Articles

KARAKTERISASI CONTOH SPONTAN GURU PEMULA DALAM PEMBELAJARAN MATEMATIKA Cahyaningsih, Selly Meinda Dwi; Subanji, Subanji; Sulandra, I Made
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 12: DESEMBER 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i12.13095

Abstract

Abstract: The purpose this study is to explore characterization of teacher's spontaneous example. Type a study is deskriptif kualitatif, subject is beginner teacher. The results show that three spontaneous examples characterization of beginner teacher such that illustrative spontaneous examples, clarified spontaneous examples, and confirmatory spontaneous examples. Illustrative spontaneous examples is given beginner teacher to illustrate students difficulty and explaned the new topic. Clarified spontaneous examples is given beginner teacher to clarified students difficulty and students error. Confirmatory spontaneous examples is given beginner teacher to confirm mathematics concept and understanding of students contents.Abstrak: Penelitian ini bertujuan untuk mengeksplorasi karakterisasi contoh spontan guru dalam pembelajaran matematika. Jenis penelitian yang digunakan yaitu kualitatif deskriptif, dengan subjek penelitian guru matematika pemula. Hasil penelitian menunjukan bahwa tiga karakterisasi contoh spontan guru pemula yaitu contoh spontan ilustratif, contoh spontan klarifikatif dan contoh spontan konfirmatif. Contoh spontan ilustratif diberikan guru pemula untuk mengilustrasikan masalah kesulitan yang dialami siswa. Contoh spontan klarifikatif diberikan guru pemula untuk mengklarifikasi kesalahan siswa. Contoh spontan konfirmatif diberikan guru pemula untuk mengonfirmasi bahwa siswa telah memahami materi yang dibahas.
THE PROCESS OF DISCOVERING STUDENT’S CONJECTURE IN ALGEBRA PROBLEM SOLVING Yuniati, Suci; Nusantara, Toto; Subanji, Subanji; Sulandra, I Made
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

This exploratory descriptive research aims to describe the process of discovering student?s conjecture in mathematics problem solving. There were 2 students in grade VII of Junior High School who participated as the research subject. The instruments used in this research were problem solving test and interview. This research consisted of three stages which were: 1) data collection; data taken process where the researcher asked every student to solve the problem given; 2) analysis on students? work and interview; in this step the researcher analyzed the results of the students? work and carried out interview with the students for further examination of conjecture discovering process when solving the problem; and 3) examining and concluding students? work result and interview result. The result of this study shows that the stages in discovering conjecture were done sequentially although not all steps were done.
IDENTIFICATION ERRORS OF PROBLEM POSED BY PROSPECTIVE PRIMARY TEACHERS ABOUT FRACTION BASED MEANING STRUCTURE Prayitno, Lydia Lia; Purwanto, Purwanto; Subanji, Subanji; Susiswo, Susiswo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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The purpose of this study was to identify problem posed by prospective teachers about addition fractions based on meaning structure. This study is a quantitative descriptive to identify errors of fraction problem posed by prospective teachers based on the meaning.  46 prospective primary teachers in 8th semester in universities at Surabaya were involved in this research. Instrument in this study is a problem posing worksheet consisting two operations on fractions. Problems posed by prospective teachers were analyzed through three stages, grouping problems based on categories, structure of meaning, and analyze the error of the problem posed. The results of data analysis indicated that: (1) on the category of questions about fractions of 93.48% for 1stoperations and 97.83% for 2ndoperation, (2) on the Non-question category about operations fraction is 6.52% for 1st operations and 1.17% for 2nd operation. Grouping problems posed by prospective teachers based on structure meaning combined category is 62.79% for 1st operations and 75.56% for 2nd operation. For category of part relationships overall is 27.91% for 1st operations and 20% for 2ndoperation, while those which not belonging to the second category are 9.3% for 1st operations and 4.44% for 2nd operation. The errors of problem posed by prospective teacher based on meaning structure are (1) not related to daily life situation, (2) illogical problem, (3) unit is not appropriate, (4) fractions incompatible with the sum operation (5) gives whole number to give meaning fraction, (6) lost information, and (7) the added result exceeds the overall concept of the fraction.
WHY DID THE STUDENTS MAKE MISTAKES IN SOLVING DIRECT AND INVERSE PROPORTION PROBLEM? Irfan, Muhammad; Nusantara, Toto; Subanji, Subanji; Sisworo, Sisworo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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The purpose of this study is to describe the student's difficulties in solving direct and inverse proportion problem. This research uses explorative qualitative research type. The subject of this research is the second semester student of Mathematics Education Study Program in East Java. Subjects were selected based on purposive sampling. The findings of this study are 86% of students are wrong in solving the problem of inverse proportion, 28% of students are wrong in solving direct proportion problem, and 91% of students are wrong in solving both problems in a single question. Then, the students who made mistakes in solving the problem were chosen purposively for interview. The finding in this research is the student(1) do not understand the use of variables, (2) do not understand the use of formulas, (3) do not understand the key phrases on the problem, (4) Difference in ratio, fractional, and division, (5) do not understand the problem, (6) do not understand simplification of division, and (7) do not interpret proportion relation correctly.
REPRESENTATION TRANSLATION ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING MATHEMATICS PROBLEMS Swastika, Galuh Tyasing; Nusantara, Toto; Subanji, Subanji; Irawati, Santi; As?ari, Abdur Rahman; Irawan, Edy Bambang
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 2 (2018)
Publisher : Universitas Negeri Malang

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This research aims at analyzing the representation translation of Junior High School students in solving mathematical questions related to algebra. This research used descriptive qualitative approach. The focus of representation translation used in this research was the external representation which was a verbal translation into diagram, verbal into symbolic, symbolic into diagram, diagram into symbolic, and diagram into verbal. Based on the analysis of research findings, it shows that representation translation of students from verbal, symbolic, and diagram into verbal and diagram was not really mastered by the students. Meanwhile, the representation translation into symbolic was frequently used by the students although they were expected to do other translation rather than symbolic.
THINKING INTERACTION OF STUDENT IN SOLVING OPEN-ENDED PROBLEMS Syarifudin, Syarifudin; Purwanto, Purwanto; Irawan, Edy Bambang; Sulandra, I Made; As'ari, Abdur Rahman; Subanji, Subanji
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 2 (2018)
Publisher : Universitas Negeri Malang

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The purpose of this research is to describe the process of thinking interaction of students in solving the open-ended problem. The thinking interaction of students' in this study is defined as an activity of exchanging thoughts between students one with other students through communication to produce the suitability of the thinking process between them through the resolution of open-ended problems. This study was conducted on a group of junior high school students with heterogeneous capabilities, consisting of 5 students, and have taken the material to build space. The data of thought interaction activity is obtained from discussion result in solving open-ended problem analyzed by information processing theory. Students' thinking interaction activities begin from one subject person who gives statement and understanding about the problem provided. Activity mutual ideas, complement or give feedback to other subject's comments, ask questions that have not been understood, or give an explanation in deciding the answer to be agreed. Subsequent activities decide the answer orally to be written by each subject. All subjects poured the agreed result on the answer sheet, but there were still doubts from the two subjects on the answer, so the subject looked back at the answers from other subjects. Some subjects continue to write answers and in the end, each subject has a form of answer in accordance with their respective understanding.
REPRESENTATION OF SCHEMATIC VISUAL IN SOLVING PYTHAGORAS’ WORDPROBLEM Suryaningrum, Christine Wulandari; Purwanto, Purwanto; Subanji, Subanji; Susanto, Hery
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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The aim of this article is to identify the steps which were done by the students in solving Pythagoras? word problems. This study used qualitative research by using explorative descriptive approach. The subject of this study was four students who werein seventh grade of Junior High school of Muhammadiyah 1 Jember.  The subjects givenone problem in the form of story that had to be done based on their styles.  From the result analysis of the study was found that the students tried to understand the aim of the problems by using picture, compass direction, and Pythagoras? pattern. In solving Pythagoras? word problem, the students used representation of schematic visual. In making schematic picture, the students were supposedto be consistent with compass direction. The student that isconsistent with compass direction can make the schematic picture correctly and with a picture,the student can solve the word problems by using Pythagoras? pattern correctly. The student who is inconsistent with compass direction will get difficulties in making schematic picture and not be able to solve Pythagoras? word problems correctly.
EXPLORING MATHEMATICAL REPRESENTATIONS IN SOLVING ILL-STRUCTURED PROBLEMS: THE CASE OF QUADRATIC FUNCTION Santia, Ika; Purwanto, Purwanto; Sutawidjadja, Akbar; Sudirman, Sudirman; Subanji, Subanji
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.10.3.7600.365-378

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Mathematical representation has an essential role in solving mathematical problems. However, there are still many mathematics education students who have difficulty in representing ill-structured problems. Even though the ill-structured-problem-solving tasks designed to help mathematics education students understand the relevance and meaningfulness of what they learn, they also are connected with their prior knowledge. The focus of this research is exploring the used of mathematical representations in solving ill-structured problems involving quadratic functions. The topic of quadratic functions is considered necessary in mathematics teaching and learning in higher education. It's because many mathematics education students have difficulty in understanding these matters, and they also didn?t appreciate their advantage and application in daily life. The researchers' explored mathematical representation as used by two subjects from fifty-four mathematics education students at the University of Nusantara PGRI Kediri by using a qualitative approach. We were selected due to their completed all steps for solving the ill-structured problem, and there have different ways of solving these problems. Mathematical representation explored through an analytical framework of solving ill-structured issues such as representing problems, developing alternative solutions, creating solution justifications, monitoring, and evaluating. The data analysis used technique triangulation. The results show that verbal and symbolic representations used both subjects to calculate, detect, correct errors, and justify their answers. However, the visual representation used only by the first subject to detect and correct errors.
TEACHERS EXPECTATION OF STUDENTS’ THINKING PROCESSES IN WRITTEN WORKS: A SURVEY OF TEACHERS’ READINESS IN MAKING THINKING VISIBLE As'ari, Abdur Rahman; Kurniati, Dian; Subanji, Subanji
Journal on Mathematics Education Vol 10, No 3 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.10.3.7978.409-424

Abstract

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students? thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students? written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students? written works as a tool for knowing students? thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students? thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher?s focus is mostly on the accuracy and the correctness of their students? mathematics answer.
SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT Suryaningrum, Christine Wulandari; Purwanto, Purwanto; Subanji, Subanji; Susanto, Hery; Ningtyas, Yoga Dwi Windy Kusuma; Irfan, Muhammad
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.1.9766.95-110

Abstract

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle?s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
Co-Authors Abadi, Agung Prasetyo Abdul Qohar Abdurrahim Arsyad, Abdurrahim Agus Prianto Akbar Sutawidjaja, Akbar Arif Rahman Hakim As'ari, Abdur Rahman As?ari, Abdur Rahman Barep Yohanes, Barep Cahyaningsih, Selly Meinda Dwi Cholis Sa’dijah, Cholis Damayanti, Puspita Ayu Damayanti, Rizky Nova Dian Kurniati Didimus Nuham, Didimus Dwiyana Dwiyana, Dwiyana Dyah Ayu Pramoda Wardhani, Dyah Ayu Pramoda Edy Bambang Irawan, Edy Bambang Eko Waluyo Erry Hidayanto, Erry Evidiasari, Serli Evidiasari, Serli Haebah, Ahmad Farid Hamdani, Deni Haryanto Haryanto Hery Susanto Hidayati, Vivi Rachmatul I Made Sulandra, I Made I Nengah Parta, I Nengah Ika Santia Indah Syafitri T, Indah Ipung Yuwono, Ipung Ishmatul Maula, Ishmatul Ismatul Maula Khair, Muhammad Sa’duddien Laila, Viving Lestary, Ratnah Lydia Lia Prayitno, Lydia Lia Makbul Muksar, Makbul Manyunu, Muhamatsakree Muhammad Irfan Natalia T, Karolin Nathasa Pramudita Irianti, Nathasa Pramudita Netti, Syukma Netti Syukma Ningtyas, Yoga Dwi Windy Kusuma Novisa, Muniroh Nur Fitri Amalia Nur Hasan Punaji Setyosari, Punaji Purwanto Purwanto Rahardi, Rustanto Rashahan, Arifah Adlina Rufiana, Intan Sari Sa'dijah, Cholis Sa?dijah, Cholis Sanit, Irna Natalis Santi Irawati, Santi Sari, Nur Indah Permata Sartati, Setiawan Budi Sasongko, Dimas Femy Silwana, Amalia Sisworo Sisworo, Sisworo Sri Mulyati Sri Untari Suci Yuniati Sudirman Sudirman Sukorianto, Sukorianto Sukoriyanto, Sukoriyanto Sulyandari, Ari Kusuma Sururoh, Miftachus Suryaningrum, Christine Wulandari Susiswo Susiswo, Susiswo Sutawdjaja, Akbar Sutawidjadja, Akbar Swasono Rahardjo, Swasono Swasono Raharjo, Swasono Swastika, Galuh Tyasing Syamsul Hadi Syamsuri Syamsuri Syarifudin Syarifudin Tampi, Wasti Taufiq Hidayanto, Taufiq Tjang Daniel Chandra, Tjang Daniel Toto Nusantara Wibawa, Kadek Adi Wulan Anindya Wardhani, Wulan Anindya Yoggy Febriawan, Yoggy