Lathiful Anwar
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ELICITING MATHEMATICAL THINKING OF STUDENTS IN ADDITION OF FRACTIONS THROUGH REALISTIC MATHEMATICS EDUCATION Anwar, Lathiful
Jurnal Ilmiah AdMathEdu Vol 1, No 2 (2011): Desember
Publisher : Universitas Ahmad Dahlan

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Abstract

This paper focuses on a Grade 4 mathematics intervention that has been developed and implemented in grade four of primary school in Surabaya, Indonesia. The theory of Realistic Mathematics Education (RME) has been applied in a sequence of instructional activities, which aims to assist low attaining learners in supporting students’ thinking in the addition of fractions. Based on the premise that eliciting and addressing learners’ alternative conceptions in mathematics is beneficial in assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learners’ responses to contextual problems given to them during the course of the instructional activities.
DEVELOPING MATHEMATICAL REASONING THROUGH EMERGENT MODELING Anwar, Lathiful
Jurnal Ilmiah AdMathEdu Vol 2, No 2 (2012): Desember
Publisher : Universitas Ahmad Dahlan

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Abstract

This paper discusses a design instructional which is called as “Emergent Modeling” within an exemplary instructional  sequence on data analysis. The modeling can be distinguished into both modeling as “translation” and modeling as “organizing”.  In this paper, the “Emergent Modeling” fits a modeling as “organizing”. In this perspective, the model and the situation modeled are mutually constituted in the process of modeling activity. The “emergent” has two meanings, it refers to both process by which models emerge, and the process by which these models support the emergence of more formal mathematical reasoning. The “more formal” is meant to refer to the constitution of new mathematical reality. This is reflected in the exemplary instructional sequence, in which the model coevolves with the notion of addition up to 100 as an entity. Key words : emergent modeling, model as organizing, more formal mathematical reasoning,                                 instructional sequence.
Eliciting Mathematical Thinking of Students through Realistic Mathematics Eucation Anwar, Lathiful; Budayasa, I Ketut; Amin, Siti Maghfirotun; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.620.55 - 70

Abstract

This paper focuses on an implementation a sequence of instructional activities about addition of fractions  that has been developed and implemented in grade four of primary school in Surabaya, Indonesia. The theory of Realistic Mathematics Education (RME) has been applied in  the  sequence, which aims to assist low attaining learners in supporting students’ thinking in the addition of fractions. Based on the premise that eliciting and addressing learners’ alternative conceptions in mathematics is beneficial in  assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learners’ responses to contextual problems given to them during the course of the instructional activities. Keywords: Realistic Mathematics Education, mathematical thinking, a sequence of instructional activities DOI: http://dx.doi.org/10.22342/jme.3.1.620.55-70
ASESMEN PEMECAHAN MASALAH OPEN-ENDED UNTUK MENGUKUR PROFIL BERPIKIR KREATIF MATEMATIS SISWA BERDASAR GENDER Sa’dijah, Cholis; Rafiah, Hajjah; Gipayana, Muhana; Qohar, Abdul; Anwar, Lathiful
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Tahun 25 Nomor 2 November 2016
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (938.674 KB) | DOI: 10.17977/um009v25i22016p147

Abstract

Abstract The purpose of this qualitative research is describing open-ended problem solving assessments for measuring the profile of student’s mathematical creative thinking, and describing student’s mathematical gender-based creative thinking profile. The assessments forms were open-ended problem solving sheet and interview guide. The research subjects were 3 female and 3 male sixth graders at one of elementary school in Malang, whose mathematical creative thinking capability regarded as high, fair, low level for each gender group. The students whose mathematical creative thinking high have all the three aspects of creative thinking: fluency, flexibility, and originality aspects of creativity. The students who have fair level of mathematical creative thinking fulfill only two aspects that are fluency and flexibility aspects. The students whose mathematical creative thinking low have only fluency aspect. Female students solve mathematical problems more fluently than boys. The male student who has high level of mathematical creative thinking has visual spatial ability better than the same level female student. Also the high mathematical profeciency female student has better mathematical reasoning ability than the male student of the same level. Key words: assessment, open-ended problem solving, mathematical creative thinking, gender.Abstrak: Tujuan penelitian ini mengkaji asesmen pemecahan masalah open-ended untuk mengukur profil berpikir kreatif matematis siswa dan mengkaji profil berpikir kreatif matematis siswa berdasar gender. Asesmen pemecahan masalah open-ended berupa lembar-lembar pemecahan masalah open-ended dan pedoman wawancara untuk mengukur profil berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian terdiri dari tiga laki-laki dan tiga perempuan siswa kelas VI di satu sekolah dasar di kota Malang yang masing-masing berkategori berpikir kreatif matematis tinggi, sedang, dan rendah. Siswa laki-laki dan siswa perempuan yang berkategori berpikir kreatif matematis tinggi memenuhi aspek kelancaran, keluwesan, dan keaslian, yang berkategori sedang memenuhi aspek kelancaran dan keluwesan, sedangkan yang berkategori rendah hanya memenuhi aspek kelancaran. Perbedaan yang terjadi muncul pada aspek kelancaran, yaitu siswa perempuan lebih lancar daripada siswa laki-laki. Siswa laki-laki yang berkategori berpikir kreatif matematis tinggi memiliki kemampuan visual spasial yang tinggi, sementara siswa perempuan yang berkategori berpikir matematis tinggi memiliki penalaran matematis yang tinggi.Kata kunci: asesmen, pemecahan masalah open-ended, berfikir kreatif matematis, gender.
PROSES BERPIKIR MAHASISWA DALAM MEMBUKTIKAN PROPOSISI: KONSEPTUALISASI-GAMBAR Anwar, Lathiful; Nasution, Syaiful Hamzah; Sudirman, Sudirman; Susiswo, Susiswo
Jurnal Kajian Pembelajaran Matematika Vol 2, No 2 (2018): Jurnal Kajian Pembelajaran Matematika
Publisher : FMIPA UNIVERSITAS NEGERI MALANG

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Abstract

Evidence is an absolute feature of mathematics and a key component in mathematics education. Although the evidence is very important, the fact is that the evidence is something that is difficult to teach or learn. One of the difficulty factors is the inadequacy of conceptual concepts and the inability to use definitions to structure evidentiary structures. This paper will describe the thinking process of students in proving a geometric proposition. Four concept of image conceptualization framework is used as a tool to explore students' thinking processes in proving a geometric proposition. One student's work and vignette, FMZ, was analyzed to provide a visualization of the image-conceptualization process used by FMZ in identifying a proposition. The results of the analysis confirm that the ability to construct evidence is related to the ability to conceptualize images, find local-local conceptualizations (traits / conclusions related to one part of the image) and global conceptualization and link relational relationships between local conceptualizations and global conceptualization into a series of statements supporting propositions / conclusion which will be proven to be a series of logical statements.