JPPM JPPM - Academia.edu (original) (raw)

Papers by JPPM JPPM

This research is motivated by the importance of the mathematical generalization capability which ... more This research is motivated by the importance of the mathematical generalization capability which is still considered low student at SMPN 6 Kota Serang. Therefore, researcher apply learning Realistic Mathematic Education approach, since this approach is expected to improve the ability of mathematical generalization of students. This study aims to determine whether the ultimate achievement and increase the ability of mathematical generalization of students who received study with Realistic Mathematic Education approach better than students who obtain lessons learned common applied in accordance with 2013 curriculum have there is a positive correlate of the ability of generalization mathematical students. The method used in this research is the method of combination (mixed method) with incorporation of quantitative-qualitative and concurrent embedded design. The study involved two classes of experimental class and control class. The study population was all students in grade VII SMP Negeri 6 Kota Serang. Samples were class VII B as an experimental class and VII C as the control class. The instrument used in this study a mathematical generalization capability test instruments, observation sheet, interview guidance, documentation and the researcher itself. The results of the study concludes that the ultimate achievement and increase the ability of mathematical generalization experimental class is better than the control class. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya kemampuan generalisasi matematis siswa yang masih tergolong rendah di SMPN 6 Kota Serang. Oleh karena itu, peneliti menggunakan pembelajaran matematika dengan pendekatan Realistic Mathematic Education, karena pendekatan ini diharapkan dapat meningkatkan kemampuan generalisasi matematika siswa. Penelitian ini bertujuan untuk mengetahui apakah pencapaian akhir dan peningkatan kemampuan generalisasi matematis siswa yang mendapat pembelajaran dengan pendekatan Realistic Mathematic Education lebih baik daripada siswa yang mendapatkan pembelajaran yang umum diterapkan sesuai dengan kurikulum 2013 ada korelasi positif antara kemampuan Generalisasi siswa matematika. Metode yang digunakan dalam penelitian ini adalah metode kombinasi (mixed method) dengan penggabungan desain horisontal kualitatif dan konkuren. Penelitian ini melibatkan dua kelas kelas eksperimen dan kelas kontrol. Populasi penelitian adalah seluruh siswa kelas VII SMP Negeri 6 Kota Serang. Sampel adalah kelas VII B sebagai kelas eksperimen dan kelas VII C sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah instrumen uji kemampuan generalisasi matematis, lembar observasi, pedoman wawancara, dokumentasi dan peneliti itu sendiri. Hasil penelitian menyimpulkan bahwa pencapaian akhir dan peningkatan kemampuan generalisasi matematika kelas eksperimen lebih baik daripada kelas kontrol.

This study aims to examine the ability of mathematical representation of industrial engineering s... more This study aims to examine the ability of mathematical representation of industrial engineering students through cognitive apperticeship learning. This research used Quasi-Experimental method by using random group, so it involved two randomly selected group samples, ie control samples using expository learning and experimental samples using cognitive apperticeship learning. The research instrument used is the ability test of mathematical representation. This research was conducted on the material of industry statistics II with the number of control class students 22 students and the experimental class as many as 22 students. The results showed that the ability of mathematical representation of students who received cognitive apperticeship learning better than students who memproleh expository learning. ABSTRAK Penelitian ini bertujuan menelaah kemampuan representasi matematis mahasiswa teknik industri melalui pembelajaran cognitive apperticeship. Penelitian ini menggunakan metode Quasi-Eksperimen dengan mengunakan random kelompok, sehingga melibat dua sampel kelompok yang dipilih secara acak, yaitu sampel kontrol yang menggunakan pembelajaran ekspositori dan sampel eksperimen yang menggunakan pembelajaran cognitive apperticeship. Instrumen penelitian yang digunakan adalah tes kemampuan representasi matematis. Penelitian ini dilakukan pada materi statistik industri II dengan jumlah mahasiswa pada kelas kontrol sebanyak 22 mahasiswa serta kelas eksperimen sebanyak 22 mahasiswa. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis mahasiswa yang memperoleh pembelajaran cognitive apperticeship lebih baik dari mahasiswa yang memperoleh pembelajaran ekspositori. Kata kunci: Representasi Matematis, Cognitive Apperticeship.

This research is motivated by the low ability of students' mathematical reasoning, so the need fo... more This research is motivated by the low ability of students' mathematical reasoning, so the need for alternative learning that can improve students' mathematical reasoning ability is urgent. One of the type of cooperative learning which is Think-Pair-Share by using " cakil " is used in this research. This study aims to determine: (1) Whether the improvement of students' mathematical reasoning abilities that get Think-Pair-Share learning using " cakil " is better than students who get conventional learning; (2) Whether the improvement of students' mathematical reasoning abilities (group of high, medium, and low score) that get Think-Pair-Share learning using " cakil " is better than students who get conventional learning; (3) What is the student's attitude toward mathematics learning using " cakil " in Think-Pair-Share learning model. This research was conducted at SMPN 17 Kota Serang. The research method used is quasi experiment with Non-Equivalent Control Group Design. The sampling technique used is Purposive Sampling, because the sample is determined by the school. The results showed: (1) The improvement of students' mathematical reasoning abilities that get Think-Pair-Share learning using " cakil " is better than students who get conventional learning with tscore = 8.30 and ttable = 1.66; (2) The improvement of students' mathematical reasoning abilities (group of high, medium, and low score) that get Think-Pair-Share learning using " cakil " is better than students who get conventional learning with tscore = 21.55 and ttable = 1.75 (high group), tscore = 13.99 and ttable = 1.67 (medium group) and tscore = 17,06 and ttable = 1,94 (low group); (3) The result of questionnaire analysis which is filled by experimental class, it is found that attitude toward Think-Pair-Share learning using " cakil " is in strong criteria with average of 73,05%. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan penalaran matematis siswa, sehingga perlunya alternatif pembelajaran yang dapat meningkatkan kemampuan penalaran matematis siswa, salah satunya adalah pembelajaran kooperatif tipe Think-Pair-Share dengan menggunakan cakil. Penelitian ini bertujuan untuk mengetahui: (1) Apakah peningkatan kemampuan penalaran matematis siswa yang mendapatkan pembelajaran Think-Pair-Share menggunakan cakil lebih baik daripada siswa yang mendapatkan pembelajaran konvensional; (2) Apakah peningkatan kemampuan penalaran matematis (berkelompok nilai tinggi, sedang, rendah) siswa yang mendapatkan pembelajaran Think-Pair-Share menggunakan cakil lebih baik daripada siswa yang mendapatkan pembelajaran konvensional; (3) Bagaimanakah sikap siswa terhadap pembelajaran matematika dengan menggunakan cakil dalam model pembelajaran Think-Pair-Share. Penelitian ini dilaksanakan di SMPN 17 Kota Serang. Metode penelitian yang digunakan adalah kuasi eksperimen dengan Non-Equivalent Control Group Design. Teknik sampling yang digunakan adalah Purposive Sampling yaitu sampel ditentukan oleh pihak sekolah. Hasil penelitian menunjukkan: (1) Peningkatan kemampuan penalaran matematis siswa yang mendapatkan pembelajaran Think-Pair-Share menggunakan cakil lebih baik daripada siswa yang mendapatkan pembelajaran konvensional dengan thitung = 8,30 dan ttabel = 1,66; (2) Peningkatan kemampuan penalaran matematis (berkelompok nilai tinggi, sedang, rendah) siswa yang mendapatkan pembelajaran Think-Pair-Share menggunakan cakil lebih baik daripada siswa yang mendapatkan pembelajaran konvensional dengan thitung = 21,55 dan ttabel = 1,75 (kelompok tinggi), thitung = 13,99 dan ttabel = 1,67 (kelompok sedang) dan thitung = 17,06 dan ttabel = 1,94 (kelompok rendah); (3) Hasil dari analisis data angket yang diisi oleh kelas eksperimen diperoleh bahwa

The study aims to see the effect of the application of discovery learning model in improving the ... more The study aims to see the effect of the application of discovery learning model in improving the ability of critical thinking mathematically and students self-confidence. The population of this research is high school students in East Bogor Regency. The sample of the research is the students of 10 th grade Science Major from 116 students. This research is a quasi experimental research with pretest and postest control group research design. The instrument used is a matter of mathematical critical thinking and self-confidence questionnaire test. Data analysis was performed on the normalized gain level between the two sample groups. The result of this research are (1) There is an improvement of mathematical critical thinking ability of students who are treated with discovery learning model is better than students who get conventional learning; (2) There is an interaction between learning model and early math ability (KAM) to improving students' mathematical critical thinking ability; (3) There is an improvement of mathematical critical thinking ability in students with high KAM; (4) There is no improvement of mathematical critical thinking ability in students with low KAM; (5) Increased self-confidence of students who are treated with discovery learning model is better than students who received conventional learning; (6) There is an interaction between learning model and math early ability to increase student self-confidence; (7) There is an improvement of self-confident in students with high KAM; (8) There is no improvement of self-confidence in students with low KAM. ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh penerapan model discovery learning untuk meningkatkan kemampuan berpikir kritis matematis dan self-confidence siswa. Populasi penelitian ini adalah siswa SMA Negeri di Kabupaten Bogor Timur. Sampel penelitiannya adalah siswa SMA Negeri kelas X MIPA yang berjumlah 116 siswa. Penelitian ini merupakan penelitian quasi eksperimen dengan desain penelitian pretest-postest control group design. Instrumen yang digunakan berupa soal tes kemampuan berpikir kritis matematis dan lembar angket self-confidence. Analisis data dilakukan terhadap rataan gain ternormalisasi antara dua kelompok sampel. Hasil penelitian ini adalah (1) Peningkatan kemampuan berpikir kritis matematis siswa yang diberi perlakuan model discovery learning lebih tinggi daripada siswa yang mendapat pembelajaran konvensional; (2) Terdapat interaksi antara model pembelajaran dan kemampuan awal matematika (KAM) terhadap peningkatan kemampuan berpikir kritis matematis siswa; (3) Terdapat peningkatan kemampuan berpikir kritis matematis pada siswa dengan KAM tinggi; (4) Tidak terdapat peningkatan kemampuan berpikir kritis matematis pada siswa dengan KAM rendah; (5) Peningkatan self-confidence siswa yang diberi perlakuan model discovery learning lebih tinggi daripada siswa yang mendapat pembelajaran konvensional; (6) Terdapat interaksi antara model pembelajaran dan kemampuan awal matematika terhadap peningkatan self-confidence siswa, dan (7) Terdapat peningkatan self-confident pada siswa dengan KAM tinggi; (8) Tidak terdapat peningkatan self-confidence pada siswa dengan KAM rendah

Analysis of students reflective ability and disposition of mathematical thinking in terms of lear... more Analysis of students reflective ability and disposition of mathematical thinking in terms of learning styles is a description of the students' reflective mathematical thinking ability along with the disposition that emerges as a support of their reflective ability, which is reviewed based on student learning styles. Learning styles are used according to DePorter and Hernacki, ie visual, auditorial, and kinesthetic learning styles. This research is a descriptive qualitative research with the aim to know and describe the ability of reflective mathematical thinking and disposition of reflective thinking of mathematical students viewed from visual, auditorial, and kinesthetic learning styles. The subjects of this study are class VIII A in SMPN 13 Kota Serang selected purposively Sampling on cube and beam material. The result of data analysis showed that the visual, auditorial, and kinesthetic learning styles had mean percentage of reflective mathematical thinking ability (KBRM) were 58.333%, 43.056% and 62.5%, respectively and the mathematical reflective thinking disposition (DBRM) 77.778%, 63.672%, and 62.506%. Based on the level of presentations, it is found that the relationship between the ability and disposition of reflective thinking mathematically viewed from the visual, auditorial and kinesthetic learning styles is a negative relationship, which means that good ability does not guarantee the disposition will also be good, otherwise vice versa. ABSTRAK Analisis kemampuan dan disposisi berpikir reflektif matematis siswa ditinjau dari gaya belajar merupakan deskripsi tentang kemampuan berpikir reflektif matematis (berpikir tingkat tinggi) siswa beserta disposisi (sikap) yang muncul sebagai pendukung dari kemampuan reflektif yang dimilikinya, yang ditinjau berdasarkan gaya belajar siswa. Gaya belajar yang digunakan menurut DePorter dan Hernacki, yaitu gaya belajar visual, auditorial, dan kinestetik. Penelitian ini merupakan penelitian kualitatif deskriptif dengan tujuan untuk mengetahui dan mendeskripsikan kemampuan berpikir reflektif matematis serta disposisi berpikir reflektif matematis siswa yang ditinjau dari gaya belajar visual, auditorial, dan kinestetik. Subjek penelitian ini adalah kelas VIII A di SMPN 13 Kota Serang yang dipilih secara purposive Sampling pada materi kubus dan balok. Hasil analisis data menunjukkan bahwa, gaya belajar visual, auditorial, dan kinestetik memiliki rata-rata presentase kemampuan berpikir reflektif matematis (KBRM) berturut-turut adalah 58.333 %, 43.056 % dan 62.5% dan disposisi berpikir reflektif matematis (DBRM) berturut-turut yaitu 77.778 % , 63.672 %, dan 62.506%. Berdasarkan tingkatan presentasenya, diperoleh bahwa hubungan antara kemampuan dan disposisi berpikir reflektif matematis yang ditinjau dari gaya belajar visual, auditorial dan kinestetik adalah hubungan negatif, yang berarti kemampuan yang baik tidak menjamin disposisinya juga akan baik, begitu pula sebaliknya.

This study aimed to describe the ability of students of mathematics education in preparing an eff... more This study aimed to describe the ability of students of mathematics education in preparing an effective and enjoyable learning include planning and practical teaching in the subject's eyes and Learning Strategies and Teaching Mathematics (SBMM). SBMM is a course that provides the knowledge and practice of how to design learning mathematical methods, models, approaches and learning strategies appropriate to the learning of mathematics more meaningful, efien and of course fun. This type of research is descriptive qualitative research subject all students who took a course SBMM the even semester academic year 2015/2016. Data collection instrument in the form of a score on: 1) the assessment sheet lesson plan, 2) pieces of practical observation of teaching basic skills, and 3) copies of student competence assessment. Based on the analysis we concluded that students of mathematics education Muhammadiyah University Tangerang are able to plan and implement an effective mathematics learning and fun accordance with the competence of teachers expected. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa program studi pendidikan matematika dalam menyiapkan pembelajaran yang efektif dan menyenangkan meliputi perencaan dan praktik mengajar pada mata matakuliah Strategi Belajar dan Mengajar Matematika (SBMM). SBMM adalah mata kuliah yang memberikan pengetahuan dan praktik bagaimana mendesain pembelajaran matematika dengan metode, model, pendekatan dan strategi pembelajaran yang tepat sehingga pembelajaran matematika lebih bermakna, efien dan tentunya menyenangkan. Jenis penelitian adalah kualitatif deskriptif dengan Subjek penelitian seluruh mahasiswa yang mengambil mata kuliah SBMM pada semester Genap tahun akademik 2015/2016. Instrumen pengumpulan data berupa skor pada: 1) lembar penilaian rencana pelaksanaan pembelajaran, 2) lembar observasi praktik keterampilan dasar mengajar, dan 3) lembar penilaian kompetensi mahasiswa. Berdasarkan hasil analisis diperoleh kesimpulan bahwa mahasiswa program studi pendidikan matematika Univerditas Muhammadiyah Tangerang sudah mampu merencanakan dan melaksanakan pembelajaran matematika yang efektif dan menyenangkan sesuai dengan kompetensi guru yang diharapkan. Kata kunci: Rencana Pembelajaran, Strategi Belajar Mengajar Matematika, Pembelajaran Efektif.

This study aims to identify learning styles of VAK students of Mathematics Education Study Progra... more This study aims to identify learning styles of VAK students of Mathematics Education Study Program of Bung Hatta University. This research is included in descriptive research. The population taken in this research is all students of Mathematics Education Study Program class of 2012-2015. The sampling technique used Purposive sampling technique. The instrument used in this research is a questionnaire. The result of the analysis shows that the students of mathematics education have different learning styles such as Visual, Auditory, and Kinesthetic. Identification of student learning style of mathematics education program class of 2012 dominated by 50% Auditory learning style, student class of 2013 dominated by learning style of Auditory 45%, student of class of 2014 dominated by 50% Auditory learning style and student of 2015 dominated by Visual learning style 50%. ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi gaya belajar VAK mahasiswa Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian ini termasuk dalam penelitian deskriptif. Popuasi yang diambil dalam penelitian ini adalah seluruh mahasiswa Program Studi Pendidikan Matematika angkatan 2012-2015. Teknik pangambilan sampel menggunakan teknik Purposive sampling. Instrumen yang digunakan dalam penelitian ini berupa angket/kuesioner. Hasil analisis menunjukkan bahwa mahasiswa program studi pendidikan matematika memiliki gaya belajar yang bervariasi yaitu Visual, Auditorial, dan Kinestetik. Identifikasi gaya belajar mahasiswa program studi pendidikan matematika angkatan 2012 didominasi oleh gaya belajar Auditorial 50%, mahasiswa angkatan 2013 didominasi oleh gaya belajar Auditorial 45%, mahasiswa angkatan 2014 didominasi oleh gaya belajar Auditorial 50% dan mahasiswa angkatan 2015 didominasi oleh gaya belajar Visual 50%.

Education is a guidance or assistance provided with the aim that students are responsible for car... more Education is a guidance or assistance provided with the aim that students are responsible for carrying out the task. The effort to maximize these activities can be started by minimizing learning obstacles. Obstacles to learning are obstacles that slow the focus of effort in receiving knowledge. So that the teacher will be right to decide the learning strategy, thus expected the student can catch up because of the obstacle. This research belongs to qualitative descriptive research which attempts to describe student learning obstacle analysis. The subjects in this study are students 5th semester 2016-2017 English Education Study Program University of Muhammadiyah Tangerang who take the course Statistics. This research tries to understand the obstacles faced by students and reveal the things that are considered as the obstacle factor of student learning in Statistics. In this study, researchers collect information through diagnostic tests and interviews on students. The result of the analysis shows that the student's obstacle in studying Statistics in general lies in the fundamental ability of weak concept. The results of research conducted by researchers is a mistake in process skills, misunderstanding problems, and errors in using notation. Alternative to overcome these obstacles, it is necessary for the lecturer of Statistics to be able to develop the learning strategy so that the students can be more honed their thinking ability and lecturer in order to provide various question exercises to the students continuously. ABSTRAK Pendidikan merupakan bimbingan atau pertolongan yang diberikan dengan tujuan agar mahasiswa bertanggung jawab melaksanakan tugas. Usaha memaksimalkan kegiatan tersebut dapat dimulai dengan meminimalkan hambatan belajar. Hambatan belajar merupakan halangan yang memperlambat fokus usaha dalam menerima pengetahuan. Sehingga pengajar akan tepat untuk memutuskan strategi pembelajaran, dengan demikian diharapkan mahasiswa dapat mengejar ketertinggalan karena hambatan tersebut. Penelitian ini tergolong dalam penelitian deskriptif kualitatif yang berupaya untuk mendeskripsikan analisis hambatan belajar mahasiswa. Subyek dalam penelitian ini adalah mahasiswa semester 5 tahun 2016-2017 Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Tangerang yang menempuh mata kuliah Statistika. Penelitian ini berusaha memahami hambatan yang dialami mahasiswa dan mengungkap hal-hal yang dianggap sebagai faktor hambatan belajar mahasiswa pada mata kuliah Statistika. Pada penelitian ini peneliti mengumpulkan informasi melalui tes diagnostik dan wawancara pada mahasiswa. Hasil analisis menunjukkan bahwa hambatan mahasiswa dalam mempelajari Statistika pada umunya terletak pada kemampuan mendasar yakni lemah konsep. Hasil penelitian yang dilakukan peneliti adalah adanya kesalahan dalam keterampilan proses, kesalahan memahami soal, dan kesalahan dalam menggunakan notasi. Alternatif mengatasi hambatan-hambatan tersebut, perlu bagi pengajar mata Statistika untuk dapat mengembangkan strategi pembelajarannya agar mahasiswa dapat lebih terasah kemampuan berfikirnya dan pengajar agar dapat memberikan latihan-latihan soal yang bervariasi kepada mahasiswa secara kontinu.

The use of learning model is a very absolute must be used by teachers in implementing learning wi... more The use of learning model is a very absolute must be used by teachers in implementing learning without exception. Most teachers in learning have not considered what learning model is appropriate or appropriate for certain basic competencies or certain materials, because different material and competence is very possible appropriate learning model is different, so there are still many students who do not understand or quickly forget to master the material. In this activity, the teacher is expected to be able to choose the right learning model for the basic competence as well as the specific material and hopefully the teacher is able and accustomed to try various existing learning models and able to innovate in learning. The method to be used in this case is through the Guidance and training in the MGMP forum of the target schools with three meetings with the first meeting giving examples of learning models they already know, then affirmation to include which learning models they mention Then directed and guided by grade level groups in teaching to choose the right model for the material they choose in their group. The following is in the group to develop a model of learning that has been selected and used for learning in selected materials or basic competencies. Then presented and discussed whether appropriate or less or even inappropriate, then each teacher to choose basic competencies or teaching materials that should not be the same as the others. The second meeting of each teacher of the material that has been selected to determine which learning model will be used later to arrange the learning individually with the guidance of friends of the group or by the supervisor of the school and for use in learning in each school. At the next meeting the teacher discusses what is found in both constraints and advantages in the use of the model, and is discussed together and then draws conclusions based on the agreement and existing learning theories and learning models that have been compiled by criteria by previous education experts. The results are expected teachers can use learning models appropriately and able to implement in learning in the classroom. So the authors conclude that BIMLAT in MGMP forum of target schools can improve teachers in using Learning models. ABSTRAK Penggunaan model pembelajaran merupakan hal yang sangat mutlak harus di gunakan guru dalam melaksanakan pembelajaran tanpa kecuali. Sebagian besar guru dalam pembelajaran belum mempertimbangkan model pembelajaran apa yang sesuai atau tepat untuk kompetensi dasar tertentu atau materi tertentu, karena berbeda materi maupun kompetensi sangatlah mungkin model pembelajaran yang tepat nya berbeda, sehingga masih banyak siswa yang tidak memahami atau cepat lupa untuk menguasai materi tersebut. Dalam kegiatan ini diharapkan guru mampu memilih model pembelajaran yang tepat untuk kompetensi dasar maupun materi tertentu dan diharapkan guru mampu dan terbiasa dengan mencoba berbagai model pembelajaran yang ada serta mampu berinovasi dalam pembelajaran. Metoda yang akan digunakan dalam hal ini adalah melalui Bimbingan dan pelatihan di forum MGMP sekolah binaan dengan tiga kali pertemuaan dengan pertemuan pertama memberikan contoh model-model pembelajaran yang telah mereka kenal, kemudian beri penegasan untuk termasuk model-model pembelajaran yg mana yang mereka

The Students' understanding of mathematical concepts at schools can be said to be less, especiall... more The Students' understanding of mathematical concepts at schools can be said to be less, especially in the subject of mathematics in high school. The problem is, almost the students cannot comply the standards of math course in teaching high school. The aims of the research are the difference and increasing of mathematics concept between students who receive interactive learning by using drill strategies with the students who receive direct instruction. The method used is a quasi-experimental method with 2 classes that control class and experimental class, control class using direct instruction, while for experiments class using drill strategy. Based on the results, the hypothesis testing differences in the ability of understanding mathematical concepts by using t test with significance level of 0.05 significance value (Sig.) 0,00 < 0.05, H0 rejected H1 received, it is mean the effect of interactive learning strategies drill to the understanding of mathematical concepts. Hypothesis test increased ability of understanding mathematical concepts by using t test at significance level of 0.05 significance value (Sig.) Of 0,000 < 0.05, H0 rejected H1 received thus there is an increased understanding of mathematical concepts with interactive learning with drill strategy. ABSTRAK Pemahaman mahasiswa terhadap konsep-konsep matematika sekolah dapat dikatakan kurang terutama pada mata kuliah pembelajaran matematika SMA. Banyak mahasiswa yang tidak bisa memenuhi standarisasi untuk kelulusan mata kuliah pembelajaran matematika SMA. Tujuan penelitian yang dilakukan adalah apakah terdapat perbedaan dan peningkatan pemahaman kosep matematika antara mahasiswa yang mendapat pembelajaran interaktif strategi drill dengan mahasiswa yang mendapat pembelajaran langsung. Metode yang digunakan adalah metode quasi eksperimen dengan 2 kelas yaitu kelas kontrol dan kelas eksperimen, kelas kontrol menggunakan pembelajaran langsung, sedangkan untuk kelas eksperimen menggunakan pembelajaran interaktif dengan strategi drill. Berdasarkan hasil analisa data uji hipotesis perbedaan kemampuan pemahaman konsep matematika dengan menggunakan uji t pada taraf signifikan 0,05 diperoleh nilai signifikansi (Sig.) sebesar 0,000 < 0,05, maka tolak H0 terima H1 dengan demikian terdapat pengaruh pembelajaran interaktif dengan strategi drill terhadap pemahaman konsep matematika. Uji hipotesis peningkatan kemampuan pemahaman konsep matematika dengan menggunakan uji t pada taraf signifikan 0,05 diperoleh nilai signifikansi (Sig.) sebesar 0,000 < 0.05, maka tolak H0 terima H1 dengan demikian terdapat peningkatan pemahaman konsep matematika dengan pembelajaran interaktif dengan strategi drill.

This study aims to: (1) develop the student worksheets using problem based learning model in soci... more This study aims to: (1) develop the student worksheets using problem based learning model in social arithmetic which is valid and practical for the seventh grade students in junior high school, and (2)determine the potential effects of the student worksheets on students learning outcomes. This study was a qualitative research which used development study in design research method.The subjects were 32 students of VII class in SMPN 1 Indralaya Utara. There were two stages in this study, the preparation stage and the formative evaluation stage which consisted of self-evaluation, development, and field test. The techniques for collecting the data were walkthrough, observation, test, and interview. Based on the result of study, this study had developed three student worksheets using problem based learning model in social arithmetic which was valid and practical. The valid category was based on the validator review about the content, construct, and language in prototype one. The practical category was based on the result of the small group try out, which showed that the student have done all of the steps in the student worksheet. Based on the commentary of the student, the worksheet was easy to do. This student worksheet had potential effects on student learning outcomes such as cognitive aspect (knowledge), affective aspect (attitude), and psychomotor aspect (skills). In cognitive aspect, the students which got the score higher than 70 was about 78,125% students. In the affective aspect, all of the students showed a honesty and responsive attitude based on the observation while the students doing the test, and based on the performance of the students showed that they had some good skills in psychomotor aspect. ABSTRAK Penelitian ini bertujuan untuk : (1) menghasilkan LKS (Lembar Kerja Siswa) dengan model problem based learning pada materi aritmetika sosial yang valid dan praktis di kelas VII, dan (2) mengetahui efek potensial dari LKS terhadap hasil belajar siswa. Penelitian ini merupakan jenis penelitian kualitatif dengan metode Design Research tipe Development Study. Subjek penelitian yaitu siswa kelas VII SMP Negeri 1 Indralaya Utara yang berjumlah 32 siswa. Tahapan penelitian yang dilakukan meliputi tahap persiapan, tahap formative evaluation terdiri dari self evaluation, pengembangan, dan field test. Teknik pengumpulan data adalah dengan walkthrough, observasi, tes, dan wawancara. Berdasarkan hasil penelitian, diperoleh tiga LKS materi aritmetika sosial berbasis problem based learning yang valid dan praktis. Valid terlihat dari hasil penilaian validator, dimana validator mengomentari LKS prototype one dari segi konten, konstruk dan bahasa. Praktis terlihat dari hasil ujicoba small group, dimana berdasarkan analisis lembar jawaban siswa didapat bahwa siswa sudah mampu menyelesaikan setiap tahapan yang ada dan dari lembar komentar siswa didapat bahwa LKS yang diberikan mudah dikerjakan. LKS yang dikembangkan memiliki efek potensial terhadap hasil belajar dari ranah kognitif (pengetahuan), afektif (sikap), maupun psikomotorik (keterampilan). Pada ranah kognitif sebanyak 25 siswa (78,125%) mendapat nilai > 70, pada ranah afektif semua siswa sudah menunjukkan sikap jujur dan responsif terlihat dari hasil observasi selama pengerjaan LKS, serta pada ranah psikomotorik semua siswa sudah baik keterampilannya terlihat pada hasil unjuk kerja siswa.

This paper reports some result of a research attempted to analyze: the increase in student's UMC ... more This paper reports some result of a research attempted to analyze: the increase in student's UMC and MPS using guided discovery learning assisted Autograph; and to look is there an interaction between students' PMK (high, medium, low) and learning to increase student's UMC and MPS. This type of research is a quasi experimental. The population of this research is all students in SMA YPK Medan. Then 23 students is chosen as the experimental class and 16 students in other class is chosen as a control class by using purposive sampling technique. The data in this study were analyzed using Two Ways ANOVA. The result of this research are: (1) The increasing of student's UMC ability and IL using guided discovery learning assisted Autograph is higher than conventional learning; (2) There is no interaction between students' PMK and learning on student's UMC ability and MPS.. ABSTRAK Penelitian ini memaparkan hasil penelitian yang bertujuan untuk menganalisis: apakah terdapat peningkatan kemampuan pemahaman konsep matematika (KPKM) dan kemampuan pemecahan masalah matematika (KPMM) siswa kelas XII SMA YPK Medan yang diajarkan dengan guided discovery learning berbantuan Autograph; serta untuk melihat apakah terdapat interaksi antara pembelajaran dengan KAM siswa terhadap KPKM dan KPMM siswa. Penelitian ini merupakan penelitian quasi experiment. Populasi dari penelitian ini adalah seluruh siswa SMA YPK Medan. Sampel pada penelitian ini adalah 23 siswa sebagai kelas eksperimen dan 16 siswa sebagai kelas kontrol melalui metode purposive sampling. Data dalam penelitian ini dianalisis dengan menggunakan dengan ANAVA 2 Jalur. Hasil penelitian diperoleh: (1) Peningkatan KPKM dan KPMM siswa yang memperoleh guided discovery learning berbantuan Autograph lebih tinggi daripada siswa yang memperoleh pembelajaran konvensional; (2)Tidak terdapat interaksi antara pembelajaran dengan KAM siswa terhadap peningkatan KPKM dan KPMM siswa.

This study aims to analyze the achievement of each indicator that measures the ability of student... more This study aims to analyze the achievement of each indicator that measures the ability of students' mathematical understanding on the subjects of SMA II mathematics learning. This research is a qualitative descriptive research that seeks to describe the students' mathematical understanding ability analysis. The subjects of the study were students of level 3 mathematics education with 1 class consisting of 21 students. Data collection methods used include students' mathematical comprehension test in SMA II mathematics learning course which includes material of inverse function, function limit, and derivative. Based on the result of the research, it is concluded that the level of mathematics student's ability in SMA II mathematics learning course is as follows: There are 3 students who get score below 50, there are 2 students who got score between 51 and 60, there are 7 students who got score between 61 and 70, there are 5 students who score between 71 and 80, and there are 4 students who score 81 and up. The perfect score was achieved by 3 students on the first question number, 3 students on the second question number, 6 students on the third question number, 13 students on the fourth question number, and 16 students on the fifth question number.

This research is a quantitative research that aims to examine the association between student's m... more This research is a quantitative research that aims to examine the association between student's mathematical reasoning ability and student's mathematical connection ability who gotten inquiry learning of Alberta. This research was cross-sectional design. The population in this research were all students at class VIII in one of the junior high school in Palu and as a sample selected the students using purposive sampling technique. The instrument used to collect the data consist of the mathematical reasoning ability test and mathematical connection ability test. The results showed that there is association between student's mathematical reasoning ability and student's mathematical connection ability who gotten inquiry learning of Alberta. ABSTRAK Penelitian ini merupakan penelitian kuantitiatif yang bertujuan mengkaji asosiasi antara kemampuan penalaran matematis dan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta. Penelitian menggunakan rancangan cross-sectional design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP di Kota Palu dan sebagai sampel dipilih siswa dengan menggunakan teknik purposive sampling. Instrumen dalam penelitian ini meliputi tes kemampuan penalaran matematis dan kemampuan koneksi matematis. Hasil penelitian menunjukkan bahwa terdapat asosiasi antara kemampuan penalaran matematis dan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta. Kata kunci: Penalaran Matematis, Koneksi Matematis, Pembelajaran Inkuiri Model Alberta.

Mathematical problem solving is strongly influenced by the level of thinking ability possessed by... more Mathematical problem solving is strongly influenced by the level of thinking ability possessed by each student. The ability to think is the ability to process information mentally or cognitively from low to high levels. Both levels of thinking are referred to the bloom taxonomy which consists of 6 aspects of cognitive. Each student is directed to have the ability to think up to the highest level so that higher order thinking (higher order thinking) is the ultimate goal in improving thinking ability. This study aims to determine the ability to think high-level junior high school students in terms of visual, auditory and kinesthetic learning styles. Subjects in this study were students of class IX SMP. The results showed that students' high thinking ability in terms of visual, auditory and kinesthetic learning styles fall into the less / low category. ABSTRAK Pemecahan masalah matematika sangat dipengaruhi oleh tingkat kemampuan berpikir yang dimiliki oleh masing siswa. Kemampuan berpikir merupakan kemampuan memproses informasi secara mental atau kognitif yang dimulai dari tingkat rendah hingga tingkat tinggi. Kedua tingkatan berpikir tersebut mengacu pada taksonomi bloom yang terdiri dari 6 aspek kognitif. Setiap siswa diarahkan untuk memiliki kemampuan berpikir hingga tingkat tertinggi sehingga berpikir tingkat tinggi (higher order thinking) merupakan tujuan akhir dalam meningkatkan kemampuan berpikir. Penelitian ini bertujuan untuk mengetahui kemampuan berpikir tingkat tinggi siswa SMP ditinjau dari gaya belajar visual, auditori dan kinestetik. Subjek dalam penelitian ini adalah siswa kelas IX SMP. Hasil penelitian menunjukkan bahwa kemampuan berpikir tingkat tinggi siswa ditinjau dari gaya belajar visual, auditori dan kinestetik tergolong dalam kategori kurang/rendah. Kata kunci: Berpikir Tingkat Tinggi, Gaya Belajar, Masalah Matematika.

This research was aimed to determine: (1) whether the improvement of mathematical problem solving... more This research was aimed to determine: (1) whether the improvement of mathematical problem solving skills of students who get cooperative learning type Coop coop with Open-Ended approach is better than the students who get learning with Open-Ended approach; (2) how students attitude toward cooperative learning type Coop coop with Open-Ended approach. The subjects of this research were X grade students in a SMAN of Cimahi which is divided into two groups namely the experimental and control group. This research was a quasi-experimental study with a pretest-posttest non-equivalent group design. The instruments used are problem solving test, attitude scale and observation sheet of teacher and student activity. Quantitative analysis was performed using average difference test. The result of the research shows that the improvement of mathematical problem solving ability of students who get cooperative learning type Coop coop with Open-Ended approach is better than the students who get learning with Open-Ended approach. In addition, students generally show a positive attitude toward cooperative learning type Coop coop with an Open-Ended approach. ABSTRAK Penelitian ini bertujuan untuk mengetahui: (1) apakah peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pembelajaran kooperatif tipe Coop coop dengan pendekatan Open-Ended lebih baik daripada kemampuan pemecahan matematis siswa yang mendapatkan pembelajaran dengan pendekatan Open-Ended; (2) bagaimana sikap siswa terhadap pembelajaran kooperatif tipe Coop coop dengan pendekatan Open-Ended. Subjek penelitian ini adalah siswa kelas X salah satu SMA Negeri di Kota Cimahi yang dibagi menjadi dua kelompok yaitu kelompok eksperimen dan kontrol. Penelitian ini merupakan penelitian kuasi eksperimen dengan rancangan pretest-posttest non-equivalen group design. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah, skala sikap dan lembar observasi aktivitas guru dan siswa. Analisis kuantitatif dilakukan dengan menggunakan uji perbedaan rataan. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis siswa mendapatkan pembelajaran kooperatif tipe Coop coop dengan pendekatan Open-Ended lebih baik dibanding siswa yang mendapatkan pembelajaran dengan Open-Ended. Selain itu, secara umum siswa menunjukkan sikap yang positif terhadap pembelajaran kooperatif tipe Coop coop dengan pendekatan Open-Ended.

This study aims to examine the suitability of Piaget's cognitive development stage to grade VII s... more This study aims to examine the suitability of Piaget's cognitive development stage to grade VII students in Karawang regency, whether it has arrived at the formal operation stage, as described in Piaget's theory. The subjects of this study were 32 students with an age between 12 to 16 years. This study uses the instrument of Test of Logical Operations (TLO) in mathematics. TLO consists of 14 questions and students are given time to answer all questions for 45 minutes. The results showed 41.18% of male students in the initial formal operating phase, 47.06% in the final concrete operation stage and 11.76% in the initial concrete operation phase. While 53.33% of female students were in the initial formal operating phase, 40% at the final concrete operation stage and 6.67% at the initial concrete operation stage. Average score of TOL Piaget male students ie 27.13 and female students ie 25.47 which means the average student tend to at the final concrete stage. The students' mathematical understanding based on 7 logical operations shows that on the type of proposition, series and logical multiplication the average male student is sufficient while the type of classification, compensation, probability, and correlation are not sufficient. The average female students in the types of propositions, series, compensation, and logical multiplication are sufficient, while the classification type, the probability and the correlation are insufficient. ABSTRAK Penelitian ini bertujuan untuk menelaah kesesuaian tahap perkembangan kognitif Piaget terhadap siswa SMP kelas VII di Kabupaten Karawang, apakah telah sampai pada tahap operasi formal, sebagaimana yang dijelaskan dalam teori Piaget. Subjek dari penelitian ini adalah siswa sebanyak 32 orang dengan usia antara 12 sampai 16 tahun. Penelitian ini menggunakan instrumen Test of Logical Operations (TLO) dalam matematika. TLO terdiri dari 14 soal dan siswa diberi waktu menjawab semua soal selama 45 menit. Hasil penelitian menunjukkan 41,18% siswa laki-laki pada tahap operasi formal awal, 47,06% pada tahap operasi konkrit akhir dan 11,76% pada tahap operasi konkrit awal. Sedangkan 53,33% siswa perempuan pada tahap operasi formal awal, 40% pada tahap operasi konkrit akhir dan 6,67% pada tahap operasi konkrit awal. Skor rata-rata TOL Piaget siswa laki-laki yakni 27,13 dan siswa perempuan yakni 25,47 yang artinya rata-rata siswa cenderung pada tahap konkrit akhir. Pemahaman matematika siswa berdasarkan 7 operasi logis menunjukkan bahwa pada tipe proposisi, seriasi dan perkalian logis rata-rata siswa laki-laki berpemahaman cukup sedangkan tipe klasifikasi, kompensasi, probabilitas, dan korelasi berpemahaman belum cukup. Rata-rata siswa perempuan pada tipe proposisi, seriasi, kompensasi, dan perkalian logis berpemahaman cukup, sedangkan tipe klasifikasi, probabilitas dan korelasi berpemahaman belum cukup. Kata kunci: Tahap Perkembangan Kognitif, Teori Piaget, Jenis Kelamin.

Teachers' beliefs are an important part of teacher competence; namely the competence of personali... more Teachers' beliefs are an important part of teacher competence; namely the competence of personality and have a strategic role in the success of students' mathematics learning. This teachers' beliefs include two parts, namely the teachers' belief in the benefits of mathematics in everyday life and teaching mathematics. This research is a descriptive of case studies, which aims to describe the beliefs of teachers in mathematics learners and the factors of its influence. Subjects of research are teachers of mathematics' high school who are incorporated in the MGMP (Mathematics' Teachers Society) of East Lampung amount to 60 people. The data were collected through questionnaires and interviews, and analyzed descriptively. The results of this study show that (1) the teachers' belief in the learning of mathematics is medium (mean 2.54 with scale 4), and (2) the factors that its influence are (a) educational degree; the teachers' beliefs of post graduate degree is better than that of graduate/ undergraduate degree, (b) the type of school; teachers' beliefs from public schools are higher than private schools, (c) long teaching; teacher confidence gradually increased from 0 to 20 years, and decreased after 20 years, and (d) training participation; the teacher's confidence will increase when training. ABSTRAK Teachers' belief atau keyakinan guru merupakan salah satu bagian penting dari kompetensi guru; yaitu kompetensi kepribadian dan memiliki peranan yang strategis dalam keberhasilan belajar matematika siswa. Keyakinan guru ini meliputi dua bagian, yaitu keyakinan guru terhadap manfaat matematika dalam kehidupan sehari-hari dan mengajar matematika. Penelitian ini merupakan penelitian deskriptif berbentuk studi kasus, yang bertujuan untuk mendeskripsikan keyakinan guru dalam pembelajar matematika dan faktor-faktor yang mempengaruhinya. Subjek penelitian adalah guru matematika SMA yang tergabung dalam MGMP (Musyawarah Guru Mata Pelajaran) Se-Kabupaten Lampung Timur berjumlah 60 orang. Data penelitian dikumpulkan melalui teknik angket dan wawancara, dan dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa (1) keyakinan guru dalam pembelajaran matematika tergolong sedang (rerata 2,54 dengan skala 4), dan (2) faktor yang mem-pengaruhinya adalah (a) strata pendidikan; keyakinan guru berpendidikan S2 lebih baik daripada berpendidikan S1/D3, (b) jenis sekolah; keyakinan guru dari sekolah negeri lebih tinggi daripada sekolah swasta, (c) lama mengajar; keyakinan guru mengalami peningkatan secara bertahap mulai 0 sampai 20 tahun, dan mengalami penurunan setelah 20 tahun, dan (d) keikutsertaan pelatihan; keya-kinan guru semakin meningkat bila semakin banyak mengikuti pelatihan.

This study aims to determine the effect of the application of Reciprocal Teaching model in improv... more This study aims to determine the effect of the application of Reciprocal Teaching model in improving students' mathematical communication abilities reviewed from student self-concept. Another purpose is to know the effect of interaction between learning model with student self-concept to student's mathematical communication ability. The research was conducted at SMAN 3 Tambun Selatan as an experimental school and at SMAN 4 Tambun Selatan as a control school. The research method used is quasi experiment. Research samples were obtained from each school and divided according to student self-concept. Data collection techniques that were carried out included self-concept questionnaire test to divide student groups as well as final test of students' mathematical communication skills. The results of this study indicate that students' mathematical communication skills given Reciprocal Teaching lessons are higher compared to students who have received conventional learning. In addition, there is an interaction between the learning given with the student self-concept to improve students' mathematical communication skills. Another result obtained is that students' mathematical communication skills given Reciprocal Teaching lessons are higher than those given conventional learning in groups of students who have positive self-concept. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Reciprocal Teaching dalam meningkatkan kemampuan komunikasi matematis siswa ditinjau dari self-concept siswa. Tujuan lainnya adalah untuk mengetahui pengaruh interaksi antara model pembelajaran dengan self-concept siswa terhadap kemampuan komunikasi matematis siswa. Penelitian ini dilaksanakan di SMAN 3 Tambun Selatan sebagai sekolah eksperimen dan di SMAN 4 Tambun Selatan sebagai sekolah kontrol. Metode penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian diperoleh dari masing-masing sekolah dan dibagi berdasarkan self-concept siswa. Teknik pengumpulan data yang dilaksanakan meliputi tes angket self-concept siswa untuk membagi kelompok siswa serta tes akhir kemampuan komunikasi matematis siswa. Hasil penelitian ini menunjukkan bahwa kemampuan komunikasi matematis siswa yang diberikan pembelajaran Reciprocal Teaching lebih tinggi dibandingkan dengan siswa yang memperoleh pembelajaran konvensional. Disamping itu, terdapat interaksi antara pembelajaran yang diberikan dengan self-concept siswa terhadap kemampuan komunikasi matematis siswa. Hasil lain yang diperoleh adalah bahwa kemampuan komunikasi matematis siswa yang diberikan pembelajaran Reciprocal Teaching lebih tinggi dibandingkan dengan siswa yang diberikan pembelajaran konvensional pada kelompok siswa yang memiliki self-concept positif.

Creative thinking and mathematical problem solving are must-have skills for students to face 21 s... more Creative thinking and mathematical problem solving are must-have skills for students to face 21 st century challenge. Thus, teachers need to know students' ability so they could plan learning process and sources accordingly. The purpose of this research is to describe students' ability of critical thinking and mathematical problem solving in Pandeglang District, Banten Province. The method used is descriptive research with subjects of 133 students of SMA (High School) Negeri accredited by A in Pandeglang District. The data collecting technique was by essay assignment. The result shows that the average of creative thinking is 12,88; the average of problem solving skill is 16,30. This means both abilities are categorized in low category. ABSTRAK Kemampuan berpikir kreatif dan pemecahan masalah (BKPM) matematis merupakan kemampuan yang harus dimiliki siswa untuk menghadapi tantangan dunia kerja abad 21. Berkaitan dengan hal tersebut, maka seorang guru harus mengetahui kemampuan BKPM siswa sehingga dapat merencanakan pembelajaran dan bahan ajar yang sesuai dengan profil kemampuan siswa. Penelitian ini bertujuan untuk mendeskripsikan kemampuan BKPM siswa di kabupaten Pandeglang, Provinsi Banten. Metode penelitian adalah penelitian deskriptif dengan subjek siswa Sekolah Menengah Atas (SMA) Negeri dengan akreditasi A yang ada di Kabupaten Pandeglang sebanyak 133 siswa. Teknik pengumpulan data menggunakan tes soal uraian. Hasil menunjukkan bahwa rata-rata kemampuan berpikir kreatif sebesar 12,88; rata-rata kemampuan pemecahan masalah sebesar 16,30. Ini berarti kedua kemampuan tersebut masih tergolong rendah. Kata kunci: Kemampuan Berpikir Kreatif, Pemecahan Masalah, Siswa SMA.