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COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING Sapti, Mujiyem; Purwanto, Purwanto; Irawan, Edy Bambang; As'ari, Abdur Rahman; Sa'dijah, Cholis; Susiswo, Susiswo; Wijaya, Ariyadi
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.10.2.7351.171-184

Abstract

Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.
DIAGNOSING STUDENTS’ LEARNING DIFFICULTIES IN THE EYES OF INDONESIAN MATHEMATICS TEACHERS Wijaya, Ariyadi; Retnawati, Heri; Setyaningrum, Wahyu; Aoyama, Kazuhiro; Sugiman, Sugiman
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.028 KB) | DOI: 10.22342/jme.10.3.7798.357-364

Abstract

Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.
Students' Information Literacy: A Perspective from Mathematical Literacy Wijaya, Ariyadi
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.724 KB) | DOI: 10.22342/jme.7.2.3532.73-82

Abstract

Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students' information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students' low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA)
ALJABAR: TANTANGAN BESERTA PEMBELAJARANNYA Wijaya, Ariyadi
Jurnal Gantang Vol 1 No 1 (2016): "Matematika, Permasalahan, dan Solusinya dalam Meningkatkan Kualitas Pembelajara
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1033.685 KB) | DOI: 10.31629/jg.v1i1.1

Abstract

Students' Information Literacy: A Perspective from Mathematical Literacy Ariyadi Wijaya
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.724 KB) | DOI: 10.22342/jme.7.2.3532.73-82

Abstract

Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students' information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students' low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA)
Designing a Hypothetical Learning Trajectory Based on Investigative Learning Charina Ulfa; Ariyadi Wijaya; Habibullah Habibullah
Eduma : Mathematics Education Learning and Teaching Vol 10, No 1 (2021)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i1.8024

Abstract

This research is a design research that aims to design a hypothetical learning trajectory based on investigative learning. This study’s subjects were students of class VII in a junior high school in Aceh Barat Daya, consisting of 32 students for the pilot experiment and 31 students for the teaching experiment. The selection of research subjects for these two classes used a random sampling technique. The data collection technique were carried out by observation, interview, and documentation. The research data were analyzed using qualitative analysis. This design research model consists of three stages: preparing for the experiment, experimental design, and retrospective analysis. The results showed that the hypothetical learning trajectory based on group investigative learning that has been designed can help students achieve learning goals. The learning trajectories produced in this study are (1) students can find the size of the object on the two sketchs by measuring and making comparisons of the two sketchs object values (the same amount); (2) students can find the form of the ratio from the size of the two sketchs and students can draw the conclusion that from the ratio value can be obtained the scale value; (3) students can determine the ratio of two different quantities of the investigative activity carried out and can write a form of direct proportion; and (4) students can distinguish the form of direct proportion and inverse proportion problems
A LEARNING TRAJECTORY FOR PROBABILITY: A CASE OF GAME-BASED LEARNING Ariyadi Wijaya; Elmaini Elmaini; Michiel Doorman
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.12836.1-16

Abstract

This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students’ actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level – ‘situational level’ – Sudoku and Ladder-and-Snake games were played by students. The second level is the ‘referential level’ where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level – ‘general level’ – students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of probabilities.
A LEARNING TRAJECTORY FOR PROBABILITY: A CASE OF GAME-BASED LEARNING Wijaya, Ariyadi; Elmaini, Elmaini; Doorman, Michiel
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.12836.1-16

Abstract

This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students’ actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level – ‘situational level’ – Sudoku and Ladder-and-Snake games were played by students. The second level is the ‘referential level’ where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level – ‘general level’ – students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of probabilities.
THE POWER OF GAMES TO LEARN MATHEMATICS: AN OVERVIEW Ariyadi Wijaya
PYTHAGORAS Jurnal Pendidikan Matematika Vol 5, No 1: Juni 2009
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.922 KB) | DOI: 10.21831/pg.v5i1.552

Abstract

The central principle of Realistic Mathematics Education is that the learning of mathematics needs to be laid on meaningful situation; either meaningful problems or activities. Many researches found that activities of game playing are meaningful to students and can be effective tools for enhancing learning and understanding of complex subject matter. Consequently, this article focuses on the benefit of games to support the learning of mathematics and the role of teacher in conducting game-based learning.Keywords : Realistic Mathematics Education, game-based learning, the role of teacher
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN KNISLEY BERORIENTASI PADA LEVEL BERPIKIR VAN HIELE DAN KEMAMPUAN PENALARAN ADAPTIF Heru Tri Novi Rizki; Ariyadi Wijaya; Diena Frentika
AXIOM : Jurnal Pendidikan dan Matematika Vol 9, No 1 (2020)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.836 KB) | DOI: 10.30821/axiom.v9i1.7237

Abstract

Abstrak:Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran geometri dengan pendekatan model pembelajaran matematika Knisley untuk meningkatkan level berpikir Van Hiele dan kemampuan penalaran adaptif siswa kelas VII SMP. Pengembangan perangkat pembelajaran ini didasarkan pada empat tahapan model pembelajaran matematika Knisley yang terdiri dari allegorization, integrator, analysis, dan synthesis. Penelitian ini menggunakan model pengembangan ADDIE. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian kepraktisan guru dan siswa, lembar observasi keterlaksanaan pembelajaran, tes level berpikir Van Hiele dan tes kemampuan penalaran adaptif. Perangkat pembelajaran dikatakan baik jika memenuhi aspek kevalidan, kepraktisan, dan keefektifan. Hasil penelitian menunjukkan bahwa perangkat pembelajaran memenuhi aspek kevalidan, kepraktisan, dan keefektifan dengan kriteria berikut 1) sangat valid menurut ahli dengan skor rerata 4,179 untuk RPP dan 4,230 untuk LKS, 2) sangat praktis menurut penilaian guru dengan skor rerata 5 untuk LKS dan RPP serta sangat praktis menurut penilaian siswa dengan skor rerata 4,538 untuk LKS, dan 3) sangat efektif berdasarkan level berpikir Van Hiele dengan banyaknya siswa pada level analisis mencapai 77% dan berdasarkan kemampuan penalaran adaptif dengan ketercapaian persentase ketuntasan 64,71%, rerata kelas 65,4 dan rerata skor 10,47 dengan kategori tinggi. Kata Kunci:Geometri, Kemampuan Penalaran Adaptif, Model Pembelajaran Matematika Knisley, Level Berpikir Van Hiele, Perangkat Pembelajaran Abstract:This study was a study of geometric instructional development with Knisley mathematics learning model approach to improved Van Hiele levels of thinking and adaptive reasoning skills of seventh’ grade Junior High School students. The development of geometric instructional based on four phases of Knisley mathematics learning model were allegorization, integrator, analysis, and synthesis. This study used ADDIE’s model. The research instrumens were validation sheets, teacher and student practicality assessment questionnaire, observation sheets for learning implementation Van Hiele levels of thinking tests and adaptive reasoning skills test. The instructional package is good if fulfilled validity, practicality, and effectiveness aspects. This study result showed that the instructional package fulfilled the following criteria: 1) very valid according to the average score of 4,179 for RPP and 4,230 for LKS, 2) very practical according to the teacher’s assessment with mean score of 5 for LKS and RPP and very practical according to the assessment of students with an average score of 4,538 for LKS, and 3) very effective based on Van Hiele levels of thinking with the number of students at the analysis level reaching 77% and based on adaptive reasoning ability with completion of a classical was 64,71%, average grade was 65,4 and average score was 10,47 with high category. Keywords:Geometric, Adaptive Reasoning Skills, Knisley Mathematics Learning Model, Van Hiele Levels Of Thinking, Instructional Package