Ali Mahmudi
Department of Mathematics Education, Universitas Negeri Yogyakarta

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Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah Evie Dwy Wahyu Arista; Ali Mahmudi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34606

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA ditinjau dari level sekolah. Jenis penelitian ini adalah penelitian survei dengan sampel penelitian adalah siswa kelas X SMA (n = 260) di Kabu­paten Lampung Timur dengan level sekolah tinggi (k = 5), sedang (k = 3) dan rendah (k = 2) ber­dasarkan akreditasi. Sampel penelitian ditentukan dengan stratified proporsional random sam­pling. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif jenis soal open-ended PISA yang terdiri atas enam butir soal uraian dan pedoman wawancara. Instrumen tes yang digunakan telah dilakukan validasi isi oleh tiga orang ahli dengan rata-rata hasil validasi berka­tegori baik. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA pada sekolah level tinggi berada pada kategori cukup, pada sekolah level sedang berada pada kategori kurang, sedangkan pada sekolah level rendah berada pada kategori cukup. Mathematical creative thinking ability in solving open-ended problems of PISA type based on school levelAbstractThis research aimed to describe students' mathematical creative thinking ability in solving open-ended problems of PISA type based on the school level. The research was a survey with the sample was grade-ten students (n = 260) of senior high school with categories of the high (k = 5), medium (k = 3), and low school (k = 2) based on their accreditation in the district of Lampung Timur, Indonesia. We used stratified proportional random sampling to determine the sample. The instruments used in this research consisted of a creative thinking ability test with six con­structed response items and interview guidelines. Three experts had validated the instrument of a test, and it was proved to be valid in terms of content with a good category. We analyzed the collected data based on the indicator of creative thinking ability. The result showed that students' mathematical creative thinking ability to solve open-ended problem PISA type at high-level schools was in the moderate category, at medium-level schools was in the poor category, while at low-level schools in the moderate category.
An analysis of proportional reasoning ability of junior high school students Fitria Mardika; Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.14995

Abstract

This study aims to describe proportional reasoning skills and students’ difficul­ties in solving proportional reasoning problems. The population of this research was 3480 seventh-grade students of state junior high schools in the Yogyakarta region. The samples were 158 students chosen using proportionate stratified random sampling that represent four categories of school (very high, high, me­dium, low) based on the average scores of the national examination in mathe­matics in 2016. Data were collected through essay tests and interviews. Data were analyzed quantitatively and qualitatively. The result showed that the stu­dents in very high and high category schools had moderate proportional rea­soning ability. Students in medium and low category schools had low propor­tional reasoning ability. Students’ difficulties in solving proportional reasoning problems vary based on the type of the problem, such as the difficulty in finding the multiplicative relationship contained in the problem, the difficulty in under­standing the value of inverse proportion, and the difficulty in explaining the obtained solution of the problems.
An analysis of mathematics understanding of prospective student-teachers of mathematics Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 8, No 2: November 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i2.44422

Abstract

This quantitative-qualitative descriptive study aims to reveal the mathematics understanding of prospective student-teachers, describe the types of their mistakes in mathematics understanding, and recommend appropriate teaching of mathematics understanding. The subjects were 34 first-year students taking the Geometry course in the Mathematics Education Study Program, at a State University in Yogyakarta, Indonesia. The test instrument was consisting of four items, two of which were about the problems of procedural instrumental understanding and the other two were about the problems of relational understanding. The data were analyzed through the stages of reducing data, presenting data, and concluding data. The results show that students' mathematical understanding is categorized as good (87.75%). Students' procedural instrumental understanding (87.75%) is better than their relational understanding (77.52%) which is in good and sufficient categories, respectively. Some students made mistakes in representing theorems, performing mathematical procedural using appropriate concepts/theorems, and interpreting conclusions or proofs using appropriate notation and representation. It is recommended that mathematical learning should prioritize relational understanding by exploring a concept with other concepts and using various representations, situations, and contexts. Learning should focus more on relational understanding, namely discussing a concept and its relationship with other concepts with different representations, situations, and contexts.
Development of Mathematics Learning Media Training Based On Realistic Mathematics For Teacher Of Integrated Islamic Elementary School In District Sleman And Bantul Ali Mahmudi; Jailani Jailani; Wahyu Setyaningrum; Tuharto Tuharto; Fitriana Yuli Saptaningtyas; Muhammad Fauzan
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 2, No 1 (2018)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.346 KB) | DOI: 10.21831/jpmmp.v2i1.18699

Abstract

This community service is aimed at introducing realistic mathematics learning approach in elementary school and training of teachers to develop creative and meaningful mathematics learning media with Islamic context. This activity takes the form of training to deepen the learning materials and develop the Islamic context in the learning of mathematics. The technical steps in this activity are explanation and discussion about the importance of paying attention to the child's cognitive development stage in implementing the learning to be meaningful for the students. The next stage is an explanation and discussion of realistic mathematics learning approaches and appropriate learning media that use meaningful daily context for students. Furthermore, a workshop was held to develop realistic learning media with an Islamic context. Based on the observation and discussion with the participants it can be concluded that the participants enthusiastically attend the training. Participants also identified and acquired new ideas to develop realistic elementary-based mathematics learning media with an Islamic context. Such media is expected to motivate students to learn mathematics because it uses approach and learning media meaningful for students.