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PROFIL REPRESENTASI SISWA SMP TERHADAP MATERI PLSV DITINJAU DARI GAYA BELAJAR KOLB Setyawan, Fariz
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang Vol 1, No 2 (2017): Juli 2017
Publisher : Program Studi Pendidikan Matematika IKIP Veteran Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRAKPenelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk mendeskripsikan profil representasi materi PLSV (Persamaan Linear Satu Variabel) siswa SMP bedasarkan gaya belajar Kolb yang terdiri dari assimilator, akomodator, konverger, dan diverger. Peneliti melakukan wawancara kepada empat siswa SMP N 22 Surabaya yang memenuhi karakteristik keempat tipe gaya belajar Kolb. Terdapat tiga tahapan analisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah Subjek Assimilator (SA) mengaitkan hubungan antara berbagai representasi yang disajikan dengan melihat kesamaan dari representasi yang diberikan dan membuat representasi simbolis. Subjek akomodator (SM) mengaitkan bentuk representasi simbolis (S) dan kata-kata (K) bedasarkan kesamaan bilangan. Subjek Konverger (SK) mengaitkan berbagai bentuk representasi kata-kata (K), diagram (D) dan simbol (S) dari segi kepraktisan. Subjek Diverger (SD) mengaitkan berbagai bentuk representasi dari segi kesamaan angka dan huruf yang diketahui dan hasil penyelesaian yang diperoleh.Kata kunci: representasi, plsv, gaya belajar kolb. ABSTRACTThis is a descriptive qualitative research. The aim of this study is to describe the representation profile of Linear Equation of One Variable (LEOV) of Junior High School Students based on Kolb’ Learning styles: assimilator, akomodator, konverger, and diverger. The researcher conduct an interview with four SMP N 22 Surabaya students whom qualify the characteristics of Kolb’s learning styles. There are three analysis data phases: data reduction, data representation, and conclusion. Based on the result, Assimilator Subject (SA) make connection between LEOV’s representation by looking for its similarity and prefer symbol representation. Akomodator Subject (SM) make connection between symbol representation (S) and word representation (K) based on the number similarity. Converger Subject (SK) make connection between representations: word (K), diagram (D) and symbol (S) representation based on its practical uses. Diverger Subject (SD) make connection between representation based on given word and number similarities and the solution which is derived.Keywords: representation, leov, kolb’s learning styles.
Identifying Students’ Errors on Fractions Lestiana, Herani Tri; Rejeki, Sri; Setyawan, Fariz
(JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.3396

Abstract

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.
PROFIL REPRESENTASI SISWA SMP TERHADAP MATERI PLSV DITINJAU DARI GAYA BELAJAR KOLB Setyawan, Fariz
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 1 No 2 (2017): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Institut Keguruan dan Ilmu Pendidikan Veteran Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRAKPenelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk mendeskripsikan profil representasi materi PLSV (Persamaan Linear Satu Variabel) siswa SMP bedasarkan gaya belajar Kolb yang terdiri dari assimilator, akomodator, konverger, dan diverger. Peneliti melakukan wawancara kepada empat siswa SMP N 22 Surabaya yang memenuhi karakteristik keempat tipe gaya belajar Kolb. Terdapat tiga tahapan analisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah Subjek Assimilator (SA) mengaitkan hubungan antara berbagai representasi yang disajikan dengan melihat kesamaan dari representasi yang diberikan dan membuat representasi simbolis. Subjek akomodator (SM) mengaitkan bentuk representasi simbolis (S) dan kata-kata (K) bedasarkan kesamaan bilangan. Subjek Konverger (SK) mengaitkan berbagai bentuk representasi kata-kata (K), diagram (D) dan simbol (S) dari segi kepraktisan. Subjek Diverger (SD) mengaitkan berbagai bentuk representasi dari segi kesamaan angka dan huruf yang diketahui dan hasil penyelesaian yang diperoleh.Kata kunci: representasi, plsv, gaya belajar kolb. ABSTRACTThis is a descriptive qualitative research. The aim of this study is to describe the representation profile of Linear Equation of One Variable (LEOV) of Junior High School Students based on Kolb’ Learning styles: assimilator, akomodator, konverger, and diverger. The researcher conduct an interview with four SMP N 22 Surabaya students whom qualify the characteristics of Kolb’s learning styles. There are three analysis data phases: data reduction, data representation, and conclusion. Based on the result, Assimilator Subject (SA) make connection between LEOV’s representation by looking for its similarity and prefer symbol representation. Akomodator Subject (SM) make connection between symbol representation (S) and word representation (K) based on the number similarity. Converger Subject (SK) make connection between representations: word (K), diagram (D) and symbol (S) representation based on its practical uses. Diverger Subject (SD) make connection between representation based on given word and number similarities and the solution which is derived.Keywords: representation, leov, kolb’s learning styles.
How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy Hendroanto, Aan; Istiandaru, Afit; Syakrina, Nisa; Setyawan, Fariz; Prahmana, Rully Charitas Indra; Hidayat, Agus Sofian Eka
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1308.335 KB) | DOI: 10.12928/ijeme.v2i2.10713

Abstract

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.
DESCRIBING STUDENT’S MATHEMATICAL COMPETENCE: DO COGNITIVE STYLES MAKE ANY DIFFERENCE? Fitriyani, Harina; Setyawan, Fariz; Istiandaru, Afit; Hendroanto, Aan; Istihapsari, Vita
Journal on Mathematics Education Online First
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.5399.%p

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Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis usedthe model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.
Implementasi Self Regulated Flipped Classroom pada Mata Kuliah Kalkulus Setyawan, Fariz; Istiandaru, Afit
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 3 No 1 (2019): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Institut Keguruan dan Ilmu Pendidikan Veteran Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v3i1.699

Abstract

Target yang ingin dicapai dalam penelitian ini adalah mendeskripsikan sejauh mana pendekatan SRFC mampu membuat mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan (UAD) belajar mandiri. Paradigma baru yang berkembang di perguruan tinggi menuntut pembelajaran harus mampu memandirikan mahasiswa dalam belajar (self regulated learning). Pendekatan pembelajaran yang secara teori berpotensi mampu memfasilitasi belajar mandiri adalah pendekatan SRFC. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Bedasarkan hasil penelitian, penulis berharap pendekatan Self Regulated Flipped Classroom (SRFC) tidak hanya diterapkan pada mata kuliah Kalkulus diferensial saja melainkan dapat menjadi rujukan pada mata kuliah lain. Adapun pelaksanaan SRFC dari sisi kognitif masih memiliki kekurangan dimana mahasiswa belum terlibat aktif dalam melakukan refleksi berpikir selama pembelajaran, namun mahasiswa lebih terlibat aktif dalam sisi intepretasi. Selain itu, motivasi dan perilaku mahasiswa cenderung positif selama menggunakan pendekatan pembelajaran SRFC. Hal ini dikarenakan adanya dukungan dari pengajar dan teman sejawat serta interaksi selama pembelajaran berlangsung. Kata kunci: kalkulus, SRFC, kemandirian belajar.   ABSTRACT This research aims to describe the SRFC approach through self regulated indicators and the result of the study of college students in Universitas Ahmad Dahlan. The new paradigm related to Higher Level Education strive for students whom can independently get their own knowledge. SRFC has a potential method to make the students study independently. This research is using qualitative descriptive approach. Based on the result, the author recommend to used SRFC approach not only implemented in Calculus Diferential course but also the other subject. As far as the SRFC activities, cognitive domain hasn’t actively contributed in teaching and learning process because the students havent involve their reflection in learning the subject. However, their intepretation of the subject is actively involved better. In addition, the motivation and the attitude of the students is positive in using SRFC approach. It is because there are support from the teacher and their collegaues and their interaction while they were studying. Keywords: calculus, self-regulated learning, mastery learning.
PELATIHAN DESAIN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK BAGI GURU MATEMATIKA SEKOLAH DASAR SD MUHAMMADIYAH KOTA YOGYAKARTA Hendroanto, Aan; Setyawan, Fariz
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 3 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.595 KB) | DOI: 10.12928/jp.v2i3.399

Abstract

Sekolah Dasar Muhammadiyah di Kota Yogyakarta masih banyak yang menerapkan pembelajaran konvensional yang berpusat pada guru. Padahal dalam kurikulum 2013, pembelajaran matematika seharusnya berpusat pada siswa. Oleh karena itu, pelatihan ini bertujuan untuk memberikan pelatihan bagi guru matematika Sekolah Dasar Muhammadiyah Kota Yogyakarta untuk mendesain dan mengembangkan pembelajaran pendidikan matematika realistik. Artikel ini membahas tentang pengabdian kepada masyarakat berupa pelatihan desain pembelajaran pendidikan matematika realistik. Metode pengabdian yang digunakan yaitu Seminar dan pelatihan atau workshop. Adapun hasil dari pelatihan yang telah dilaksanakan, dapat disimpulkan bahwa 1) seminar dan workshop berjalan dengan lancar dan baik, 2) respon perserta terhadap pelaksanaan kegiatan ini termasuk dalam kategori baik dengan nilai rata-rata 4,3. Berdasarkan hasil survey diketahui pula bahwa waktu dan target materi menjadi kendala utama bagi para guru dalam mengimplementasikan pembelajaran pendidikan matematika realistik.
PEMBERDAYAAN MASYARAKAT DUSUN WULUH DALAM PROGRAM PENINGKATAN KESEJAHTERAAN MELALUI PEMBERDAYAAN EKONOMI DAN PEMANFAATAN TEKNOLOGI INFORMASI Setyawan, Fariz; Trisna, Helmy
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 1 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (812.754 KB) | DOI: 10.12928/jp.v2i1.447

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Kegiatan pemberdayaan masyarakat Dusun Wuluh, Desa Banjarejo, Kecamatan Tanjungsari, Gunungkidul, Daerah Istimewa Yogyakarta berupa stimulasi kreativitas masyarakat dalam pengembangan pariwisata desa dan kreativitas masyarakat dalam pengolahan hasil alam agar memiliki nilai ekonomis. Program KKN UAD difokuskan pada peningkatan kesejahteraan masyarakat melalui pemberdayaan ekonomi dan pemanfaatan teknologi informasi. Program KKN bertujuan memberdayakan masyarakat Dusun Wuluh dalam program pemberdayaan pariwisata desa berupa kegiatan pelatihan kewiraushaan. Metode pelaksanaan program KKN meliputi: pendidikan masyarakat, difusi teknologi, serta praktek langsung. Dampak dari kegiatan KKN ini adalah 1) peningkatan pengetahuan masyarakat dalam mempromosikan pariwisata desa melalui website, 2) peningkatan kreativitas masyarakat dalam pengolahan limbah laut menjadi souvenir, 3) peningkatan pengetahuan masyarakat mengenai desain kemasan untuk meningkatkan daya jual hasil alam, 4) sadar akan pentingnya sistem informasi desa (SID).
Developing complex analysis textbook to enhance students’ critical thinking Setyawan, Fariz; Prasetyo, Puguh Wahyu; Nurnugroho, Burhanudin Arif
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.8741

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Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as  where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.
PENGARUH PENGGUNAAN LEMBAR KERJA MAHASISWA BERBASIS KONSEP DALAM PERKULIAHAN ANALISIS VEKTOR PROGRAM STUDI PENDIDIKAN MATEMATIKA Puguh Wahyu Prasetyo; Fariz Setyawan; Sumargiyani Sumargiyani
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.439 KB) | DOI: 10.30738/wa.v2i1.1986

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Vector analysis is one of the cource listed in the curriculum of the Mathematics Education Department, Faculty of Education and Teacher Traning, Universitas Ahmad Dahlan. One of the factors which cause any difficulties and problems in learning Vector Analysis is the student literature used by almost all of the students. That student literature explained a ressume of materials in a brief way completed with many practises., that’s why, the student literature seems too mechanistics. Many student can not use it by theirselves, they need guidances to read that book. In order to solve that problem, teacher designed a student worksheet which is used by the students of the Vector Analysis course when the class is runing. The design of the student worksheet is a concept-based designed. The students can investigate some formulas during the learning of Vector Analysis by theirselves. On the other hand, students can solve some practises contained in the student worksheet easier since the practises is completed with the intructions step by step. During the cource of Vector Analysis, the given student worksheet has a positive response from the student based on the quetionnaire taken from the students. Around 69,2% of the students give their positive response to the student worksheet. The mean of the students score also increased from 60,3 to 80,1. This shows that using the student worksheet in Vector Analysis cource was very useful.