Yaya S. Kusumah
Universitas Pendidikan Indonesia, Bandung

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METODE KONSTRUKSI UNTUK MENYELESAIKAN MASALAH TATA LETAK FASILITAS Kusumah, Yaya S.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 2, No 2 (2001): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v2i2.385

Abstract

The facility layout design problem is concerned with determining the location of a number of facilities which optimises a prescribed objective such as profit, cost, or distance. This problem arises in many applications; for example, in design of buildings and in plant layout design. Most approaches for solving this problem are heuristic in nature and based on graph theoretic concepts. Graph theoretically, when the objective is to maximize profit, the facility layout design problem is to determine, in a given edge weighted graph G, a maximum weight planar sub graph. In this paper, a new heuristic based on graph theoretic concepts is presented. A comparative analysis based on 3600 random test problems demonstrates the value of this algorithm. Key words:  Heuristic, maximum planar graph, computer, facility layout design.
Development Of Didactical Design Of Mathematics Pedagogy Through Professional Program Of Mathematics Teacher Education Turmudi, Turmudi; Kusumah, Yaya S.; Juandi, Dadang; Mulyana, Endang
Jurnal Pendidikan dan Pembelajaran Vol 21, No 1 (2014)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran Universitas Negeri Malang

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Abstract

Abstract: This paper discusses about developing model of didactical design on mathematical pedagogy in the area of mathematics. Subject matter proficiency and didactical pedagogy competences of teachers were not mutually exclusive, so the specific studies on how to teach mathematics that anticipate the combination of both subject and pedagogical knowledges, called Mathematical pedagogy (Backer, 1991), need to be conducted. In designing model that can change the participants to become professional mathematics teachers, a didactical design was used as a framework. Further step, the didactical triangle by Kanasen (2003) was used as a guideline by integrating didactical-pedagogical anticipation. How was the step of metapedadidactic, the context of mathematical pedagogy, and how to develop an appropriate design for developing didactical design model in the study of educational program for develop professional teacher education program (PTEP) or Pendidikan Profesi Guru (PPG) of mathematics, later on will be called PTEP. The product of this study is theoretical and empirical models in didactical pedagogical design based on the subject of mathematical pedagogy. Abstrak: Artikel ini membicarakan pengembangan model desain didaktis dalam pedagogi matematis. Mahir dalam matematika dan dalam kompetensi pedagogi matematis tidak saling lepas, sehingga penelitian yang khusus pada bagaimana mengajarkan matematika yang mengantisipasi kombinasi antara penguasaan matematika dan penguasaan pedagogi matematis dinamakan pedagigy matematis (Backer, 1991), perlu dilakukan. Untuk mendesain model yang dapat mengubah para peserta pendidikan profesi guru menjadi guru matematika yang profesional, digunakan framework desain didaktis. Lebih lanjut, segitiga didaktis dari Kanasen (2003) digunakan sebagai petunjuk dengan cara mengintegrasikan pengertian antisipasi didaktis pedagogis. Bagaimana tahapan dari metapedadidactic dalam konteks matematika pedagogis, dan bagaimana mengembangkan desain yang sesuai untuk pengembangan model desain didaktis dalam program pendidikan profesi guru matematika dilakukan. Hasil dari penelitian ini adalah model teoritis dan empiris dari didactical pedagogical design berdasarkan (subject specific pedagogy in mathematics) atau pedagogi matematis.
Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts Nurhasanah, Farida; Kusumah, Yaya S.; Sabandar, Jozua
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5782

Abstract

Geometry has abstract notions to be learnt so that all those notions cannot be just transferred into students’ mind like a bunch of information that should be memorized. Students need to construct those concepts during their learning process. This process of knowledge construction can be considered as an abstraction process. This study aimed to qualitatively compare abstraction process of students who learned the topic of triangle in conventional method and in van Hiele model of teaching aided by Geometers’ sketchpad. Subjects of this study were junior high school students in grade 7. This is a qualitative study with grounded theory design. Data were collected through classroom observation, test, and task-based interview. Results of the study show that theoretical abstraction processes tend to dominate classrom with conventional method of teaching while classroom with van Hiele model of teaching aided by Geometers’ sketchpad accommodated empirical abstraction process of the students.
ENHANCING STUDENTS COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.
Journal on Mathematics Education Vol 6, No 1 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.6.1.1856.31-39

Abstract

This research aims to investigate, compare, and describe the achievement and enhancement of students mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCS  students that used  TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model
IMPROVING INTUITION SKILLS WITH REALISTIC MATHEMATICS EDUCATION Hirza, Bonita; Kusumah, Yaya S.; Darhim, Darhim; Zulkardi, Zulkardi
Journal on Mathematics Education Vol 5, No 1 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.5.1.1446.27 - 34

Abstract

The intention of the present study was to see the improvement of students’ intuitive skills. This improvement was seen by comparing the Realistic Mathematics Education (RME)-based instruction with the conventional mathematics instruction. The subject of this study was 164 fifth graders of elementary school in Palembang. The design of this study was a Pretest-Posttest Control Group Experiment. Data was analyzed with the help of SPSS. The result of this study showed that there was different improvement of students’ skills. The improvement was higher in the class using the RME-based instruction that in conventional mathematics class.Keywords: Realistic Mathematics Education (RME), Intuition DOI: http://dx.doi.org/10.22342/jme.5.1.1446.27-34
MATHEMATICAL CRITICAL THINKING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING APPROACH Kurniati, Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang
Journal on Mathematics Education Vol 6, No 1 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.6.1.1901.53-62

Abstract

This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one  university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both the student who received the CTL and TTL; and (3) There is no interaction between learning factors (CTL and TTL) with MPA (high, medium and low) toward the enhance of MCTA.Keywords: Critical Thinking Ability in Mathematics, Contextual Teaching and Learning Approach, Prior Mathematical Ability DOI: dx.doi.org/10.22342/jme.61.53
THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua
Journal on Mathematics Education Vol 6, No 2 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.6.2.2165.107-116

Abstract

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability
Cultivating Upper Secondary Students Mathematical Reasoning-Ability and Attitude towards Mathematics Through Problem-Based Learning Napitupulu, E. Elvis; Suryadi, Didi; Kusumah, Yaya S.
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.7.2.3542.117-128

Abstract

This paper reports some results of a research attempted to cultivate students mathematical reasoning ability (MRA) by means of implementing problem-based learning (PBL) model. The population was upper secondary students of public schools in Bandung. Cluster sampling technique applied to take sample of amount 158 students from middle-level schools. Data were teachers assessment on students’ performance in last two months, prior mathematical knowledge (PMK) and MRA test, observations, and interview. Two-factors ANOVA then used to analyze the data. Findings showed that overall students in PBL-classroom achieved better MRA than their counterparts in conventional one though the category in both classrooms was low. Interaction between PBL and PMK factor towards MRA did not emerge. Most part of the participants viewed PBL neither positive nor negative. On the contrary, they assessed that the tasks given made and demanded them thinking and learning more actively than ever. The findings showed adopting PBL in schools to facilitate students getting their higher order thinking skills is a reasonable choice, especially schools having middle or high ability students.Keywords: problem-based learning (PBL), mathematical reasoning ability 
DEVELOPING LEARNING MATERIALS WITH SEARCH-SOLVE-CREATE-SHARE STRATEGY TO ENCHANCE PRE-SERVICE TEACHERS’ BASIC SKILLS OF TEACHING MATHEMATICS Rahayu, Diar Veni; Kusumah, Yaya S.; Darhim, Darhim
EDU-MAT Vol 5, No 1 (2017)
Publisher : Program Studi Pendidikan Matematika FKIP Unlam Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of skills which must be achieved by mathematics pre-service teachers is the basic skills of teaching mathematics. By having these skills, the pre-service teachers are expected to be able to become qualified teachers of the field they are going to have. However, there are still many mathematics pre-service teachers and mathematics teachers who haven’t achieved good basic skills of teaching mathematics. This was one of many factors that cause students’ low achievement in math. This study aims at solving the problem by developing learning materials with Search-Solve-Create-Share strategy to enhance the pre-service teachers’ basic skills of teaching mathematics. The research method used in this study is modified research and development method. In a nutshell, this study provides a significant contribution towards research in the mathematics education field particularly in producing suitable learning materials to enhance the pre-service teachers’ basic skills of teaching mathematics. Keywords: Basic Skills of Teaching Mathematics, Learning Material, Search-Solve-Create-Share
DAMPAK PENDIDIKAN MATEMATIKA REALISTIK INDONESIA TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP Sugiman, Sugiman; Kusumah, Yaya S.
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.1.1.793.41-52

Abstract

This quasi-experimental study aims to determine the impact of realistic mathematics education (RME) on increasing Mathematical Problem-Solving Abilities (MPSA). The research design used was the non-equivalent control group with the subject population of all junior high school students in the city of Yogyakarta originating from low (C), moderate (B), and high (A) levels. From each school level, one school was taken then from each school taken an experimental class that received RME and one class of control who received regular learning (PB). The instrument used is in the form of two sets of equivalent MPSA tests. Data analysis uses the t-test and Anava. The results of the research were: (1) an increase in the MPSA of RME students was higher than the increase in the MPSA of PB students for all students and all levels of the school; (2) the highest increase in MPSA for RME students occurs at level A schools; and (3) there is no interaction between learning at school level in increasing MPSA.