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Students' metacognition in solving non-routine problems Muhammad Noor Kholid; Arina Ahadiyati
Al-Jabar: Jurnal Pendidikan Matematika Vol 13, No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation sheets, and interview guidelines. The questions validator in this research are two teachers and a Mathematics Education lecturer from the University of Muhammadiyah Surakarta. The data collection technique uses tests, observations, and interviews. The data analysis technique of research had carried out through three stages: data reduction, data presentation, and conclusion drawing. This study concluded that the student's metacognition of eighth grade in solving non-routine problems had not developed better. Only one student can ideally find the metacognition aspects of awareness, evaluation, and regulation. Compared to medium-capable students, students with high abilities can discover the metacognition aspects well. In comparison, students with low skills have not been able to find all indicators of metacognition. Based on the results, further research may discover students’ obstacles in implementing metacognition for mathematical problem-solving.

Students' Math Literacy in Solving PISA-Like Problems in Papuan Local Context Muhammad Noor Kholid; Mardiana Nissa
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2258

Mathematical literacy in Indonesia is still relatively low. Student achievement in PISA questions is also still not adequate. Mathematical literacy is not limited to the ability to apply quantitative aspects of mathematics, it employs knowledge of mathematics in a broad sense. Mathematical literacy skills are closely related to interpreting problems related to local contexts into mathematical problems. This study aims to describe students' mathematical literacy activities in solving problems similar to PISA in the regional context; the context in which this research is desired is the local Papuan context. The research method employed is the descriptive qualitative method. The samples were 8th graders of SMP Batik Program Khusus Kartasura, totaling six students. Data was collected using a written test consisting of two items of PISA-like problems, observations, and interviews. This research produces problems similar to PISA within the local context of Papua. PISA-like questions are declared to be valid, simple, and have the potential to determine students' mathematical literacy abilities. The PISA-like problems are valid based on the review by experts in the appropriate field in terms of aspects, content, structure, and language. This PISA-like problem was also developed based on seven basic mathematical abilities that employ mathematical literacy. We successfully concluded that the dominant aspects for students are making assumptions and conceptualizing. While the parts of structuring and formulating a model are not dominant. In addition, PISA-like problems have more potential effect on determining students' mathematical literacy.

The Role of Instructional Design in Improving Pre-Service and In-Service Teacher’s Mathematics Learning Sets Skills: A Systematic Literature Review in Indonesian Context Naufal Ishartono; Rafiza binti Abdul Razak; Siti Hajar binti Halili; Yoga Dwi Windy Kusuma Ningtyas; Wilda Syam Tonra; Muhammad Noor Kholid; Mohamad Waluyo; Soraya Djamilah
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 1, January 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i1.20377

Several previous researchers have tried to review the results of previous research related to the development of learning tools using a systematic literature review (SLR) model. However, SLR research efforts that examine the development of learning tools carried out by Indonesian in-service and pre-service mathematics teachers are still limited. Therefore, this study seeks to answer two questions, namely (1) what is the mathematics learning sets developed by the Indonesian ISTs and PSTs, and (2) What instructional design model is used by the Indonesian ISTs and PSTs in developing mathematics learning sets. As many as 55 articles were selected using the PRISMA protocol by retrieving articles from the ERIC and Dimensions databases. The findings of the two questions are that the ADDIE model is the most widely used model by Indonesian PSTs and ISTs in developing learning sets. In addition, mathematics learning media and mathematics student worksheets are the most developed tools by authors. This study also examines several instructional designs and types of mathematics learning sets developed by researchers, which can undoubtedly be a refer-ence for subsequent researchers in developing mathematics learning sets.

Pelatihan Penulisan Artikel Ilmiah bagi Guru di Kabupaten Sragen Muhammad Noor Kholid; Nuqthy Faiziyah; Christina Kartika Sari; Muhamad Toyib; Sri Rejeki; Adi Nurcahyo; Sutama Sutama; Tika Andriani; Mohammad Rifki Maulana; Khofifah Titan Palupi
Jurnal SOLMA Vol. 11 No. 2 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v11i2.9680

Background: Untuk keperluan kenaikan pangkat/golongan guru harus memiliki karya ilmiah. Sayangnya, banyak guru yang masih belum memiliki pengalaman dalam kepenulisan karya ilmiah. Kegiatan ini dilakukan sebagai upaya untuk melatih guru dalam menuliskan karya ilmiah dan mengenalkan jenis-jenis desiminasi seperti publikasi melalui jurnal ataupun sebuah konferensi. Metode: Pelatihan ini diikuti oleh guru-guru di Kabupaten Sragen dengan jumlah 25 orang. Guru-guru tersebut akan menempuh sertifikasi atau mengajukan kenaikan golongan sehingga mereka membutuhkan pelatihan untuk menulis karya ilmiah. Kegiatan dilaksanakan secara Luring selama 32 JP di SMP Muhammadiyah 5 Tanon Sragen secara tatap muka dan mandiri. Hasil: Output yang dicapai selama rangkaian kegiatan diantaranya draft artikel ilmiah, serta pengalaman dan pengetahuan tentang: 1) pengertian artikel ilmiah, 2) Urutan penulisan artikel karya ilmiah, 3) perbedaan PTK dengan artikel ilmiah, serta kesinambungannya, dan 4) Cara menentukan dan menulis judul serta upaya mendapatkan inspirasi ketika kehabisan ide saat menulis. Kesimpulan: Kegiatan ini berhasil menanamkan urgensi penulisan artikel ilmiah pada guru serta bagaimana menyusunnya dan mengetahui proses publikasinya. Adapun luaran berupa produk yaitu draft artikel ilmiah.

BAGAIMANA PROSES BERPIKIR REFLEKTIF MAHASISWA DALAM MEMECAHKAN MASALAH GEOMETRI ANALITIK? Fuad Luky Atmaja; Muhammad Noor Kholid
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.5192

Strategi memecahkan suatu permasalahan terjadi ketika identifikasi solusi untuk masalah sulit dirumuskan. Siswa jarang memanfaatkan kemampuan berpikir reflektif dalam menyelesaikan suatu permasalahan. Oleh karena itu, penelitian ini membantu mengkategorikan pemikiran reflektif siswa dalam memecahkan masalah. Subjek penelitian adalah 3 dari 38 mahasiswa di salah satu universitas di Jawa Tengah. Teknik pengumpulan data adalah tes, angket, rekaman video, wawancara, dan catatan lapangan. Keabsahan data dilaksanakan dengan teknik triangulasi. Data dianalisis dengan cara teknik reduksi data, penyajian, dan verifikasi. Hasil penelitian menunjukkan bahwa setiap subjek penelitian mempunyai jenis pemikiran reflektif berbeda. Pertama, pemikiran reflektif klarifikatif adalah proses pemecahan masalah dimulai dengan kesulitan, kemudian memfilter informasi dengan pengetahuan yang dipelajari berdasarkan pengalaman. Kedua, pemikiran reflektif konektif adalah proses memecahkan masalah ketika mengalami kesulitan dan kemudian mengatasinya dengan menghubungkan konsep dalam menemukan solusi permasalahan. Sementara itu, pemikiran reflektif produktif adalah proses berpikir dalam memecahkan masalah ketika mereka mengalami kesulitan dengan proses pemecahan masalah solusi berbeda. Penelitian ini dapat dijadikan evaluasi oleh calon guru dalam memaksimalkan kemampuan berpikir reflektif dan mempermudah mahasiswa dalam menyelesaikan masalah geometri analitik.

Students' metacognition in solving non-routine problems Muhammad Noor Kholid; Arina Ahadiyati
Al-Jabar: Jurnal Pendidikan Matematika Vol 13, No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i1.11776

Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation sheets, and interview guidelines. The questions validator in this research are two teachers and a Mathematics Education lecturer from the University of Muhammadiyah Surakarta. The data collection technique uses tests, observations, and interviews. The data analysis technique of research had carried out through three stages: data reduction, data presentation, and conclusion drawing. This study concluded that the student's metacognition of eighth grade in solving non-routine problems had not developed better. Only one student can ideally find the metacognition aspects of awareness, evaluation, and regulation. Compared to medium-capable students, students with high abilities can discover the metacognition aspects well. In comparison, students with low skills have not been able to find all indicators of metacognition. Based on the results, further research may discover students’ obstacles in implementing metacognition for mathematical problem-solving.

Pelatihan Model Project Based Learning berbasis Multiple Solution Task bagi Guru Matematika Nuqthy Faiziyah; Adi Nurcahyo; Muhammad Noor Kholid; Muhamad Toyib; Tina Putri Alfiana; Nuriya Hazma Arifatul Ulya
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2023): Desember
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v6i2.2046

Kurikulum 2013 memiliki karakteristik pembelajaran yang berpusat pada peserta didik (student centred) dengan tujuan untuk meningkatkan keterlibatan peserta didik dalam proses pembelajaran. Sementara itu, kurikulum merdeka menginginkan pembelajaran berbasis pengalaman atau experiential learning yang memberikan siswa pengalaman langsung dalam sebuah aktivitas pembelajaran. Namun, pada kenyataannya, kualitas pembelajaran matematika di sekolah masih perlu ditingkatkan. Guru belum dapat sepenuhnya menciptakan suasana pembelajaran yang membuat siswa aktif, menumbuhkan kemampuan berpikir kritis, kreatif, komunikatif serta kolaboratif. Mitra pengabdian ini adalah Majelis Dikdasmen PDM Kabupaten Sragen. Tujuan pengabdian kepada masyarakat ini adalah memberikan pemahaman bagi guru matematika di kabupaten Sragen tentang model Project Based Learning berbasis Multiple Solution Task. Metode yang gunakan ada 3 tahap yaitu persiapan, pelaksanaan, dan evaluasi. Pelatihan dilaksanakan dalam 2 bentuk yaitu praktik langsung dan teori. Hasil pengabdian ini menunjukkan keberhasilan. Hal ini dapat disimpulkan dari kepesertaan 83,3%, keatifan peserta 100%, ketuntasan tugas 100%. Rata-rata penilaian terhadap pelaksanaan platihan adalah 88,4. Selain itu, terdapat pengetahuan baru yang diperoleh peserta yaitu pemahaman tentang prosedur dan karakteristik PjBL, kesadaran bahwa matematika dapat dikembangkan menjadi pembelajaran projek dengan mengambil permasalahan dalam kehidupan sehari-hari, dan penguatan bahwa matematika tidak harus selalu menghitung dan rumus, namun bisa menjadi pembelajaran yang menarik dan menyenangkan.

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