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Pythagoras: Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 19784538     EISSN : 2527421X     DOI : 10.21831
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 15, No 1: June 2020" : 9 Documents clear
Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah Evie Dwy Wahyu Arista; Ali Mahmudi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34606

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA ditinjau dari level sekolah. Jenis penelitian ini adalah penelitian survei dengan sampel penelitian adalah siswa kelas X SMA (n = 260) di Kabu­paten Lampung Timur dengan level sekolah tinggi (k = 5), sedang (k = 3) dan rendah (k = 2) ber­dasarkan akreditasi. Sampel penelitian ditentukan dengan stratified proporsional random sam­pling. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif jenis soal open-ended PISA yang terdiri atas enam butir soal uraian dan pedoman wawancara. Instrumen tes yang digunakan telah dilakukan validasi isi oleh tiga orang ahli dengan rata-rata hasil validasi berka­tegori baik. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA pada sekolah level tinggi berada pada kategori cukup, pada sekolah level sedang berada pada kategori kurang, sedangkan pada sekolah level rendah berada pada kategori cukup. Mathematical creative thinking ability in solving open-ended problems of PISA type based on school levelAbstractThis research aimed to describe students' mathematical creative thinking ability in solving open-ended problems of PISA type based on the school level. The research was a survey with the sample was grade-ten students (n = 260) of senior high school with categories of the high (k = 5), medium (k = 3), and low school (k = 2) based on their accreditation in the district of Lampung Timur, Indonesia. We used stratified proportional random sampling to determine the sample. The instruments used in this research consisted of a creative thinking ability test with six con­structed response items and interview guidelines. Three experts had validated the instrument of a test, and it was proved to be valid in terms of content with a good category. We analyzed the collected data based on the indicator of creative thinking ability. The result showed that students' mathematical creative thinking ability to solve open-ended problem PISA type at high-level schools was in the moderate category, at medium-level schools was in the poor category, while at low-level schools in the moderate category.
Pengaruh penerapan model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis Sang Ayu Made Monik Kencanawati; Sariyasa Sariyasa; I Gusti Nyoman Yudi Hartawan
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.33006

Abstract

Mendeskripsikan pengaruh model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis siswa adalah tujuan dari penelitian ini. Penelitian ini merupakan eksperimen semu dengan post-test only control group design. Dari 436 siswa kelas VII SMP Negeri 4 Denpasar yang menjadi populasi, dipilih secara acak 80 siswa sebagai sampel penelitian. Data kemampuan berpikir kreatif matematis siswa diperoleh melalui  tes uraian yang diberikan kepada siswa di akhir penelitian. Analisis data dilakukan menggunakan uji-  satu arah pada dua sampel independen pada taraf signifikan 5%. Berdasarkan hasil analisis statistik deskriptif diperoleh rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen sebesar 62,05 dan rata-rata kemampuan berpikir kreatif matematis siswa di kelas kontrol sebesar 53,86. Hasil pengujian hipotesis menunjukkan bahwa thitung = 2,02 ttabel = 1,99. Hasil ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa yang belajar menggunakan model pembelajaran SAVI lebih baik daripada siswa yang belajar menggunakan pembelajaran langsung (kelas kontrol). Dengan demikian, dapat disimpulkan bahwa ada pengaruh dari penerapan model pembelajaran SAVI terhadap kemampuan berpikir kreatif matematis siswa. Berdasarkan temuan tersebut, penerapan model pembelajaran SAVI di dalam pembelajaran matematika ini dapat digunakan sebagai alternatif dalam memfasilitasi siswa untuk mengembangkan kemampuan berpikir kreatif matematisnya. The effect of the implementation of SAVI (Somatic, Auditory, Visual, Intellectual) learning model toward mathematical creative thinking AbstractDescribing the effect of the learning model of SAVI (Somatic, Auditory, Visual, and Intellectual) to the mathematical creative thinking skills of students was the aim of this study. This was a quasi-experimental study with a post-test only control group design. Of 436 seventh grade students of public junior high school (i.e. SMP Negeri 4 Denpasar, Indonesia) who became the population, 80 students were randomly chosen as the sample of this study. Data on mathematical creative thinking skills of the students were obtained from the constructed-response test which was administered at the end of this study. The analysis of data was conducted by using a one-tailed independent samples t-test with a significance level of 5%. Based on the descriptive statistical analysis we obtained the mean of mathematical creative thinking skills of students in the experimental class was 62.05 and the mean of mathematical creative thinking skills of students in the control class was 53.86. As for the result of hypothesis testing showed that tcount = 2.02 ttable = 1.99. This result implied that the mathematical creative thinking ability of students in the experimental class was better than the mathematical creative thinking ability of students in the control class. Thus, it could be concluded that there was an effect of the implementation of the learning model of SAVI on the mathematical creative thinking skills of students. Furthermore, the implementation of the learning model of SAVI in mathematics learning could be used as an alternative in facilitating students to develop their mathematical creative thinking skills. 
Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson Laely Mafruhah; Arif Muchyidin
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.26534

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson dan faktor-faktor yang menyebabkan siswa melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 44 siswa kelas VII MTs Yapik Sindangjawa, Cirebon sebagai subjek penelitian. Data jenis kesalahan dan faktor yang menyebabkan siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika diperoleh melalui tes penyelesaian masalah berbentuk soal cerita matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dalam penelitian ini melakukan kesalahan yang bervariasi dari delapan jenis kesalahan yang ada pada kriteria Watson. Jenis kesalahan yang sering dilakukan oleh siswa adalah Inappropriate Procedure (IP) yaitu prosedur yang digunakan tidak tepat, Omitted Conclusion (OC) yaitu tidak menuliskan kesimpulan, dan Above Other (AO) yaitu kesalahan lainnya seperti tidak mengerjakan soal. Adapun jenis kesalahan yang jarang dilakukan oleh siswa adalah Response Level Conflict (RLC) yaitu siswa berusaha menyelesaikan soal, namun menghasilkan kesimpulan yang kurang logis. Beberapa faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika adalah siswa tidak mengetahui rumus yang akan digunakan, kurangnya waktu dalam mengerjakan semua soal tes, dan siswa menganggap bahwa soal cerita merupakan soal yang sulit untuk diselesaikan. Analysis of students' errors in solving mathematical word problems based on Watson's criteriaAbstractThis study aimed to describe the errors made by students in solving mathematical word problems according to Watson’s criteria as well as factors that cause students to do that errors. This study was a qualitative descriptive study involved 44 seventh graders of MTs Yapik Sindangjawa, Cirebon, Indonesia as the subjects of this study. Data of error types and factors that lead students to do such errors in solving mathematical word problems were collected using the test of solving mathematical word problems and interview guidelines. The results showed that the subjects made various errors from the eight types of errors that exist in Watson's criteria. The types of errors that often made by students were Inappropriate Procedure (IP) namely using inappropriate procedures; Omitted Conclusion (OC) namely students not writing conclusions; and Above Other (AO) namely making other mistakes such as not giving a response towards the given problem. The type of error that was rarely made by students was Response Level Conflict (RLC), where students try to solve the problem but produce less logical conclusions. Some of the factors that cause students to do some errors in solving mathematical word problems namely students do not know the formula to be used to solve the given problems, lack of time to solve all problems of the test, and students think that the mathematical word problem was difficult to be solved.
Keefektifan pembelajaran matematika realistik ditinjau dari kemampuan pemodelan matematika dan prestasi belajar Eki Rahmad; Ariyadi Wijaya
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34593

Abstract

Tujuan penelitian ini adalah untuk menguji perbedaan keefektifan antara pembelajaran mate­matika realistik dan pembelajaran ekspositori ditinjau dari kemampuan pemodelan matematika dan prestasi belajar siswa SMP. Penelitian ini adalah penelitian quasi-experiment menggunakan pretest-posttest nonequivalent control group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 15 Yogyakarta yang terdiri atas 10 kelas dan dipilih secara acak dua kelas yaitu siswa kelas VIII C (kelas eksperimen, n = 33) dan siswa kelas VIII F (kelas kontrol, n = 33) sebagai sampel penelitian. Instrumen yang digunakan dalam penelitian ini adalah tes uraian untuk mengukur kemampuan pemodelan matematika dan tes pilihan ganda untuk mengukur prestasi belajar siswa. Uji statistik menggunakan analisis multivariat Hotelling’s Trace pada taraf signifikansi 5% dilakukan untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan bah­wa pembelajaran matematika realistik lebih baik dari pembelajaran ekspositori ditinjau dari kemampuan pemodelan matematika dan prestasi belajar siswa.Effectivity of realistic mathematics education viewed from mathematics modelling competence and learning achievementAbstractThe purpose of this study was to examine the difference in effectiveness between realistic mathematics education and expository learning viewed from mathematical modelling compe­tence and achievement of junior high school students. This study was quasi-experiment research with the pretest-posttest nonequivalent control group design. This study's population was the 8th-grade students of SMP Negeri 15 (junior high school) in Yogyakarta, Indonesia, consisting of ten classes. The sample in this study was the students of class VIII C (experiment group, n = 33) and VIII F (control group, n = 33) selected randomly. In this study, the instruments used were essay questions to measure mathematics modelling competence and multiple-choice questions to measure learning achievement. Statistical test using the Manova with the Hotelling's Trace test at a significance level of 5% was conducted to examine the hypothesis. The results showed that realistic mathematics education was better than expository learning viewed from students' ma­thematics modelling competence and learning achievement.
Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA Theresia Veni Tri Nugraheni; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34601

Abstract

Penelitian ini bertujuan untuk mengeksplorasi Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran yang dilakukan guru mate­matika SMA di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian deskriptif meng­gunakan metode campuran, dengan desain penelitian convergent parallel design. Subjek dalam penelitian ini adalah seluruh guru SMA peserta Ujian Kompetensi Guru (UKG) matematika tahun 2015 di Kabupaten Kulon Progo yang berjumlah 33 guru. Teknik pengumpulan data yang digu­nakan adalah tes, angket, observasi, dokumentasi, dan wawancara. Teknik analisis data yang digunakan untuk data kuantitatif yaitu deskriptif dan Partial Least Squares Structural Equation Modeling (PLS-SEM). Analisis data kualitatif dianalisis melalui pengkategorian, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan PKB terhadap kompetensi guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,360 (t = 2,51); dan (2) terdapat pengaruh yang signifikan PKB terhadap praktik pembelajaran guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,402 (t = 2,25). Continuing Professional Development (CPD) in relation to the competence and learning practices of high school mathematics teachersAbstractThis study aimed to explore Continuing Professional Development (CPD) in relation to the com­petence and teaching practice conducted by senior high school mathematics teachers in Kulon Progo Regency. This study was descriptive research using a mixed-method with convergent parallel design. The research subject was all senior high school mathematics teachers in Kulon Progo Regency who participated in the Teacher Competency Test (or UKG) in 2015, and the subject applied was 33 teachers. The data collection was conducted through a test, question­naire, documentation, observation, and interview. The data analysis used was descriptive and Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was analyzed through data categorization, data reduction, data presentation, and conclusion drawing. The results of the study showed that: (1) there was a significant influence CPD toward competence of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.360 (t = 2.51); and (2) there was a significant influence CPD toward teaching practice of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.402 (t = 2.25).
Efektivitas metode pembelajaran PQ4R ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa Intan Permatasari; Sri Hastuti Noer; Pentatito Gunowibowo
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.33830

Abstract

Penelitian eksperimen semu ini bertujuan untuk menguji efektivitas metode pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review) ditinjau dari kemampuan berpikir reflektif dan self-concept siswa. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 12 Bandar Lampung tahun pelajaran 2019/2020 yang terdistribusi dalam sembilan kelas. Dari sembilan kelas tersebut dipilih satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Desain penelitian yang digunakan adalah pretest-posttest control group design. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir reflektif matematis dan angket self-concept siswa. Data hasil tes dan angket dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa persentase siswa pada kelas PQ4R dengan kemampuan berpikir reflektif matematis dan self-concept terkategori baik lebih dari 60% dari jumlah siswa, namun peningkatan kemampuan berpikir reflektif matematis dan self-concept siswa yang mengikuti pembelajaran PQ4R tidak lebih tinggi daripada peningkatan siswa yang mengikuti pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa metode pembelajaran PQ4R tidak efektif ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa. The effectiveness of the PQ4R learning method in terms of students' mathematical reflective thinking ability and self-conceptAbstractThis quasi-experimental research aimed to examine the effectiveness of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning method in terms of reflective thinking ability and self-concept of students. The study population was all eighth-grade students of SMP Negeri 12 Bandar Lampung (Junior High School) for the 2019/2020 academic year, distributed in nine classes. Of the nine classes, one class was selected as the experimental class and one class as the control class. The research design used was the pretest-posttest control group design. The data was collected using a test of reflective mathematical thinking skills and a students' self-concept questionnaire. Test and questionnaire results were analyzed descriptively and inferentially. The results showed that the percentage of students in the PQ4R class with good categories in reflective mathematical thinking and self-concept was more than 60% of students' total number. The increase in mathematical reflective thinking ability and self-concept of students who took PQ4R learning was not higher than the increase in students who follow conventional learning. Thus, it can be concluded that the PQ4R learning method was ineffective in terms of students’ mathematical reflective thinking skills and self-concept.
Pengembangan bahan ajar interaktif multi representasi pada materi geometri kelas VII SMPLB tunarungu I Kadek Yasa Sumalasia; I Made Suarsana; I Wayan Puja Astawa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.25851

Abstract

Penelitian ini merupakan penelitian pengembangan yang ditujukan untuk menghasilkan bahan ajar interaktif multi representasi pada materi geometri untuk siswa kelas VII Sekolah Menengah Pertama Luar Biasa (SMPLB) Tunarungu yang layak dalam hal kevalidan, kepraktisan, dan keefektifannya. Untuk menghasilkan bahan ajar tersebut, model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation) digunakan dalam penelitian ini. Subjek uji coba penelitian adalah 10 siswa kelas VII SMPLB di salah satu SLB Negeri di Kabupaten Buleleng, Bali. Instrumen yang digunakan dalam penelitian ini terdiri atas: (1) lembar validasi materi, kebahasaan, penyajian, dan kegrafikan untuk menilai kevalidan; (2) angket respons guru dan siswa untuk menilai kepraktisan; dan (3) tes hasil belajar untuk menilai keefektifan bahan ajar yang dikembangkan. Penelitian ini menghasilkan bahan ajar interaktif multi representasi yang valid, praktis, dan efektif. Hasil validasi menunjukkan bahwa bahan ajar yang dikembangkan berada pada kriteria valid. Hasil analisis angket respons guru dan siswa berturut-turut menunjukkan bahwa kepraktisan bahan ajar yang dikembangkan berada pada kriteria sangat tinggi dan tinggi. Bahan ajar yang dikembangkan juga memenuhi kriteria keefektifan, di mana sebanyak 90% subjek uji coba memperoleh skor tidak kurang dari 76 pada tes hasil belajar. Dengan demikian, dapat disimpulkan bahwa bahan ajar yang dikembangkan layak digunakan untuk mendukung dan memfasilitasi siswa tunarungu dalam belajar geometri. Development of interactive multi-representational teaching material on geometry topic for 7th-grade hearing-impaired students of special junior high schoolAbstractThis study was development research which was aimed to produce an interactive learning material with multi representation approach in the topic of geometry for the 7th-grade hearing-impaired students of Special Junior High School (Sekolah Menengah Pertama Luar Biasa or SMPLB), which was feasible in terms of its validity, practicality, and effectiveness. To produce interactive learning material, the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) was used. The trial subjects were ten 7th graders of SMPLB in one of the special public schools in Buleleng Regency, Bali, Indonesia. The instruments which were used comprised of: (1) validation sheet of content, language, layout, and graphical to assess the validity; (2) teacher and students response questionnaires to assess the practicality; and (3) test of learning achievement to assess the effectiveness of the developed learning material. This study yielded an interactive learning material that was valid, practical, and effective. The results of validation showed that the developed learning material at valid criteria. The results of the teacher and student response questionnaire consecutively showed that the practicality of developed lear­ning material at the very high and high practical criteria. The developed learning material also meets the effectiveness criteria, in which as many as 90% of the trial subjects got score not less than 76 on the test of learning achievement. Consequently, it can be concluded that the deve­loped learning material was feasible to use to support and facilitate the hearing-impaired stu­dents in learning geometry.
Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy Sri Wahyuni Ningsih; Sugiman Sugiman; Pika Merliza; Uke Ralmugiz
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34614

Abstract

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih  secara acak kelas VIII-C (n = 32) dan Kelas VIII-F (n = 33) sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School), Indonesia, and randomly selected class VIII-C (n = 32) and class VIII-F (n = 33) as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.
Analisis situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP Ardhi Prabowo; Dadang Juandi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.32573

Abstract

Penelitian ini bertujuan untuk mengidentifikasi apakah mahasiswa calon guru matematika mampu membangun situasi didaktis matematis pada siswa SMP dalam pembelajaran matematika berbasis ICT (Information and Communications Technology). Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah mahasiswa calon guru yang telah praktik mengajar di sekolah. Subjek menggunakan aplikasi yang dibuat sendiri oleh subjek. Aplikasi yang dibuat berupa Augmented Reality (realitas bertumbuh), yaitu teknologi yang menggabungkan benda maya dua dimensi dan atau pun tiga dimensi ke dalam sebuah lingkungan nyata tiga dimensi lalu memproyeksikan benda-benda maya tersebut dalam waktu nyata. Hasil penelitian menunjukkan karakteristik situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP yang dibangun oleh mahasiswa calon guru adalah sebagai berikut: situasi didaktis matematis yang dibangun belum mengonstruksi pengetahuan siswa secara mandiri; situasi didaktis matematis yang dibangun cenderung berasal dari informasi yang disampaikan guru, bukan dari media ICT yang digunakan; dan ICT yang dilibatkan dalam pembelajaran belum mampu mengelaborasikan proses kognitif siswa dalam jejak pembelajarannya. Analysis of a didactic situation in ICT-assisted mathematics learning in junior high school studentsAbstractThis study aims to identify whether prospective mathematics teacher students are able to build mathematical didactic situations in junior high school students in ICT-based mathematics learning. This research is descriptive qualitative research. The research subjects were prospective teachers who had practiced teaching at school. The subjects used applications made by themselves. Those applications were in the form of augmented reality (reality grows), namely technology that combines two-dimensional and or three-dimensional virtual objects into a real three-dimensional environment and then projecting these virtual objects in real-time. The results showed the characteristics of didactic situations in ICT-assisted mathematics learning in junior high school students built by prospective teacher students were as follows: didactic mathematical situations that were built had not constructed students' knowledge independently; the built mathematical didactic situation tends to originate from the information conveyed by the teacher, not from the ICT media used; and ICT involved in learning has not been able to elaborate the cognitive processes of students in their learning footprint.

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