Articles
<![CDATA[Muatan Lokal in Mathematics Learning Process at Schools in Aceh Province ]]>
<![CDATA[Putra, Mulia]]>;
<![CDATA[Baba, Takuya]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.7407
<![CDATA[This research aims to describe muatan lokal, a subject discussing local culture content in Indonesia, and to analyze mathematics learning process at schools in Aceh Province based on Bishops universal mathematical activities. The collection and analysis of the data used a qualitative approach. Besides the qualitative approach, we also used an ethnomathematical approach to make a rigorous description of muatan lokal and its existence in the mathematics learning process at the schools. This research found that the current implementation of muatan lokal in Aceh was still in progress of development. In fact, however, many schools have already implemented the subject muatan lokal based on the Indonesian Ministry of Education and Cultureâs regulation. Furthermore, we could identify the existence of mathematics in the teaching material of muatan lokal subject. However, the connection between both muatan lokal and mathematics as subjects at school is too weak for the VII grade of junior high schools in Aceh.]]>
<![CDATA[USING TASK LIKE PISA'S PROBLEM TO SUPPORT STUDENT'S CREATIVITY IN MATHEMATICS ]]>
<![CDATA[Novita, Rita]]>;
<![CDATA[Putra, Mulia]]>
<![CDATA[ Journal on Mathematics Education Vol 7, No 1 (2016) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.7.1.2815.31-42
<![CDATA[Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children's natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students' creativity in solving mathematics' problems by using task like PISA's Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA's question that have potential effect to support students' creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA's question can encourage students to more creatively in mathematics.Key Words: PISA, Problem Solving, Creativity in Mathematics]]>
<![CDATA[PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM ]]>
<![CDATA[Putra, Mulia]]>;
<![CDATA[Novita, Rita]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.6.1.1940.20-30
<![CDATA[This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20]]>
<![CDATA[Discourse toward Revising Mathematics Curriculum in Indonesia From Six Universal Mathematical Activities’ Perspective ]]>
<![CDATA[Putra, Mulia]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[This paper aims to describe one-decade mathematics curriculum condition revision in Indonesia. In one decade, there is a rapid transformation related to Indonesia curriculum including mathematics curriculum. In fact, the reason behind revising the curriculum tend to be political since the change itself happen along with the change of structure of government position, start from president until ministry of education and culture who have a big influence in changing or revising curriculum. However, the reason behind revising the curriculum is not focus in this discussion rather describing mathematics curriculum through three curricula transformation which are Competency Based Curriculum (KBK), School Based Curriculum (KTSP) and Curriculum 2013. The documents of mathematics curriculum from Junior High School grade VII will be used as a focus discussion. It shows that pattern in composing curriculum especially for one-decade mathematics curriculum is considering mathematics culture free and value less in the perspective on six universal mathematical activities]]>
<![CDATA[PERAN DESAIN LEARNING TRAJECTORY NILAI TEMPAT BILANGAN BERBANTUKAN VIDEO ANIMASI TERHADAP PEMAHAMAN KONSEP NILAI TEMPAT SISWA KELAS II SD ]]>
<![CDATA[Rita Novita]]>;
<![CDATA[Mulia Putra]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 11, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.22342/jpm.11.1.4683.43-56
<![CDATA[Pemahaman konsep nilai tempat sangat berpengaruh terhadap pemahaman siswa pada konsep matematika lainnya. Namun, sejumlah penelitian menyebutkan bahwa, pemahaman konsep nilai tempat siswa masih bermasalah, diantara penyebabnya adalah pegalaman belajar nilai tempat siswa di kelas kurang bermakna dimana pembelajaran langsung dihadapkan pada penguasaan sejumlah algoritma. Padahal, seharusnya pembelajaran nilai tempat perlu menekankan pada pengalaman nyata siswa dengan sejumlah aktivitas konkrit dalam menemukan kembali konsep-konsep penting dalam nilai tempat. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki peran learning trajectory (lintasan belajar) nilai tempat bilangan yang telah dikembangkan melalui pendekatan matematika realistik berbantukan video animasi terhadap pemahaman konsep nilai tempat bilangan siswa kelas II SD. Untuk mencapai tujuan tersebut, penelitian ini menggunakan metode penelitian design research model Akker, dimana penelitian memuat tiga tahapan yaitu Preparing for the experiment, Experiment in the classroom, dan Retrospective analysis. Pembahasan ini hanya difokuskan pada tahap Retrospective analysis untuk menjelaskan peran learning trajectory yang dikembangkan terhadap pemahaman konsep nilai tempat. Penelitian ini melibatkan 15 orang siswa kelas II SDN 19 Banda Aceh. Hasil teaching experiment menunjukkan bahwa learning trajectory yang disusun memberi kesempatan siswa untuk menemukan kembali (reinvent) dan memahami konsep nilai tempat. DOI: http://dx.doi.org/10.22342/jpm.11.1.4683.43-56 ]]>
<![CDATA[USING TASK LIKE PISA'S PROBLEM TO SUPPORT STUDENT'S CREATIVITY IN MATHEMATICS ]]>
<![CDATA[Rita Novita]]>;
<![CDATA[Mulia Putra]]>
<![CDATA[ Journal on Mathematics Education Vol 7, No 1 (2016) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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Full PDF (1281.542 KB)
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DOI: 10.22342/jme.7.1.2815.31-42
<![CDATA[Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children's natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students' creativity in solving mathematics' problems by using task like PISA's Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA's question that have potential effect to support students' creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA's question can encourage students to more creatively in mathematics.Key Words: PISA, Problem Solving, Creativity in Mathematics]]>
<![CDATA[PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM ]]>
<![CDATA[Mulia Putra]]>;
<![CDATA[Rita Novita]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.22342/jme.6.1.1940.20-30
<![CDATA[This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20]]>
<![CDATA[Penyebab kesulitan belajar geometri dimensi tiga ]]>
<![CDATA[Rita Novita]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Nurul Fajri]]>;
<![CDATA[Mulia Putra]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v5i1.16836
<![CDATA[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.]]>
<![CDATA[Muatan Lokal in Mathematics Learning Process at Schools in Aceh Province ]]>
<![CDATA[Mulia Putra]]>;
<![CDATA[Takuya Baba]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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Full PDF (718.841 KB)
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DOI: 10.12928/ijeme.v2i2.7407
<![CDATA[This research aims to describe muatan lokal, a subject discussing local culture content in Indonesia, and to analyze mathematics learning process at schools in Aceh Province based on Bishop's universal mathematical activities. The collection and analysis of the data used a qualitative approach. Besides the qualitative approach, we also used an ethnomathematical approach to make a rigorous description of muatan lokal and its existence in the mathematics learning process at the schools. This research found that the current implementation of muatan lokal in Aceh was still in progress of development. In fact, however, many schools have already implemented the subject muatan lokal based on the Indonesian Ministry of Education and Culture’s regulation. Furthermore, we could identify the existence of mathematics in the teaching material of muatan lokal subject. However, the connection between both muatan lokal and mathematics as subjects at school is too weak for the VII grade of junior high schools in Aceh.]]>
<![CDATA[PENERAPAN PEMBELAJARAN METAKOGNITIF PADA MATERI LIMIT FUNGSI TRIGONOMETRI SISWA SMA NEGERI 1 BAITUSSALAM ]]>
<![CDATA[Mulia Putra]]>
<![CDATA[ Jurnal Numeracy Vol 1 No 1 (2014) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena ]]>
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DOI: 10.46244/numeracy.v1i1.97
<![CDATA[Matematika adalah ilmu pengetahuan yang terbentuk dari hasil pemikiran manusia yang berhubungan dengan ide, proses dan bernalar. Limit Fungsi Trigonometri merupakan ruang lingkup dari matematika yang sampai saat ini masih tergolong dalam kategori pelajaran yang sukar bagi siswa, hal ini disebabkan oleh kurangnya pemahaman konsep terhadap materi. Pembelajaran metakognitif adalah pembelajaran yang mengupayakan siswa memperoleh pengetahuaannya sendiri melalui keaktivannya dalam belajar dan kesadaran siswa akan proses berfikir mereka-sendiri. Dengan kesadaran tersebut, siswa mampu memikirkan suatu strategi yang tepat dalam menghadapi masalah matematika dengan cara menstransfer pengetahuannya dalam menghadapi masalah matematika lainnya sehingga dapat bersikap kritis dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui perbandingan dan ketuntasan hasil belajar siswa dengan pembelajaran Metakognitif dan non Metakognitif. Subjek penelitian ini adalah 23 orang siswa kelas XI IPA2 (kelas Metakognitif) dan 26 orang siswa kelas XI IPA1 (kelas non Metakognitif) pada SMA Negeri 1 Baitussalam. Tehnik pengumpulan data dilakukan dengan mengadakan tes yang kemudian dianalisis dengan menggunakan persentase statistic deskriptif dan uji t sesuai dengan criteria yang telah ditentukan. Hasil penelitian menunjukkan bahwa hasil belajar materi limit fungsi trigonometri kedua kelas belum tuntas secara klasikal. Akan tetapi, kelas yang diterapkan dengan pembelajaran Metakognitif lebih baik hasilnya dari pada kelas yang diajarkan dengan non Metakognitif. Dengan demikian dapat disimpulkan bahwa pembelajaran metakognitif member pengaruh yang positif terhadap hasil belajar siswa pada materi limit fungsi trigonometri di SMA Negeri 1 Baitussalam kelas XI.]]>
