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All Journal GAUSS: Jurnal Pendidikan Matematika Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan IJORER : International Journal of Recent Educational Research MATHEdunesa Journal of Mathematical Pedagogy (JOMP)
Dayat Hidayat
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Workshop Merancang Pembelajaran Daring Berbantuan Edmodo dan Cloud di Masa COVID-19 Untuk KKG Gugus 02 Kranggan Mojokerto Evangelista LW Palupi; Susanah Susanah; Dayat Hidayat; Shofan Fiangga; Masriyah Masriyah
Jurnal Anugerah Vol 2 No 2 (2020): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (586.506 KB) | DOI: 10.31629/anugerah.v2i2.2739

Abstract

Tujuan dari pengabdian kepada masyarakat ini adalah untuk memberikan pelatihan dalam merancang pembelajaran daring dengan memanfaatkan platform online Edmodo dan cloud kepada Kelompok Kerja Guru (KKG) Gugus 02 Kranggan Mojokerto. Hal ini dilatarbelakangi oleh permasalahan guru-guru dalam menavigasikan digital platform pembelajaran, memindahkan pembelajaran luring ke pembelajaran daring, serta mengorganisir tugas-tugas peserta didik. Metode yang digunakan dalam pelatihan ini yaitu ceramah/direct instruction dan demonstrasi yang dilaksanakan secara ­syncronous dan asyncronous. Peserta dalam kegiatan ini adalah guru-guru Sekolah Dasar (SD) KKG Gugus 02 Kranggan Mojokerto Jawa Timur. Instrumen yang digunakan dalam pengambilan data adalah angket/kuesioner. Angket ini digunakan untuk mengetahui wawasan dan persepsi awal peserta pelatihan terhadap pembelajaran daring yang telah mereka lakukan serta mengetahui wawasan dan persepsi mereka setelah mengikuti pelatihan. Berdasarkan hasil angket, workshop yang telah dilakukan memberikan dampak yang positif dan bermanfaat bagi guru-guru Sekolah Dasar di Krangga Mojokerto.
Design of Learning Activities using Rigorous Mathematical Thinking (RMT) Approach in Application of Derivatives Dayat Hidayat; Ahmad Wachidul Kohar; Nina Rinda Prihartiwi; Husni Mubarok; Abebayehu Yohannes
IJORER : International Journal of Recent Educational Research Vol. 2 No. 1 (2021): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v2i1.75

Abstract

Learning design is one of the factors that support the learning process in order to achieve learning objectives in all subjects including mathematics. Many approaches can be employed by a teacher in making learning design, one of which is rigorous mathematical thinking (RMT) approach. The RMT approach puts forward students actively in constructing their knowledge through the use of psychological tools and mediation. This article reports a set of learning activities designed through a developmental study using the RMT approach in the topic of application of derivatives. Participants of this research were twenty-six of 11th grade students from a private secondary school. Data were collected through written test and classroom observation. The research instruments were student worksheet and observation sheet. In the learning process, students use psychological tools to connect their previous knowledge to the material being studied. This makes students able to construct their own knowledge more thoroughly. On the other hand, with the mediation carried out by the teacher, students can focus more and understand each material well and bridge the conceptual errors. Based on the results of the study and some literature, Design of learning activities using Rigorous Mathematical Thinking (RMT) on application of derivative can be an alternative as effective learning.
Analisis Kemampuan Berpikir Kritis Mahasiswa dalam Membuat Prediksi Berdasarkan Grafik Nina Prihartiwi; Dayat Hidayat; A.W. Kohar
GAUSS: Jurnal Pendidikan Matematika Vol. 3 No. 2 (2020)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v3i2.2819

Abstract

Tujuan penelitian ini adalah mendeskripsikan keterampilan berpikir kritis mahasiswa dalam membuat prediksi secara sederhana dari grafik yang diberikan. Subjek penelitian ini terdiri dari tiga mahasiswa berkemampuan akademik sedang. Data penelitian diperoleh dari masalah tentang prediksi berdasarkan grafik dan hasil wawancara yang dianalisis secara kualitatif berdasarkan indicator keterampilan berpikir kritis: inference, analysis, evaluate, dan inference beserta sub-keterampilan masing-masing indikator. Hasil penelitian menunjukkan bahwa subjek yang merupakan mahasiswa berkemampuan akademik sedang bervariasi dalam menunjukkan keterampilan berpikir kritis. Satu subjek memenuhi semua indikator katerampilan berpikir kritis dan dua subjek yang lain belum mampu memenuhi semua indikator dengan lengkap. Ketiga subjek menggunakan strategi yang mirip, yaitu menggunakan pola bilangan namun terdapat perbedaan dalam proses pelaksanaan strategi. Deskripsi ini dapat digunakan sebagai masukan oleh pengajar dalam melatihkan keterampilan berpikir kritis mahasiswa. Kata kunci: keterampilan berpikir kritis, prediksi, grafik Abstract The purpose of this study was to describe students' critical thinking skills in making predictions simply from the given graph. The subjects of this study consisted of three students with intermediate academic abilities. The research data were obtained from problems regarding predictions based on graphs and interview results which were analyzed qualitatively based on indicators of critical thinking skills: inference, analysis, evaluate, and inference along with the sub-skills of each indicator. The results showed that the subjects who were students with moderate academic abilities showed varied critical thinking skills. One subject meets all indicators of critical thinking skills and the other two subjects have not been able to fulfill all indicators completely. The three subjects used a similar strategy, namely using a number pattern but there were differences in the strategy implementation process. This description can be used as input by the teacher in practicing students' critical thinking skills. Keywords: critical thinking skill, prediction, graph
Workshop Merancang Pembelajaran Daring Berbantuan Edmodo dan Cloud di Masa COVID-19 Untuk KKG Gugus 02 Kranggan Mojokerto Evangelista LW Palupi; Susanah Susanah; Dayat Hidayat; Shofan Fiangga; Masriyah Masriyah
Jurnal Anugerah Vol 2 No 2 (2020): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (586.506 KB) | DOI: 10.31629/anugerah.v2i2.2739

Abstract

Tujuan dari pengabdian kepada masyarakat ini adalah untuk memberikan pelatihan dalam merancang pembelajaran daring dengan memanfaatkan platform online Edmodo dan cloud kepada Kelompok Kerja Guru (KKG) Gugus 02 Kranggan Mojokerto. Hal ini dilatarbelakangi oleh permasalahan guru-guru dalam menavigasikan digital platform pembelajaran, memindahkan pembelajaran luring ke pembelajaran daring, serta mengorganisir tugas-tugas peserta didik. Metode yang digunakan dalam pelatihan ini yaitu ceramah/direct instruction dan demonstrasi yang dilaksanakan secara ­syncronous dan asyncronous. Peserta dalam kegiatan ini adalah guru-guru Sekolah Dasar (SD) KKG Gugus 02 Kranggan Mojokerto Jawa Timur. Instrumen yang digunakan dalam pengambilan data adalah angket/kuesioner. Angket ini digunakan untuk mengetahui wawasan dan persepsi awal peserta pelatihan terhadap pembelajaran daring yang telah mereka lakukan serta mengetahui wawasan dan persepsi mereka setelah mengikuti pelatihan. Berdasarkan hasil angket, workshop yang telah dilakukan memberikan dampak yang positif dan bermanfaat bagi guru-guru Sekolah Dasar di Krangga Mojokerto.
Penggunaan Model CIPP (Context, Input, Process, dan Product) dalam Evaluasi Program Asistensi Mengajar di TK Miftakhul Jannah Muhammad Taufiqurrahman; Dimas Bagus Setiawan; Robiatul Adawiyah Fitriah; Dayat Hidayat
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.488 KB) | DOI: 10.26740/mathedunesa.v11n3.p677-683

Abstract

Evaluasi program asistensi mengajar di TK Miftakhul Jannah dilakukan untuk melihat pencapaian dan memberikan saran perbaikan mengenai program tersebut. Pada artikel ini dibahas mengenai penggunaan model evaluasi CIPP (Context, Input, Process, dan Product) dalam program asistensi mengajar. Penelitian ini merupakan penelitian evaluasi, dengan pendekatan kuantitatif deskriptif yang melibatkan 31 peserta program asistensi mengajar dan 2 guru kelas TK Miftakhul Jannah sebagai subjek penelitian. Teknik pengumpulan data menggunakan tes dan angket sebagai instrumen utama, dengan pedoman observasi dan wawancara sebagai instrumen pendukung. Analisis data dilakukan dengan membandingkan skor yang diperoleh dengan skor maksimum dan dikalikan 100%. Hasil perhitungan tersebut dikelompokkan ke dalam sejumlah kriteria yang telah ditetapkan. Hasil penelitian menunjukkan bahwa dimensi konteks (context) yang terdiri dari tujuan program dan asesmen kebutuhan program memperoleh skor PE (Persentase Efektivitas) sebesar 91,66% dengan kriteria “Sangat Baik”. Pada dimensi input yang terdiri dari jumlah peserta, sumber daya manusia, perencanaan kegiatan, media pembelajaran, kesesuaian dana dan anggaran, serta LKPD dengan skor PE sebesar 81,75% yang termasuk dalam kriteria “Baik”. Pada dimensi proses yang terdiri dari keterlaksanaan program, keaktifan peserta didik, evaluasi dan tindak lanjut hasil belajar, nilai PE yang diperoleh adalah 79,44% yang termasuk dalam kriteria “Cukup”. Terakhir pada dimensi produk, yang terdiri aspek pengetahuan, aspek sikap, aspek keterampilan, dan output berupa media pembelajaran memperoleh nilai PE sebesar 81,69% dengan kriteria “Baik”. Berdasarkan hasil evaluasi dari 4 dimensi yakni konteks, input, proses, dan produk diperoleh total nilai PE sebesar 83,64% atau secara keseluruhan dalam kriteria “Baik”. Dapat disimpulkan bahwa secara umum pelaksanaan program asistensi mengajar ini berhasil, sehingga direkomendasikan agar program serupa dilakukan kembali dengan beberapa perbaikan.
Numeracy of Eighth Grade Students in Solving AKM-Like Problems Based on Mathematical Ability Zenithe Wahyudistya; Rooselyna Ekawati; Dayat Hidayat
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p522-533

Abstract

Abstract: Numeracy is the ability to locate, use, interpret, evaluate, and communicate mathematical information and ideas in the real context. This research purpose to describe the numeracy of eighth grade students in solving AKM-like problems in equations and inequalities subdomain based on high, moderate, and low mathematical abilities. The research subjects were eighth grade students consisting of one student with high mathematical ability, one student with moderate mathematical ability, and one student with low mathematical ability. The research method used in this research is qualitative descriptive research. Data were obtained by numeracy test. Students with high mathematical abilities present the information obtained in the form of equations and inequalities, use mathematical rules and procedures on equations and inequalities, interpret the results in the context of the problem, evaluate the results of problem solving through supposed, and communicate the results of their interpretation to others both orally and writing appropriately. Students with moderate mathematical abilities present the information obtained in the form and use procedures and rules of equations and inequalities in solving problems appropriately. However, students with moderate mathematical abilities interprets the results inaccurately so that in communicating the results of the interpretation is also inaccurate and evaluate the results only by correcting or recalculating. Students with low mathematical abilities do not present information in the form of equations and inequalities, nor do they use procedures and rules of equations and inequalities in solving problems. The interpretation of students with low mathematical abilities is also incorrect so that communicating the results of interpretations is not correct. In addition, students with low mathematical abilities do not evaluate the results of problem solving, either through supposed or correcting and recalculating.
Improving Students’ Mathematical Problem-Solving Skill and Self-Efficacy through Problem-Based Learning Models with Scientific Approaches Muhammad Taufiqurrahman; Dayat Hidayat
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2 (2022): July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p81-97

Abstract

This study aims to determine (1) the mathematical problem-solving skills of students who receive the PBL model compared to students who receive conventional learning, (2) improving the mathematical problem-solving skills of students who receive the PBL model with a scientific approach compared to students who receive conventional learning, (3) self-efficacy of students who receive the PBL model with a scientific approach compared to students who receive conventional learning, (4) improving the self-efficacy of students who receive the PBL model with a scientific approach compared to students who receive conventional learning. The research method used was a quasi-experimental method with a population of all VIII grade students at one of the junior high schools in Cilegon. Sampling was carried out by cluster random sampling technique. This results showed that the mathematical problem-solving skill of students who received the PBL model with a scientific approach was better than students who received conventional learning,  improved problem-solving skills of students who get the PBL model with a scientific approach are better than students who get conventional learning,  the self-efficacy of students who receive the PBL model with a scientific approach is better than students who receive conventional learning, and the improving in self-efficacy of students who get the PBL model is better than students who get conventional learning. Based on the research results, learning the PBL model with a scientific approach can be an alternative learning to improve students' problem-solving skills and self-efficacy.
Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students Tiara Rahma Putri Kusuma Dewi; Dayat Hidayat; Yulia Izza El Milla
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 1 (2023): December 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n1.p15-31

Abstract

In the 21st century, advances in science and technology require students to adapt. Classroom dynamics are still often dominated by passive learning methods, such as lectures, which result in a lack of student participation. PISA evaluation shows the low problems-solving abilities of Indonesian students. Therefore, the STEM approach emerged as a solution with a focus on essential 21st century skills, such as collaborative problem solving. The aim of the research is to investigate and analyze the collaborative problem solving process of junior high school students in solving STEM problems. The research method used is a case study with a qualitative approach. The research population included all students of SMP PGRI 13 Surabaya. Data collection techniques include observation, interviews, and questionnaires. Research instruments include questionnaires, observation sheets, and structured interviews. The research results show that collaborative learning in STEM context problem solving can help students develop problem solving skills. Students demonstrate good collaborative skills and their response to this learning is very positive. Evaluation of student learning outcomes also shows an increase, indicating the success of STEM-based learning methods in increasing student motivation. This research contributes to the understanding of the importance of learning approaches that integrate STEM with collaborative problem solving.
Students' Creative Thinking Process in Mathematic Problems Solving Assisted by GeoGebra Ningrat Delvia Margaretha; Dayat Hidayat
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 1 (2023): December 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n1.p32-41

Abstract

The purpose of this research is to find out how students' creative thinking process in solving Geogebra-assisted math problems and to find out the obstacles experienced by students in the creative thinking process. This research is a qualitative descriptive research. The subject selection was taken 3 students using purposive sampling method, namely by considering students who were considered able to work on the math problems given and had been able to use GeoGebra. The data collection techniques used in this research were tests and interviews. The main instrument in this research is the researcher himself. Auxiliary instruments are math problems and interview guidelines. The math problem used is a spatial problem to find the volume and surface area with assisted by Geogebra to measure students' creative thinking. Interviews are used to find out how students' creative thinking processes while working on math problems. The analysis used is data reduction, data presentation and conclusion drawing. The results of this reasearch show the student’s creative thinking process in solving math problems assisted by Geogebra. In this reasearch also shows that students experience obstacles at the stage of synthesizing ideas, namely the stage of students gathering information or remembering and combining ideas sourced from previous experiences.
Co-Authors A.W. Kohar Abebayehu Yohannes Ahmad Wachidul Kohar Dimas Bagus Setiawan Evangelista Lus Windyana Palupi Fiangga, Shofan Husni Mubarok Masriyah Masriyah Muhammad Taufiqurrahman Nina Prihartiwi Ningrat Delvia Margaretha Robiatul Adawiyah Fitriah Rooselyna Ekawati Susanah Susanah Tiara Rahma Putri Kusuma Dewi Yulia Izza El Milla Zenithe Wahyudistya