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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Kreano, Jurnal Matematika Kreatif Inovatif
Didi Suryadi
[Scopus ID: 57190302080] Universitas Pendidikan Indonesia
Education Mathematics

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DGS-Based Modules: Difficulty Aspects of Studying Geometry at University Level Endang Istikomah; Dadang Juandi; Didi Suryadi; Sufyani Prabawanto
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.34541

Abstract

This study aims to ensure that geometry is the most difficult subject to understand, aspects of the difficulty of learning geometry for students, and suggestions for reducing difficulties. This study uses an exploratory mixed methods design. Students of mathematics education teacher candidates in semesters 3-7 as research subjects were selected by purposive sampling. The data collected in this study used a questionnaire technique, interviews, and the value of learning outcomes for the last 4 years. The results showed that geometry is the most difficult subject, the external learning difficulties factor is dominated by the aspects of the material and learning methods. In addition, references, media, and online learning are also discussed factors. Meanwhile, students' learning difficulties internally from the aspect of motivation and intelligence. One solution suggested to educators is to take advantage of the collaboration of DGS with the Geometry module in learning in dealing with learning difficulties.Tujuan penelitian ini adalah untuk  memastikan bahwa geometri merupakan matakuliah yang paling sulit dipahami, aspek kesulitan belajar geometri pada mahasiswa dan saran untuk mengurangi kesulitan. Penelitian ini menggunakan Eksploratory mixed methods design. Mahasiswa calon guru pendidikan matematika semester 3-7 sebagai subjek penelitian dipilih dengan teknik purposive sampling. Teknik pengumpulan data menggunakan teknik angket, wawancara dan nilai hasil belajar selama 4 tahun terakhir. Hasil penelitian menunjukkan bahwa geometri merupakan matakuliah paling sulit, faktor kesulitan belajar secara eksternal didominasi dari aspek materi dan metode pembelajaran. Selain itu, referensi atau bahan ajar, media dan pembelajaran secara daring juga menjadi factor yang dibahas. Sedangkan kesulitan belajar mahasiswa secara internal dari aspek motivasi dan intelegensi atau kemampuan keruangan. Salah satu solusi yang disarankan kepada pendidik adalah memanfaatkan DGS yang dikolaborasikan dengan Modul Geometri dalam pembelajaran untuk menangani masalah kesulitan belajar.
Learning Obstacles of Prospective Mathematics Teachers: a Case Study on the Topic of Implicit Derivatives Entit Puspita; Didi Suryadi; Rizky Rosjanuardi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.42805

Abstract

This research is a Didactical Design Research (DDR), aiming to identify various learning barriers for prospective mathematics teachers. Some students still experience learning difficulties in derived concepts which are prerequisites for other concepts or other subjects, didactic and pedagogical anticipation can be prepared to overcome them. Based on the learning design, various learning barriers were identified, especially in the implicit derivative concept. The research participants consisted of 3 lecturers and 46 second-semester prospective teacher students at one of the tertiary institutions in Indonesia. The results of interviews and questionnaires were analyzed through identification, clarification, reduction and verification techniques and then presented narratively. The results showed that some prospective teachers experienced learning barriers 1) ontogenic instrumental, conceptual, and psychological types, 2) didactic, students could not identify contextual relationships in the structure of answers, indicating that the material was not by the continuity of students' thinking, and 3) epistemological, the lack of understanding of explicit and implicit similarities shows the limitations of the context that students have. Based on the research findings, a learning design will be developed based on the theory of a didactic situation with the stages of action situations, formulation, validation, and institutionalization, which are thought to be able to overcome the findings of learning obstacles.Penelitian ini merupakan Didactical Design Research (DDR), bertujuan untuk mengidentifikasi berbagai hambatan belajar calon guru matematika. Sebagian mahasiswa masih mengalami hambatan belajar pada konsep turunan yang merupakan prasyarat konsep lain atau matakuliah lain, dapat disiapkan antisipasi didaktis maupun pedagogis untuk mengatasinya. Berdasarkan rancangan pembelajaran, diidentifikasi berbagai hambatan belajar khususnya pada konsep turunan implisit. Partisipan penelitian terdiri dari 3 dosen dan 46 mahasiswa calon guru semester dua di salah satu perguruan tinggi di Indonesia. Hasil wawancara dan angket dianalisis melalui teknik identifikasi, klarifikasi, reduksi, dan verifikasi, selanjutnya disajikan secara naratif. Hasil penelitian menunjukkan bahwa beberapa calon guru mengalami hambatan belajar 1) ontogenik tipe instrumental, konseptual, dan psikologis, 2) didaktis, mahasiswa tidak dapat mengidentifikasi hubungan kontekstual dalam struktur jawaban, menunjukkan bahwa materi tidak sesuai dengan kesinambungan proses berpikir mahasiswa, dan 3) epistemologis, kurangnya pemahaman persamaan eksplisit dan implisit menunjukkan keterbatasan konteks yang dimiliki mahasiswa. Berdasarkan temuan penelitian, akan dikembangkan desain pembelajaran berdasarkan theory of didactical situation dengan tahapan situasi aksi, formulasi, validasi, dan institusionalisasi yang diduga dapat mengatasi temuan hambatan belajar.
Students' Understanding of The Equal Sign Based on Their Learning Experience in Arithmetic Lia Ardiansari; Didi Suryadi; Dadan Dasari
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.40930

Abstract

The equal sign is an important concept in learning mathematics karena it is used in almost all branches of mathematics, but not many studies in Indonesia have made the equal sign the focus of research. This study aims to explore how students from elementary school to college students understand the equal sign in the context of arithmetic and algebra at school. A qualitative comparative analysis can be used to analyze several cases in complex situations so that it fits the purpose of this study. Participants consisted of 6 elementary school students, 14 junior high school students, 7 high school students and 3 college students in Bandung. The results of the study indicate that the equal sign is still interpreted narrowly as "result" or a sign to put the Menjawab, and has dependence on computational methods in solving problems and drawing conclusions. Thus, it can be concluded that students' understanding of the equal sign is still at the basic level. The results of this study show evidence that the operational meaning of the equal sign that students have when learning arithmetic will not change by itself without the stimulus provided by the teacher, and even tends to cause obstacles when students learn equations in algebra.Tanda sama dengan merupakan konsep penting dalam pembelajaran matematika karena digunakan pada hampir seluruh cabang matematika, namun belum banyak penelitian di Indonesia yang menjadikan tanda sama dengan sebagai fokus penelitian. Penelitian ini bertujuan untuk mengeksplorasi bagaimana para siswa dari mulai sekolah dasar hingga mahasiswa memahami tanda sama dengan dalam konteks aritmatika dan aljabar di sekolah. A qualitative comparative analysis dapat digunakan untuk menganalisis beberapa kasus dalam situasi yang kompleks sehingga sesuai dengan tujuan penelitian ini. Partisipan terdiri dari 6 siswa SD, 14 siswa SMP, 7 siswa SMA dan 3 Mahasiswa di Bandung. Hasil penelitian menunjukkan bahwa tanda sama dengan masih dimaknai secara sempit yaitu sebagai “menghasilkan” atau tanda untuk meletakkan jawaban, serta memiliki kebergantungan terhadap metode komputasi dalam menyelesaikan masalah dan mengambil kesimpulan. Dengan demikian, dapat disimpulkan bahwa pemahaman siswa tentang tanda sama dengan masih berada di tingkat dasar. 
Cognitive Flexibility of Students in Solving Mathematical Problems: A Phenomenology Study Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.40220

Abstract

The importance of students' cognitive flexibility abilities in solving mathematical problems is the driving force behind this research. This study's goal was to identify and characterize students' levels of cognitive flexibility in handling mathematical problems in light of the indicators. This kind of study uses qualitative research techniques and a phenomenological design. The instrument employed is a test of problem-solving skills that has been supplemented with markers of cognitive flexibility to see the talents that have been assessed and interviews to learn more in-depth. In this study, data on students' capacities for cognitive flexibility in solving mathematical problems were collected and analyzed utilizing exams for such problem-solving and the indicators employed. Two markers of cognitive flexibility are included in this examination of mathematical problem-solving skills: (1) offering several interpretations of a picture, story, or mathematical issue, and (2) applying a variety of mathematical problem-solving techniques. According to the findings of this study, 5 participants fell into the flexible category, 6 people fell into the somewhat flexible category, and 4 participants fell into the less flexible category when it came to their ability to solve mathematical problems. The research's relevance is that future researchers and educational practitioners can attempt to construct learning to improve students' cognitive flexibility abilities in solving mathematical issues. This can be investigated in topics other than social arithmetic.Latar belakang penelitian ini yaitu pentingnya kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis. Penelitian ini bertujuan untuk mengetahui serta mendeskripsikan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis berdasarkan indikatornya. Jenis penelitian ini adalah desain fenomologi dengan metode kualitatif. Adapun penggunaan tes kemampuan pemecahan masalah yang telah diliputi indikaor kemampuan cognitve flexibilty untuk melihat kemampuan cognitive flexibilty yang telah diujikan dan wawancara untuk mengetahui lebih mendalam merupakan instrumen penelitian ini. Dalam penelitian ini, data diperoleh untuk melihat kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis yang dianalisis menggunakan tes pemecahan masalah matematis berikut indikator nya. Tes pemecahan masalah matematis ini memuat dua indikator kemampuan cognitive flexibility yaitu: 1) memberikan berbagai penafsiran terdapat suatu gambar, cerita, atau masalah matematis; dan 2) menggunakan beragam strategi penyelesaikan masalah matematis. Kesimpulan yang diperoleh dalam penelitian ini terkait kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis sebanyak 5 partisipan berada pada kategori fleksibel, 6 partisipan berada pada kategori cukup fleksibel, dan 4 partisipan berada pada kategori kurang fleksibel. Sehingga implikasi dalam peneltian adalah agar para peneliti selanjutnya maupun praktisi pendidikan dapat berupaya mendesain pembelajaran untuk meningkatkan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis dan dapat diteliti pada materi lain selain aritmatika sosial.
The Most Common Students’ Epistemological Obstacles in Relations and Functions Nadiatun Firda; Didi Suryadi; Nurihan Nasir
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/zywwa804

Abstract

Epistemological obstacles are obstacles that cannot be avoided by students. There are many epistemological obstacles experienced by students in understanding scientific knowledge. In this case, students experience cognitive constraints in understanding a learning topic, such as Relations and Functions. The topic of Relations and Functions is one of the important topics for learning further topics. However, there are still students who cannot understand this topic perfectly due to various epistemological obstacles they experience. Therefore, this study aims to describe the epistemological obstacles on the topic of relation and function. This study was qualitative research with 22 junior high school students who have studied the topic of relation and function. The results of this study are in the form of epistemological obstacles experienced by students, namely obstacles to understanding the concepts of relations and functions, obstacles to understanding the concepts of relations and functions in different contexts, obstacles to determining the domain, codomain, and range, and obstacles to presenting relations and functions to various representations. This research is expected to be used as a reference by teachers to minimize the occurrence of epistemological obstacles in the learning process. In addition, one of the efforts that can be made by teachers and researchers to minimize epistemological obstacle is by making Didactical Design Research (DDR) that supports the development of student knowledge epistemically. Hambatan epistemologis merupakan suatu hambatan yang tidak dapat dihindari oleh siswa. Terdapat banyak kendala epistemologis yang dialami oleh siswa dalam memahami pengetahuan ilmiah. Dalam hal ini, siswa mengalami kendala kognitif dalam memahami suatu materi pembelajaran, seperti Relasi dan Fungsi. Topic Relasi dan Fungsi merupakan salah satu topic penting untuk mempelajari topic-topic selanjutnya. Namun, masih terdapat siswa yang tidak dapat memahami topic ini dengan sempurna dikarenakan berbagai hambatan epistemologis yang dialaminya. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan hambatan epistemologis pada topic relasi dan fungsi. Penelitian ini merupakan penelitian kualitatif dengan subjek berupa 22 siswa sekolah menengah pertama yang telah mempelajari topic relasi dan fungsi. Hasil penelitian ini berupa hambatan-hambatan epistemologis yang dialami oleh siswa yaitu hambatan memahami konsep relasi dan fungsi, hambatan memahami konsep relasi dan fungsi pada konteks yang berbeda, hambatan menentukan domain, kodomain, dan range, serta hambatan menyajikan relasi dan fungsi ke berbagai representasi. Penelitian ini diharapkan dapat digunakan sebagai acuan bagi guru untuk meminimalkan terjadinya hambatan epistemologis dalam proses pembelajaran. Selain itu, salah satu upaya yang dapat dilakukan oleh guru maupun peneliti untuk meminimalkan hambatan epistemologis yaitu dengan membuat Didactical Design Research (DDR) yang mendukung perkembangan pengetahuan siswa secara epistemic.
Co-Authors Abdul Mujib Dadan Dasari Dadang Juandi Endang Istikomah Entit Puspita Lia Ardiansari Nadiatun Firda Nurihan Nasir Rama Nida Siregar Rizky Rosjanuardi Sufyani Prabawanto