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dc.contributor.authorZulkarnaen, Rafiq
dc.date.accessioned2018-07-16T04:54:41Z
dc.date.available2018-07-16T04:54:41Z
dc.date.issued2018-03
dc.identifier.citationBlack, J. B., & Mcclintock, R. O. (1995). An Interpretation Construction Approach to Constructivist Design. In B. Wilson (Ed.), Constructivist learning environments (pp. 25–31). Englewood Cliffs, NJ: Educational Technology Publications. Blum, W., & Ferri, R. B. (2009). Mathematical Modelling : Can It Be Taught And Learnt ? Journal of Mathematical Modelling and Application, 1(1), 45–58. Brown, J., Skor, K., & IRIS Center (2016). Mathematics: identifying and addresing students error (online) tersedia di https://iris.peabody.vanderbilt.edu/wpcontent/ uploads /pdf_case_studies /ics_matherr.pdf (12 Desember 2017) Borthwick, F., Bennett, S., Lefoe, G., & Huber, E. (2007). Applying authentic learning to social science : A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, 2(1), 14–24. https://doi.org/10.5204/jld.v2i1.24 Common Core State Standards for Mathematics. (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. Chan, B. P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. TechTrends, 53(6), 35–41. Collin, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth). Boston: Pearson Education. Enkenberg, J. (2001). Instructional design and emerging teaching models in higher education. Computers in Human Behavior, 17, 495–506. Kingsdorf, S., & Krawec, J. (2014). Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities. Learning Disabilities Research & Practice, 29(2), 66–74. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers and Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Niss, M., & Højgaard, T. (2011). Competencies and Mathematical Learning. Roskilde: Roskilde University, Department of Science, Systems and Models, IMFUFA. Radatz, H. (1979). Error Analysis in Mathematics. Journal for Research in Mathematics Education, 10(3), 163–172. https://doi.org/10.2307/748804 Tall, D., Nogueira, R., Lima, D., & Healy, L. (2014). Evolving a three-world framework for solving algebraic equations in the light of what a student has met before. The Journal of Mathematical Behavior, 34, 1–13. https://doi.org/10.1016/j.jmathb.2013.12.003 Tsai, C. (2001). The interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwan. International Journal of Educational Development, 21(5), 401–415. https://doi.org/10.1016/s0738-0593(00)00038-9 Zakaria, E., Ibrahim, & Maat, S. M. (2010). Analysis of Students ’ Error in Learning of Quadratic Equations. International Education Studies, 3(3), 105–110. Zulkarnaen, R. (2015a). Mengembangkan kemampuan pemodelan matematis menggunakan pembelajaran berbasis masalah dan pembelajaran matematika realistik. In Inovasi pembelajaran matematika berbasis ICT bernuansa pendidikan nilai dan karakter: Prosiding Seminar Nasional Matematika Pendidikan Matematika Vol.3 (pp. 123–128). Cimahi: Pendidikan Matematika, STKIP Siliwangi Bandung. Zulkarnaen, R. (2015b). Pengaruh Model Eliciting Activities Terhadap Kreativitas Matematis Siswa Kelas VIII pada Satu Sekolah di Kab. Karawang. Infinity, 4(1), 32–38. https://doi.org/10.22460/infinity.v4i1.69 Zulkarnaen, R. (2016). Kemampuan Pemodelan Matematis dalam Kurikulum Matematika di Jerman dan Singapura. In T. Subroto, F. Muhtarulloh, T. Nopriana, & S. Asnawati (Eds.), Strategi Mengembangkan Kualitas Pembelajaran Matematika Berbasis Riset: Prosiding Seminar Nasional Matematika Pendidikan Matematika (pp. 902–915). Cirebon: FKIP Unswagati Press. Zulkarnaen, R. (2017a). Kesalahan siswa dalam menyelesaikan sistem persamanan linier dalam bentuk soal cerita. In Mathematical entrepreneurship untuk membangun generasi muda Indonesia yang mandiri: Prosiding Seminar Nasional Matematika dan Pendidikan Matematika Vol.5 (pp. 54–58). Cimahi: Pendidikan Matematika, STKIP Siliwangi Bandung. Zulkarnaen, R. (2017b). Pengembangan Instrumen-Tes Kemampuan Pemodelan Matematis. In Ethomatematics dan Technoplaner, teori dan aplikasinya: Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (2nd Senatik) Program Studi Pendidikan Matematika FPMIPATI Universitas PGRI Semarang, 12 Agustus 2017 (pp. 227–232). Semarang: Pendidikan Matematika, FMIPATI UPGRIS.id_ID
dc.identifier.issn2502-6526
dc.identifier.urihttp://hdl.handle.net/11617/10163
dc.description.abstractPenelitian ini bertujuan untuk menganalisis pengaruh pembelajaran matematika menggunakan Interpretation-construction design model (disingkat ICON-model) terhadap kemampuan pemodelan matematis. Explanatory sequential design digunakan dalam penelitan ini, dengan unit sampel penelitian ditentukan berdasarkan perlakuan pembelajaran (ICON-model dan Pembelajaran biasa). Subjek sampel yang digunakan adalah siswa kelas X pada pokok bahasan persamaan dan fungsi kuadrat. Dua jenis instumen digunakan dalam penelitian ini, yaitu: instrumen pembelajaran memuat bahan ajar yang telah disesuaikan dengan: sintakmatis ICON-model dan indikator kemampuan pemodelan matematis; dan instrumen penelitian meliputi tes kemampuan pemodelan matematis dan non-tes (lembar observasi, wawancara, dan analisis kesalahan siswa dalam menyelesaikan soal-soal pemodelan matematis). Hasil penelitian menunjukkan bahwa interpretation-construction design model memberikan pengaruh secara signifikan terhadap kemampuan pemodelan matematis. Selama pembelajaran berlangsung, ICON-model memberikan dampak terhadap pengetahuan konseptual dan prosedural siswa dalam materi persamaan dan fungsi kuadrat. Selanjutnya, berdasarkan hasil analisis jawaban siswa diperoleh simpulan bahwa kesalahan umum yang dilakukan oleh siswa terletak kepada kesalahan prosedural.id_ID
dc.language.isootherid_ID
dc.publisherProsiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP) III 2018id_ID
dc.titleImplementasi Interpretation-Construction Design Model Terhadap Kemampuan Pemodelan Matematis Siswa SMAid_ID
dc.typeArticleid_ID


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