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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA)
Syaiful Hadi
UIN Sayyid Ali Rahmatullah, Tulungagung
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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ANALISIS KESULITAN MAHASISWA MENYELESAIKAN SOAL INTEGRAL DI ERA PANDEMI COVID-19 Umy Zahroh; Syaiful Hadi; Maifalinda Fatra; Ahsanul In’am
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1090.038 KB) | DOI: 10.24127/ajpm.v11i4.5161

Abstract

AbstrakPenelitian ini bertujuan untuk mendiskripsikan kesulitan-kesulitan apa yang dialami mahasiswa tadris matematika di UIN Sayyid Ali Rahmatullah Tulungagung dan untuk mengetahui faktor-faktor apa saja yang menyebabkan kesulitan mahasiswa dalam menyelesaikan soal integral. Jenis penelitian yang dilakukan yaitu penelitian kualitatif dengan pendekatan studi kasus. Penelitian kepada 38 mahasiswa jurusan tadris matematika semester 3, dengan pengambilan subjek didasarkan pada 3 mahasiswa yang melakukan kesalahan semua soal, 5 mahasiswa yang salah dua soal dan 2 mahasiswa yang benar semua soal. Pengumpulan data dilakukan dengan metode tes dan wawancara pada mahasiswa. Tes yang diberikan berbentuk tes uraian dengan materi integral. Teknik analisis data yang digunakan adalah deskriptif naratif dengan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa 30% mahasiswa melakukan kesalahan prinsip, dan 23% melakukan kesalahan operasional. Faktor penyebab terjadi kesalahan mahasiswa adalah tidak memahami konsep, prinsip integral tak tentu dan integral tentu secara baik, serta kurangnya memahami konsep materi prasyarat seperti konsep turunan, operasi aljabar dan kurang teliti dalam melakukan operasi penyelesaian soal. Temuan ini menunjukkan perlunya pengajar menekankan materi konsep integral dan memberikan inovasi serta strategi pembelajaran yang tepat. Kata kunci: Integral; Kesulitan mahasiswa; Pandemi covid-19. AbstractThis study aims to describe the difficulties experienced by mathematics education students at UIN Sayyid Ali Rahmatullah Tulungagung and to find out what factors cause students' difficulties in solving integral problems. The type of research conducted is qualitative research with a case study approach. Research on 38 students majoring in mathematics tadris 3rd semester, with subject selection was based on 3 students who made mistakes in all the questions, 5 students who got two questions wrong and 2 students corrected all the questions. Data was collected by using the method of tests and interviews with students. The test given is in the form of a description test with indeterminate integral material. The data analysis technique used is a descriptive narrative using the Miles and Huberman model. The results showed that 30% of students made mistakes in principle, and 23% made operational errors. The factors that cause student errors are not understanding the concept, the principle of indeterminate integral and definite integral well, and the lack of understanding of prerequisite material concepts such as derivative concepts, algebraic operations, and lack of thoroughness in problem solving operations. This finding shows the need for teachers to emphasize integral concept material and provide innovations and appropriate learning strategies.Keywords: Integral; Student difficulty; Covid-19 pandemic
The Characteristics of Students Engaged in Spontaneous Problem-Posing Syaiful Hadi; Cholis Sa’dijah; Sudirman Sudirman; I Made Sulandra; Sri Rahayuningsih
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6869

Abstract

Spontaneous problem posing is a basic concept of spontaneous mathematical thinking and science learning. Students generate problems without systematic encouragement and pose problems based on the student's desire to develop their skills. As a result, they can serve as important markers of constructive mathematical and science engagement, particularly affective engagement, for problem solvers and their classroom communities. We used a qualitative approach to analyze student characteristics, especially in the affective domain, when presenting random problems. We used an observational approach and experience sampling in each class to observe students' engagement in spontaneous problem posing both individually and in groups. The findings revealed that each student showed different characteristics when presenting problems suddenly (spontaneous problem posing). The submission of the first subject problem was categorized as problem-as-exercise, satisfying the characteristics of spontaneous originality, where constructive emotional experiences impressed more on the teacher, while negative emotional experiences impressed more on oneself (self), classmates, and mathematical activities. The submission of the second subject problem is classified as a problematic problem, fulfilling the characteristics of spontaneous originality. Negative emotional experiences are more visible in me (myself), while constructive emotional experiences are more visible in teachers, classmates, and math activities
Co-Authors Ahsanul In’am Cholis Sa’dijah Fatra, Maifalinda I Made Sulandra Sri Rahayuningsih Umy Zahroh