Pub Date : 2019-12-23DOI: 10.20961/jmme.v9i2.48394
Febriana Pratiwi
Ethnomatematics in mathematics has the meaning as a new study that has the potential to be developed into the latest learning innovations containing a combination of contextual learning and at the same time introducing culture in Indonesia to learners. So that ethnomatematika can be used as a method of teaching and learning process in the field of mathematics. The view of mathematics learning as rationality and the principle of freedom which means freedom to learn to other objects without being bound by the provisions that are tightened through the culture around the environment. The research method used is the library research method. Information that has been collected and analyzed is secondary information in the form of research results including books, articles, and journals that correspond to the topic to be discussed. The authors examined some of the ideas, opinions, or findings contained in the literature, so that this study will provide theoretical information related to ethnomatematics in the study of mathematics on the perspective of perenialism. After being analyzed, the results of the analysis were associated and adapted to the ethnomatmatic context in mathematics learning in Junior High School (SMP) about the perspective of immortalism. So that the creation of students is free in expressing their observations in a happy and comfortable way. Although the main thing to note in perennials is students, teachers also have a role to play in the learning journey, but only as facilitators.
{"title":"Ethnomatematics In Mathematics Learning on The Perspective of Perenialism Philosophy","authors":"Febriana Pratiwi","doi":"10.20961/jmme.v9i2.48394","DOIUrl":"https://doi.org/10.20961/jmme.v9i2.48394","url":null,"abstract":"Ethnomatematics in mathematics has the meaning as a new study that has the potential to be developed into the latest learning innovations containing a combination of contextual learning and at the same time introducing culture in Indonesia to learners. So that ethnomatematika can be used as a method of teaching and learning process in the field of mathematics. The view of mathematics learning as rationality and the principle of freedom which means freedom to learn to other objects without being bound by the provisions that are tightened through the culture around the environment. The research method used is the library research method. Information that has been collected and analyzed is secondary information in the form of research results including books, articles, and journals that correspond to the topic to be discussed. The authors examined some of the ideas, opinions, or findings contained in the literature, so that this study will provide theoretical information related to ethnomatematics in the study of mathematics on the perspective of perenialism. After being analyzed, the results of the analysis were associated and adapted to the ethnomatmatic context in mathematics learning in Junior High School (SMP) about the perspective of immortalism. So that the creation of students is free in expressing their observations in a happy and comfortable way. Although the main thing to note in perennials is students, teachers also have a role to play in the learning journey, but only as facilitators.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129304200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.20961/jmme.v9i2.48393
Ummu Baroroh, Yuliana Tririnika, Ida Yuliani
Literacy is one of the abilities should be owned by students in prepare competitiveness due to the development of the knowledge and technology in the 21st century. Literacy is a student ability to formulate, application, and interpreted mathematics in various contexts. Mathematics literacy is the one of abilities assessed in the PISA study. The purpose of this research is to determine how the literacy skills of student at SMP 24 Surakarta. The research conducted by descriptive quantitative to seeing the literacy abilities of student. The research was conducted by subtract sample 3 student of IX class and from the result of the test it was found that the literacy skills of student were low. Low literacy skills are due to the inaccuracy of student and a lack of understanding of concept in working on these problems.
{"title":"Mathematic Literation Abilities Based on PISA-Like","authors":"Ummu Baroroh, Yuliana Tririnika, Ida Yuliani","doi":"10.20961/jmme.v9i2.48393","DOIUrl":"https://doi.org/10.20961/jmme.v9i2.48393","url":null,"abstract":"Literacy is one of the abilities should be owned by students in prepare competitiveness due to the development of the knowledge and technology in the 21st century. Literacy is a student ability to formulate, application, and interpreted mathematics in various contexts. Mathematics literacy is the one of abilities assessed in the PISA study. The purpose of this research is to determine how the literacy skills of student at SMP 24 Surakarta. The research conducted by descriptive quantitative to seeing the literacy abilities of student. The research was conducted by subtract sample 3 student of IX class and from the result of the test it was found that the literacy skills of student were low. Low literacy skills are due to the inaccuracy of student and a lack of understanding of concept in working on these problems.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131373233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.20961/jmme.v9i2.48398
Indah Dwi Mulyastuti, B. Budiyono, D. Indriati
Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study.
{"title":"Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender","authors":"Indah Dwi Mulyastuti, B. Budiyono, D. Indriati","doi":"10.20961/jmme.v9i2.48398","DOIUrl":"https://doi.org/10.20961/jmme.v9i2.48398","url":null,"abstract":"Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. ","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120993763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20961/jmme.v9i1.48284
Teguh Saryanto
Mastering of Competency in Explaining Ratio two variables and problem solving that is related to ratio two variables is very important. This competency is needed to understand Mathematics material/ subject for the next steps, and in real life, many problems that is related to ratio. The purpose of this research is to know the problems that are face by junior high school students in studying ratio in mathematics subject. This research methods uses qualitative case studying to know the student’s problem in ratio in this pandemic situation. There are 90 seventh students of junior high scholl 15 Surakarta as the subjects in this research. This instrument that is used in this research is mathematics test of ratio two variables. The test are developed from essay questions the analyze the students answer. The low capability in answering ratio two variables test is caused by the low of conceptual understanding, unaccuration in procedure and principle.
{"title":"The Problem of Junior High School Students in Learning Ratio of Two Variables and The Alternative Solving","authors":"Teguh Saryanto","doi":"10.20961/jmme.v9i1.48284","DOIUrl":"https://doi.org/10.20961/jmme.v9i1.48284","url":null,"abstract":"Mastering of Competency in Explaining Ratio two variables and problem solving that is related to ratio two variables is very important. This competency is needed to understand Mathematics material/ subject for the next steps, and in real life, many problems that is related to ratio. The purpose of this research is to know the problems that are face by junior high school students in studying ratio in mathematics subject. This research methods uses qualitative case studying to know the student’s problem in ratio in this pandemic situation. There are 90 seventh students of junior high scholl 15 Surakarta as the subjects in this research. This instrument that is used in this research is mathematics test of ratio two variables. The test are developed from essay questions the analyze the students answer. The low capability in answering ratio two variables test is caused by the low of conceptual understanding, unaccuration in procedure and principle. ","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116451922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20961/jmme.v9i1.48286
Jonathan Fredrik, Bagus Ardi Wibowo
Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.
{"title":"The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism","authors":"Jonathan Fredrik, Bagus Ardi Wibowo","doi":"10.20961/jmme.v9i1.48286","DOIUrl":"https://doi.org/10.20961/jmme.v9i1.48286","url":null,"abstract":"Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128356790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20961/jmme.v9i1.48285
Dhani Nur Hendrayanto
Implication has the aim of comparing the results of research between the past and those that have just been carried out. Basically, the implication of a theory can be defined as a direct result or a consequence of the findings of a research process. Thus various theories of research results emerged. This Constructivism learning theory has a strong influence in the world of education. As a result, the learning orientation in the classroom has shifted. Learning orientation shifted from teacher-centered teaching to student-centered learning. Students are no longer positioned as empty vessels ready to be filled. With a resigned attitude students are prepared to be filled with information by their teachers. Or students are conditioned in such a way to receive knowledge from their teachers. Now the teacher learning partners are students. Teachers are not the only information center or learning center. Meanwhile other learning sources can be peers, nature, the internet and others.
{"title":"Implications of the Constructivism Philosophy Perspective in Mathematics Learning","authors":"Dhani Nur Hendrayanto","doi":"10.20961/jmme.v9i1.48285","DOIUrl":"https://doi.org/10.20961/jmme.v9i1.48285","url":null,"abstract":"Implication has the aim of comparing the results of research between the past and those that have just been carried out. Basically, the implication of a theory can be defined as a direct result or a consequence of the findings of a research process. Thus various theories of research results emerged. This Constructivism learning theory has a strong influence in the world of education. As a result, the learning orientation in the classroom has shifted. Learning orientation shifted from teacher-centered teaching to student-centered learning. Students are no longer positioned as empty vessels ready to be filled. With a resigned attitude students are prepared to be filled with information by their teachers. Or students are conditioned in such a way to receive knowledge from their teachers. Now the teacher learning partners are students. Teachers are not the only information center or learning center. Meanwhile other learning sources can be peers, nature, the internet and others.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"2 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116861652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20961/jmme.v9i1.48288
T. M. Anugrah, T. A. Kusmayadi
This study aimed to describe the errors made by students in solving of maximum and minimum derivative values problem-solving test. The research method used is the descriptive qualitative method. The subjects consisted of five twelfth grade students of senior high school in Puding Besar who were selected by purposive sampling. The instrument used in this study are derivative problem-solving test and interviews. The results of student answers were analyzed using the Newman’s error analysis. Based on the results of the analysis, the most common error made by students were errors in the comprehension errors. The most students do not understand the concept of solving the problems of maximum and minimum derivative values. Students only work on algebraic questions without using concepts of maximum and minimum derivative values
{"title":"An Error Analysis: Problem Solving of The Maximum and Minimum Derivative Values With Newman’s Error Analysis","authors":"T. M. Anugrah, T. A. Kusmayadi","doi":"10.20961/jmme.v9i1.48288","DOIUrl":"https://doi.org/10.20961/jmme.v9i1.48288","url":null,"abstract":"This study aimed to describe the errors made by students in solving of maximum and minimum derivative values problem-solving test. The research method used is the descriptive qualitative method. The subjects consisted of five twelfth grade students of senior high school in Puding Besar who were selected by purposive sampling. The instrument used in this study are derivative problem-solving test and interviews. The results of student answers were analyzed using the Newman’s error analysis. Based on the results of the analysis, the most common error made by students were errors in the comprehension errors. The most students do not understand the concept of solving the problems of maximum and minimum derivative values. Students only work on algebraic questions without using concepts of maximum and minimum derivative values","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124424910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20961/jmme.v9i1.48287
Ika Nurma Noviyanti
It should be understood that curriculum is the heart of education. The education curriculum in Indonesia has undergone various changes which are based on refining the previous curriculum as well as the 2013 Curriculum which synchronizes the previous curriculum. The philosophical foundation used in designing the curriculum is very important in determining educational goals. The results of the research show that the 2013 Curriculum can increase changes in knowledge, attitudes, and skills towards students for the realization of better character education. The 2013 curriculum has a goal of giving birth to an active, innovative and creative generation that aims to reduce ignorance, poverty and underdevelopment in life. The 2013 curriculum has a philosophical basis that adopts a foreign philosophy or is called an inclusive eclectic which is then synchronized with the Indonesian national education system. Progressivism is an educational philosophy that focuses on a process, where the 2013 Curriculum in theory focuses more on students. The 2013 curriculum illustrates if students must get learning that is in accordance with the development of the times in order to give birth to a generation of reformers and every competency in students is assessed as a whole both knowledge, attitudes, and skills.
{"title":"Curriculum 2013 Based on The Philosophy Perspective of Progressivism","authors":"Ika Nurma Noviyanti","doi":"10.20961/jmme.v9i1.48287","DOIUrl":"https://doi.org/10.20961/jmme.v9i1.48287","url":null,"abstract":"It should be understood that curriculum is the heart of education. The education curriculum in Indonesia has undergone various changes which are based on refining the previous curriculum as well as the 2013 Curriculum which synchronizes the previous curriculum. The philosophical foundation used in designing the curriculum is very important in determining educational goals. The results of the research show that the 2013 Curriculum can increase changes in knowledge, attitudes, and skills towards students for the realization of better character education. The 2013 curriculum has a goal of giving birth to an active, innovative and creative generation that aims to reduce ignorance, poverty and underdevelopment in life. The 2013 curriculum has a philosophical basis that adopts a foreign philosophy or is called an inclusive eclectic which is then synchronized with the Indonesian national education system. Progressivism is an educational philosophy that focuses on a process, where the 2013 Curriculum in theory focuses more on students. The 2013 curriculum illustrates if students must get learning that is in accordance with the development of the times in order to give birth to a generation of reformers and every competency in students is assessed as a whole both knowledge, attitudes, and skills.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116017012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-10DOI: 10.20961/JMME.V8I2.26144
Kartika Maharani, D. Ratri, Henny Ekana
Abstract: The research aims to describe the development procedure of Student Activity Sheets (SAS) using Guided Discovery and to obtain a valid, attractive, efficient, and effective Student Activity Sheets to Improve Students’ Learning Outcomes . The research population is all of the eighth grade students in Junior High School 14 Surakarta. Two classes used as the samples are VIII A and VIII B through cluster random sampling. The type of this research is a Research and Development (R & D). The development procedure of this research is based on ADDIE (Analyse, Design, Development, Implementation, and Evaluation) Development Model. The scoring result from the material experts reach the average score of 3.36 in the level ‘good’ and the scoring result from the design experts reach the average score of 3.25 in the level ‘good’. Therefore, the data shows that the SAS is considered to be valid. The result from the student questionnaire responses reach the average score of 3.56 in the level ‘very good’. Therefore, it can be concluded that the SAS is attractive. Meanwhile, the scoring result from the teacher questionnaire responses reach the average score of 3.4 in the level ‘good’. Therefore, it can bee seen that the SAS is considered to be efficient. To see the effectiveness of SAS conducted t-test and from the average test result with t test, t = 1,9881 is a member of DK = {t | t> 1,645}. This means that the value of the students' learning outcomes in the experimental class is better than the control class, so that it can be concluded that the SAS effectively improves student learning outcomes. From this result, it can be concluded that Student Activity Sheets of Polyhedron Material using Guided Discovery is considered to be valid, attractive, efficient, and effective. Keyword: pengembangan, LKS, penemuan terbimbing, geometri
{"title":"PENGEMBANGAN LEMBAR KEGIATAN SISWA BERBASIS GUIDED DISCOVERY PADA MATERI BANGUN RUANG SISI DATAR SISWA KELAS VIII SMP NEGERI 14 SURAKARTA","authors":"Kartika Maharani, D. Ratri, Henny Ekana","doi":"10.20961/JMME.V8I2.26144","DOIUrl":"https://doi.org/10.20961/JMME.V8I2.26144","url":null,"abstract":"Abstract: The research aims to describe the development procedure of Student Activity Sheets (SAS) using Guided Discovery and to obtain a valid, attractive, efficient, and effective Student Activity Sheets to Improve Students’ Learning Outcomes . The research population is all of the eighth grade students in Junior High School 14 Surakarta. Two classes used as the samples are VIII A and VIII B through cluster random sampling. The type of this research is a Research and Development (R & D). The development procedure of this research is based on ADDIE (Analyse, Design, Development, Implementation, and Evaluation) Development Model. The scoring result from the material experts reach the average score of 3.36 in the level ‘good’ and the scoring result from the design experts reach the average score of 3.25 in the level ‘good’. Therefore, the data shows that the SAS is considered to be valid. The result from the student questionnaire responses reach the average score of 3.56 in the level ‘very good’. Therefore, it can be concluded that the SAS is attractive. Meanwhile, the scoring result from the teacher questionnaire responses reach the average score of 3.4 in the level ‘good’. Therefore, it can bee seen that the SAS is considered to be efficient. To see the effectiveness of SAS conducted t-test and from the average test result with t test, t = 1,9881 is a member of DK = {t | t> 1,645}. This means that the value of the students' learning outcomes in the experimental class is better than the control class, so that it can be concluded that the SAS effectively improves student learning outcomes. From this result, it can be concluded that Student Activity Sheets of Polyhedron Material using Guided Discovery is considered to be valid, attractive, efficient, and effective. Keyword: pengembangan, LKS, penemuan terbimbing, geometri","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134237336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract : Indonesian law number 14 of 2005 concerning Teachers and Lecturers suggests that pedagogical competence is an ability to manage students’ learning process, with one of the indicators is teachers must have an ability to plan a teaching and learning process. The planning includes all units of learning devices called as Subject Specific Pedagogy (SSP). Understanding SSP is a crucial matter to be developed since teachers do not have understanding about it comprehensively and students are less facilitated with critical thinking skills. The objective of the study is describing the needs of teachers and students for the development of Subject Specific Pedagogy (SSP) based on ethnomatematics to improve critical thinking skill. The method used in the study is qualitative with survey approach. This research is conducted at State Junior High School (SMPN) 1 Piyungan Yogyakarta. The research subjects are mathematics teachers and students at the eighth grade by using purposive sampling technique. Data collection techniques are carried out questionnaires through interviews. Data analysis uses descriptive qualitative analysis. Questionnaire data and interviews are analyzed through data reduction, data presentation, and conclusion. The result show that: (1) Teachers do not have comprehensive knowledge related to Subject Specific Pedagogy (SSP) and they still have obstacles in developing it, (2) Teachers do not understand the ethnomatematics concept in mathematics learning, (3) Teachers have never developed worksheets and tasks which facilitate students in critical thinking, and (4) Students are still difficult in solving mathematics problems, especially problems that require critical thinking skill. K eywords : Ethnomatematics, SSP, Critical, Needs, Development .
摘要:印度尼西亚2005年关于教师和讲师的第14号法律指出，教学能力是管理学生学习过程的能力，其中一个指标是教师必须具有计划教学和学习过程的能力。该计划包括所有学习设备单元，称为主题特定教学法(SSP)。理解SSP是一个需要发展的关键问题，因为教师对它没有全面的理解，学生的批判性思维技能也不太容易。本研究的目的是描述教师和学生对基于民族计量学的学科特定教学法(SSP)的发展需求，以提高批判性思维技能。本研究采用定性调查方法。本研究是在日惹Piyungan 1州立初中(SMPN)进行的。采用目的抽样方法，以八年级数学教师和学生为研究对象。数据收集技术通过访谈进行问卷调查。数据分析采用描述性定性分析。通过数据还原、数据呈现和结论分析问卷数据和访谈。结果表明:(1)教师对学科特定教学法(Subject Specific Pedagogy, SSP)的相关知识不全面，在发展学科特定教学法方面仍存在障碍;(2)教师在数学学习中不理解民族数学概念;(3)教师从未开发过有助于学生批判性思维的工作表和任务;(4)学生在解决数学问题，特别是需要批判性思维技能的问题方面仍存在困难。关键词:民族数学，SSP，关键，需求，发展。
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