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<![CDATA[Desain Pembelajaran Persamaan Diferensial melalui Pendekatan Kontekstual ]]>
<![CDATA[Khotimah, Rita Pramujiyanti]]>;
<![CDATA[Masduki, Masduki]]>
<![CDATA[ Jurnal Varidika: Varia Pendidikan Volume 27 No. 1, Juni 2015 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Differential equity is one of the applied subjects needed to solve the problem in real situation, not only in Mathematics but also in engineering, biology, physics, chemistry, medics, psychology economy and others. However, the existing approach for teaching differential equity tends to be procedural. For this reason, the class of differential equity becomes not meaningful for students. Contextual teaching is one of the approach focuses on the studentsâ participation and process to find relation between material taught and real life. Through self discovery, it is expected that students experience meaningful learning. This research is the developing stage research by using contextual approach. The activities of students in contextual learning are elaborated in this research. The research aims at finding meaningful learning is not limited for procedural and analysis.]]>
<![CDATA[Pengembangan Karakter dalam Pembelajaran Matematika: Model di Prodi Pendidikan Matematika FKIP UMS ]]>
<![CDATA[Masduki, Masduki]]>;
<![CDATA[Khotimah, Rita P]]>;
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Toyib, Muhammad]]>;
<![CDATA[Kholid, Muhammad]]>;
<![CDATA[Santoso, Kurniawan Budi]]>
<![CDATA[ Jurnal Varidika: Varia Pendidikan Volume 26 No. 2, Desember 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[This research aimed to design a strategy to develop character learning mathematics students that were based on the values of Islam. This study were in the frame of research and development method using qualitative approach. Subject of this research was the first year of undergraduate students of mathematics education department who took basic mathematics courses. Mathematics learning strategies in developing th character were designed in three stages to develop students character. The first stage was the inculcation. At this stage, lecturer facilitated students with activities that were able to raise awareness of the value of the character in learning. The second stage was Implementation where the lecturers facilitated student learning activities that fostered character value. Activities fostered values characters implicitly include group discussion, problems solving, seeking information from various sources, preparations reports, and presentations. The final stage was reflection, where the lecturer together with students did reflection on themselves and on the values of the characters that had not been well grown in learning. The results of interview with students suggest that the use of learning strategies has a positive impact on student character development.]]>
<![CDATA[Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach ]]>
<![CDATA[Khotimah, Rita Pramujiyanti]]>;
<![CDATA[masduki, masduki]]>
<![CDATA[ Journal of Research and Advances in Mathematics Education Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturersâ abilities in implementing CTL, and to improve studentsâ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process. ]]>
<![CDATA[How Students Solve The Logarithm? Conceptual and Procedural Understanding ]]>
<![CDATA[Kusuma, Heri]]>;
<![CDATA[masduki, masduki]]>
<![CDATA[ Journal of Research and Advances in Mathematics Education Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[The purpose of this study was to describe the understanding of tenth grade students in logarithms. The descriptive qualitative research was conducted with three students as participants representing the high, medium, and low category. The data was collected by performing observation, tests, interviews, and documentation. They were analyzed by data reduction, data display, and conclusion. The results of this study indicates that students with high category tended to have a good understanding on both conceptual and procedural category. Students with medium category have a good procedural understanding nevertheless weak on the conceptual. Finally, The students with low category had weak ability understanding on both conceptual and procedural. Thus, it can be concluded that the studentâs understanding influence their abilities in solving mathematics problems.]]>
<![CDATA[How Students Solve The Logarithm? Conceptual and Procedural Understanding ]]>
<![CDATA[Kusuma, Heri]]>;
<![CDATA[Masduki, Masduki]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v1i1.1778
<![CDATA[The purpose of this study was to describe the understanding of tenth grade students in logarithms. The descriptive qualitative research was conducted with three students as participants representing the high, medium, and low category. The data was collected by performing observation, tests, interviews, and documentation. They were analyzed by data reduction, data display, and conclusion. The results of this study indicates that students with high category tended to have a good understanding on both conceptual and procedural category. Students with medium category have a good procedural understanding nevertheless weak on the conceptual. Finally, The students with low category had weak ability understanding on both conceptual and procedural. Thus, it can be concluded that the studentâs understanding influence their abilities in solving mathematics problems.]]>
<![CDATA[PENGEMBANGAN KEMAMPUAN PENELITIAN DAN PENULISAN KARYA ILMIAH BAGI GURU MATEMATIKA SMA/SMK MUHAMMADIYAH DI KLATEN DAN SUKOHARJO ]]>
<![CDATA[Masduki, Masduki]]>;
<![CDATA[Kholid, Muhammad Noor]]>
<![CDATA[ WARTA WARTA LPM, Vol. 20, No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/warta.v20i2.4543
<![CDATA[Tujuan kegiatan pengabdian pada masyarakat ini adalah untuk membimbing guru matematika SMA/SMK Muhammadiyah dalam melakukan kegiatan penelitian dan penulisan karya ilmiah. Kegiatan pengabdian ini dilaksanakan dalam lima tahapan yaitu: 1) Sosialisasi kegiatan penelitian dan penulisan karya ilmiah sebagai bagian dari Pengembangan Keprofesian Berkelanjutan (PKB), 2) memperkuat materi penelitian tindakan kelas (PTK), 3) pembimbingan penyusunan proposal PTK, 4) pembimbingan penulisan laporan penelitian dan karya ilmiah, 5) diseminasi hasil penelitian. Semua tahapan dilaksanakan pada bulan April hingga Oktober 2016. Berdasarkan kegiatan yang telah dilaksanakan disimpulkan: 1) pelatihan dan pendampingan mampu memotivasi para guru untuk  mengembangkan kemampuan profesionalisme melalui kegiatan penelitian dan penulisan karya ilmiah, 2) guru mampu melaksanakan kegiatan penelitian tindakan kelas secara berkelompok, 3) guru mampu menulis karya ilmiah dan mempresentasikan dalam forum diseminasi hasil penelitian, 4) terdapat 7 artikel ilmiah hasil penelitian PTK yang ditulis oleh guru sebagai hasil kegiatan pengabdian.]]>
<![CDATA[Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach ]]>
<![CDATA[Khotimah, Rita Pramujiyanti]]>;
<![CDATA[Masduki, Masduki]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v1i1.1791
<![CDATA[Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers’ abilities in implementing CTL, and to improve students’ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process. ]]>
<![CDATA[Knowledge of Student’s Understanding and The Effect on Instructional Strategies: a Case of Two Novice Mathematics Teachers ]]>
<![CDATA[Masduki, Masduki]]>;
<![CDATA[Suwarsono, Stephanus]]>;
<![CDATA[Budiarto, Mega Teguh]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 2, No. 1, January 2017 ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/jramathedu.v2i1.5734
<![CDATA[Pedagogical content knowledge plays a role in learning in classroom. The study aims to 1) analyze the teachers’ knowledge of the students' errors and difficulties in solving linear equations and 2) describe the instructional strategies used by teachers to reduce their errors and difficulties. The subjects were two novice teachers who have taught the Junior High School 7th grade students with different math abilities for two years. The data collection was conducted by open questionnaire and interview. The results showed that both teachers have knowledge of students' errors and difficulties in solving linear equations. However, the teacher's learning strategies in helping students reduce students' errors and difficulties were different from one another. It can be concluded that the teacher's knowledge of the students’ errors and difficulties can help teachers determine the appropriate learning strategies to present a learning subject matter.]]>
<![CDATA[PENGEMBANGAN KEMAMPUAN PENELITIAN DAN PENULISAN KARYA ILMIAH BAGI GURU MATEMATIKA SMA/SMK MUHAMMADIYAH DI KLATEN DAN SUKOHARJO ]]>
<![CDATA[Masduki Masduki]]>;
<![CDATA[Muhammad Noor Kholid]]>
<![CDATA[ WARTA LPM WARTA LPM, Vol. 20, No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/warta.v20i2.4543
<![CDATA[Tujuan kegiatan pengabdian pada masyarakat ini adalah untuk membimbing guru matematika SMA/SMK Muhammadiyah dalam melakukan kegiatan penelitian dan penulisan karya ilmiah. Kegiatan pengabdian ini dilaksanakan dalam lima tahapan yaitu: 1) Sosialisasi kegiatan penelitian dan penulisan karya ilmiah sebagai bagian dari Pengembangan Keprofesian Berkelanjutan (PKB), 2) memperkuat materi penelitian tindakan kelas (PTK), 3) pembimbingan penyusunan proposal PTK, 4) pembimbingan penulisan laporan penelitian dan karya ilmiah, 5) diseminasi hasil penelitian. Semua tahapan dilaksanakan pada bulan April hingga Oktober 2016. Berdasarkan kegiatan yang telah dilaksanakan disimpulkan: 1) pelatihan dan pendampingan mampu memotivasi para guru untuk mengembangkan kemampuan profesionalisme melalui kegiatan penelitian dan penulisan karya ilmiah, 2) guru mampu melaksanakan kegiatan penelitian tindakan kelas secara berkelompok, 3) guru mampu menulis karya ilmiah dan mempresentasikan dalam forum diseminasi hasil penelitian, 4) terdapat 7 artikel ilmiah hasil penelitian PTK yang ditulis oleh guru sebagai hasil kegiatan pengabdian.]]>
<![CDATA[Desain Pembelajaran Persamaan Diferensial melalui Pendekatan Kontekstual ]]>
<![CDATA[Rita Pramujiyanti Khotimah]]>;
<![CDATA[Masduki Masduki]]>
<![CDATA[ Jurnal VARIDIKA Volume 27 No. 1, Juni 2015 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/varidika.v27i1.734
<![CDATA[Differential equity is one of the applied subjects needed to solve the problem in real situation, not only in Mathematics but also in engineering, biology, physics, chemistry, medics, psychology economy and others. However, the existing approach for teaching differential equity tends to be procedural. For this reason, the class of differential equity becomes not meaningful for students. Contextual teaching is one of the approach focuses on the students’ participation and process to find relation between material taught and real life. Through self discovery, it is expected that students experience meaningful learning. This research is the developing stage research by using contextual approach. The activities of students in contextual learning are elaborated in this research. The research aims at finding meaningful learning is not limited for procedural and analysis.]]>
