Jurnal Gantang
Not a member yet
202 research outputs found
Sort by
Exploration of Integrated Mathematics Learning with Teaching Factory Learning for Vocational High School Pharmacy Students Based on Design Thinking
Full text linkThere are still many vocational high school students who struggle with mathematics and need mathematics instruction that is more focused on what they need to support their vocational studies. This study aims to qualitatively and quantitatively explore emerging issues in mathematics learning using the design thinking method, which consists of 5 stages: empathize, define, ideate, prototype, and test. In this research exploration, only the first 3 stages were completed: empathize, define and ideate. The study population consisted of 10th-grade students majoring in pharmacy and mathematics teachers at SMK Al Manaar Muhammadiyah, SMK Amanah Husada, and SMK Media Farma, with 50 10th-grade student respondents and 6 teachers. Quantitative data were collected via a Google Forms questionnaire, while qualitative data were collected through interviews. The data were then analyzed from the empathy stage to the ideate stage, and it was found that students and teachers in mathematics learning need direct practice to support their vocational skills. Therefore, the researcher concludes that it is necessary to integrate mathematics learning into the vocational studies of SMK students, which can involve the active participation of both students and teachers in mathematics learning.There are still many pharmaceutical vocational high school (SMK) students still find it difficult in student math lessons and need more math learning that focuses on what they need in supporting their ability in pharmaceutical calculations. This study aims to explore the problems that arise in learning mathematics by descriptively qualitative with the design thinking method with the stages or phases of the Stanford School of Design Thinking which consists of 5 stages namely empathize, define, ideate, prototype and test. In this problem exploration using 3 stages namely empathize, define and ideate which aims to create solution ideas from several possible solution ideas. The research population was class X students of the pharmacy department and mathematics teachers at SMK Al Manaar Muhammadiyah, SMK Amanah Husada and SMK Media Farma, with 50 class X student respondents and 6 teachers. Data were collected using a questionnaire in the form of google forms and interviews. Then the results of the data were analyzed from the empathize to define stage and it was found that the needs of students and teachers in learning mathematics are that students need mathematics learning that can be practiced or practicum-based outside the classroom so that it can support their ability to calculate in pharmacy. Therefore, the researcher concluded that it is necessary to integrate pharmacy practicum-based mathematics learning that can involve students and teachers in mathematics learning
Developing LKPD using the STEAM approach to facilitate the creative mathematical thinking ability of grade X students
Full text linkThis study is based on the observation that students struggle to think mathematically creatively when studying statistical material, and that there is currently no effective learning tool to help students develop this skill. The purpose of this research is to inform the creation of a STEAM-based statistics worksheet for use with students in class X SMA/MA, to foster their capacity for mathematical creativity. This research uses the 4D model, including Define, Design, Develop, and Disseminate. Data collection techniques included observations and interviews. This study involved students from Class X at SMAN 2 Siak Hulu. The results indicate that LKPD is valid, based on expert review, and practical, as demonstrated by the field test. At the field trial stage, the LKPD developed meets the assessment aspects: ease of use, presentation, readability, and time. So, the STEAM-based LKPD can be used during learning to facilitate creative mathematical thinking abilities
Understanding teachers’ personality competence in mathematics instruction
Full text linkTeacher personality competence, which includes ethical maturity, reflective self-development, and a student-centered orientation, is vital to effective mathematics instruction at Madrasah Ibtidaiyah. However, this crucial aspect remains overlooked mainly in instructional design, limiting the potential for meaningful and ethical learning experiences. This study explores how personality competence is demonstrated in classroom practices and contributes to high-quality mathematics teaching. Utilizing a qualitative approach and the Didactical Design Research (DDR) framework at the prospective analysis stage, the research involved six sixth-grade teachers from six different Madrasah Ibtidaiyah in Bandung Regency. Data were collected through classroom observations, in-depth interviews, teacher reflection sheets, and instructional document analysis. Data were analyzed using the three-stage framework of data reduction, data display, and conclusion drawing/verification through an iterative process to identify patterns and inform the subsequent DDR phases in the context of joyful mathematics learning at MI. Findings revealed that teachers scored at level 3 for moral, emotional, and spiritual maturity, level 1 for reflective self-development, and level 2 for student-centered orientation. These findings suggest that while MI teachers show emerging awareness of personality competence, most remain at early developmental stages, highlighting the need for structured support to foster ethical leadership, reflective practice, and student-centered teaching. Teachers with strong personality competence exhibited discipline and consistency and served as moral role models. Furthermore, they effectively managed classrooms and actively engaged students in mathematical learning. These results offer insights for developing instructional designs prioritizing teacher personality competence as a critical factor in educational quality
Exploration of digital book learning media design for improving students\u27 mathematical literacy abilities with the design thinking method
Full text linkThis study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online.This study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online
Analisis Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal pada Materi Teorema Pythagoras
No full textMathematical communication skills are essential for learning mathematics. Nevertheless, many students still demonstrate low proficiency, particularly among junior high school students. This study aimed to describe and analyze students\u27 mathematical communication abilities regarding the Pythagorean theorem. The research employed a descriptive qualitative approach with a sample of 20 eighth-grade students at SMPN 2 Pekanbaru. Data were collected using a mathematical communication ability test in problem-solving. The test consisted of three essay questions based on indicators of mathematical communication skills. Data analysis techniques included data reduction, data presentation, and concluding. The results indicate that the mathematical communication ability of eighth-grade students at SMPN 2 Pekanbaru on the Pythagorean theorem topic falls into the low category, with an average score of 32.91. Based on the test indicators, the ability to represent everyday problems using mathematical language was categorized as low (26%). Interpreting images into mathematical symbols and language was moderate (43%), while presenting statements into mathematical models was also low (28%). These findings indicate that students are not yet able to communicate their mathematical thinking processes in a coherent manner. The implication is that instructional practices should provide opportunities for students to explain their problem solving steps and consistently engage in mathematical communication during classroom activities.Kemampuan komunikasi matematis sangat penting dan diperlukan dalam pembelajaran matematika, namun dalam praktiknya masih banyak siswa yang memiliki kemampuan komunikasi matematis yang rendah. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan komunikasi matematis siswa pada materi teorema pythagoras. Penelitian yang dilakukan adalah penelitian kualitatif deskriptif dengan subjek siswa kelas VIII di SMPN 2 Pekanbaru sebanyak 20 siswa. Teknik pengumpulan data menggunakan tes kemampuan komunikasi matematis dalam menyelesaikan soal. Tes yang digunakan berbentuk 3 soal uraian berdasarkan indikator kemampuan komunikasi matematis. Teknik analisis yang digunakan meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil analisis diperoleh kemampuan komunikasi matematis siswa kelas VIII SMPN 2 Pekanbaru pada materi teorema Pythagoras berada pada kategori rendah, dengan rata-rata 32,91. Ditinjau dari indikator soal tes kemampuan komunikasi matematis, menuliskan permasalahan sehari-hari dalam model atau bahasa matematika berada pada kategori rendah dengan persentase 26%, indikator menafsirkan gambar ke dalam simbol atau bahasa matematika berada pada kategori sedang dengan persentase 43%, indikator menyajikan pernyataan ke dalam model atau bahasa matematika berada pada kategori rendah dengan persentase 28%. Berdasarkan temuan ini kemampuan komunikasi matematis perlu ditumbuh kembangkan secara optimal dan merata, perlu pembiasaan atau pemberian soal-soal yang dapat mengukur kemampuan komunikasi matematis secara rutin
Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA dalam Menyelesaikan Soal Berkonteks Budaya Melayu Kepulauan Riau
No full textExisting studies show that problem-solving is still a problematic learning outcome faced by grade XI students at SMA Negeri 1 Bintan Timur. This study aims to describe the mathematical problem-solving ability of high school students in the context of the Malay culture of the Riau Islands. The type of research applied is descriptive qualitative. The source of information for this study came from students of class XI E at SMA Negeri 1 Bintan Timur. The data collection methods applied consisted of tests, interviews, and documentation. The data analysis process in this study included data reduction, data presentation, and conclusion. The results of this study indicate that there are 2 students with a percentage of 7% in the high category, 9 students with a rate of 33% in the medium category, and 16 students with a percentage of 60% in the low category. Integrating Malay culture in mathematics research can help students understand mathematics in everyday life and enrich their understanding. In addition, students learn theory and see the real application of mathematics in their daily lives.Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika siswa SMA dalam konteks budaya Melayu Kepulauan Riau. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Sumber data penelitian ini adalah siswa kelas XI E SMA Negeri 1 Bintan Timur. Teknik pengumpulan data menggunakan tes, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa terdapat 2 siswa dengan presentase 7% berada pada kategori tinggi, 9 siswa dengan presentase 33% berada pada kategori sedang, dan 16 siswa dengan presentase 60% berada pada kategori rendah. Berdasarkan hasil analisis data, siswa dengan kemampuan pemecahan masalah matematika tinggi dapat memenuhi tahapan memahami masalah, merencanakan strategi, melaksanakan strategi, dan menarik kesimpulan. Siswa dengan kemampuan pemecahan masalah matematika sedang juga menunjukkan kemampuan memenuhi tahapan memahami masalah, merencanakan strategi, dan melaksanakan strategi pada soal nomor 1 dan 2. Namun, pada soal nomor 3, siswa hanya dapat memenuhi tahapan memahami masalah. Siswa dengan kemampuan pemecahan masalah matematika rendah cenderung hanya mampu memenuhi satu indikator yaitu pemecahan masalah matematika, yaitu memahami masalah
Bahasa Inggris
No full textComputational thinking skills are systematic ways of thinking that involve formulating a problem, deconstructing the problem, and communicating the solution. The development of students\u27 computational thinking ability is significant; therefore, knowing the obstacles is essential. The purpose of this research is to find out students\u27 learning obstacles in computational thinking. This qualitative research uses a phenomenological approach that describes the meaning of certain concepts related to life experiences for some individuals. The population in this study is one of the high school class XI in Bulukumba district. The subjects in this study were three students in the high, medium, and low categories. Data collection techniques in this study used the following instruments: 1) math test question instrument, 2) interview. The results of this study are (1) ontogenical obstacle in the form of students having difficulty in making models (abstraction stage) because they are wrong in capturing information and do not understand in making mathematical models, (2) epistemological obstacle in the form of students having difficulty in solving problems because the problems given have never been encountered, and (3) didactical obstacle in the form of not understanding the correct writing of permissiveness, this is due to the absence of emphasis on correct permissiveness during learning. This research is expected to help teachers overcome students\u27 computational thinking obstacles
Exploring mathematics history: Desargues’ contributions and perspectives of teacher candidates
Full text linkThis research explores the contributions of Girard Desargues, a pivotal but often overlooked mathematician in geometry. The study aims to provide insights, inspire interest, and evaluate the understanding of prospective mathematics teachers regarding Desargues\u27 contributions, particularly his work on projective geometry. Employing a qualitative approach, the research integrates a literature review and a case study. Literature data were sourced from academic journals and books, while the case study involved interviews with students from five mathematics education classes. Open-ended interviews assessed students\u27 familiarity with Desargues and their ability to comprehend and apply his theorem. Data were analyzed through meta-analysis and thematic analysis. The findings categorize student responses into three levels: Medium of Desargues and Desargues Theorem, Intermediate Knowledge of Desargues and Desargues Theorem, and Low of Desargues and Desargues Theorem. The results underscore varying levels of awareness among future mathematics educators and suggest that integrating historical mathematical insights into education may support a deeper understanding of concepts
Systematic literature review: relational thinking ability in mathematics
Full text linkResearch on relational thinking has been widely conducted; however, no analysis of these studies has been carried out so far. This research aims to analyze the distribution of research related to relational thinking in mathematics at elementary and high school levels, which was conducted from 2016 to April 2024. This study employs the Systematic Literature Review (SLR) method, focusing on articles indexed in Scopus, ERIC, ScienceDirect, and Google Scholar. The results of the Systematic Literature Review (SLR) show that: (1) there were 30 studies on relational thinking ability in mathematics conducted; (2) eight studies were conducted abroad, while 22 were conducted in Indonesia; (3) arithmetic was the most common topic in research on relational thinking; (4) the majority of studies on relational thinking ability have been carried out at the junior high school level; (5) of the 30 articles, 14 are indexed in Sinta, 7 in Scopus, and 9 are indexed only in Google Scholar; (6) there are two definitions of relational thinking used by researchers. These findings serve as a basis for determining future research topics related to relational thinking ability.
Effect of flipped classroom models with creative game activities on pupils\u27 mathematics achievement
Full text linkThis study examined the effect of the flipped classroom model and creative mathematics activities and games on mathematics achievement. Two equivalent 4th-grade students from a public school in Kırıkkale, Turkey, were randomly selected to create experimental and control groups. The experimental group consisted of 25 students, while the control group consisted of 27 students. Before the application, a mathematics achievement test prepared by the curriculum was applied to both groups, while Mathematics game videos following the curriculum were ready for the experimental group. Then, application studies were carried out with the experimental group for 4 weeks. Meanwhile, no intervention was made in the control group, and their traditional teaching continued. At the end of 4 weeks, the mathematics achievement test was re-administered to both groups, and the results were compared. While the difference between the experimental group\u27s pre- and posttest mean scores is 16,68, the difference between the control group\u27s pre and posttest mean scores is 6,37. As a result, it was concluded that creative games and activities combined with the flipped classroom model increased mathematics achievement. The study recommended designing creative activities with the flipped classroom model to increase success in other courses, such as mathematics