SHIFT-PROBLEM LESSON TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA Lia Kurniawati; Fida Muthi'ah; Ramdani Miftah
ALGORITMA: Journal of Mathematics Education Vol 1, No 1 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i1.11684

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis pengaruh pendekatan Shift-Problem Lesson terhadap kemampuan berpikir reflektif matematis siswa. Penelitian ini dilakukan di SMKS Islamiyah Ciputat, tahun akademik 2017/2018. Metode penelitian yang digunakan adalah quasi eksperimental dengan desain kontrol posttest only. Sampel penelitian sebanyak 22 siswa kelas eksperimen dan 24 siswa kelas kontrol yang diperoleh dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir reflektif matematis siswa dalam bentuk uraian matematis. Hasil penelitian menunjukkan bahwa kemampuan berpikir reflektif matematis siswa yang diajar menggunakan pendekatan pembelajaran Shift-Problem Lesson secara keseluruhan lebih tinggi dibandingkan siswa yang diajar menggunakan pendekatan pembelajaran konvensional. Kemampuan reflektif matematis meliputi menafsirkan indikator, mengidentifikasi, mengevaluasi, dan menggeneralisasi. Pencapaian kemampuan reflektif matematis dalam indikator untuk mengevaluasi lebih baik dibandingkan dengan menafsirkan indikator, mengidentifikasi dan menggeneralisasi. Dengan demikian dapat disimpulkan bahwa pendekatan pembelajaran Shift-Problem Lesson berpengaruh signifikan terhadap kemampuan berpikir reflektif matematis siswa.
Co-Authors Abdul Muin Asep Ricky Orlando Aya Shofia Maulida Dadang Juandi Fatra, Maifalinda Fida Muthi'ah Galuh Ajeng Dwiastuti Kadir Kadir Lia Kurniawati Lia Kurniawati Lia Kurniawati Lia Kurniawati Tatang Herman, Tatang Ticha Putri Solicha