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All Journal Jurnal Analisa Jurnal Cendekia : Jurnal Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika
Ikbal Pauji
Universitas Pendidikan Indonesia
Education Mathematics

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Analysis of context utilization in mathematics learning based on teacher competency Ikbal Pauji; Eritha Dewi Febrianty; Tatang Herman
Jurnal Analisa Vol 9, No 1 (2023): Volume 9 Nomor 1 Tahun 2023
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v9i1.25644

Abstract

Pemahaman konteks matematika merupakan kemampuan yang penting dikuasai siswa dalam rangka memaknai matematika. Namun data lapangan menunjukan pemahaman konteks yang dimiliki siswa masih tergolong rendah. Tujuan dari penelitian ini adalah menganalisis pemanfaatan konteks yang dilakukan oleh guru dalam pembelajaran matematika serta mengetahui faktor – faktor apa saja yang menjadi penghambat sekaligus pendukung pemanfaatan konteks dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian fenomenologi. Partisipan penelitian ini adalah guru matematika sekolah SLTA sebanyak 8 orang yang sudah mengajar setidaknya 2 tahun. Hasil penelitian ini menunjukan bahwa pemanfaatan konteks yang dilakukan oleh guru dalam pembelajaran matematika masih mengalami keterbatasan baik dari segi metode penyampaian maupun dari segi jenis konteks yang digunakan. Adapun faktor – faktor yang menjadi penghambat sekaligus pendukung pemanfaatan konteks dalam pembelajaran matematika yaitu kemampuan guru, jenis dan tingkat kesulitan materi, kemampuan dan motivasi siswa, serta ketersediaan media. Understanding the context of mathematics is an important ability for students to master in order to interpret mathematics. However, field data shows that students' understanding of the context is still relatively low. The purpose of this study is to analyze the use of context by teachers in learning mathematics and to find out what factors inhibit and support the use of context in learning mathematics. This study uses a qualitative approach with phenomenological research methods. The participants of this study were 8 high school mathematics teachers who had taught for at least 2 years. The results of this study indicate that the use of context by teachers in learning mathematics is still experiencing limitations both in terms of the method of delivery and in terms of the type of context used. The factors that inhibit and support the use of context in learning mathematics are the ability of the teacher, the type and level of difficulty of the material, the ability and motivation of students, and the availability of media. 
Systematic Literature Review: Analysis of Learning Obstacle in Didactical Design Research on Geometry Material Ikbal Pauji; Hadi Hadi; Dadang Juandi
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i3.2474

Abstract

Learning geometry is an important lesson because it is studied at every level of education and geometry is a sub-matter in mathematics that is very closely related to the lives of students. However, field data shows that there are still many students who experience learning difficulties in geometry material, both obstacles that are classified as ontogenic obstacles, epistemological obstacles and didactical obstacles. This study aims to identify how the distribution of research that addresses learning barriers in Didactical Design Research research on geometry material and also aims to find out what learning barriers students often experience when studying geometry. The research method used is a Systematic Literature Review using 25 articles that have been published in indexed journals Sinta and Scopus in the 2019-2023 period. The article was obtained from search results on the Google Scholar and ERIC data base. The results of this study indicate that research discussing learning barriers in geometry material is mostly carried out at the elementary school level with the sub-material that is most often discussed is two-dimensional material. The results of this study also show that students still experience many types of learning barriers including ontogenic obstacles, epistemological obstacles, and didactical obstacles.
Kemampuan Berpikir Reflektif Matematis Siswa dalam Menyelesaikan Permasalahan Sistem Persamaan Linear Dua Variabel (SPLDV) Eritha Dewi Febrianty; Tatang Herman; Suhendra Suhendra; Syifa Mardliyah; Ikbal Pauji
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 1 (2024): April 2024
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i01.31976

Abstract

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.
Co-Authors Dadang Juandi Eritha Dewi Febrianty Hadi Hadi Suhendra, S Syifa Mardliyah Tatang Herman, Tatang