Maman Fathurrohman, Maman
Jurusan Pendidikan Matematika FKIP Universitas Sultan Ageng Tirtayasa

Published : 5 Documents
Articles

Found 5 Documents
Search

PENGEMBANGAN MEDIA PEMBELAJARAN UNTUK MENGHINDARI MIND IN CHAOS TERHADAP MATEMATIKA Fathurrohman, Maman; Rahayu, Ilmiyati; Nindiasari, Hepsi
Jurnal Ilmu Pendidikan Vol 16, No 2 (2009)
Publisher : Universitas Negeri Malang

Show Abstract | Original Source | Check in Google Scholar | Full PDF (261.801 KB)

Abstract

The Development of Instructional Media to Avoid Mind in Chaos in Mathematics. The study was designed as a Research and Development, which was aimed at developing Mathematics instructional media for elementary school students in order to avoid Mind in Chaos towards mathematics. The research procedures involved the analysis of the products to be developed, the development of initial product, expert validation, and a tryout. The subjects of the study were the 3rd graders of SDN Wadasari, Serang. The instruments used in the study included documentation guide, pedoman documenter, observation guide, and questionnaire. Qualitative and quantitative data analysis technique were employed in the data analysis process. The study was successful in developing a prototype of Mathematics instructional media, which can be used in the Mathematics teaching and learning process that will provide the students with the opportunity to experience fun learning which is also helpful in avoiding mind in chaos.
Teachers’ Real and Perceived of ICTs Supported-Situation for Mathematics Teaching and Learning Fathurrohman, Maman; Porter, Anne L; Worthy, Annette L
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (376.997 KB)

Abstract

Purpose of this research was to gain information related to the real and perceived ICT Infrastructures, Facilities, and Resources in Bojonegara Sub District, Indonesia. This article emphasize the publication of this information because it is needed for implementation of technology-based mathematics teaching and learning. The method used was survey. Instruments of survey were questionnaires, unstructured interview guideline, and handycam. During the survey, total of 220 questionnaire packages were distributed to teachers, however only 119 (response rate 54.1%) of them were filled and returned. A total of 12 teachers were interviewed, with five of these interviews were video recorded. Several head masters welcomed and allowed researcher to visit their schools and make documentation of ICT Infrastructures, facilities, and resources, while the others did not allow the researcher to do that. Based on survey, many important findings have been discovered. It is suggested that the Teachers-Centered Learning with Technology is the most appropriate method of technology-based learning to be implemented.
Mathematics Curriculum Review by Advancing the Use of Learning Design Map and Subjects Classification Fathurrohman, Maman; Porter, Anne; Worthy, Annette; Abdullah, Rosni; Supriyanto, Supriyanto; Pamungkas, Aan Subhan
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (1053.708 KB)

Abstract

Curriculum review is a long process. Typically, the people responsible for these activities are one or two people (coordinators) who are responsible for this and it can be burdensome. Authors propose a new computer-based method for mathematics curriculum review by advancing the use of Learning Designs Maps (LDMaps). The LDMaps have already been developed by authors to document expected mathematics teaching and learning experiences as expected by curriculum. The proposed method can disperse the process allowing the responsible coordinators to conduct the simple task of collating available LDMaps for the review. In this paper, an example of mathematics curriculum review in counting mathematics subjects classification entries is presented.
PENGARUH PEMBELAJARAN RIGOROUS MATHEMATICAL THINKING (RMT) TERHADAP BEBAN KOGNITIF KONSTRUKTIF DAN KOMPETENSI STRATEGIS MATEMATIS SISWA DI PONDOK PESANTREN Fuadi, Fuadi; Fathurrohman, Maman; Hendrayana, Aan
Jurnal Penelitian dan Pembelajaran Matematika Vol 12, No 1 (2019): Jurnal Penelitian dan Pembelajaran Matematika Volume 12 Nomor 1 Februari 2019
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Original Source | Check in Google Scholar | Full PDF (313.937 KB)

Abstract

Mathematical Strategic Competence (MSC) is one of the components of Mathematics Proficiency needed in learning mathematics. After learning of mathematics sometimes students haven't been able to have MSC. So it takes an intruction to learning strategic competence of mathematical students. One of the intructions that can be used, namely the Rigorous Mathematical Thinking (RMT) intruction. RMT can also mediate the intruction makes it easy to process the received knowledge with the cognitive burden of providing the opportunity for constructive happens automatically to students. This study aims to know the effect RMT to MSC and Mathematical Germane Cognitive Load. This study is the research of design experimental with Treatment by Level 2x3 model Group Within Treatment (GWT). The subject is the class XI boarding schools Daar el-Qolam 1 (DQ1), DQ2 and DQ3 DQ4, who were randomized into 8 groups, namely: each one experimental class DQ1, DQ2, DQ3, DQ4 and control class one DQ1, DQ2, DQ3 and DQ4. The analysis of the data using analysis of variance (Anova) two way model GWT. The study results obtained (1) the Learning intruction alone does not effect the MCS of students, (2) Early Mathematics Ability (EMA) alone does not effect the MCS students, (3) there is the influence of the interactions between the learning intruction and EMA effect the MCS students. It appears also that the Group has no effect the MCS students, (4) students who were given RMT intruction is lower than direct intruction to students with high EMA, (5) students who were given RMT intruction is higher than direct intruction to students with medium EMA, (6) students who were given RMT intruction is lower than direct intruction to students with low EMA, (7) Germane Cognitive Load does effect students RMT intruction.  Keywords: Rigorous Mathematical Thinking, Mathematical Competence Strategic, Mathematical Germane Cognitive Load and Boarding Schools
Pengembangan Bahan Ajar Materi Pythagoras yang Berorientasi pada Kompetensi Abad 21 untuk Guru SMP Maryamah, Ida; Anriani, Nurul; Fathurrohman, Maman
SJME (Supremum Journal of Mathematics Education) Vol 3, No 1 (2019): January 2019
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian ini adalah untuk menghasilkan produk berupa buku ajar matematika yang berorientasi pada kompetensi abad 21 pada materi Pythagoras kelas VIII semester genap yang valid. Jenis penelitian ini merupakan penelitian pengembangan yang melipiuti tujuh langkah pokok, yaitu: analisis kebutuhan, kemampuan peneliti sebagai pengembang, produk yang dikembangkan, konsep produk, pengembangan produk, uji ahli, dan uji coba lapangan. Hasil penelitian berupa buku ajar matematika yang berorientasi pada kompetensi abad 21 pada materi Pythagoras kelas VIII yang valid. Kevalidan buku ajar diperoleh berdasarkan data dari angket penilaian para ahli, yaitu ahli materi, ahli bahasa, dan ahli media. Penilaian ahli materi mencapai kategori baik, ahli bahasa mencapai kategori sangat baik, dan ahli media mencapai kategori sangat baik. Sedangkan keterbacaan dan kepraktisan buku ajar diperoleh dari data angket penilaian guru matematika yang hasilnya mencapai kategori sangat baik.  Jadi dapat disimpulkan bahwa buku ajar matematika yang berorientasi pada kompetensi abad 21 pada materi Pythagoras layak digunakan dalam kegiatan pembelajaran matematika. DOI: https://doi.org/10.31235/osf.io/9z27d