Dwijanto Dwijanto, Dwijanto
Mathematics Education Department, Semarang State University, Indonesia

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PERANAN REPRESENTASI DAN DISPOSISI MATEMATIS SISWA TERHADAP PENINGKATAN MATHEMATICAL POWER Kusmaryono, Imam; Dwijanto, Dwijanto
JIPMat Vol 1, No 1 (2016)
Publisher : Universitas PGRI Semarang

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Abstract

Kesuksesan siswa dalam pemecahan masalah sangat tergantung kepada kemampuan siswa merepresentasikan masalah dan setiap perkembangan representasi yang lebih tinggi dipengaruhi oleh representasi lainnya. Penelitian dilakukan melalui pendekatan survey dengan metode deskriptif. Tujuan penelitian untuk mengungkap dan mendeskripsikan kemampuan representasi dan disposisi matematis berdasarkan daya matematika (mathematical power) mahasiswa. Subjek penelitian adalah mahasiswa (calon guru matematika) semester ganjil tahun akademik 2015/2016 Prodi Pendidikan Matematika FKIP Universitas Islam Sultan Agung Semarang. Jumlah mahasiswa dalam penelitian ini sebanyak 29 mahasiswa. Teknik pengumpulan data menggunakan tes representasi matematis, angket disposisi matematis dan wawancara. Hasil penelitian menyimpulkan bahwa representasi dipengaruhi oleh aspek disposisi matematis seseorang, melalui disposisi positif akan membantu peningkatan pemahaman mahasiswa terhadap konsep matematika. Selanjutnya representasi matematis akan meningkatkan kemampuan komunikasi, melakukan konjektur dan pemecahan masalah. Secara umum disposisi dan representasi matematis sangat berperan dalam peningkatan kompetensi daya matematika (mathematical power) mahasiswa.
PEMBELAJARAN RISET OPERASI BERBASIS ICT PROGRAM KOMPUTER PADA MAHASISWA PROGRAM STUDI MATEMATIKA Dwijanto, Dwijanto; Mashuri, Mashuri; Hidayah, Isti
Jurnal Penelitian Pendidikan Vol 33, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v33i1.7662

Abstract

Thisstudy was based on the results of learning innovation research conducted in Mathematics Department, Faculty of Mathematics and Science, Semarang State University. The expected goal is to develop or acquire a learning model mathematics course on ICT-based Operations Research. This study was done in order to utilize computer technology (laptop) that was shared by almost all students of the Department of Mathematics in order to reduce the difficulty of students to perform calculations that are many and complex.Research was conducted at the Laboratory of MathematicsUnneswhich also becomes the avenue of this subject. Implementation of learning by using the PBL approach (projectbased learning) based on ICT. The processed data was taken from the field (a real problem) which was further discussed and discussed in groups by utilizing the theory of operations research and facilities laptop and software that support it. The result of the discussion was presented in front of the class andeach step that has been done until the students reached their conclusion and interpretation. The results of the study concluded that (1) the form of the program to resolve the research operations problem was computer assisted program, and (2) the learning outcomes of operations research with project-based learning approach.
ANALYSIS OF ABSTRACT REASONING FROM GRADE 8 STUDENTS IN MATHEMATICAL PROBLEM SOLVING WITH SOLO TAXONOMY GUIDE Kusmaryono, Imam; Suyitno, Hardi; Dwijanto, Dwijanto; Dwidayati, Nurkaromah
Jurnal Infinity Vol 7, No 2 (2018): Volume 7 Number 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (967.335 KB) | DOI: 10.22460/infinity.v7i2.p69-82

Abstract

This research was a descriptive research. Description of research result was presented quantitatively and qualitatively. Subjects of the research were 30 (thirty) 8th graders of SMPN 10 (State Junior High School) in Semarang, Indonesia. Data were collected through tests, documentation, observations, and interview. Student answers documents were observed and analyzed with SOLO Taxonomy guidance. The objective of the study was to analyze and provide an interpretation of students abstract reasoning level in cognitive development based on intended learning outcomes. The result of findings from students’ answers basically showed that students' abstract reasoning on the lower, middle and upper level, was alike to stages of structure complexity improvement. There were two main changes from concrete thinking to abstract thinking: quantitative stage (uni-structural and multi-structural) occurred first, as the number of details in student responses increased and then changed qualitatively (relational and extended abstract) because the detail was integrated into a structural pattern.
KEMAMPUAN PEMECAHAN MASALAH DAN METAKOGNISI BERDASARKAN ORIENTASI TUJUAN PADA PEMBELAJARAN BERBASIS MASALAH Maretasani, Laurensia Dhika; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 5 No 2 (2016): December 2016
Publisher : Unnes Journal c.q. Pascasarjana Universitas Negeri Semarang

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Abstract

Pemecahan masalah dan metakognisi merupakan aspek penting dalam pembelajaran matematika. Pembelajaran berbasis masalah, salah satu model pembelajaran yang dapat diterapakan untuk meningkatkan kemampuan pemecahan masalah dan metakognisi siswa dimana usaha siswa bergantung pada orientasi tujuannya.Tujuan penelitian ini yaitu: (1) menguji dan menganalisis keefektifan pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah dan metakognisi siswa (2) menganalisis kemampuan pemecahan masalah bedasarkan orientasi tujuan, dan (3) menganalisis metakognisi siswa berdasarkan orientasi tujuan siswa. Penelitian ini menggunakan jenis penelitian mixed method dengan concurrent embedded design. Subjek penelitiannya adalah siswa kelas X. Hasil penelitian menunjukkan bahwa pembelajaran berbasis masalah efektif terhadap kemampuan pemecahan masalah dan metakognisi siswa. Siswa dengan orientasi tujuan penguasaan (mastery goal) dapat mencapai semua indikator pemecahan masalah dengan sedikit kesalahan dan dapat melaksanakan tahapan pemecahan masalah Polya. Siswa dengan orientasi tujuan performa (performance goal) tidak dapat mencapai beberapa indikator pemecahan masalah dan mengalami kesulitan untuk merencanakan, melaksanakan pemecahan masalah dan proses pemeriksaan kembali sering tidak dilakukan. Siswa dengan orientasi tujuan penguasaan memiliki pengetahuan kognisi dan regulasi kognisi yang baik sedangkan siswa dengan orientasi tujuan performa kurang dalam pengetahuan kognisinya dan regulasi kognisinya juga kurang baik.
Analisis Kemampuan Literasi Matematis melalui Pembelajaran Inkuiri dengan Strategi Scaffolding Buyung, Buyung; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 6 No 1 (2017): Juni 2017
Publisher : Unnes Journal c.q. Pascasarjana Universitas Negeri Semarang

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Abstract

Penelitian ini bertujuan untuk menguji keefektifan pembelajaran inkuiri dengan strategi scaffolding terhadap kemampuan literasi matematis siswa dan menganalisis karakteristik kemampuan literasi matematis siswa melaui pembelajaran inkuiri dengan strategi scaffolding. Penelitian ini menggunakan pendekatan mix method dengantipe concurrent embedded Design, Jenis penelitian kuantitatif yang digunakan adalah penelitian eksperimen dengan True experimental design dengan bentuk posttest-only control design. Subjek penelitiannya adalah siswa kelas VIII SMP Negeri 1 Sanggau Ledo, Kalimantan Barat. Selanjutnya dilakukan pembelajaran inkuiri dengan strategi scaffolding pada kelas eksperimen. Kemudian dilakukan pengambilan data dengan melakukan tes kemampuan literasi matematis pada tiap sampel. Untuk memperdalam hasil penelitian dilakukan wawancara terkait karakteristik literasi matematis pada subjek yang sudah dipilih. Hasil penelitian menunjukan bahwa kemampuan literasi matematis siswa pada pembelajaran inkuiri dengan strategi scaffolding tuntas. Kemampuan literasi matematis siswa pada pembelajaran inkuiri dengan strategi scaffolding lebih baik dari siswa pada pembelajaran ekspositori. Karakteristik kemampuan literasi matematis pada siswa kelompok atas, tengah, bawah relatife baik karena pembelajaran ini mampu memberikan hasil yang baik pada kelas eksperimen dibandingkan kelas kontrol. Berdasarkan hasil analisis diperoleh kesimpulan bahwa Pembelajaran inkuiri dengan strategi scaffolding efektif terhadap kemampuan literasi matematis siswa. Pembelajaran inkuiri dengan strategi scaffolding dapat dijadikan alternatif model pembelajaran diterapkan di kelas dalam rangka meningkatkan kemampuan literasi matematis.
Analisis Kemampuan Literasi Matematika melalui Model Missouri Mathematics Project dengan Pendekatan Open-Ended Winardi, Winardi; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 6 No 2 (2017): December 2017
Publisher : Universitas Negeri Semarang

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Abstract

Penelitian ini bertujuan untuk, (1) mengetahui kualitas pembelajaran model Missouri Mathematics Project (MMP) dengan pendekatan open-ended berbantuan whatsapp, (2) mendeskripsikan kemampuan literasi matematika siswa pada pembelajaran model MMP dengan pendekatan open-ended berbantuan whatsapp di tinjau dari kemampuan awal matematika siswa, dan (3) mendeskripsikan kemandirian belajar siswa pada pembelajaran model MMP dengan pendekatan open-ended berbantuan whatsapp. Jenis penelitian ini adalah mixed methods menggunakan model concurrent embedded dengan sampel penelitian terpilih kelas X MIPA 8 kelas eksperimen dan kelas X MIPA 7 kelas kontrol. Cara pengumpulan data menggunakan metode pemberian tes, angket respon siswa, observasi, wawancara dan dokumentasi. Tehnik analisis data menggunakan analisis data kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa kualitas pembelajaran model MMP dengan pendekatan open-ended berbantuan whatsapp memenuhi kategori minimal baik, kemampuan literasi matematika siswa kelompok atas sangat baik, kemampuan literasi matematika siswa kelompok tengah kategori baik, dan kemampuan literasi matematika siswa kelompok bawah kategori cukup baik. Kemandirian belajar siswa melalui pembelajaran model Missouri Mathematics Project dengan pendekatan open-ended berbantuan whatsapp mencapai kategori baik dengan peningkatan sedang dan respon siswa mencapai kategori baik. Melalui grup diskusi belajar pada whatsapp dapat membantu siswa menyelesaikan tugas yang di berikan guru. This study aims (1) to determine the quality of learning model of Missouri Mathematics Project (MMP) with open-ended approach assisted by whatsapp, (2) to describe students' mathematical literacy skills in learning MMP model with open-ended approach of whatsapp in review of students' early mathemathic skills, and (3) to describe learning independence students on learning MMP model with open-ended approach assisted by whatsapp. The type of research is mixed methods by using concurrent embedded model with selected research sample class X MIPA 8 as an experimental class and class X MIPA 7 as a control class. Methods of data collection use giving tests, questionnaire student response, observation, interviews and documentation. Data analysis techniques use quantitative and qualitative. The result of the research shows that the quality of learning of MMP model with open-ended approach assisted by whatsapp meets the good minimum category, the extremely good of the ability students' mathematical literacy of the upper class, the good of the students' mathematics literacy ability of the middle category, and the good enough of the students' mathematics literacy ability of the lower class. Student learning independence through learning model of Missouri Mathematics Project with whatsapped aid-oriented open-ended approach achieved good category with moderate improvement and students' response achieved good category. Through the discussion group learning on whatsapp, it can help students to finish the tasks that teachers give.
a Realistic Mathematics Education Model Includes Characteristic to Improve the Skill of Communication Mathematic Ruswanto, Ruswanto; Dwijanto, Dwijanto; Widowati, Widowati
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The type of this study is development by using Plomp model with 5 phase that is modified into Preliminary investigation, Design, and realization/ contruction, test, evaluation, and revision. The developed instrumen includes: Syllabus, Lesson Plan, Student Test Book, Worksheet, and Mathematic Communication Skill Test.The field experiment is undertaken to the VII graders students of Al Azhar 23Junior High School Semarang. The data is gained through the observation sheet, interview and test. The result is processed descriptively, using completeness experiment, effect experiment, comparison experiment and development experiment to find out the lesson effectivity.The implementation of this instrumen are (1) the average score of classroom mathematic communication skill of the experimental class students reaching more than the passing grade so the average experimental class is complete, with t = 13.82 > 1.72 = ttable and completely classical, with Z = 2.35 > 1.64 = Ztable, (2) mathematic communication skill, attitude and curiosity effect to mathematic communication skill equal to 89.2%, (3) the experiment of classroom problem solving is better than control class with score 84.86 and 79.9, (4) the average of mathematic communication skill is improved 0.41 so the lesson and the instrumen is efective.
Analysis of Mathematic Creative Thinking Ability and Metacognition of Student on Probing Prompting Learning Models with Scaffolding Strategy Sulistyawati, Anita; Dwijanto, Dwijanto; Walid, Walid
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study aimed to: (1) examine the effectiveness of the learning probing prompting model with scaffolding strategy on mathematical creative and metacognitive thinking skills, (2) examine the effect of metacognition on mathematical creative thinking skills with probing prompting model learning with scaffolding strategy, (3) describing ability on mathematical creative thinking in terms of students' metacognition with probing prompting model learning with scaffolding strategy. This research was a mixed method type with concurrent embedded design. Population in this study were students of class VII SMP Negeri 7 Semarang in the academic year of 2017/2018. The results showed that probing prompting model learning with scaffolding strategies was effective for mathematical creative and metacognitive thinking skills. Metacognition had a positive effect on mathematical creative thinking ability by probing prompting models learning with scaffolding strategies. A student with high metacognition was able to meet four indicators maximally and perfectly, while another one met one indicator well, but for the other three indicators he is able to master well, there were only a few errors. Students with middle-metacognition ability were able to meet two indicators maximally, but cannot fulfill the other two indicators. Students with low metacognition were able to fulfill one indicator maximally and could not fulfill the other three indicators.
Students’ Creative Thinking Abilities and Self Regulated Learning on Project-Based Learning with LMS Moodle Sudianto, Sudianto; Dwijanto, Dwijanto; Dewi (Nino Adhi), N.R.
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to examine the effectiveness of project-based learning with LMS Moodle towards the students’ achievement of creative thinking abilities and self regulated learning, and describe how to students’ achievement of creative thinking abilities and self regulated learning. This study uses mixed methods research with concurrent embedded designs. The population in this study were students of senior high school class X at Putra Nirmala Cirebon of 2017/2018 academic year. Data collection techniques used in this study are observation, tests, and interviews. The research subjects were taken based on students’ early mathematical abilities categories, namely above, middle and bottom categories. The findings showed that project-based learning with LMS Moodle was effective to the students’ achievement of creative thinking abilities and self regulated learning. Overall, the students’ achievement of creative thinking abilities and self regulated learning who using project-based learning with LMS Moodle is better than students who using conventional learning. As for contribution (Effect Size) project-based learning with LMS Moodle towards the students’ achievement of creative thinking abilities which are equal to 0.85 while self regulated learning is 0.95. The category of achievement of creative thinking ability and self regulated learning are included in the high category.
Mathematical Creative Thinking Ability Viewed By Self-Esteem In Problem-Based Learning With Open Ended Approach Alfiani, Intan; Dwijanto, Dwijanto; Nur Cahyono, Adi
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The aims of this study were to determine the effectiveness of formulate share listen create (FSLC) model with reciprocal teaching approach assisted by Edmodo towards the achievement of students' mathematical literacy ability and describe the profile of students' mathematical literacy ability based on their engagement groups. This research was a mix-methods sequential explanatory design study. The population was 7th grade students of SMP N 4 Semarang in the academic year 2017/2018. The research subjects were determined based on the group of student engagement consisting of upper, middle and lower groups. Data were obtained from engagement questionnaire, mathematical literacy ability test and interview. The results showed that FSLC model with reciprocal teaching approach assisted by Edmodo was effective towards the achievement of students' mathematical literacy ability. In general, the profile of students' mathematical literacy can be stated as follows. The upper group students mastered communication, mathematisation, representation, reasoning and argument, and devising strategy well. Students with middle engagement group could master communication, mathematisation, representation, devising strategy well. While the lower engagement group, students mastered the representation quite well, but they mastered devising strategy and using symbols / languages / operations component in different way. By paying attention to student engagement, teachers can design the right learning strategy according to students circumstances.