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All Journal Abdimas Educational Management Journal of Education and Learning Mathematics Research (JELMaR) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Kartono Kartono
Universitas Negeri Semarang, Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences

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The Implementation Of Feedback In Means-Ends Analysis Of Student's High-Level Mathematic Thinking Ability Mei Astuti; Kartono Kartono; Nuriana Rachmani Dewi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i2.83

Abstract

This research goals is to apply learning by using the Means-Ends Analysis model with direct corrective feedback to hope that higher-order thinking skills and students' self-efficacy can increase. Researcher used mixed method with sequential designs. Result of this research obtained means-ends analysis with a quality direct corrective feedback on achievement of learners’ higher order mathematical thinking skill. This research population was class VIII MTs Ma'arif 20 Kalidadi in the first Semesters for the 2020/2021 Academic Year. Sampling using cluster random sampling technique, which is randomly selected two classes from the population. Higher order thinking ability with high self-efficacy category shows that subject 1 has shown that answer has reached indicators of analyzing then evaluating but has not seen achievement of indicator of creativity.High-order thinking skills with moderate self-efficacy category indicate that subject 2 has shown that the answer had reached the indicators of analyzing and evaluating but has not seen achievement of indicators of creativity; Higher order thinking skills with high self-efficacy category indicate that subject 3 does not show the answer, has reached the indicators of analyzing, evaluating then creating and at evaluation stage there is no correct answer to complete answer to the end. This can also be seen in the interview stage which shows that subject 3 cannot give the right reason.
Mathematical Communication Skills in Terms of Student Learning Motivation on ARCS Model with Immediate Feedback Iva Lutviana; Kartono Kartono; Isnarto Isnarto
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i2.87

Abstract

This research objective is to describe mathematical communicarion skill through ARCS- IF Model based on learners motivation. Type of this research is Mixed Method with concurrent embedded designs. This research population was Eight grader of SMP Maarif Kyai Gading Demak 2020/ 2021. Result of this research showed that ARCS- IF learning is effective in learners mathematical communication skill. Result of learners description with high learners motivation categories were able to complete mathematical communication skill with the indicator ability to express mathematical idea to write and convey them visually. Ability in stating idea or situation of problem into mathematical models (pictures, graphs, diagrams, tables and equations), ability to use right formulas in solving problems, students with motivation categories students are being able to complete communication skills mathematical with indicators Motivation learners were Ability to express mathematical ideas in writing and express them visually, Ability to use right formula to solve problems, students with low motivation categories were able to complete mathematical communication skills with Low Motivation indicators Ability to express mathematical idea to write and convey them visually.
The Effectiveness of Stop Motion Video Assisted Discovery Learning Model on Mathematics Problem Solving Ability in Elementary School Students Noviani Try Ardhiati; Kartono Kartono; Rochamd Rochmad
Educational Management Vol 10 No 3 (2021): December 2021
Publisher : Educational Management

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Abstract

The purpose of this study was to determine the effectiveness of the Stop Motion Video Assisted Discovery Learning model on mathematical problem solving abilities. The research method used in this study is a quasi-experimental quantitative method with nonequivalent control group design. The population in this study was the Prince Diponegoro cluster, Pecalungan District, Batang Regency. Sampling was done by using simple random sampling. The data collection technique used a mathematical problem solving ability test, observation, and documentation. This study was analyzed using t-test. The results showed that (1) the ability to solve mathematical problems with the effectiveness of the Video Stop Motion Assisted Discovery Learning model had reached 75% classical completeness, (2) the average mathematical problem solving ability with the effectiveness of the Video Stop Motion Assisted Discovery Learning model was better than average. -flat. students' mathematical problem solving abilities using the expository learning model, (3) the proportion of students' mathematical problem solving abilities using the effectiveness of the Stop Motion Video Assisted Discovery Learning model is greater than the proportion of students' mathematical problem solving abilities using the expository learning model.
Pengaruh Motivasi Belajar Terhadap Kemampuan Berpikir Kreatif Mahasiswa pada Model PBL dengan Metode Socrates Lukmanul Akhsani; Kartono Kartono; Iwan Junaedi; Tri Sri Noor Asih Asih
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Matematika merupakan materi yang penting dan dipelajari dari tingkat dasar sampai dengan perguruan tinggi. Salah satu kemampuan yang penting yang perlu dimiliki oleh mahasiswa adalah kemampuan berpikir kreatif. Namun masih banyak kendala dalam pemebelajaran terkait dengan kemampuan tersebut. Tujuan dpenelitian adalah mengetahui pengaruh motivasi belajar mahasiswa terhadap kemampuan berpikir kreatif mahasiswa pada model PBL dengan metode Socrates. Penelitian ini dilaksanakan pada matakuliah Metode Numerik. Sampel penelitian yaitu mahasiswa Pendidikan Matemaika Universitas Muhammadiyah Purwokerto yang mengikuti perkuliahan Metode Numerik. Analisis yang dilakukan dengan menggunakan uji regresi linier dengan variable yang diteliti yaitu motivasi belajar sebagai variable bebas, kemampuan berpikir kreatif sebagai variable terikat. Hasil dari peneltian ini yaitu ada pengaruh positif motivasi belajar terhadap kamampuan berpikir kreatif mahasiswa. Penelitian ini dapat menjadi rujukan para pendidik untutk mengatasi permasalah pada kemampuan berpikir kratif mahasiswa.Abstract. Mathematics is an important material and is studied from elementary to college level. One of the important skills that students need to have is the ability to think creatively. However, there are still many obstacles in learning related to these abilities. The purpose of this study is to determine the effect of learning motivation on students' creative thinking skills in the PBL model using the Socratic method. This research was carried out in the Numerical Method course. The research sample is Mathematics Education students at Muhammadiyah University of Purwokerto who take the Numerical Method lecture. The analysis was carried out using a simple regression test with the variables studied, namely learning motivation and creative thinking ability. The result of this research is that there is a positive influence of learning motivation on students' creative thinking abilities. This research can be a reference for educators to overcome problems in students' creative thinking skills.
Pengembangan Literasi Numerasi Siswa Melalui Soal HOTS Maharani Izzatin; Kartono Kartono; Zaenuri Zaenuri; Nuriana Rahmani Dewi
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Literasi numerasi merupakan bagian dari literasi dasar yang sangat dibutuhkan dalam menghadapi kemajuan teknologi dan informasi. Kurikulum di Indonesia saat ini memberikan perhatian besar terhadap literasi numerasi, yaitu dengan memasukkan kompetensi tersebut pada Asesmen Kompetensi Minimum (AKM). Selain literasi numerasi, kemampuan berpikir tingkat tinggi (HOTS) sangat penting dalam mengembangkan kemampuan berpikir kritis, logis, dan kreatif. Tujuan dalam penelitian ini adalah untuk mengkaji lebih mendalam tentang bagaimana mengembangkan literasi numerasi melalui soal HOTS. Metode penelitian yang digunakan adalah kajian pustaka. Numerasi kemampuan seseorang untuk merumuskan, mengidentifikasi, dan mengaplikasikan dasar-dasar matematika untuk menyelesaikan masalah sehari-hari, serta menggunakannya sebagai dasar pengambilan keputusan. Berdasarkan taksonomi Bloom, soal bertipe HOTS terdiri dari level kognitif menganalisis, mengevaluasi, dan mencipta yang dapat mendukung kemampuan literasi numerasi peserta didik. Abstract. Numerical literacy is part of the basic literacy needed in dealing with advances in technology and information. The current curriculum in Indonesia pays great attention to numeracy literacy, namely by including these competencies in the Minimum Competency Assessment (AKM). In addition to numeracy literacy, higher order thinking skills (HOTS) are very important in developing critical, logical, and creative thinking skills. The purpose of this study is to examine more deeply about how to develop numeracy literacy through HOTS questions. The research method used is literature review. Numeracyn is a person's ability to formulate, identify, and apply the basics of mathematics to solve everyday problems, and use them as a basis for decision making. Based on Bloom's taxonomy, HOTS type questions consist of cognitive levels of analyzing, evaluating, and creating which can support students' numeracy literacy skills.
Karakteristik Proses Komunikasi Matematis pada Penalaran Analogi Mujiasih Mujiasih; Budi Waluya; Kartono Kartono; Scolastika Mariani
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Komunikasi merupakan aktivitas seseorang dengan dirinya sendiri, dan diikuti aktivitas dengan individu lainnya yaitu berupa reaksi atas adanya aktivitas berpikir. Belajar matematika dimaknai sebagai perubahan berkembangnya bahasa dan kognitif yang dapat berlangsung selama berkomunikasi. Penelitian ini mendeskripsikan proses komunikasi matematis dalam menyelesaikan masalah dengan memanfaatkan penalaran analogi. Khususnya bentuk proses komunikasi matematis intrapersonal dan interpersonal. Desain penelitian yang digunakan yaitu eksploratif dengan pendekatan deskriptif kualitatif. Subjek penelitian yang dipilih yaitu 4 orang mahasiswa Pendidikan Matematika UIN Walisongo. Hasil penelitian menunjukkan karakteristik proses komunikasi matematis yang dilakukan mahasiswa melalui penalaran analogi berdasarkan empat aspek komognitif dijelaskan sebagai berikut. 1) pada aspek penggunaan kata, gagasan matematis disajikan dengan menganalogikan masalah dan strategi penyelesaian, mengaitkan kesamaan kata, dan menguasai kosakata matematis. 2) pada aspek mediator visual, komunikasi matematis verbal dilakukan dengan menuliskan gagasan yang bersumber dari perkembangan informasi dan serangkaian pengetahuan yang ada dalam ingatan. Bahasa matematis dituangkan dalam bentuk simbol, kata-kata atau teks, dan gambar geometri. 3) pada aspek narasi, teks matematika diperoleh dengan cara menyusun konsep geometri melalui gambar yang sudah dikenal sebelumnya. 4) pada aspek rutinitas, gagasan matematis muncul melalui proses menulis matematis, mengenali karakteristik sumber, menginterpretasikan strategi sumber, dan mengevaluasi kesamaan dan perbedaan. Empat aspek proses komunikasi matematis yang dikembangkan dengan baik secara komprehensif dapat saling mendukung sehingga keberhasilan belajar dapat tercapai. Abstract. Communication is a person's activities with himself, followed by activities with other individuals, namely in the form of reactions to thinking activities. Learning mathematics is defined as the changes in language and cognitive development that can occur during communication. This study describes the process of mathematical communication in solving problems by utilizing analogical reasoning. In particular, the form of intrapersonal and interpersonal mathematical communication processes. The research design used is exploratory with a qualitative descriptive approach. The research subjects selected were 4 students of Mathematics Education UIN Walisongo. The results showed that the characteristics of the mathematical communication process carried out by students through analogical reasoning based on four cognitive aspects were explained as follows. 1) in the aspect of word use, mathematical ideas are presented by analogizing problems and solving strategies, linking similar words, and mastering mathematical vocabulary. 2) on the aspect of visual mediators, verbal mathematical communication is done by writing down ideas that come from the development of information and a series of knowledge that is in memory. Mathematical language is expressed in the form of symbols, words or text, and geometric images. 3) in the narrative aspect, mathematical texts are obtained by compiling geometric concepts through previously known images. 4) on the routine aspect, mathematical ideas emerge through the process of writing mathematically, recognizing the characteristics of sources, interpreting source strategies, and evaluating similarities and differences. Four aspects of a well-developed mathematical communication process can support each other comprehensively so that learning success can be achieved.
Peran Kemampuan Berpikir Kreatif Matematis dan Penalaran Analogi dalam Pembelajaran Matematika Guna Memenuhi Tuntutan Perkembangan Abad 21 Mutia Mutia; Kartono Kartono; Dwijanto Dwijanto; Kristina Wijayanti
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Matematika merupakan pelajaran yang seringkali dikatakan abstrak sehingga membutuhkan penalaran yang baik pula untuk mampu menyelesaikan masalah-masalah tersebut. Kemampuan berpikir kreatif memiliki peranan penting dalam kehidupan karena dengan kemampuan berpikir kreatif dapat membawa kemajuan dan pengembangan bagi ilmu pengetahuan dan teknologi sesuai dengan tuntutan perkembangan zaman dan ilmu yang sedang dihadapi dunia pendidikan saat ini yaitu harus memiliki berbagai kecakapan atau keterampilan yang nantinya setelah lulus dari sekolah dapat membawa mereka terjun ke dunia kerja dan dapat meraih keberhasilan. Untuk dapat mengembangkan kemampuan berpikir kreatif matematis, perlu dilakukan aktivitas-aktivitas pemecahan masalah seperti analogi. Penalaran analogi penting untuk dimiliki dalam bidang matematika karena merupakan kunci daripada kreativitas. Jika penalaran analogi diterapkan dalam pembelajaran matematika maka dapat meningkatkan kreativitas siswa, mengembangkan kemampuan penalaran, meningkatkan motivasi, meningkatkan kemampuan pemecahan masalah, mengingat konsep-konsep matematika untuk jangka panjang, mengaitkan konsep-konsep matematika yang abstrak dengan kehidupan nyata siswa, dan dapat memberikan contoh lain melalui contoh analogi matematika. Abstract. Mathematics is a subject that is often said to be abstract so it requires good reasoning to be able to solve these problems. The ability to think creatively has an important role in life because the ability to think creatively can bring progress and development of science and technology in accordance with the demands of the times and science that is being faced by the world of education today, namely having various skills or skills that later after graduating from school can bring them into the world of work and can achieve success. Analogous reasoning is a very important reasoning in the field of mathematics and is the key to creativity. If analogical reasoning is applied in learning mathematics, it can increase students' creativity, develop students' reasoning and motivation skills, improve problem solving skills, remember mathematical concepts for the long term, relate abstract mathematical concepts to students' real lives, and can provide examples others through analogy examples in mathematics.
Analysis of Student’s Misconceptions in Solving a Discrete Random Variable Arfatin Nurrahmah; Kartono Kartono; Zaenuri Zaenuri
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

One of the most important obstacles in learning mathematics is misconceptions. This study aims to analyze student misconceptions in solving the problem of one discrete random variable in probability theory courses. The research was conducted on students of semester fifth of mathematics education study program at Indraprasta University PGRI Jakarta who took probability theory courses. The method in this study is qualitative. The study subjects were two people selected using snowball sampling techniques. The instruments used are tests on probability theory courses, interview guidelines, and observations. Testing the validity of research data using triangulation. Data analysis is done using data presentation, data reduction, and conclusion withdrawal. The results showed that the misconceptions experienced by subjects in discrete random variable material, namely in the process of determining the function of probability. First subject (S1) assumes that the probability function is equal to the probability value, whereas Second subject (S2) cannot distinguish properties on geometric and binomial discrete special distributions. Such misconceptions lead to a constant misconception in determining the function of probabilities. This will result in other misconceptions related to the probability function material, such as determining expectations and variances.
Improving Mathematical Communication Feylosofia Putri Agry; Kartono Kartono; Masrukan Masrukan
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

This research was conducted due to the lack of mathematical communication skills among prospective elementary school teachers. Knowing the mathematics communication skills of prospective elementary school teachers is the aim of this study. The method used is descriptive qualitative. The subjects used in this study were 6 semester 1 students in the basic concepts of mathematics subject. The data collection uses questions related to Combination material with 6 items related to mathematical communication skills.
Mathematics Communication Ability in Mathematics Learning in Pandemic Times Indra Martha Rusmana; Kartono Kartono; Zainuri Zainuri; Masrukan Masrukan
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The pandemic period that has lasted for one year has made the face of education in this country experience significant changes, one of which is the learning process carried out by distance learning through an online system by utilizing various available platforms. This makes changes in various cognitive abilities of students, including students' mathematical communication skills. Mathematical communication skills in learning mathematics are very necessary. This is because mathematical communication can explain and organize the thinking skills possessed by students, both orally and in writing. A student who has good communication skills can provide the right response between students and other students through the media used in learning. The purpose of this paper is to present the understanding of mathematical communication skills with the scope of two things, namely the ability of students to use mathematics as a communication tool (mathematical language), and the ability of students to communicate the mathematics learned as the content of the message that must be conveyed. How and why communication is important to build a mathematical community through open communication channels in the classroom, especially during a pandemic.
Co-Authors Agung Setiawan Arfatin Nurrahmah Asih, Tri Sri Noor Budi Waluya Dani Kusuma Dwijanto Dwijanto Emi Pujiastuti Endang Retno Winarti Feylosofia Putri Agry Indra Martha Rusmana Isnarto Isnarto Iva Lutviana Iwan Junaedi Kristina Wijayanti Lala Nailah Zamnah Lukmanul Akhsani Maharani Izzatin Masrukan Masrukan Mei Astuti Mujiasih Mujiasih Mutia Mutia Noviani Try Ardhiati Nuriana Rachmani Dewi Nuriana Rahmani Dewi Rochamd Rochmad Rochmad Rochmad Scolastika Mariani Sugeng Priyanto Sukestiyarno Sukestiyarno Wardono Wardono Zaenuri Zaenuri Zainuri Zainuri