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All Journal Cakrawala Pendidikan Journal on Mathematics Education (JME) Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Kependidikan Journal of Research and Advances in Mathematics Education APOTEMA : Jurnal Program Studi Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM)
DWI JUNIATI
Universitas Surabaya
Education Mathematics Social Sciences

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The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education Julie, Hongki; Suwarsono, St.; Juniati, Dwi
Journal on Mathematics Education Vol 4, No 2 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.4.2.415.172-187

Abstract

There are three questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions and find the result of multiplying two fractions, and (3) what is the impact of the teaching-learning process that has been designed by researchers on the process of students' knowledge construction. Learning approach which was used in developing teaching materials about fractions is realistic mathematics approach. Lesson plan was created for fifth grade elementary school students. The type of research used is developmental research. According to Gravemeijer and Cobb (in Akker, Gravemeijer, McKeney, and Nieveen, 2006) there are three phases in development research, namely (1) preparation of the trial design, (2) the trial design, and (3) retrospective analysis. This paper presents the results of the first cycle of three cycles that have been planned.
Supporting Fifth Graders in Learning Multiplication of Fraction with Whole Number Khairunnisak, Cut; Amin, Siti Maghfirotun; Juniati, Dwi; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.615.71-86

Abstract

The meaning of fractions with integer multiplication is something that is difficult to  understand by students. They tend to think that the product it produces a larger number, while the multiplication of fractions with integers, the result can be any number larger or smaller. This study is a research design that aims to develop a local instructional theory to support the students expand their understanding of the meaning of multiplication of fractions with integers. By applying the characteristics of realistic mathematics education (Realistic Mathematics Education), the researchers designed a  series of instructional activities related to daily life, such as Indonesia prepares dishes and equitable distribution. Participants of this study were Grade 5 students from an elementary school in Surabaya, along with a mathematics teacher of that class.  Some students of the class participated in the first cycle, in order to see how the design of the hypothetical learning trajectory (Hypothetical Learning Trajectory) is running. After going through several revisions, HLT is then implemented in all the other students in grade 5. The results showed that students' prior knowledge affect their learning process. The fractions solve multiplication problems with whole numbers, some students convert the integers to fractions and then use a fraction by a fraction multiplication procedure. The learning process begins with students exploring the contextual situation of fair division, where students extend their understanding that the fraction associated with the division and multiplication. One indicator that the student has broadened his understanding is the more varied representation of the given problem. Keywords: multiplication of fraction with whole number, RME, daily life situations, extend the understanding, initial knowledge, design research DOI: http://dx.doi.org/10.22342/jme.3.1.615.71-86
Early Fractions Learning of 3rd Grade Students in SD Laboratorium Unesa Sari, Elisabet Ayunika Permata; Juniati, Dwi; Patahudin, Sitti Maesuri
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.617.17-28

Abstract

Fractions varied meanings is one of the causes of difficulties in learning fractions. These students  should be given greater opportunities to explore the meaning of fractions before they learn the relationship between fractions and operations on fractions. Although students can shading area represents a fraction, does not mean they really understand the meaning of fractions as a whole. With a realistic approach to mathematics, students are given the contextual issues of equitable distribution and measurements that involve fractions. Keyword:  fraction meaning, relation of fraction, design research,realistic mathematics education, equitable distribution, measurement DOI: http://dx.doi.org/10.22342/jme.3.1.617.17-28
Pemecahan Masalah Generalisasi Pola Siswa Kelas VII SMP Ditinjuau dari Gaya Kognitif Field Independent dan Field Dependent Kusumaningtyas, Septhiana Indra; Juniati, Dwi; Lukito, Agung
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 8, No 1 (2017): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v8i1.6994

Abstract

Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang bertujuan untuk mendeskripsikan pemecahan masalah generalisasi siswa dengan gaya kognitif field independent (SI) dan field dependent (SD). Subjek penelitian adalah 2 siswa kelas VII SMPN 1 Candi yang masing-masing bergaya kognitif FI dan FD. Penelitian dimulai dengan menentukan subjek penelitian menggunakan instrumen GEFT dan TKM, kemudian dilanjutkan dengan pemberian TPM dan wawancara. Pengecekan keabsahan data menggunakan triangulasi waktu. Tugas generalisasi pola melibatkan pola bilangan, gambar, dan masalah kontekstual.This research is a descriptive research with qualitative approach that aims to describe solving problem of generalization of student with cognitive field independent (SI) and field dependent (SD). The subjects of the study were 2 students of class VII of SMPN 1 temple each having cognitive style of FI and FD. Research begins with determining the subject of research using GEFT and TKM instruments, followed by TPM and interviews. We were checking the validity of data using time triangulation. The task of pattern generalization involves patterns of numbers, images, and contextual problems.
Profil Berpikir Fungsional Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Jenis Kelamin Siregar, Ardianto Pandapotan; Juniati, Dwi; Sulaiman, Raden
JURNAL REVIEW PEMBELAJARAN MATEMATIKA Vol 2 No 2 (2017)
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2017.2.2.144-152

Abstract

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. Its just that the male subject is more specific in finding the difference between the two quantities and finding the correspondence relationship between the quantities
Developing Mathematics Teaching Devices in the Topic of Trigonometry Based on Guided Discovery Teaching Method Ishartono, Naufal; Juniati, Dwi; Lukito, Agung
(JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.4827

Abstract

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.
Profil Pemecahan Masalah Pecahan Siswa Sd Berdasarkan Adversity Quotient Irfan, Ade; Juniati, Dwi; Lukito, Agung
APOTEMA : Jurnal Program Studi Pendidikan Matematika Vol 4 No 2 (2018): APOTEMA: Jurnal Program Studi Pendidikan Matematika
Publisher : Penerbit STKIP PGRI Bangkalan

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

Abstract

Penelitian ini bertujuan mendeskripsikan profil pemecahan masalah pecahan siswa SD berdasarkan Adversity quotient. Pengumpulan data dilakukan dengan wawancara berbasis tugas pemecahan masalah pecahan berdasarkan tahapan Polya. Subjek dalam penelitian ini yaitu siswa kelas V SD dengan kategori climber, camper, dan quitter. Validasi data dilakukan dengan membandingkan hasil wawnacara berbasis tugas TMP-1 dan TPMP-2. Berdasarkan hasil penelitian diketahui bahwa subjek climber, memahami masalah dengan mengakses informasi dengan membaca dengan suara keras sesuai naskah soal hanya satu kali, mengidentifikasi apa yang diketahui dan ditanyakan secara lisan kemudian menuliskannya dengan membuat sketsa gambar, menyusun rencana penyelesaian masalah dengan menyebutkan akan membuat sketsa gambar dan menjelaskan dengan menceritakannya dan hanya memiliki satu rencana penyelesaian masalah. Dalam melaksanakan rencana, melaksanakanya sesuai dengan rencana yang dikemukakan dengan membuat sketsa gambar kemudian membuat garis-garis (mencoret-coret/mengarsir) pada bagian dari sketsa gambar serta menjelaskan secara lisan. Namun, tidak menggunakan alat bantu ketika membuat gambar, memeriksa kembali penyelesaian masalahnya dengan menjelaskan secara lisan serta merasa yakin jawabannya sudah benar dengan alasan mengerjakan dengan teliti. Sementara itu, profil pemecahan masalah pecahan dari subjek camper, memahami masalah dengan mengakses informasi dengan membaca dengan suara keras sesuai naskah soal hanya satu kali, mengidentifikasi apa yang diketahui dan ditanyakan dengan lisan kemudian menuliskannya dengan bahasa verbal. Menyusun rencana penyelesain masalah dengan menyebutkan membayangkan ilustrasi gambar lalu menghitung dengan menuliskannya,  memperoleh rencana setelah membaca soal dan hanya memiliki satu rencana penyelesaian masalahnya, melaksanakan penyelesaiannya berbeda dengan rencana yang telah dikemukakannya dengan menulis jawabannya dengan bahasa verbal kemudian membuat sketsa gambar dengan tidak menggunakan alat bantu menggambar kemudian menjelaskannya secara lisan, memeriksa kembali jawabannya secara lisan dan menunjuk pada sketsa gambar. Sedangkan, profil pemecahan masalah pecahan dari subjek quitter, memahami masalah dengan mengakses informasi dengan membaca dengan suara keras sesuai naskah soal hanya satu kali, mengidentifikasi apa yang diketahui dan ditanyakan secara lisan kemudian menuliskannya dengan membuat sketsa gambar, menyusun rencana penyelesaian masalah dengan menyebutkan akan membuat sketsa gambar dan mencari dengan menghitung, memperoleh rencana dari diri sendiri dan hanya memiliki satu rencana penyelesaian masalah, dalam melaksanakan rencana penyelesaian masalah, melaksanakannya sedikit berbeda dengan rencana yang dikemukakan dengan membuat sketsa gambar kemudian membuat garis-garis (mencoret-coret/mengarsir) pada bagian dari sketsa gambar untuk menjawab bagian yang ditanyakan serta menjelaskan secara lisan. Tidak menggunakan alat bantu ketika membuat gambar. Memeriksa kembali penyelesaian masalahnya dengan menjelaskan secara lisan dan menunjuk gambar serta merasa yakin jawabannya sudah benar dengan alasan sudah mencarinya.
Perkembangan Berpikir Probabilistik Siswa Sekolah Dasar Sari, Dwi Ivayana; Budayasa, I Ketut; Juniati, Dwi
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol 1, No 1 (2017): JRPIPM September 2017 Volume 1 Nomor 1
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v1n1.p30-39

Abstract

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.
EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY Muhtarom, Muhtarom; Juniati, Dwi; Siswono, Tatag Yuli Eko
Journal on Mathematics Education Vol 10, No 2 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.10.2.7326.185-202

Abstract

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.
THE PROCESS OF STUDENT COGNITION IN CONSTRUCTING MATHEMATICAL CONJECTURE Astawa, I Wayan Puja; Budayasa, I Ketut; Juniati, Dwi
Journal on Mathematics Education Vol 9, No 1 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.049 KB) | DOI: 10.22342/jme.9.1.4278.15-26

Abstract

This research aims to describe the process of student cognition in constructing mathematical conjecture. Many researchers have studied this process but without giving a detailed explanation of how students understand the information to construct a mathematical conjecture. The researchers focus their analysis on how to construct and prove the conjecture. This article discusses the process of student cognition in constructing mathematical conjecture from the very beginning of the process. The process is studied through qualitative research involving six students from the Mathematics Education Department in the Ganesha University of Education. The process of student cognition in constructing mathematical conjecture is grouped into five different stages. The stages consist of understanding the problem, exploring the problem, formulating conjecture, justifying conjecture, and proving conjecture. In addition, details of the process of the students’ cognition in each stage are also discussed.DOI: http://dx.doi.org/10.22342/jme.9.1.4278.15-26
Co-Authors Ade Irfan AGUNG LUKITO Aini, Rahmawati Nur Anjariyah, Deka Ardianto Pandapotan Siregar, Ardianto Pandapotan Cut Khairunnisak Dede de Haan Dwi Ivayana Sari, Dwi Ivayana Elisabet Ayunika Permata Sari Hongki Julie I Ketut Budayasa I Wayan Puja Astawa Muhtarom Muhtarom, Muhtarom Naufal Ishartono Pradnyo Wijayanti RADEN SULAIMAN Rahmawati, Anis Wahyu S, Adnan Septhiana Indra Kusumaningtyas, Septhiana Indra SETYONINGSIH, ANIS Siolimbona, Dedi Rahman Siti Khabibah Siti Maghfirotun Amin Sitti Maesuri Patahudin St. Suwarsono Tatag Yuli Eko Siswono