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<![CDATA[REGRESI LOGISTIK ORDINAL (STUDI KASUS FAKTOR YANG MEMPENGARUHI TINGKAT STRES MAHASISWA DALAM MENYELESAIKAN SKRIPSI) ]]>
<![CDATA[Fatonah, Laily]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Febrilia, Baiq Rika Ayu]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i2.1501
<![CDATA[Stress is a condition that is susceptible to experienced by students who are completing a thesis. The results of preliminary observations of 30 students at IKIP Mataram, found 9 students experienced mild stress, 15 students experienced moderate stress and 6 students experienced severe stress. So that research is conducted to determine the factors that influence the level of stress of students in completing the thesis. This research is a case study research with techniques and instruments of data collection using questionnaires. The sample used by 100 students was determined using purposive sampling and the analytical method used was ordinal logistic regression analysis. The results showed that the factors that influence the stress level of students in completing the thesis are confusing factors developing the theory and difficult to find literature. The ordinal logistic regression model obtained is logit (Y?1?X) = 0.886 + 1,233X_2 + 1,865X_3 and logit (Y?2?X) = 3,917 + 1,233X_2 + 1,865X_3. The value of e ^ (parameter X_2) = 3.4 which means that if students experience confusion in developing theories, they tend to increase stress levels by 3.4 times compared to students who do not experience confusion in developing theories]]>
<![CDATA[PENGEMBANGAN RPP DENGAN KERANGKA ELPSA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATERI LOGIKA MATEMATIKA SISWA KELAS X MA NW SEPIT TAHUN PELAJARAN 2016/2017 ]]>
<![CDATA[Supiani, Supiani]]>;
<![CDATA[Sanapiah, sanapiah]]>;
<![CDATA[Juliangkary, Eliska]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i1.504
<![CDATA[This development research aims to produce a mathematics lesson plan using ELPSA framework in order to improve students problem solving abilities and to know the quality of lesson plan based on validity and practical aspects. The type of this research is development with ADDIE model. The subject of this research is the development of lesson plan using ELPSA framework on math logic material. The instruments used are questionnaire for aspects of validity, teacher evaluation sheet and student response questionnaire for practicality aspect, and test of learning result to know problem solving ability. The quality of lesson plan validity assessed from material aspect get percentage score of 85% included in very good category. Aspects of media get a percentage score of 89% included in the category very well. So the lesson plan is said to be valid. The quality of the practicality of lesson plan based on teacher evaluation sheet gets the average percentage score of 85.5% included in very good category. So the lesson plan has a practical quality, based on the questionnaire of student responses obtained average student score is 72.5 included in the good category, which means the lesson plan has a practical quality. Problem solving abilities in terms of student test result based on pre-test and post-test results increased with average score from 54.3 to 85. The results of this study indicate that the lesson plan that developed with ELPSA framework can improve problem solving ability and it has been said is feasible to be used in the learning process in SMA/MA using KTSP Curriculum because it meets the criteria of lesson plan quality (validity and practical).]]>
<![CDATA[PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA DENGAN KERANGKA ELPSA UNTUK MENINGKATKAN EMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI LOGIKA MATEMATIKA KELAS ]]>
<![CDATA[Kartika, Yeni]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Juliangkary, Eliska]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i1.509
<![CDATA[The aim of this development research is producing mathematical logic module with the sketch of ELPSA to increase students? critical thinking ability and to know quality of module according to aspects of validity, and aspects of practicality.The method that use in this research is R&D (Research and Development) by the model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation).The subject of this research is developing module with the sketch of ELPSA in mathematical logic.The instrument that use to measure quality of this developing module are questionnaire sheet for aspects of validity, teachers? evaluation sheet for aspects of practically, students? questionnaire responses, and achievement test to know students? critical thinking ability.According to assessment of validator matter experts and media experts, this module is already valid which percentage scores are respectively 88.9% and 86.7% in the excellent category.The qualityof the module meets practically based teacher evaluation questionnaire with a percentage score is 78% in well category. As a result, the module is said to be practical.Students? responses to the module are obtained by questionnaire which the average score is 44.99 in excellent category.As for knowing students? critical thinking ability are based on the result of students? pretest in XI grade and students? post-test in X grade of MA NW Sepit who get average scores 54.3 and 91.2 with the percentage of completeness of 95.2% in greatly increased category.As a sequence, this research is showing the module that is developing which is able to use in learning process that use KTSP or 2013 curriculums. The quality of module reached criteria the quality of module and can improve students? critical thinking ability in mathematical logic.]]>
<![CDATA[ANALISIS KESALAHAN SISWA KELAS VII SMPN 7 MATARAM DALAM MENYELESAIKAN SOAL GARIS DAN SUDUT TAHUN PELAJARAN 2018/2019 ]]>
<![CDATA[Ananda, Rio Pradipta]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Yulianti, Sri]]>
<![CDATA[ Media Pendidikan Matematika Vol 6, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v6i2.1838
<![CDATA[Kesalahan-kesalahan yang terjadi pada siswa kelas VII SMP Negeri 7 Mataram memerlukan analisis untuk mengetahui kesalahan apa saja yang banyak dilakukan dan mengapa kesalahan tersebut dilakukan siswa. Melalui analisis kesalahan akan diperoleh bentuk dan penyebab kesalahan siswa, sehingga guru dapat menentukan serta memberikan jenis bantuan yang tepat kepada siswa. Tujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal matematika materi garis dan sudut. Kesalahan yang dimaksud dalam penelitian ini dibatasi berdasarkan jenisnya yaitu kesalahan fakta, kesalahan prinsip, kesalahan konsep dan kesalahan operasi. Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif. Instrumen dalam penelitian ini terdiri dari peneliti sebagai intrumen kunci dan soal tes. Berdasarkan hasil penelitian diperoleh data 20,43% dari jawaban keseluruhan melakukan kesalahan fakta, 33,33% dari jawaban keseluruhan melakukan kesalahan konsep, 34,41% dari jawaban keseluruhan melakukan kesalahan prinsip dan 11,83% dari jawaban keseluruhan melakukan kesalahan operasi. Dengan demikian dapat disimpulkan bahwa siswa kelas VII SMPN 7 Mataram masih banyak yang melakukan kesalahan dalam menjawab soal terkait materi garis dan sudut.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS VII SMP NEGERI 2 KOPANG ]]>
<![CDATA[Husnawati, Nely]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Abidin, Zainal]]>
<![CDATA[ Media Pendidikan Matematika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v3i1.1817
<![CDATA[: Tingkat pemecahan masalah siswa masih rendah menyebabkan siswa cenderung pasif dan bergantung pada guru sehingga siswa hanya menerima saja tanpa memiliki kesempatan untuk mengembangkan pengetahuan dan kemampuan berpikirnya. Model pembelajaran yang dianggap mampu melatih kreatifitas dan kemampuan berpikir kritis siswa adalah model pembelajaran Creative Problem Solving.Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir kritis matematika siswa melalui model pembelajaran Creative Problem Solving pada siswa kelas VII SMP Negeri 2 kopang. Penelitian ini menggunakan metode quasi eksperimen dengan jenis ?Pretest-Postest Group Design?. Populasi penelitian adalah kelas VII SMP Negeri 2 Kopang yang terdiri dari lima kelas, sampel ditentukan dengan Clauster Random Sampling dan terpilih kelas VII E sebagai kelas eksperimen (dibelajarkan dengan model Creeative Problem Solving) dan kelas VII A sebagai kelas kontrol (dibelajarkan dengan metode konvensional). Instrumen yang digunakan adalah lembaran tes kemampuann awal (pretest) dan tes kemampuan akhir (postest). Analisis data menggunakan uji statistikNonparametrisMann-Whitney Ukarena data kedua kelompok tidak berdistribusi normal, kemudian analisis data menggunakan program SPSS 16 for Windows dengan taraf signifikasi 5%. Hasil analisis data menunjukkan bahwa kemampuan berpikir kritis kelompok siswa yang belajar dengan menggunakan model Creative Problem Solving dengan rata-rata (56,20) sedangkan kemampuan berpikir kritis yang dibelajarkan dengan metode konvensional(ceramah) dengan rata-rata (52,37). Hasil uji statistik Nonparametris Mann-Whitney U menunjukkan bahwa terdapat perbedaan yang signifikan antara siswa yang dibelajarkan dengan model Creative Problem Solving dengan siswa yang dibelajarkan dengan metode konvensional(ceramah) dengan sig= 0,042 dan =0,05 (sig < ). Maka dapat disimpulkan bahwa kemampuan berpikir kritis siswa yang dibelajarkan dengan model Creative Problem Solving lebih baik daripada kemampuan berpikir kritis yang dibelajarkan dengan metode konvensional(ceramah).]]>
<![CDATA[PENERAPAN MODEL APTITUDE TREATMENT INTERACTION UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATEMATIKA SISWA SMPN 3 PRAYA TIMUR TAHUN PELAJARAN 2016/2017 ]]>
<![CDATA[Aminah, Siti]]>;
<![CDATA[Sanapiah, sanapiah]]>;
<![CDATA[Febrilia, Baiq Rika Ayu]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i1.492
<![CDATA[Lack of student interest in learning mathematics and the use of methods which are not effective in the learning process leads to lower student learning outcomes. One alternative solution to overcome this problem is to apply the learning model ATI. This study aimed to describe the Model ATI to Increase Interests and Student learning outcomes on the Topic Circle at SMPN 3 Praya Timur in academic year 2016/2017. This research is a classroom action research. This study consisted of two cycles. Each cycle consists of four stages: plan, execution, observation, and reflection. The data sources obtained from class VIII-A, amounting to 29 people. Types of data obtained are quantitative and qualitative data. The results showed an increase in student learning outcomes with a percentage of 42% to 86%. While the student's interest in learning increased from 1.75 to 1.85. The results showed that the use of ATI Learning Model can Increase the Interest and Results of Academic Students of SMPN 3 Praya Timur in the academic year 2016/2017.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN SPASIAL SISWA ]]>
<![CDATA[Asryana, Asryana]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Kinasih, Indira Puteri]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i2.1836
<![CDATA[Penelitian ini bertujuan untuk mengembangkan media pembelajaran interaktif menggunakan GeoGebra pada materi luas permukaan kubus dan balok untuk meningkatkan kemampuan spasial dan mengetahui kualitas media yang dikembangkan.Jenis penelitian ini adalah penelitian pengembangan yang mengacu pada model pengembangan ADDIE. Media pembelajaran interaktif menggunakan GeoGebra untuk meningkatkan kemampuan spasial siswa SMP kelas VIII dikembangkan mengikuti model pengembangan ADDIE, yaitu: a) analysis: analisis kebutuhan yang mana menunjukan masih terbatasnya media pembelajaran, dan siswa belum dilibatkan secara aktif dalam proses pembelajaran, analisis teknologi GeoGebra digunakan sebagai software utama, dan analisis kurikulum sesuai dengan KTSP; b) design: pengumpulan refrensi, perancangan isi materi sesuai dengan aspek spasial dan flowchart untuk mempermudah pembuatan media pembelajaran; c) development: pembuatan media pembelajaran, dan merevisi produk tahap I berdasarkan masukan validator; d) implemtation: uji coba untuk memperoleh keefektifan penggunaan media; e) evaluation: menganalisis keefektifan media pembelajaran. Objek penelitian ini adalah media pembelajaran interaktif menggunakan GeoGebra untuk meningkatkan kemampuan spasial siswa. Instrumen yang digunakan pada penelitian ini adalah lembar pengembangan media, lembar keefektifan media dan tes hasil belajar siswa. Hasil analisis pengembangang media pembelajaran yang dikembangkan adalah: a) kevalidan dengan kriteria sangat valid dan valid berdasarkan penilaian ahli media dan ahli materi dengan skor masing-masing 81,05 dan 74,57. b) keefektifan dengan kriteria efektif berdasarkan penilaian siswa dengan skor 80,83 dan tes hasil belajar dengan persentase 62,91%. Sehingga dapat disimpulkan media pembelajaran telah memenuhi kualitas valid dan efektif, serta dapat layak digunakan pada proses pembelajaran di sekolah.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBLEM POSING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP ]]>
<![CDATA[Yahya, Ismail Saleh]]>;
<![CDATA[Sanapiah, Sanapiah]]>
<![CDATA[ Media Pendidikan Matematika Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v4i2.373
<![CDATA[Problem posing an activity that emphasizes learning students to ask or create problems/questions and situations based on information provided by the teacher. The advantages of this learning, among others, to educate students to think critically, to make students actively participate in learning activities, it push students to analyze a problem, and educate students confidence. On the other hand, students of class VII SMPN 2 Selong still experiencing difficulties in understanding mathematical concepts, especially on the matter of integers. Under these conditions, the researchers want to conduct experiments to determine the effect of learning model problem posing on the ability of understanding mathematical concepts students of class VII SMPN 2 Selong. Experimental design used was quasi-experimental with posttes-only control group design. The sampling technique using cluster random sampling and set the class as a class experiment VII.1 and VII.2 class as the control class. Data regarding the ability of understanding the concept is taken using an instrument shaped test description. The results showed that through learning by problem posing models enable the pupils to achieve understanding of the concept which indicators to restate a concept, applying the concept or problem-solving, and classify objects according to certain properties in accordance with the concept]]>
<![CDATA[PENGGUNAAN METODE GIVING QUESTION AND GETTING ANSWER UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI LINGKARAN ]]>
<![CDATA[Fitriani, Wiwin]]>;
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Pujilestari, Pujilestari]]>
<![CDATA[ Media Pendidikan Matematika Vol 6, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v6i1.1688
<![CDATA[The problems in mathematics needed a madel or appropriate learning methods, one of the models or methods that trains students to ask and answer questions in the learning process is a method of Giving Question and Getting Answers, one method that is expected to improve motivation and learning outcomes students. This study aims to improve motivation and learning outcomes of students of class VIII SMP Negeri 9 Satu Atap Pujut through the application of learning methods Giving Question and Answer Getting the subject matter of the circle in the academic year 2015/2016. This research was conducted in SMP Negeri 9 Satu Atap Pujut central Lombok district. This research is a classroom action research (PTK) by applying the learning method Giving Getting Question and Answer. This study was conducted in two cycles. The results showed an increase in the average value of the evaluation results of students in each cycle is the first cycle the average value of the results of the evaluation study with classical completeness 67.06 75.86% and 74.17% student motivation with high category. While on the second cycle the average value of the results of the evaluation study with classical completeness 73.65 86.20% and 87.13% student motivation with very high category. From the data obtained, it can be concluded that the application of learning methods Giving Question and Answer Getting may improve motivation and learning outcomes of students of class VIII SMP Negeri 9 Satu Atap Pujut the school year 2015/2016.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PENALARAN MAHASISWA CALON GURU MATEMATIKA DALAM PEMECAHAN MASALAH MELALUI PEMBELAJARAN PROBLEM POSING ]]>
<![CDATA[Sanapiah, Sanapiah]]>;
<![CDATA[Kurniawan, Ade]]>
<![CDATA[ Media Pendidikan Matematika Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v4i1.125
<![CDATA[This study aims to identify improving students' math reasoning abilities through learning problem posing in problem solving at students of Mathematics Education Department of FPMIPA IKIP Mataram. The lack of basic knowledge and reasoning ability of mathematics teacher candidate in solving school math problem become the main factor of this research. Therefore, one of the learning methods that can be applied to solve the problem is through problem posing method. This research is Quasi Eksperimen research with Time Series design. The subject of this research consists of 35 mathematics teacher candidates consisting of 18 science students and 17 non-IPA students. The research instrument used consisted of questionnaire, written test (pretest and postest), observation and interview. The validity of the written test description is done through field trials and two validators. Field test results will be used to determine the differentiation, difficulty, validity, and reliability of the test. The data of the writing test were analyzed by using t-test. The result of this research shows improvement of students' reasoning ability in solving problems involving geometry material after applied problem posing (problem solving) method. This increase in reasoning is derived from the problem-solving process of student teacher problem in a structured way.]]>
