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Karakteristik Pemahaman Mahasiswa dalam Mengonstruksi Bukti Matematis Syamsuri, Syamsuri; Santosa, Cecep Anwar Hadi Firdos
JURNAL REVIEW PEMBELAJARAN MATEMATIKA Vol 2 No 2 (2017)
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2017.2.2.131-143

Abstract

The teaching and learning process in the mathematics undergraduate program emphasizes on the use of an axiomatic system and formal deduction. In this process, the students learn continuously about mathematical evidence, which can be referred to as the ability to build arguments based on their mathematical understanding. This article aims at describing the characteristics of students comprehension in constructing a mathematical evidence. A qualitative approach is applied in this study, which involves third-year students of Mathematics Education Department at the state university in Banten. Interviews are conducted to find out and clarify how the students construct and build mathematical evidence. The result shows that the students mathematical proof of comprehension can be classified into three types: holistic-global, partial-global, and partial-local. It is expected that the result of the study can be used as a source of consideration in determining appropriate learning strategies that can overcome students difficulties in constructing a mathematical evidence.
Fostering Germane Load Through Self-Explanation Prompting In Calculus Instruction Santosa, Cecep Anwar Hadi Firdos; Prabawanto, Sufyani; Marethi, Indiana
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 1, No. 1, January 2019
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.692 KB) | DOI: 10.23917/ijolae.v1i1.7421

Abstract

The purpose of this research was to investigate the effect of self-explanation prompting to students’ germane load while studying mathematics in the multivariable calculus course. This research employed a quasi-experimental method with matching-only posttest-only control group design. The subject of the research consists of 72 first-year mathematics education undergraduate students. The results indicated that there was no significant difference in students’ germane load between students who implemented worked-example with self-explanation prompting and students who implemented worked-example without self-explanation prompting. However, it was revealed that the students' germane load was categorized high in both classes. It indicates that the worked-example method could foster students' germane load. Nonetheless, these results cannot be evidence that self-explanation prompting is capable to foster students' germane load. However, there is an association between germane load and learning objectives. When students achieve the learning objectives, then its learning method is able to foster the germane load. To assess the learning objectives, the posttest was arranged. The results stated that students who implemented the worked-example method with self-explanation prompting had better test scores than students who implemented the worked-example method without self-explanation prompting. This result was sufficient to provide evidence that the use of worked-example with self-explanation prompting could foster students’ germane load students in the multivariable calculus course.Keywords: Germane load, Worked-example, Self-explanation prompting
Model Pembelajaran Concrete Representational Abstract (CRA) Terhadap Kemampuan Pemahaman Konsep Calon Guru Matematika Khaerunnisa, Etika; Santosa, Cecep Anwar Hadi Firdos; Novaliyosi, Novaliyosi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 11, No 2 (2020): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v11i2.21652

Abstract

Tujuan Penelitian ini adalah mengetahui capaian pemahaman konsep calon guru matematika yang menggunakan pembelajaran Concrete Representational Abstract (CRA). Penelitian ini merupakan studi kuasi-eksperimen dengan desain kelompok kontrol non ekivalen. Sampel penelitian adalah calon guru matematika di Jurusan Pendidikan Matematika, dengan sampel penelitian sebanyak dua kelompok yaitu semester I.B sebagai kelompok eksperimen sebanyak 37 mahasiswa dan semester I.C sebagai kelompok kontrol sebanyak 40 mahasiswa. Instrumen penelitian yang digunakan berupa tes uraian kemampuan pemahaman konsep matematis, dan lembar observasi. Dengan menggunakan uji perbedaan dua rerata diperoleh hasil bahwa pencapaian pemahaman konsep calon guru matematika yang memperoleh pembelajaran Concrete Representation Abstract (CRA) lebih baik daripada calon guru matematika yang memperoleh pembelajaran biasa.The purpose of this study was to determine the achievement of conceptual understanding of prospective mathematics teachers using Concrete Representational Abstract (CRA) learning. This research is a quasi-experimental with a non-equivalent control group design. The subject of the study consists of 77 pre-service teachers in the Department of Mathematics Education. The students were divided into two classrooms, experimental (37) and control (40). The research instrument used in the form of a test description of the ability to understand mathematical concepts, and observation sheets. The results show that the achievement of the conceptual understanding of pre-service mathematics teachers who get Concrete Representation Abstract (CRA) learning model is better than pre-service mathematics teachers who get instruction without CRA model.
THE EFFECTS OF SCIENTIFIC-BASED LEARNING STRATEGY (IMAGES MEDIA AND LECTURE METHOD) AND STUDENTS’ LEARNING MOTIVATION TOWARDS SCIENCE ACHIEVEMENT ON STUDENTS OF CIRUAS 2 ELEMENTARY SCHOOL Rodiyah, Rodiyah; Santosa, Cecep Anwar Hadi Firdos; Rumanta, Maman
Jurnal Penelitian Pendidikan IPA Vol 5, No 1 (2020): Juni 2020
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v5n1.p6-14

Abstract

This study aims to determine the effects of scientific-based learning strategy (images media and lecture method) and students’ learning motivation towards the students’ achievement of learning science. This research applied 2 x 2 factorial design, a type ofquasi-experimental design. Results are as follows: (1) there are differences in the students’ achievement of learning science between students who are taught using thescientific-basedlearning strategy withimages media and students who are taught usingscientific-basedlearning strategywith lecture method, (2) there are differences in the students’ achievement of learning science between students who have a strong learning motivation and students who have a weak learning motivation, (3) For students who have a strong learning motivation, whether the students’ achievement of learning science are higher when taught withscientific-based learning strategywith images media than with the lecture method, (4) For students who have a weak learning motivation, are the results of learning science higher when taught with the scientific-based learning strategy with lecture method compared to thescientific-basedlearning strategy withimages media, (5) there is an interaction between scientific-based learning strategyand students’ learning motivation towards students’ achievement of learning science.Keywords: Scientific Based Learning, students’ learning motivation, students’ achievement of learning science
Model Pembelajaran Concrete Representational Abstract (CRA) Terhadap Kemampuan Pemahaman Konsep Calon Guru Matematika Khaerunnisa, Etika; Santosa, Cecep Anwar Hadi Firdos; Novaliyosi, Novaliyosi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 11, No 2 (2020): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v11i2.21652

Abstract

Tujuan Penelitian ini adalah mengetahui capaian pemahaman konsep calon guru matematika yang menggunakan pembelajaran Concrete Representational Abstract (CRA). Penelitian ini merupakan studi kuasi-eksperimen dengan desain kelompok kontrol non ekivalen. Sampel penelitian adalah calon guru matematika di Jurusan Pendidikan Matematika, dengan sampel penelitian sebanyak dua kelompok yaitu semester I.B sebagai kelompok eksperimen sebanyak 37 mahasiswa dan semester I.C sebagai kelompok kontrol sebanyak 40 mahasiswa. Instrumen penelitian yang digunakan berupa tes uraian kemampuan pemahaman konsep matematis, dan lembar observasi. Dengan menggunakan uji perbedaan dua rerata diperoleh hasil bahwa pencapaian pemahaman konsep calon guru matematika yang memperoleh pembelajaran Concrete Representation Abstract (CRA) lebih baik daripada calon guru matematika yang memperoleh pembelajaran biasa.The purpose of this study was to determine the achievement of conceptual understanding of prospective mathematics teachers using Concrete Representational Abstract (CRA) learning. This research is a quasi-experimental with a non-equivalent control group design. The subject of the study consists of 77 pre-service teachers in the Department of Mathematics Education. The students were divided into two classrooms, experimental (37) and control (40). The research instrument used in the form of a test description of the ability to understand mathematical concepts, and observation sheets. The results show that the achievement of the conceptual understanding of pre-service mathematics teachers who get Concrete Representation Abstract (CRA) learning model is better than pre-service mathematics teachers who get instruction without CRA model.
The Influence of Stad Cooperative Strategies (Teaching AIDS and Multimedia Power Points) and Learning Style on Mathematics Learning Outcomes Sufanti, Meifi; Santosa, Cecep Anwar Hadi Firdos
Jurnal Pendidikan Matematika dan IPA Vol 12, No 1 (2021): January 2021
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (468.252 KB) | DOI: 10.26418/jpmipa.v12i1.43180

Abstract

This study aims to determine the effect of STAD learning strategies assisted by teaching aids and multimedia assisted PowerPoint with auditory and kinesthetic learning styles on mathematics learning outcomes. Sampling was chosen randomly (random class). This type of research used quasi-experimental with a 2x2 factorial research design. The instruments use a test of learning outcomes in the form of multiple-choice questions and a questionnaire for student learning styles. Data were analyzed using two-way ANOVA and multiple comparison tests. Based on the data analysis, it is concluded that: (1) there are differences in the mathematics learning outcomes of students in classes who receive STAD learning assisted by teaching aids between STAD learning assisted by multimedia PowerPoint (2) there are differences in learning outcomes between students with auditory and kinesthetic learning styles students with audio learning styles, student mathematics learning outcomes are not higher when taught with STAD learning assisted by PowerPoint multimedia compared to STAD learning assisted by teaching aids (4) For students with kinesthetic learning styles student mathematics learning outcomes are higher when taught with STAD learning assisted by teaching aid, compared to PowerPoint multimedia-assisted STAD learning and (5) there is an interaction between STAD learning strategies and auditory and kinesthetic learning styles. Therefore, it is concluded that with there is an interaction between learning strategies and learning styles, student learning outcomes are not only influenced by learning strategies. In this case, the STAD learning strategy assisted with teaching aids and STAD assisted with multimedia PowerPoint is not the only factor in making students understand mathematical concepts but must be based on learning styles. For auditory student learning styles, the appropriate learning strategy is to use STAD assisted by Power Point multimedia, while for students who have a kinesthetic learning style using STAD assisted by teaching aids.