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Analysis of Students’ Mathematical Problem-Solving Ability in Term of Multiple Intelligence Dian Mayasari; Irmawaty Natsir; Abdul Rachman Taufik
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Many factors can influence students' ability to solve mathematical problems, and one of them is intelligence. The purpose of this study was to describe problem-solving abilities in terms of dominating multiple intelligences. The descriptive qualitative design was used for this investigation. The subjects of this study were six 7th-grade students chosen through purposive sampling based on dominating intellect in a group of six students. The data for this study were gathered through the use of validated questionnaires, interviews, and tests. The data analysis, which comprises data reduction, presentation, conclusion. Findings of this study show that pupils with naturalist, interpersonal, kinesthetic intelligence are able to solve problems according to plan, and loocking back when they are incorrect. Students with dominating intelligences such as linguistic-verbal, logical-mathematical, and visual-spatial can plan, conduct step-by-step rechecking of the solution to a problem that has not yet been finished. Furthemore, the effect of various intelligences can solve mathematics problems successfully.

PELATIHAN PEMBUATAN BUKU DIGITAL BERBANTUAN FLIPBOOK MAKER SEBAGAI BAHAN AJAR INOVATIF BAGI GURU DI SMP NEGERI BUTI Irmawaty Natsir; Abdul Rachman Taufik; Maria Fransina V. Ruslau
Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) Vol. 2 No. 1 (2022): Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah)
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jub.v2i1.52

Digital books are a collection of texts that utilize technology to convey information in a shorter and non-static form where digital books are able to combine sound, graphics, images, animation, and video so that the information presented is more diverse. One application that can be used in making digital books is Flipbook. Flipbook is an application for creating digital books that not only contain text but can be inserted with pictures, graphics, sound, links, and videos so that the appearance of the book becomes more attractive. This activity aims to train teachers' abilities and skills in making digital books that are designed by themselves using applications/software. Training on making digital books will be held at SMP Negeri Buti. The training activity will begin with an explanation of digital books and applications/software that can be used in making digital books, demonstrations by presenters of the stages in designing digital books, followed by the practice of making digital books using Flipbooks. The results of the training activities received a positive response from the training participants

Penggunaan Desmos dalam Memvisualisasikan Pembelajaran Matematika Bagi Guru MGMP Matematika Kabupaten Merauke Abdul Rachman Taufik; Sadrack Luden Pagiling
MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 1 Tahun 2021
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/matappa.v4i1.887

This training has the aim of introducing the Desmos page as a medium for learning mathematics and training teachers to use it in the learning process. Participants in this training were 15 teachers who were members of the Mathematics MGMP for SMP Kabupaten Merauke. The methods used are presentation, demonstration and practice. This training activity is divided into three stages: preparation stage, implementation stage and evaluation stage. The results obtained are that most of the training participants are proficient in operating the Desmos page and this training has provided new knowledge to visualize abstract Mathematical objects. With the completion of this training, it is hoped that all training participants can apply the Desmos page in the mathematics learning process.

Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers Sadrack Luden Pagiling; Abdul Rachman Taufik
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5096

Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two interviews, a test, and observation, we examined three prospective mathematics teachers' pedagogical content knowledge and their beliefs about the nature of mathematics, mathematics learning, and mathematics teaching. Prospective mathematics teachers' test, interview, and observation results were analyzed in three stages: data condensation, presentation, and conclusion drawing and verification. The findings point out that traditional beliefs (instrumentalist and platonist views) are more dominant in prospective teachers' beliefs about the nature of mathematics. Moreover, the more sophisticated prospective teachers' beliefs about the nature of mathematics, mathematics learning, and mathematics teaching are, the higher one's content knowledge and pedagogical content knowledge levels are. Implications of this study, mathematics teacher educators should assist and foster prospective teachers in developing constructivist or problem-solving beliefs.

ANALISIS METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF Abdul Rachman Taufik; Dessy Rizki Suryani; Nurhayati Nurhayati
Science Map Journal Vol 4 No 1 (2022): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol4issue1pp40-48

This study was conducted to describe the metacognition of junior high school students in solving mathematical problems based on cognitive style. This type of research is a descriptive study using a qualitative approach which was carried out in class IX of SMP Negeri 2 Anggeraja. Results Based on the mathematical ability test and the Matching Familiar Figure Test (MFFT), 2 students were selected as research subjects. Data collection techniques were carried out by presenting problem-solving tasks and task-based interviews. Data analysis uses data reduction steps, data presentation, and drawing conclusions. The results of this study indicate that students with reflective cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. From the metacognitive activity of students with reflective cognitive style, it shows that the level of metacognitive ability is at the level of reflective use. Students with impulsive cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. However, at the planning stage only able to reveal some strategies that can be used to solve the problem and at the evaluation stage unable to prove the truth of the answers obtained. From the metacognitive activity of students with cognitive impulses, it shows that the level of metacognition ability is at the level of awareness of use

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL PECAHAN: SUATU KASUS SISWA SEKOLAH MENENGAH PERTAMA Abdul Rachman Taufik; Irmawaty Natsir
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol 7 No 1 (2022): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.7.1.2022.36-45

Analisis kesalahan adalah langkah awal yang perlu dilakukan untuk mengetahui jenis dan penyebab siswa melakukan kesalahan dalam menyelesaikan soal. Dengan adanya penelitian ini diharapkan memberi informasi terkait jenis dan penyebab kesalahan siswa dalam menyelesaikan soal pecahan. Analisis penelitian yang digunakan yaitu analisis deskriptif kualitatif. Subjek pada penelitian ini yaitu kelas VII-A SMPN 2 Martapura. Dipilih 4 subjek menjadi responden untuk mengungkap secara mendalam jenis kesalahan yang dilakukan berdasarkan banyaknya kesalahan dan mampu berkomunikasi dengan baik. Berdasarkan hasil analisis kesalahan siswa diperoleh 34,5 % melakukan kesalahan konseptual dan 13,1 % melakukan kesalahan prosedural. Yang menjadi penyebab diperoleh bahwa (1) siswa kurang memahami konsep bilangan negatif, (2) kurang memahami konsep tentang pecahan senilai, (3) kurang memahami operasi bilangan bulat, (4) siswa kurang memahami konsep mengubah pecahan campuran ke pecahan biasa, (5) siswa tidak teliti dalam menyelesaikan soal, dan (6) siswa terburu-buru dalam menghitung

Pengembangan Perangkat Pembelajaran Pada Materi Statistika Dengan Model Pembelajaran Berbasis Masalah Abdul Rachman Taufik
Musamus Journal of Mathematics Education Vol 2 No 1 (2019): Musamus Journal of Mathematics Education
Publisher : Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjme.v2i1.2021

Penelitian ini adalah penelitian pengembangan perangkat model pengajaran berbasis masalah. Produk yang dikembangkan peneliti diharapkan dapat digunakan sebagai bahan ajar pada materi statistika. Sampel yang digunakan dipenelitian ini adalah kelas XI yang dilaksanakan di sekolah menengah atas. Metode peneliti dalam mengumpulkan data berupa lembar validasi, observasi, angket dan tes. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang telah dikembangkan yaitu RPP, LKPD dan THB masuk dalam kategori valid, praktis, dan efektif sehingga layak untuk digunakan dalam pembelajaran matematika; Peserta didik yang ikut dalam pengajaran berbasis masalah memiliki kemampuan lebih baik daripada yang ikut pengajaran konvensional.

Miskonsepsi Siswa Kelas XI SMA Berdasarkan Taksonomi Solo Pada Materi Transformasi Geometri Sadrack Luden Pagiling; Yunita Layuk; Abdul Rachman Taufik
Musamus Journal of Mathematics Education Vol 3 No 1 (2020): Musamus Journal of Mathematics Education
Publisher : Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjme.v3i1.3152

Abstrak: Miskonsepsi atau pemahaman yang tidak akurat tentang suatu konsep masih sering dilakukan siswa termasuk pada transformasi geometri. Karena itu, tujuan dari penelitian untuk mendeskripsikan bentuk-bentuk miskonsepsi dan penyebab berdasarkan taksonomi SOLO dalam menyelesaikan soal transformasi geometri. Peneliti menggunkan pendekatan kualitatif. Subjek dalam penelitian ini adalah siswa kelas XI MIPA yang terdiri dari 4 subjek yang melakukan miskonsepsi berdasarkan taksonomi SOLO. Data dikumpulkan dengan menggunakan tes dan wawancara. Teknik analisis data terdiri atas reduksi data, penyajian data, dan verifikasi. Untuk melihat keabsahan data peneliti menggunakan triangulasi teknik. Hasil penelitian menunjukan bahwa siswa SMA melakukan lima bentuk miskonsepsi berdasarkan taksonomi SOLO dalam menyelesaikan soal transformasi geometri: (1) bentuk miskonsepsi yang dilakukan siswa pada level prastruktural adalah miskonsepsi terjemahan, miskonsepsi sistematik, dan miskonsepsi strategi; (2) bentuk miskonsepsi yang dilakukan siswa pada level unistruktural adalah miskonsepsi strategi dan miskonsepsi sistematik; (3) bentuk miskonsepsi yang dilakukan siswa pada level multistruktural adalah miskonsepsi tanda dan miskonsepsi berhitung; (4) bentuk miskonsepsi yang dilakukan oleh siswa pada level relational adalah miskonsepsi sistematik, miskonsepsi berhitung, dan miskonsepsi tanda. Penyebab miskonsepsi yang dilakukan siswa yaitu pemahaman siswa yang rendah, siswa terburu-buru dalam menyelesaikan soal, siswa lupa rumus yang digunakan, siswa keliru dalam memasukan nilai ke dalam rumus, dan siswa tidak teliti dalam menghitung. Abstract: Misconceptions or inaccurate understanding of a concept are often carried out by students, including the material of geometric transformation. Thus, this study aims to describe the forms of misconceptions and causes of misconceptions by upper secondary school students based on SOLO taxonomy in solving geometry transformation problems. Researchers used a qualitative approach. This study was carried out in class XI of YPK Merauke High School. Four students who made misconceptions became participants chosen based on SOLO taxonomy. Data were collected using tests and interviews. The validity of the data used triangulation techniques, while data analysis techniques consist of reduction, data presentation, and verification. The results showed that upper secondary school students performed five forms of misconception based on SOLO taxonomy in solving geometry transformation problems. (1) The forms of misconceptions conducted by students at the structural level are translation misconceptions, systematic misconceptions, and strategy misconceptions. (2) The form of misconception done by students at unistructural level is strategy misconception and systematic misconception. (3) The form of misconception done by students at the multistructural level is the computation misconception and sign misconception. (4) The forms of misconceptions carried out by students at the relational level are systematic misconceptions, computation misconceptions, and sign misconceptions. The causes of students' misconceptions are low student understanding, students hurry in solving problems, students forget the formulas used, students make errors when enter values into formulas and students are not careful in calculating.

Pengembangan LKS Berbasis Model Discovery Learning dan Kemampuan Berpikir Kritis Matematika Abdul Rachman Taufik; Ninik Rahayuningsari; Oswaldus Dadi
Musamus Journal of Mathematics Education Vol 3 No 1 (2020): Musamus Journal of Mathematics Education
Publisher : Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjme.v3i1.3459

Abstrak: Penelitian ini bertujuan untuk menghasilkan sebuah produk berupa Lembar Kerja Siswa (LKS) berbasis model discovery learning dan kemampuan berpikir kritis matematika siswa kelas XI SMA. Pengembangan penelitian ini menggunakan model 4-D dari Thiagarajan yang terdiri dari empat tahap pengembangan yakni define (pendefinisian), design (desain), develop (pengembangan), dan disseminate (penyebaran). Akan tetapi untuk penelitian ini hanya mengembangkan produk sampai pada tahapan develop (pengembangan) dikarenakan adanya pandemi COVID-19. Penelitian ini dilaksanakan di kelas XI MA Al-Hikmah Merauke yang terdiri dari 12 siswa. Teknik analisis data yang digunakan ialah dengan mengelompokkan data bersumber pada kualifikasi produk, selanjutnya dilaksanakan perhitungan guna mendapatkan skor persentase, selanjutnya dikonversikan ke data kualitatif. Hasil dari penelitian ini ialah sebuah produk berupa Lembar Kerja Siswa (LKS) berbasis discovery learning dan kemampuan berpikir kritis. Setelah melalui tahapan validasi produk LKS memperoleh skor persentase 75,8% dengan kategori valid. Hasil uji keterbacaan memperoleh skor penilaian 67,5% sehingga produk LKS dapat terbaca dengan baik dan jelas. Pada hasil uji kepraktisan guru memperoleh skor penilaian 82,67% dan kepraktisan siswa memperoleh skor persentase 84,17% sehingga produk LKS memenuhi kategori praktis. Produk LKS yang dikembangkan sudah memenuhi kriteria valid dan praktis dengan ini produk yang dikembangkan sudah dapat digunakan dalam pembelajaran di kelas. Abstract: This research aims is to develop a product in the form of Student Worksheets (LKS) based on discovery learning model and the critical thinking skills of students of class XI SMA. The research development uses the 4-D model from Thiagarajan which consists of four stages of development, namely defining (defining), designing (designing), developing (developing), and disseminating (spreading). However, due to the COVID-19 pandemic, the product has only reached the development stage. This research was conducted in class XI MA Al-Hikmah Merauke which consisted of 12 students. The data analysis technique used was to classify the data sourced from the product qualifications, then the calculation is carried out in order to get a percentage score, then converted to qualitative data. This research yielded a product in the form of student worksheets based on discovery learning and critical thinking skills. After going through the validation stage, the LKS product obtained a proportion score of 75.8% in the valid category. Based on the practicality test results, the teacher received 82.67 % and the students received 84.17%, indicating that the LKS product met the practical category. The developed worksheets have met both valid and practical criteria, thus the developed products can be used in classroom learning.

PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DALAM MENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA Nurhayati Nurhayati; Dessy Rizki Suryani; Rian Ade Pratama; Abdul Rachman Taufik
Science Map Journal Vol 4 No 2 (2022): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol4issue2pp67-73

This research is a classroom action research that aims to increase interest and achievement in learning mathematics through the application of an approach Realistic Mathematics Education (RME). This research has been conducted in two cycles with each cycle there are 4 meetings. The subjects in the study consisted of 20 students, namely 9 male students and 11 female students in grade VII SMP in Merauke. Data collection techniques used are test techniques for achievement data and non-test techniques for interest data. The results obtained are that students' interest in learning mathematics in the first cycle is 65% or 13 students are in the good or very good category and in the second cycle the student's interest is increased to 85% or 17 students are in the good or very good category. Student achievement in the first cycle who scored above or equal to 65 is 55% or 11 students who completed and in the second cycle student achievement increased by 80% or 16 students have reached the Minimum Completeness Criteria (KKM). Based on these results it can be said that the learning model of Realistic Mathematics Education (RME) can increase the interest and learning achievement of class VII

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