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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Eduma : Mathematics Education Learning and Teaching Jurnal Gantang AXIOM : Jurnal Pendidikan dan Matematika SJME (Supremum Journal of Mathematics Education) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Mosharafa: Jurnal Pendidikan Matematika Jurnal Pendidikan Progresif International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pedagogi Matematika

Ariyadi Wijaya

Jurusan Pendidikan Matematika, FMIPA, Universitas Negeri Yogyakarta

Author-ID : 417171

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Public Health Social Sciences Other

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

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.

Pengembangan perangkat pembelajaran dengan pendekatan pendidikan matematika realistik berorientasi pada minat dan prestasi Ivone Marlinda; Ariyadi Wijaya
PYTHAGORAS Jurnal Pendidikan Matematika Vol 13, No 1: June 2018
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran untuk siswa kelas VIII SMP dengan pendekatan pendidikan matematika realistik yang valid, praktis, dan efektif. Perangkat Pembelajaran ini terdiri atas RPP dan LKS yang berorientasi pada minat dan prestasi belajar siswa. Jenis penelitian ini adalah penelitian pengembangan (Research Development). Penelitian ini mengembangkan perangkat pembelajaran dengan menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate). Subjek uji coba penelitian adalah 21 siswa kelas uji coba. Instrumen penelitian yang digunakan terdiri dari lembar validasi, lembar penilaian kepraktisan siswa, lembar penilaian kepraktisan guru dan instrumen penilaian. Analisis data dilakukan dengan mengkonversi total skor data kuantitatif yang diperoleh menjadi data kualitatif skala lima. Kevalidan perangkat mencapai kriteria sangat baik. Kepraktisan pada uji coba lapangan mencapai kategori sangat baik untuk penilaian guru dan mencapai kategori baik untuk penilaian siswa. Keefektifan perangkat yang dikembangkan terlihat dari (1) persentase ketuntasan tes prestasi belajar mencapai 80,95%; (2) berdasarkan hasil penilaian angket, persentase siswa yang memiliki minat minimal pada kategori tinggi mencapai 85,71%. Developing a learning set with realistic mathematics education approach oriented to the interest and achievementAbstractThis research is aimed at developing a learning set for the eight grade students of junior high school based on realistic mathematics education which is valid, practical, and effective. The instructional material consists of lesson plans and student’s worksheets, which are oriented to the interest and student’s learning achievements. This is a research and development study. It developed learning pack using the 4-D (Define, Design, Develop and Disseminate) development model. The subjects of this research involved 21 students. The research instrument included validation sheets, student practicality assessment sheets and assessment instrument. The data analysis was done by converting the total score of the quantitative data into qualitative data in rating scale of five. The validity of learninng set get very good criteria. The practicality on field trials get very good category from teacher assesment and get good category from student assesment. Effectiveness of learning set are developed by (1) the percentage of classical masttery of learning achievements test are 80.95%; (2) based on the result of the questioner the percentage of the student’s interest who have reached the high minimum category score is 85.71%.

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

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

Learning trajectory berbasis proyek pada materi definisi himpunan Widi Astuti; Ariyadi Wijaya
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.16483

Tujuan penelitian ini adalah untuk mendeskripsikan learning trajectory berbasis proyek yang dilalui siswa untuk memahami definisi himpunan. Penelitian desain ini menggunakan model Gravemeijer dan Cobb dengan tahapan yang terdiri atas: (1) preparing for the experiment yang mencakup penyusunan hypothetical learning trajectory (HLT); (2) design experiment yang mencakup pelaksanaan pembelajaran berdasarkan HLT yang telah dirancang; dan (3) retrospective analysis, yaitu membandingkan HLT dengan pembelajaran yang dilaksanakan. Pengembangan HLT menjadi learning trajectory diperoleh melalui serangkaian aktivitas yang dilaksanakan dengan pengumpulan data melalui dokumentasi, observasi, dan wawancara dengan guru dan siswa untuk mengklarifikasi dan mengonfirmasi alur belajar. Hasil penelitian mengindikasikan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam memahami definisi himpunan. Learning trajectory definisi himpunan berbasis proyek diperoleh melalui serangkaian aktivitas dengan empat level pemodelan. Level situasional berupa aktivitas survei kumpulan objek di sekolah. Pada level referensial, istilah “ciri-ciri yang sama”, “dapat didefinisikan”, dan “objek tambahan”, dan “kesepakatan” muncul melalui diskusi. Pada level generalisasi, siswa menuliskan himpunan dalam bentuk yang lebih umum. Terakhir, pada level formal, pemahaman yang siswa peroleh dari setiap aktivitas merupakan modal untuk membangun konsep tentang definisi himpunan.Project-based learning trajectory on the definition of the set topicAbstractThis research aimed to describe the project-based learning trajectory passed through by students to understand the set definition. This design research used Gravemeijer and Cobb model with stages: (1) preparing for the experiment that includes developing hypothetical learning trajectory (HLT); (2) design of experiments which includes learning practices implementation based on the developed HLT; and (3) retrospective analysis, which was to compare HLT with learning practices. The development of HLT into a learning trajectory was obtained through a series of activities carried out by collecting data through documentation, observation, and interviews with the teacher and students to clarify and confirm the learning trajectory. The results indicated that project-based learning could facilitate students to understand the definition of set. The learning trajectory was obtained through a series of activities with four levels of modeling. The situational level was in the form of a survey activity aimed to collect objects in the school area. At the referential level, the terms “common features”, “definable”, “additional objects”, and “agreement” emerged through discussion. At the generalization level, students wrote the set in a more general form. Lastly, at the formal level, the understanding that students get from each activity was a provision to construct a concept about set definition.

Keefektifan model pembelajaran berbasis inkuiri ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa SMP Aryadi Lintuman; Ariyadi Wijaya
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.17878

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran berbasis inkuiri ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa SMP. Penelitian ini adalah penelitian kuasi eksperimen dengan desain one-group posttest-only. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 8 Yogyakarta yang terdiri dari 10 kelas. Penelitian ini menggunakan satu kelas yang terdiri dari 32 orang siswa sebagai sampel yang dipilih secara acak. Teknik pengumpulan data menggunakan teknik tes dan non tes. Instrumen pengumpulan data yang digunakan yaitu tes prestasi belajar dan angket kepercayaan diri dalam belajar matematika. Uji asumsi normalitas data menggunakan uji Kolmogorov-Smirnov satu sampel pada taraf signifikan α = 5%. Teknik analisis data untuk menguji keefektifan model pembelajaran ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika masing-masing menggunakan uji-t satu sampel pada taraf signifikan α = 5%. Hasil penelitian ini menunjukkan bahwa model pembelajaran berbasis inkuiri efektif ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa. The effectiveness of the inquiry-based learning model in term learning achievement and self-confidence in learning mathematics of junior high school studentsAbstractThis research aimed to describe the effectiveness of the inquiry-based learning model in terms of learning achievement and self-confidence in learning mathematics of junior high school students. This study was a quasi-experimental with one-group posttest-only design. The population of this study was all students of 7th-grade of SMP Negeri 8 (Yogyakarta State Junior High School Number 8) consisted of ten classrooms. The research used a class consisted of 32 students as the sample that was randomly selected. The data was collected by using test and non-test techniques. The instruments to collect the data were an achievement test and a questionnaire about self-confidence in learning mathematics. The assumption test of data normality used the one-sample Kolmogorov-Smirnov test at 5% significant level. Data analysis techniques for the effectiveness of the learning model in terms of learning achievement and self-confidence in learning mathematics used the one-sample t-test at 5% significant level. The results of this study indicate that the inquiry-based learning model was effective in terms of students’ learning achievement and self-confidence in learning mathematics.

An Analysis of Students Motivation in Online Learning Based on Realistic Mathematical Comic Videos Tetty Natalia Sipayung; Sinta Dameria Simanjuntak; Ariyadi Wijaya; Sugiman Sugiman
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 4 (2020): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i4.1452

In this era of revolution 4.0, it is hoped that everyone will be active in managing their knowledge through digital media. Digital media needs to be well designed attractive. This can have an impact on motivation and learning outcomes, especially in the field of education. In online learning, digital media is an alternative in helping the learning process. Therefore a qualitative research was conducted. The subjects of this study were seventh grade students of SMP HKBP Lubuk Pakam for the 2020/2021 Academic Year who applied online learning assisted by realistic mathematics comic videos. While the object of this study is learning motivation so that the purpose of this study to analyze the learning motivation of these students. Based on the results of the provision of a learning motivation questionnaire, it was found that the average learning motivation of students who were taught using realistic mathematics comic videos in online learning was high which was assessed based on six indicators, namely responsibility, trying to excel, liking challenges, independence, fortitude, and resilience. This is a positive attitude that supports efforts to improve learning outcomes, especially in online learning.

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

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

The Enhancement of Students Mathematical Communication Ability Through RME-Textbook Fevi Rahmawati Suwanto; Ariyadi Wijaya
SJME (Supremum Journal of Mathematics Education) Vol 5 No 1 (2021): Januari 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v5i1.4412

This study was a research and development used ADDIE model aimed to produce mathematics textbook for 8th-grade students by applying five principles of the Realistic Mathematics Education (RME) approach, included: phenomenological exploration, bridging by vertical instruments, self-reliance with students own constructions and productions, interactivity, and intertwining. The subject in this study involved 30 students' junior high school in Yogyakarta. The qualities of the developed textbook refer to three criteria, namely validity, practicality, and effectiveness. Supporting instruments used to examine three criteria for the quality of the textbook were validation sheets, assessment sheets for teachers and students, and students' mathematical communication ability test. The textbook meets the criteria of validity, practicality, and effectiveness if at least "good" from the results of validator assessments, the results analysis from teachers and student assessments, and at least 75% of the students' mathematical communication ability test results. Based on the results of this study, the developed textbook has met the criteria of validity (very good), practicality (very good by the teacher and good by students), and effectiveness (good for 86.67%). Therefore, developing textbooks is suitable to use as an alternative to enhance the students' mathematical communication ability.

The Effect of Self-Efficacy on Students Mathematical Abilities: A Meta-Analysis Study Marwa Astriani Kamsurya; Ariyadi Wijaya; Rahmi Ramadhani; Julham Hukom
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Abstract: The Effect of Self-Efficacy on Students Mathematical Abilities: A Meta-Analysis Study. Objective: This study investigates the effect of diei efficacy on students mathematical abilities. Methods: The research design used in this study is a meta-analysis by analyzing 16 studies published in journals indexed by SCOPUS with a sample of 73935 people in various countries. To support the accuracy of the analysis results, OpenMEE software is used. Findings: The results revealed that the combined effect size values generated using the random-effect model estimate were (g is equal to 0.518 p less than 0.001) with a standard error (SE is equal to 0.031). This effect size belongs to the medium effect category. Conclusion: Thus, it can be concluded that self-efficacy has a positive and significant effect on students mathematical abilities.Keywords: Mathematics ability, self-efficacy, meta-analysis.Abstrak: Dampak Efikasi Diri terhadap Kemampuan Matematika Siswa: Suatu Studi Meta Analysis. Tujuan: Penelitian ini menyelidiki pengaruh efikasi diri terhadap kemampuan matematika siswa. Metode: Desain penelitian yang digunakan dalam penelitian ini adalah meta-analisis dengan menganalisis 16 studi yang dipublikasikan pada jurnal terindeks SCOPUS dengan sampel sebanyak 73935 orang diberbagai negara. Untuk mendukung keakuratan hasil analisis digunakan software OpenMEE. Temuan: Hasil penelitian mengungkapkan bahwa nilai nilai effect size gabungan yang dihasilkan menggunakan estimasi model random-effect adalah (g sama dengan 0.518 p kurang dari 0.001) dengan standar error (SE sama dengan 0.031). Ukuran efek ini termasuk dalam kategori efek sedang. Kesimpulan: Dengan demikian dapat disimpulkan bahwa efikasi diri berpengaruh positif dan signifikan terhadap kemampuan matematika siswa.Kata kunci: kemampuan Matematika, efikasi diri, meta-analisis.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202205

ALJABAR: TANTANGAN BESERTA PEMBELAJARANNYA Ariyadi Wijaya
Jurnal Gantang Vol 1 No 1 (2016): "Matematika, Permasalahan, dan Solusinya dalam Meningkatkan Kualitas Pembelajaran
Publisher : Universitas Maritim Raja Ali Haji

Kesalahan atau kesulitan belajar bisa menjadi sumber penting dalam pembelajaran. Terdapat beberapa jenis kesulitan belajar aljabar yang dialami siswa, yaitu: (a) kesalahan dalam memahami lambang ‘=’; (2) tendensi penggunaan prosedur aritmatika dan pengabaian variabel; (3) generalisasi; (4) abstraksi; dan (5) pemaknaan grafik. Dengan mengetahui jenis kesulitan belajar tersebut maka guru bisa merancang pembelajaran yang tepat. Lebih lanjut lagi, jika merujuk pada pendidikan matematika realistik, terdapat empat pandangan tentang belajar aljabar, yaitu: (1) aljabar sebagai aktivitas manusia (algebra as human activity); (2) aljabar sebagai aktivitas otak (algebra as brain activity); (3) aljabar sebagai aktivitas personal (algebra as personal activity); dan (4) aljabar sebagai aktivitas yang bermakna (algebra as meaningful activity). Kata kunci: kesulitan belajar aljabar, pembelajaran aljabar Errors or difficulties in learning could be an important source of learning. There are several types of students’ difficulties in learning algebra, namely: (1) Errors in understanding the symbol ‘=’; (2) Tendency to use arithmetic procedures and to ignore variables; (3) Generalization; (4) Abstraction; and (5) Graph interpretation. Teacher can design appropriate learning by identifying those students’ difficulties. Furthermore, there are four views about learning algebra referring to Realistic Mathematics Education: 1) algebra as human activity; (2) algebra as brain activity; (3) algebra as personal activity; (4) algebra as meaningful activity. Keywords: difficulties in learning algebra, algebra learning.

Co-Authors Abdur Rahman Asari Afifah Nur Indah Sari Aoyama, Kazuhiro Aprisal, Aprisal Aryadi Lintuman As'ari, Abdur Rahman Asri Fauzi Charina Ulfa Cholis Sa’dijah Diah Ayu Indraningtias Diena Frentika Dyahsih Alin Sholihah Edy Bambang Irawan Eki Rahmad Elmaini Elmaini Elmaini, Elmaini Ernawati Ernawati Erni Puji Astuti Farida Hanum Fevi Rahmawati Suwanto Habibullah Habibullah Heri Retnawati Heru Tri Novi Rizki Idza Nudia Linnusky Ivone Marlinda Julham Hukom Khasanah Nur Hidayah Maria Evarista Oktaviane Barut Barut Marwa Astriani Kamsurya Michiel Doorman MICHIEL DOORMAN, MICHIEL Mujiyem Sapti Mujiyem Sapti Neni Ferli Yanti Purwanto Purwanto Purwanto Purwanto Rahma Dewi Indrayanti Rahmi Ramadhani Riawan Yudi Purwoko Rino Richardo Simanjuntak, Sinta Dameria Siti Irene Astuti Dwiningrum Siti Mufidah Suci Pawening Gati Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Susiswo Wahyu Setyaningrum Wahyudi, Andi Widi Astuti Winda Nur Akhadya Wiwik Haryanti Yunda Victorina Tobondo Yusuf Rahmat Setyawan

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