Kemampuan Pedagogik Matematika Sd Pada Mahasiswa PGSD Fip Unima

Tarusu, Deysti Trifena

doi:10.31980/mosharafa.v7i2.32

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…This need has to be considered seriously by the lecturers and officials of the Elementary School Teacher Education Study Program because these students will later become teachers in primary schools (Tarusu, 2018). According to Anugrahana (2016), Elementary School Teacher Education Study Program must prepare prospective teachers who have several applied essential competencies.…”

Section: Discussionmentioning

confidence: 99%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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Problem-solving in mathematics is one of the skills that have to be mastered by elementary school teacher candidates. This study aimed to analyze the difficulties of prospective elementary school teachers at the Universitas Muhammadiyah Malang (UMM) in item problem solving for mathematics. This research was a descriptive exploratory with a qualitative approach. The subjects were elementary school teacher education students at the UMM, who attended the Elementary School Mathematics Learning course II, totaling of 38 students. The instrument used was a mathematical problem based on HOTS, while the interview and observation referred to problemsolving strategies based on Polya's steps (ability to understand problems, ability to plan problems, ability to act based on a plan, and ability to re-check answers). Data analysis was performed by analyzing the written answer sheets of the subjects while coding and grouping the subject's learning styles. The data from the interview and observation were analyzed with content analysis. The results showed that students still experienced difficulties in all Polya's steps. The ability of problem-solving based on Polya's steps include understanding the problem, planning, and writing strategies, as well as carrying out activities according to plan. The results of the study stated that only 5.3% of students were in a good category. Students also have had difficulty in re-checking answers, because only 8% of students did the work correctly. It can be concluded that the ability of problem-solving in Mathematics based on Polya's steps was still relatively weak.

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Section: Discussionmentioning

confidence: 99%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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“…Menurut Elly (2010) media pengajaran yang mengandung atau membawakan ciri-ciri dari konsep yang dipelajari merupakan alat peraga. Selanjutnya, segala sesuatu yang dapat digunakan untuk menyatakan pesan merangsang pikiran, perasaan dan perhatian dan kemauan siswa sehingga dapat mendorong proses belajar adalah alat peraga (Sundayana, 2013;Tarusu, 2018). Benda konkrit diperlukan dalam mempelajari materi penjumlahan dan pengurangan bilangan bulat agar memudahkan siswa untuk memahami materi tersebut.…”

Section: Pendahuluanunclassified

Pengembangan Alat Peraga Papan Positif Negatif Berbasis Metode Montessori pada Siswa dengan ADHD

Susiaty

Firdaus²,

Andriati³

2021

Mosharafa

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AbstrakHambatan guru dalam menyampaikan materi adalah kurangnya penggunaan benda-benda konkrit dalam setiap pembelajaran. Penelitian bertujuan untuk mengetahui: (1) rancangan dan implementasi alat peraga papan positif negatif berbasis metode montessori pada siswa dengan ADHD (Attention Deficit Hyperactivity Disorder); dan (2) sejauh mana kelayakan alat peraga papan positif negatif berbasis metode montessori ini dalam membantu siswa dengan ADHD. Penelitian ini merupakan penelitian pengembangan menurut Borg & Gall. Subjek dalam penelitian dan pengembangan alat peraga ini adalah siswa-siswi pada salah satu SLB yang terdapat di Kota Pontianak tahun ajaran 2020-2021 dan guru mata pelajaran matematika. Data penelitian diperoleh berdasarkan penilaian oleh pakar/ahli terhadap alat peraga. Hasil penelitian adalah: (1) rancangan dan implementasi alat peraga papan positif negatif berbasis metode montessori pada siswa dengan ADHD memenuhi kriteria valid sebagai media pembelajaran berupa alat peraga dengan kategori sangat valid; (2) alat peraga papan positif negatif berbasis metode montessori layak sebagai media pembelajaran dalam membantu siswa dengan ADHD. Hasil penelitian digunakan sebagai sumbangan pemikiran bagi guru maupun calon guru pendidikan matematika untuk selalu melakukan inovasi dalam pembelajaran matematika demi tercapainya tujuan pembelajaran siswa sekolah umum maupun SLB. Development of Montessori Method-Based Positive Negative Board Props for Students with ADHDAbstractThe teacher's obstacle in delivering the material is the lack of using concrete objects in every lesson. The research aims to look at: (1) the design and implementation of positive-negative board props based on the Montessori method in students with ADHD (Attention Deficit Hyperactivity Disorder); and (2) the appropriateness of this Montessori method based positive board props in helping students with ADHD. This research is development research according to Borg & Gall. The subjects in the research and development of this teaching aid are students at one of the special schools in Pontianak City for the 2020-2021 academic year and teachers of mathematics. Research data based on the results by experts/experts on teaching aids. The results of the study were: (1) The design and implementation of positive board props based on the Montessori method for students with ADHD met the valid criteria as learning media in the form of teaching aids with very valid categories; (2) the positive board props based on the negative Montessori method are feasible as a learning medium in helping students with ADHD. The results of the research are used as a contribution of thought for teachers or prospective mathematics education teachers to always innovate in mathematics learning to achieve the learning objectives of students in public schools and special schools.

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“…Guru yang bisa menjalankan semua tugas pokoknya dengan baik sebagai seorang pendidik dapat dikatakan sebagai guru profesional dengan kemampuan yang meliputi, merencanakan, menjalankan, dan mengevaluasi hasil pembelajaran (Rahayu, 2016;Tarusu, 2018) (Kunandar, 2014).…”

Section: Pendahuluanunclassified

Analisis Kelengkapan RPP Matematika pada Guru SMAN 5 Tapung

2021

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AbstrakPenelitian ini dilatarbelakangi masih adanya guru yang menjadikan RPP hanya sebagai syarat administrasi tanpa memperhatikan tentang kelengkapan RPP yang sesuai dengan Permendikbud 103 tahun 2014. Penelitian ditujukan untuk mendeskripsikan kesesuaian kelengkapan 3 RPP dari 3 guru matematika yang menggunakan Kurikulum 2013 pada SMA 5 Tapung. Penelitian ini menggunakan metode deskriptif kualitatif, sasaran penelitian ini adalah 3 RPP dengan materi Nilai Mutlak. Hasil dari analisis data menggunakan metode deskriptif kualitatif memberikan hasil dengan rata-rata 77,2% termasuk dalam kategori sesuai dengan Kurikulum 2013. Berdasarkan rata-rata yang diperoleh maka dapat dikatakan bahwa guru matematika di SMA 5 Tapung telah sadar dan sangat memperhatikan tentang aturan Permendikbud 103 tahun 2014. Analysis of the Completeness of RPP Components for Mathematics Teachers of SMAN 5 TapungAbstractThe background of this research is that there are still teachers who make RPP only as an administrative requirement without paying attention to the completeness of the RPP following Permendikbud 103 of 2014. The research is aimed at describing the suitability of the completeness of 3 RPP from 3 mathematics teachers who use the 2013 Curriculum at SMA 5 Tapung. This study uses a qualitative descriptive method, the target of this research is 3 lesson plans with Absolute Value material. The results of data analysis using descriptive qualitative methods gave results with an average of 77.2% included in the category according to the 2013 Curriculum. Based on the average obtained, it can be said that the mathematics teacher at SMA 5 Tapung has been aware and very concerned about the rules of Permendikbud 103 of 2014.

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Kemampuan Pedagogik Matematika Sd Pada Mahasiswa PGSD Fip Unima

Cited by 6 publications

References 2 publications

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Pengembangan Alat Peraga Papan Positif Negatif Berbasis Metode Montessori pada Siswa dengan ADHD

Analisis Kelengkapan RPP Matematika pada Guru SMAN 5 Tapung

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