FIBONACCI: Jurnal Pendidikan Matematika dan Matematika

JANDO BERAES SEBAGAI KONTEKS PEMBELAJARAN BERBASIS PENDEKATAN PMRI PADA MATERI ARITMATIKA SOSIAL

Tria Desvitasari, Zulkardi Zulkardi, Ely Susanti, Meryansumayeka Meryansumayeka — Tue, 31 Dec 2024 00:00:00 +0000

Social arithmetic is one of the mathematics learning materials that is very important and close to students' lives. This material is often considered easy, but in fact, students often face difficulties in understanding social arithmetic, especially in profit/loss material. With this condition, we must be able to compile a learning that is fun, interesting and directly involved in learning, including by using the PMRI approach. The research method used in this study is design research type validation studies, which consists of 3 stages, namely preparation and design, design experiment and retrospective analysis. This study formulates the Hypothetical Learning Trajectory (HLT) into 4 (four) activities, namely: (1) product design activities to determine the purchase price; (2) the activity of making products to determine the selling price; (3) the activity of selling products to determine profit/loss; (4) mathematical problem solving activities regarding profit/loss. The data collection technique in this study uses observation, voice recordings and LAS then analyzed descriptively, which is seen from the results of observations in the classroom, namely comparing HLT and the learning activity process. The result of this study is that the learning trajectory designed to increase the understanding of in-depth concepts about social arithmetic is in accordance with the characteristics of PMR learning, namely the use of context, the use of models, student engagement, interactivity and connection with other learning materials.

PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI PEMBELAJARAN DISCOVERY LEARNING BERBASIS “GALERY WALK” DENGAN PENDEKATAN CRT

Risvya Faiz Nabila, Vera Dewi Susanti, Nartini Nartini — Tue, 31 Dec 2024 00:00:00 +0000

This study aims to improve students' mathematical communication skills through the application of the Discovery Learning learning model combined with Gallery Walk and the Culturally Responsive Teaching (CRT) approach to class IX A students of SMPN 1 Madiun. The study was conducted using the Classroom Action Research (CAR) method in two cycles, which included planning, implementation, observation, and reflection. Data collection was carried out through observation and mathematical communication skills tests. The results of the study showed a significant increase in students' mathematical communication skills. The average score of students increased from 63.69 in the pre-cycle, to 75.72 in cycle I, and 86.75 in cycle II. The percentage of students who achieved the Minimum Completion Criteria (KKM) also increased, from 31.25% in the pre-cycle, to 59.38% in cycle I, and 84.38% in cycle II. Several obstacles, such as limited classroom space and the scope of integrated cultures, were successfully overcome by learning outside the classroom and expanding the cultural context. This study proves that the Discovery Learning learning model based on Gallery Walk with the CRT approach is effective in improving students' mathematical communication skills.

ANTISIPASI DIDAKTIS DENGAN ALAT PERAGA UNTUK MENGATASI HAMBATAN EPISTEMOLOGI DALAM MATERI PERPANGKATAN KELAS IX MTS

Uli Damayanti, Sugiatno Sugiatno, Dona Fitriawan — Tue, 31 Dec 2024 00:00:00 +0000

This study aimed to determine whether didactic anticipation with teaching aids could overcome students' epistemological obstacles in exponential material at Grade IX MTs Islamiyah Pontianak. The research method used in this research is Didactical Design Research (DDR) with a qualitative approach. The data source for this research comprised Grade IX students, and the data included the answer sheets from the pre-test, post-test, and the results of the interviews. The research subjects were three individuals selected using the purposive sampling technique. The results of the study show the epistemological obstacles encountered by the research subjects prior to the didactic anticipation treatment with props, including conceptual obstacles, procedural obstacles, and operational technique obstacles. The didactic anticipation designed to mitigate these obstacles comprises the didactic situation, assignment, expected response, possible difficulties, and anticipation. In anticipation of students' difficulties, teaching aids are employed, namely squares, cubes, paper, and PLAKAT. Changes in epistemological barriers after didactic anticipatory treatment showed that the epistemological barriers experienced by the subjects were reduced. This can be seen from the percentage of reduction in conceptual, procedural, and operational technical obstacles of 77.78%, 50%, and 25%, respectively. Based on the analysis of the changes that occurred, it can be concluded that didactic anticipation with teaching aids can overcome most of the epistemological obstacles of students in grade IX exponential materials.

INSTRUMEN BERBASIS HOTS UNTUK MENGIDENTIFIKASI KEMAMPUAN PEMAHAMAN SOAL MATEMATIKA MATERI PECAHAN

Davina Aurelia — Tue, 31 Dec 2024 00:00:00 +0000

Problem-solving skills are one of the 21st-century skills that involve higher-level cognitive abilities, commonly referred to as HOTS (Higher Order Thinking Skills). This research aims to develop HOTS-based instruments on fraction material for elementary school students. This development research was conducted using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The data collection methods used are interviews, questionnaires, and documentation. The data obtained from the expert material validation and teacher validation were analyzed descriptively and quantitatively by calculating the inter-rater reliability. Based on the analysis results, the HOTS question instrument received a very good qualification in terms of validity, reliability, and alignment with the aspects of content, construct, and language. Based on this analysis, the HOTS question instrument on fractions is suitable for use in learning evaluation.

Pengembangan E-LKPD Matematika Berbasis Liveworksheets Menggunakan Konteks Masjid Suro Palembang

Diana Fitri, Syutaridho Syutaridho, Harisman Nizar — Tue, 31 Dec 2024 00:00:00 +0000

This research aims to produce e-worksheets on the volume of cuboid and cylinder that are valid, practical, and have a potential effect on the mathematical problem solving ability of seventh grade students. This research is based on the Indonesian Realistic Mathematics Education (I-RME) approach using the context of the Palembang Suro Mosque with a development research method through the Tessmer research model which consists of 2 stages. The first stage is the preliminary stage (preparation and design stage) and the second stage is the formative evaluation stage (self evaluation, expert review, one-to-one, small group, and field test). The data collection techniques used were validation sheets, questionnaires, interviews, and tests. The results of this research indicate that (1) the e-worksheets developed is "valid" with an average score of 4.15, (2) the e-worksheets developed is "practical" with an average score of 81.43, (3) the e-worksheets developed has a potential effect on mathematical problem solving ability of 72.28 with a "high" category.

PENGARUH COMPUTATIONAL THINKING MELALUI PENDEKATAN STEM BERBANTUAN SOAL TIPE ASESMEN KOMPETENSI MINIMUM TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA

Ismiyatun Sa’diyah, Viarti Eminita — Tue, 31 Dec 2024 00:00:00 +0000

This research was motivated by the low level of students' mathematical literacy skills, this was due to students not being used to working on questions that could improve their mathematical literacy skills. The aim of the research is to describe the application and influence of computational thinking (CT) through a STEM approach on students' mathematical literacy abilities with the help of Minimum Competency Assessment (AKM) type questions in Statistics material. This research is included in the quasi-experimental type of quantitative research with a posttest only control design. The population in this study was all class XI SMA PGRI 3 Jakarta, totaling 66 students. The sampling technique used was simple random sampling and a sample of 59 students were obtained from two classes, namely class XI.1 as the experimental class and XI.2 as the control class. The application of computational thinking through the STEM approach in experimental classes is carried out by applying computational thinking and STEM components to learning, namely abstraction, decomposition, generalization and algorithms in the process of solving a problem. The STEM approach is located in the context of problems in the form of science, the use of technology in learning, and mathematical concepts. As well as using AKM type questions as practice questions to improve mathematical literacy skills. Based on the results of parametric statistical calculations with the t test using a mathematical literacy ability description test instrument, the value obtained is t_count (2,509)>t_tabel (2.003), where is rejected and is accepted, which means that computational thinking through the STEM approach assisted by AKM type questions has an effect on mathematical literacy ability. student

DAMPAK METODE PEMBELAJARAN BERBASIS PROYEK (PjBL) TERHADAP PRESTASI BELAJAR DALAM MATA KULIAH INVENTORY CONTROL

Niken Rarasati, Gusmi Kholijah, Annida Tasmara — Tue, 31 Dec 2024 00:00:00 +0000

One of learning method that can provide practical experience for students can be made in the form of a project. Project-based learning can be carried out in the Inventory Control course, this is because the inventory course has a course description for decision making in optimizing profits with inventory management. Project-based learning can also provide soft skills for students, including; leadership ability, responsibility for the given project, cooperation, good communication between students and the community and independence. Project-based learning research in the Inventory Control course is carried out in three stages, namely: preparation, implementation and evaluation. In the preparation stage, the research team discussed and prepared research outputs such as Course Learning Outcomes, Lecture Syllabus and Contract, Semester Learning Plan, Student Project Assignment Plan, and Learning Outcome Assessment Sheet. Based on the results of the analysis, it was found that 98.61% of learning outcomes were successfully achieved by implementing the project in the Inventory Control Course

Kesalahan Peserta Didik dalam Menyelesaikan Soal AKM pada Level Kognitif Reasoning Berdasarkan Teori Newman

Hasbi Ashiddiqi, Sukoriyanto Sukoriyanto, Indriati Nurul Hidayah — Tue, 31 Dec 2024 00:00:00 +0000

Dalam menyelesaikan Asesmen Kompetensi Minimum (AKM) numerasi, peserta didik masih melakukan kesalahan. Penelitian ini memiliki tujuan untuk mendeskripsikan kesalahan yang dilakukan oleh peserta didik ketika menyelesaikan soal AKM pada level kognitif reasoning berdasarkan teori Newman. Metode penelitian yang digunakan merupakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini berjumlah 5 peserta didik kelas VIII D di salah satu SMP yang ada di Banyuwangi. Pemilihan 5 peserta didik dipilih berdasarkan pertimbangan hasil pengerjaannya dalam menyelesaikan soal AKM pada level kognitif reasoning yang lengkap dan mengalami kesalahan (purposive sampling). Data pada penelitian ini didapatkan dari hasil analisis kesalahan pengerjaan peserta didik dan hasil wawancara. Data yang diperoleh kemudian dianalisis secara kualitatif sesuai dengan indikator kesalahan teori Newman yang terdiri dari kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban akhir. Dari hasil penelitian ini didapatkan bahwa 5 peserta didik melakukan kesalahan sesuai dengan indikator kesalahan teori Newman, yaitu sebanyak 2 peserta didik melakukan kesalahan dalam membaca dan memahami soal, 1 peserta didik melakukan kesalahan transformasi, 1 peserta didik melakukan kesalahan keterampilan proses, dan 2 peserta didik melakukan kesalahan dalam menuliskan jawaban akhir. Penyebab peserta didik melakukan kesalahan dikarenakan kurang teliti, lupa, tidak fokus, waktu yang singkat, dan kurang terbiasa mengerjakan soal berjenis AKM.