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CHARACTERIZATION OF SCAFFOLDING BASED ON THE STUDENTS’ THINKING ERROR IN SOLVING MATHEMATIC PROBLEM Anton Prayitno; Efi Fatma Nurjana; Fitria Khasanah
Jurnal Kependidikan Vol. 1, No.1 (2017)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.106 KB) | DOI: 10.21831/jk.v1i1.10059

Abstract

This study was aimed at identifying the thinking error of the students in solving mathematics problems and providing the scaffolding. The study was descriptive explorative. This study was conducted in Mojokerto.The subjects were 25 students, however, only 3 were described since the scaffolding used was of level 2. Data were collected initially by asking the subjects to solve mathematic test items. Error patterns were identified from the students’ works. The students who made errors were chosen as the research subjects. Findings show that there were differences in the students’ thinking patterns before and during the provision of scaffolding. These differences occur due to the different scaffolding treatments according to the thinking errors. For students who have difficulties in understanding problems, the scaffolding is in the form of leading questions. For those who have difficulties in connecting previous concepts, the scaffolding is in the form of drawing tables and recalling previous materials. For students who have difficulties in organizing a strategy, the scaffolding is in the form of recalling the strategy that has been plannedKARAKTERISASI SCAFFOLDING BERDASARKAN KESALAHAN BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA Penelitian ini bertujuan untuk mengidentifikasi kesalahan berpikir siswa dalam menyelesaikan masalah matematika dan pemberian scaffolding. Penelitian menggunakan metode deskriptif eksploratif. Penelitian dilakukan di beberapa sekolah di Kota Mojokerto. Subjek penelitian ini berjumlah 25 orang, namun yang dipaparkan pada artikel hanya 3 dengan scaffolding level 2. Prosedur pengumpulan data diawali dengan siswa diminta untuk menyelesaikan masalah matematika. Selanjutnya, hasil pekerjaan tersebut diidentifikasi pola kesalahannya. Siswa yang menghasilkan pekerjaan salah, dijadikan subjek penelitian. Hasil penelitian menunjukkan adanya perbedaan berpikir siswa sebelum pemberian scaffolding dan selama pemberian scaffolding. Perbedaan terjadi karena peneliti memberikan scaffolding sesuai jenis kesalahan berpikir yang dialami siswa. Ketika subjek mengalami kesulitan dalam memahami masalah, scaffolding yang diberikan berupa pertanyaan arahan. Apabila subjek mengalami kesulitan dalam menghubungkan dengan konsep terdahulu, scaffolding berupa petunjuk untuk membuat tabel dan mengingat kembali materi yang telah dipelajari. Untuk subjek yang mengalami kesulitan dalam menyusun strategi, scaffolding berupa dorongan untuk mengingat kembali strategi yang sudah direncanakan
Level penalaran proporsional siswa dalam memecahkan missing value problem Anton Prayitno; Alvia Rossa; Febi Dwi Widayanti
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.19728

Abstract

Tujuan penelitian deskriptif kualitatif ini adalah untuk mendeskripsikan level penalaran proporsional siswa kelas VIII SMP dalam memecahkan masalah satu nilai yang tidak diketahui (missing value problem). Instrumen penelitian ini berupa lembar tugas tentang masalah satu nilai yang tidak diketahui yang telah di validasi. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kalipare Malang dengan jumlah 33 siswa. Prosedur pengambilan data diawali dengan siswa diminta mengerjakan instrumen penelitian. Setelah mendapat data hasil pekerjaan siswa, dipilih tiga siswa sebagai subjek penelitian untuk dilakukan wawancara dengan tingkat penalaran proporsional yang berbeda. Hasil penelitian menunjukkan bahwa penalaran proporsional siswa berada pada level 0, level transisi 0 ke 2, dan level 4. Pada level 0, siswa memecahkan masalah satu nilai yang tidak diketahui menggunakan selisih dan sembarang operasi. Pada level transisi dari 0 ke 2, siswa memecahkan masalah satu nilai yang tidak diketahui menggunakan selisih kemudian beralih menggunakan cara membangun kedua ukuran (building both measure). Pada level 4, siswa memecahkan masalah satu nilai yang tidak diketahui hanya menggunakan aturan perkalian silang. Level of student’s proportional reasoning in solving missing value problemAbstractThe purpose of this qualitative descriptive study was to describe the level of proportional reasoning eighth-grade students in solving the problem of the unknown values. This research instrument was an assignment sheet about a missing value problem that validated. The subjects of this research were students of class VIII of SMP Negeri 1 (State Junior High School) Kalipare, Malang, Indonesia, with a total of 33 students. Data collection procedures begin with students being asked to do research instruments. After obtaining data on student work, three students selected as research subjects for interviews with different proportional levels of reasoning. The results showed that students' proportional reasoning was at level 0, transition level 0 to 2, and level 4. At level 0, students solved the problem of missing value problem using differences and arbitrary operations. At the transition level from 0 to 2, students solve the problem of missing value problem using the difference and then switch to using building both measure methods. At level 4, students solve the problem of one unknown value using only the rules of cross multiplication.
PEMBELAJARAN THINK-TALK-WRITE DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN SOAL GEOMETRI Prayitno, Anton
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.821

Abstract

Students’ poor ability in completing geometry questions is one of the crucial problems in mathematics education. In this mixed method research, Think-Talk-Write cooperative learning was used to enhance seventh-grade students’ ability in completing geometry questions. Samples were 35 seventh grade students in one of junior high school in East Java. Instruments were students’ worksheets (LKS), written test, as well as observation sheets. Think-Talk-Write learning was conducted in two learning sessions. Results showed that Think-Talk-Write learning increased students’ ability in completing geometry questions, both in completing questions in the LKS and in the written test. Steps in Think-Talk-Write learning help the students to reflect, organize, and improve their understanding so that they are able to answer the given geometry questions better. In addition to the contribution of each step in Think-Talk-Write learning itself, teacher also contributed to students’ improved ability in completing geometry questions, especially in terms of detecting and guiding the students’ to overcome difficulties in completing geometry questions.
Pemberian Scaffolding Berdasarkan Kesalahan Berpikir Siswa Dalam Memecahkan Masalah Matematika Kaka, Rosdiana; Prayitno, Anton; Hamid, Abdul
JURNAL REVIEW PEMBELAJARAN MATEMATIKA Vol 3 No 2 (2018)
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2018.3.2.161-172

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This research was aimed to elaborate on the form of scaffolding given by learners on algebra problem-solving. The approach used is descriptive qualitative. The study conducted in a junior high school in Malang Regency with 25 students and only two students were selected as research subjects to be given scaffolding level 2. Data collection method begins by requiring learners to solve algebra and next identify the pattern of mistakes or mistakes. Learners who have wrong answers, used as research samples. The results prove the form of scaffolding given the subject. If the subject experiences an error in understanding the problem, the scaffolding is given asking the subject to re-read the problem properly and carefully and give direction questions. However, if the subject has difficulty in making the planning of the settlement, the scaffolding given is giving the subject the opportunity to rearrange the design of the right answer. If the subject experiences an error in carrying out the planning, the scaffolding given is asking the subject to pay attention to the mathematical concept and to be careful in operating algebra.
IbM LESSON STUDY DAN PEMBELAJARANNYA PADA GURU DI KECAMATAN JABUNG SERTA PENGIMBASANNYA Prayitno, Anton; Hamid, Abdul; Baidawi, Muhammad
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 1, No 1: October 2016
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v1i1.400

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Lesson Study (LS) mulai disosialisasikan di lingkungan pendidikan Kabupaten Malang sejak tahun 2006, namun belum semua sekolah melaksanakan kegiatan lesson study baik tingkat MGMP maupun tingkat sekolah. Metode pelaksanaan yang digunakan dalam pengabdian ini adalah kegiatan seminar lesson study dan Pembelajarannya serta workshop lesson study dan pembelajarannya. Secara kuantitas, capaian daya serap peserta seminar ini sebesar 90% dan capaian workshop sebesar 90% peserta telah mampu menyusun bahan ajar yang digunakan untuk kegiatan lesson study. LS yang diimplementasikan dalam pelaksanaan pengabdian ini meliputi siklus plan-do-see dengan enam tahapan, yaitu membentuk kelompok LS, menentukan fokus kajian, merencanakan research lesson, pelaksanaan pembelajaran dan observasi aktivitas pembelajaran, mendiskusikan dan menganalisis hasil observasi, dan refleksi dan penyempurnaan.
Penguatan Pendidikan Lingkungan Hidup dan Budaya Hijau Di SDN Kemiri 3 Menuju Green School Prayitno, Anton; Dahoelat, Djohar Noeriati Retno
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol 1, No 1: September 2019
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (990.787 KB) | DOI: 10.36312/sasambo.v1i1.132

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Elementary School 3 of kemiri, located in Jabung District, is a school that is experiencing difficulties in developing Green school programs. the surface of the land in the schoolyard is rarely found. Most of the teachers assume that the program must require sufficient land and land media. Limited land and several facilities in the learning process to realize the green school program requires the right solution. Hydroponic technology has been known as an alternative technology for crop cultivation in limited land. In hydroponic technology, there is plant cultivation technology without the use of soil. The utilization of used objects as planting media can be arranged in stages with a vertical garden (vega) pattern, which is called vega hydroponic technology. Therefore, the purpose of this activity is to provide strengthening of environmental education through planting with hydroponic technology. To achieve the targets and outcomes, the activities carried out are as follows: 1) counseling the school about the importance of environmental education, 2) Training on management and cultivation of various types of vegetable and ornamental plants with vega hydroponic technology to create a green, and beautiful school;3) Hydroponic technology installation with vertical garden patterns, and 4) Assistance in planting vegetables and ornamental with vertical garden pattern hydroponic technology. In addition, the average pretest obtained by the teacher was 6.87, while the average understanding of students was 5.5. While the results of the post-test, the understanding of the teacher and students were 8.37 and 6.625. This shows that there is an increase in teacher understanding by 1.5 points and 1.13 points for students so that students' and teachers' knowledge of environmental education has increased.
PROSES BERPIKIR REFRAKSI SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA TENTANG KESAMAAN Prayitno, Anton
Jurnal Likhitaprajna Vol 17 No 1 (2015)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (908.35 KB)

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Salah satu konsep dasar untuk memahami aljabar dan banyak mendapatkan perhatian adalalah kesetaraan khususnya tentang tanda sama dengan (=). Tanda sama dengan sering disajikan dalam konteks umum yaitu operasi-sama dengan-jawaban (seperti, 5+4=9) dan jarang disajikan dalam konteks hasil pada kedua sisi (seperti, 5+4=7+2). Terkadang tanda sama dengan disajikan pula dalam konteks yang tidak umum lainnya (seperti, 9=9). Pada siswa sekolah menengah, berpikir operasional dalam menafsirkan tanda sama dengan dalam konteks operasi-sama dengan-jawaban akan tetapi siswa berpikir relasional dari tanda sama dengan dalam konteks kesetaraan. Dalam kemampuan berpikirnya, siswa cenderung bersifat linear yaitu apa yang diketahui dan diterima dari pengalamannya akan lebih sering langsung digunakan dalam menyelesaikan masalah. Berfikir linear akan mengakibatkan siswa untuk tidak dapat berfikir kreatif. Dalam pembelajaran matematika, siswa cenderung mengalami kesulitan mengerjakan masalah matematika apabila masalah yang diberikan guru tidak sama pada saat guru memberikan contoh atau bahkan hasil kerja siswa akan selalu sama pada saat guru mengajar. Mengingat pentingnya berpikir relasional dalam mengkonstruksi kesamaan sebagai pondasi dasar belajar aljabar, maka pengajar perlu membantu siswa dalam belajar. Proses refraksi membantu siswa memahami dan mengidentifikasi proses intermediate belajar dalam membantu mengembangkan keterampilan berpikir. Refraksi adalah pengetahuan transformatif yang terjadi yang memvalidasi penggunaan analisis kritis dan pemecahan masalah yang menyediakan interpretasi dan menyimpulkan dari isu-isu penting dan situasi dengan mempertimbangkan konten dan konteks. Kata kunci: refraksi, berpikir, tanda sama dengan.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL OPERASI ALJABAR Kanduli, Petrus Pati; Prayitno, Anton; Khasanah, Fitria
Jurnal Likhitaprajna Vol 20 No 1 (2018)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.319 KB)

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This study aims to describe the mistakes made by 7th-grade junior high school students in worked on operational problems and to find out the factors that caused the error. The method used in this study was descriptive qualitative with a research subject of 5 students. The instruments of data collection are written tests and interviews. Five students were asked to solve the algebraic surgery problem and conduct interviews with subjects who had many errors. The results showed that there were two types of errors in working on algebraic operating problems, namely errors in putting concepts and errors in completing. Mistakes in putting the concept that is an error understanding the concept of algebra. The causes of errors in understanding the algebraic concept are indicated by lack of mastery of the material and lack of accuracy of students in the process of completion. While mistakes made by students are errors in doing calculations. Factors that cause errors in calculating when setting a time that is not following how to solve a problem that makes students become rushed and panic in writing answers; as a result, students cannot check the results of their work.Keywords: error analysis, mis-understand concept, problem solving error, algebraic operation
PEMBELAJARAN BERBASIS PADA MASALAH DALAM MENINGKATKAN KEMAMPUAN MEMECAHKAN MASALAH MATEMATIKA Prayitno, Anton; Rina, Rina
Jurnal Likhitaprajna Vol 21 No 1 (2019)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.37 KB)

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This mix method research was conducted for seventh grade students at Nurul Huda Poncokusomo Islamic Middle School, East Java. The purpose of this study was to investigate and analyze the role of teachers in problem-based learning. The research instruments are worksheets, observations, and tests. Each worksheet contains 2 math problems and 2 test questions. This learning is carried out in two learning sessions. The results show that there is an increase in students' ability to solve problems about the set, both given on worksheets or tests. The problem-based learning steps help students to investigate either in groups or independently. Besides that, this learning can improve students' understanding so that they are able to solve problems about the set. Another increase was shown by the existence of teachers and lecturers in organizing and guiding students by involving students in real situations.Keyword: problem-based learning, set, collaborative learning
MEMINIMALKAN KESALAHAN KONSEP PECAHAN MELALUI PEMBELAJARAN PENEMUAN TERBIMBING DENGAN GESTURE PRODUKTIF PADA SISWA SMP Anton Prayitno; Dewi Tri Wulandari
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.55 KB) | DOI: 10.33474/jpm.v1i2.718

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Not easy to bring the students are able to understand the concept and meaning of fractions so we need a change in the way teaching is done by teachers because of possible knowledge is still limited so that the teacher always used the same way of time. In anticipation of this problem it is necessary to look for a formula appropriate learning so as to improve the ability to solve mathematical problems, especially in fractions. Teachers should continue to develop and implement a variety of ways variance so that students interested and excited in participating in math class one through guided discovery methods. From the above data shows that mistakes students in concepts and problem solving 13%, this means that the mistakes made by the students at the time of surgery to learn fractions and solving problems can be minimized by guided discovery learning. Guided discovery learning, which is examined in this study is to present the information by observing the shape of object manipulation, making conjectures, explain, and evaluate