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The enhancement of mathematical problem solving ability and self-confidence of students through problem based learning Rahmi Ramadhani
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

This paper reported result of a research attempted to analyze: the increase in student’s MPS and SC using problem-based learning; and to look interaction between students’ PMK and learning to increase student’s MPS and SC. This type of research was a quasi-experimental. The population of this research was all students in SMA Negeri 6 Medan. Then 33 students were chosen as the experimental class and 33 students in other class was chosen as a control class by using purposive sampling technique. The data in this study were analyzed using Two Ways ANOVA. The result of validity of student’s MPS test is 0,808. Both reability of test was 0.86. The result of this research were: (1) The enhancement of student’s MPS ability and SC using problem-based learning was higher than conventional learning; (2) There is no interaction between student’s PMK and learning on student’s MPS ability and SC.

Teachers’ and students’ beliefs in mathematics at State Senior High School 5 Semarang Muhtarom Muhtarom; Dwi Juniati; Tatag Yuli Eko Siswono; Ismi Rahmatika
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

The aim of this research was to discover the relationship between teachers’ and students’ beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consistently had instrumentalist beliefs, 85.71% were consistent with their platonist beliefs, and 9.52% consistently had problem solving beliefs; while in class X IPA 10, 4.76% consistently showed instrumentalist beliefs, 80.95% were consistent with their platonist beliefs, and 14.29% consistently had problem solving beliefs. This indicates that there is a relationship between teachers’ and students’ beliefs, namely the tendency towards platonist beliefs; and also that the teacher’s beliefs influence the student’s beliefs.

Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions Sri Hastuti Noer
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

The analysis of students’ mathematical representation errors in solving word problem related to graph Rahmah Johar; Khairiyah Rahma Lubis
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

The skills of reading, interpreting and constructing graphs are important for students. These skills are related to mathematical representation. The purpose of this study is to analyze Grade 8 students’ representation errors in solving word problems related to graphs in one of junior high schools in Banda Aceh, Indonesia. The data were obtained based on a mathematics test administered to 36 students and a short interview conducted for five selected students. The test consisted of eight problems adapted from four contexts of PISA problems related to graph. Students’ representation errors were classified based on the errors of changing one representation to another representation, such as visual to verbal, visual to symbolic, visual to visual and verbal to visual. The results reveal that representation errors are not solely influenced by the types of representation. It is indicated by the questions with similar representation resulted in a different percentage of students committing representation errors. In general, the students’ representation errors are due to the fact that students not being familiar with the problems requiring representation; students not being used to solve PISA context problems and word problems; as well as the teachers’ time constraint in teaching non-routine problems.

The implementation of progressive mathematization model as a mean to enhance understanding and communication ability of junior high school students Klara Iswara Sukmawati
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

The study was based on the importance of students’ mathematical understanding and communication ability. Students need some efforts in attaining mathematical understanding and communication ability. As a result, the researcher sensed that it should be designed A Progressive Mathematization Model in order to enhance the mathematical understanding and communication ability of the students especially the junior high school ones. Then, in conducting the study the main purpose was to analyze the enhancement of mathematical understanding and communication ability of the students. The study was a quantitative research. The population in this study was the seventh-grade students of SMPN 1 Pagedangan and the sample in this study consisted of two groups that had been selected by applying a purposive sampling. The researcher utilizing four test instruments of mathematical understanding and communication ability within the study. The data that had been gathered would be analysed by means of independent t-test. The findings of the study showed that the enhancement of mathematical understanding and communication ability of the students through a progressive mathematization model had been better than the enhancement of mathematical understanding and communication ability of the students using the conventional learning.

Pembelajaran diskursus multi representasi terhadap peningkatan kemampuan komunikasi dan disposisi matematis mahasiswa Ratni Purwasih; Martin Bernad
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan disposisi mahasiswa melalui pembelajaran diskursus multi representasi (DMR). Metode penelitian ini adalah metode kuasi eksperimen dengan desain penelitian pretset-posttest control group design. Populasi penelitian adalah seluruh mahasiswa pendidikan matematika STKIP Siliwangi Bandung yang mengikuti mata kuliah metode pembelajaran matematika sekolah SD pada semester ganjil Tahun Ajaran 2016/2017 yang terdiri dari 3 kelas, yaitu: A1, A2 dan A3. Sampel penelitian dipilih 2 kelas dari populasi penelitian, terpilih kelas A2 sebagai kelas kontrol yang terdiri dari 35 orang mahasiswa dan kelas A1 sebagai kelas eksperimen yang terdiri dari 36 orang mahasiswa. Analisis data dilakukan terhadap gain hasil tes kemampuan mahasiswa mata kuliah metode pembelajaran matematika sekolah SD. Sedangkan analisis skala disposisi matematis mahasiswa menggunakan Microsoft Excel 2010. Untuk memperoleh data penelitian digunakan instrumen berupa tes uraian dan skala disposisi. Analisis penelitian menggunakan uji perbedaan rata-rata mann whitney. Hasil penelitian menunjukkan bahwa: (1) Pencapaian dan peningkatan kemampuan komunikasi matematis yang mendapat pembelajaran DMR lebih baik daripada mahasiswa yang mendapat pembelajaran konvensional; dan (2) Disposisi matematis mahasiswa yang pembelajarannya menggunakan DMR lebih baik daripada mahasiswa dengan pembelajaran yang menggunakan pendekatan konvensional. Learning multi discourse representation to enhance students communication and their mathematical disposition AbstractThis study aims to determine the improvement of students’ mathematical communication and dispositions ability through multi-representation discourse (DMR) learning. This research method is quasi-experimental with the design of pretset-posttest control group. The population is all students of mathematics education STKIP Siliwangi Bandung attending the course subject of Metode Pembelajaran Matematika SD (Elementary Mathematics Learning Method) in the first semester of 2016/2017 academic year consisting of three classes, namely: A1, A2 and A3. The samples are selected from two classes; A2 as the control group consisting of 35 students and A1 as the experimental group consisting of 36 students.. Data analysis is performed to find out the gain from the results of students’ ability test in the subject of Metode Pembelajaran Matematika SD; while the students’ mathematical disposition scale analysis is conducted by using Microsoft Excel 2010. To obtain research data, the instruments of description test and disposition scale are used. The analysis of research uses the Mann Whitney’s mean differences test. The results show that: (1) the achievement and improvement of communication ability of the students’ receiving DMR learning are better than those who receive conventional learning; and (2) Mathematical disposition of students with DMR learning is better than those with the conventional approach.

Students’ readiness to teaching practice experience: A review from the mathematics education students' view Heri Retnawati; Eny Sulistyaningsih; Lau Yoke Yin
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

A teaching practice is an effort to improve prospective teachers’ competence. Students’ development in the teaching practice is the key to its successful implementation. This study aims at describing and gaining an understanding of readiness of mathematics education students in conducting teaching practices. This study is a qualitative research with a type of phenomenology. Data were obtained from an open questionnaire of students from Indonesia and Malaysia. The participants of this study were 23 seventh semester students who have implemented teaching practices for 2 months. Data were analyzed using Bogdan Biklen approach. The result revealed that students’ ability in conducting the teaching practice was good, but they still need to improve managing the classroom. The constraints experienced by the teachers were related to learning instructions and time allocations, while for the students, the learning equipment facilities, coordination, school policy, and culture became their problems. However, both students and teachers had their own various strategies in overcoming these obstacles.

Penyebab kesulitan belajar geometri dimensi tiga Rita Novita; Rully Charitas Indra Prahmana; Nurul Fajri; Mulia Putra
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang menyebabkan kesulitan mahasiswa STKIP BBG dalam mempelajari geometri dimensi tiga. Penelitian ini menggunakan metode penelitian kualitatif studi kasus untuk mengkaji proses pembelajaran mahasiswa calon guru matematika di lingkungan STKIP BBG. Subjek dalam penelitian ini adalah 16 orang mahasiswa calon guru matematika STKIP BBG Semester II-IV Tahun Akademik 2016/2017 yang dipilih secara purposive sampling. Pengumpulan data dilakukan dengan menggunakan tehnik angket, tes, dan wawancara. Hasil penelitian menunjukkan bahwa kedua faktor internal dan ekternal memberi pengaruh terhadap kesulitan belajar yang dialami oleh mahasiswa pendidikan matematika STKIP BBG. Faktor internal sebagai penyebab kesulitan adalah faktor minat, bakat dan intelegensi mahasiswa yang memiliki persentase lebih dari 50% tergolong rendah dan sangat rendah. Adapun faktor ekternal, diantaranya adalah aspek penggunaan metode mengajar oleh dosen dimana, penyampaian materi oleh dosen tanpa menyesuaikan kemampuan mahasiswa memiliki peran yang tinggi (68.75%) dalam memunculkan kesulitan terhadap penguasaan konsep-konsep geometri dimensi tiga. Selain itu, pengalaman belajar geometri pada jenjang sekolah sebelumnya juga menjadi faktor lain yang mengakibatkan kesulitan belajar geometri dalam penelitian ini. The cause of difficulty in learning the three-dimensional geometry AbstractThis study aims to investigate the factors that cause STKIP BBG’s prospective teachers difficulties in learning three-dimensional geometry. This research uses a case study qualitative research method to assess student learning process of prospective mathematics teachers in mathematics department at STKIP BBG. Subjects in this study were 16 prospective mathematics teachers in semester II - IV academic year 2016/2017 at STKIP BBG. The subjects were selected by purposive sampling. Data collection was done by using questionnaire technique, tests and interviews. The results showed that both internal and external factors had given effects toward learning difficulties experienced by mathematics education students at STKIP BBG. The internal factors are which suspected as the difficulty’s cause are the interest factor; talent and intelligence where 50% of prospective mathematics teachers are in low and very low level. Meanwhile, the external factors, such as the use of teaching methods by lecturers where, the delivery of materials by lecturers without adjusting the ability of students have a high role (68.75%) in raising difficulties on the mastery of three-dimensional geometry concepts. In addition, the experience of learning geometry at the previous school level is also another factor that leads to difficulties in learning geometry in this study.

Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA Hanifa Prahastami Pambayun; Endah Retnowati
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak 100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

Analisis kesulitan menyelesaikan soal model ujian nasional matematika dan self-efficacy siswa SMA Maria Rosadalima Wasida; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah mendeskripsikan jenis, letak, faktor kesulitan menyelesaikan soal model Ujian Nasional matematika dan self-efficacy siswa SMA di Kabupaten Ngada. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian sebanyak 95 siswa SMA di Kabupaten Ngada, berasal dari empat sekolah dengan kategori tinggi, sedang dan rendah. Pengumpulan data menggunakan tes diagnostik, angket, observasi, dan pedoman wawancara. Tes diagnostik terdiri atas 7 butir soal uraian yang merupakan soal dengan daya serap rendah berdasarkan hasil UN tahun pelajaran 2014/2015 untuk mendiagnosis jenis dan letak kesulitan. Analisis data dilakukan dengan menghitung persentase jenis dan letak kesulitan, serta tingkat self-efficacy siswa. Hasil penelitian menunjukkan bahwa jenis kesulitan dalam menyatakan fakta 79,5%; memahami konsep 88,7%; menerapkan prinsip 93,5%; dan menerapkan keterampilan 92,9%. Kesulitan terletak pada menentukan apa yang diketahui 77,3%; apa yang ditanya 44,4%; rumus 71,6%; sistematika penyelesaian 83%; hubungan antar konsep 92%; hubungan fakta dan konsep 89%; dan jawaban akhir 91,9% serta kesulitan dalam menyelesaikan operasi dasar matematika 88,9%. Faktor penyebab kesulitan antara lain ketidakmampuan dalam operasi aljabar, lupa, kurang teliti, terburu-buru, cepat menyerah, waktu yang kurang, kurangnya kesiapan dan keaktifan siswa, ketidakefektifan metode pembelajaran dan peranan guru. Sedangkan self-efficacy siswa berada pada kriteria sedang. An analysis of the difficulty in solving mathematic problem national examination model and self-efficacy of students of SHSs AbstractThis study aims to describe types, loci, and factors of the difficulty in solving mathematic problem national examination model and self-efficacy of students of senior high schools (SHSs) in Ngada Regency. This was a survey study using the quantitative and qualitative approaches. The research subjects were 95 students of SHSs in Ngada Regency from four schools with high, moderate, and low categories. The data were collected from diagnostic test, questionnaire, observation, and interview guideline. A diagnostic test consisting of 7 essay test items with low absorption indices according to the results of the NEs in the academic year of 2014/2015 to trace the types and the loci of difficulties. Data analysis was performed by calculating the percentage of the type and the loci of difficulties, and level of self-efficacy. The results showed that the type of difficulty experienced by students in solving the problem of the National Exam model of mathematics in expressing facts (79.5%), understanding concepts (88.7%), applying principle of (93.5%), and applying skills (92.9%). The loci of difficulties on determining the known (77.3%), determining the asked (44.4%), determining formulas (71.6%), determining solution systems (83%), determining the relationships among concepts (92%), determining the relationships between facts and concepts (89%), determining final answers (91.9%), and the difficulty in solving basic mathematical operations 88,9%. The factors underlying the difficulties are the inability in algebra operations, forgotten, less conscientious, are in a hurry, give up easily, the time is not enough, lack of the readiness and the involvement of student, the ineffective of teaching methods and the teacher role. The self-efficacy of 95 students is at moderate criteria.

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