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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Briliant: Jurnal Riset dan Konseptual Math Didactic: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Pi: Mathematics Education Journal Jurnal Pengabdian Pada Masyarakat IndoMath: Indonesia Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Tadris Matematika Prima: Jurnal Pendidikan Matematika INTERAKSI : Jurnal Kependidikan Jurnal Scientia The Ellite of Unira Parta: Jurnal Pengabdian Kepada Masyarakat Pi: Mathematics Education Journal Jurnal Kabar Masyarakat
Septi Dariyatul Aini
Mathematics Education Study Program, University Of Madura
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pembelajaran Osborn Dengan Teknik Brainstorming Berbantuan Aplikasi Matlab Materi Akar Persamaan Tak Linear Harfin Lanya; Septi Dariyatul Aini
BRILIANT: Jurnal Riset dan Konseptual Vol 3, No 3 (2018): Volume 3 Nomor 3, Agustus 2018
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (130.773 KB) | DOI: 10.28926/briliant.v3i3.212

Abstract

Rendahnya hasil belajar mahasiswa pada matakuliah metode numerik, khususnya pada materi akar persamaan tak linear menjadi alasan peneliti untuk mengembangkan model pembelajaran Osborn dengan teknik Brainstorming berbantuan aplikasi matlab Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran yang baik dengan kriteria valid, praktis dan efektif. Oleh karena itu, penelitian ini termasuk penelitian pengembangan. Subjek penelitian ini adalah mahasiswa semester 6 yang mengikuti matakuliah metode numerik. Teknik pengumpulan data yang digunakan adalah lembar observasi dan soal kuis. Observasi dilakukan oleh seorang observer terhadap mahasiswa dan dosen selama proses pembelajaran. Sedangkan soal kuis yaitu soal urain diberikan pada pertemuan terakhir untuk mengukur kemampuan mahasiswa setelah proses pembelajaran. Perangkat pembelajaran yang dihasilkan dalam penelitian ini adalah Rencana Pembelajaran Mingguan (RPM), Lembar Kerja Mahasiswa (LKM), dan soal kuis dengan kriteria valid, praktis dan efektif.
WRITTEN MATHEMATICAL COMMUNICATION SKILLS ON OPEN-ENDED PROBLEMS: IS IT DIFFERENT BASED ON THE LEVEL OF MATHEMATICS ABILITY? Septi Dariyatul Aini; Moh. Zayyadi; Kuratul Aini Saleh
MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 2 (2020): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2020v8n2a2

Abstract

This study aims to describe students' written mathematical communication skills in open-ended problems based on their mathematical abilities. This research was conducted at grade VII-A of SMPN 1 Pamekasan. This research uses descriptive qualitative research. The instruments used were the Mathematical Ability Test (MAT), Written Mathematical Communication Skills Test (WMCST) on open-ended problems, and Interview Guidelines. The results showed that subjects with high and moderate mathematical ability were able to meet three indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; able to understand, interpret and evaluate mathematical ideas in writing, as well as in other visual forms; and able to use mathematical notations in the structure to write down ideas and relationships with situation models in writing. Meanwhile, subjects with low mathematics ability can fulfill 2 out of 3 indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; unable to understand, interpret and evaluate mathematical ideas in writing or other visual forms; and able to use mathematical notations in the structure to write ideas and relationships with situation models.
PENGARUH PENERAPAN STRATEGI MEANS-ENDS ANALYSIS (MEA) DALAM PEMBELAJARAN MATEMATIKA TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Rohmah Indahwati; Septi Dariyatul Aini; Djoko Ribowo
INTERAKSI : Jurnal Kependidikan Vol 12, No 2 (2017): INTERAKSI Jurnal Kependidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.077 KB)

Abstract

Kemampuan berpikir kritis adalah kemampuan yang dimiliki oleh setiap individu untuk menyelesaikan sebuah masalah dengan berfokus kepada proses dan langkah-langkah yang diambil secara teliti yang dapat dipertanggungjawabkan. Salah satu strategi yang dapat digunakan untuk mengembangkan kemampuan Berpikir Kritis siswa adalah strategi pembelajaran Means-Ends Analysis (MEA) yang merupakan suatu strategi untuk menganalisis permasalahan melalui berbagai cara untuk mencapai tujuan akhir yang diinginkan. Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya dan bagaimanakah pengaruh penerapan Strategi Means-Ends Analysis (MEA) dalam pembelajaran matematika terhadap kemampuan berpikir kritis siswa. Teknik pengumpulan data yang digunakan oleh penulis adalah tes, dimana respondennya sebanyak 14 orang. Sedangkan untuk analisis data penulis menggunakan Product Moment dan diperoleh r kerja lebih besar dari harga kritik r yakni , sehingga H0 ditolak dan H1 diterima. Dari hasil analisi data, dapat disimpulkan bahwa: Penerapan strategi Means-Ends Analysis (MEA) dalam pembelajaran Matematika berpengaruh positif terhadap kemampuan berpikir kritis siswa kelas X SMA Al Hayyan Karduluk Kec. Pragaan Kab. Sumenep Tahun Pelajaran 2017/2018 Strategi Means-Ends Analysis (MEA) sangat berpengaruh khususnya pada pemecahan masalah yang unik/tidak seperti biasanya.
Meningkatkan hasil belajar mahasiswa melalui pembelajaran visual thinking disertai aktivitas quick on the draw Septi Dariyatul Aini; Sri Irawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 12, No 2: December 2017
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.657 KB) | DOI: 10.21831/pg.v12i2.20988

Abstract

Penelitian ini bertujuan untuk mengetahui aktivitas, respon, dan peningkatan hasil belajar mahasiswa setelah diajar dengan menggunakan pembelajaran visual thinking disertai aktivitas quick on the draw pada materi akar persamaan tak linear. Jenis penelitian ini adalah penelitian tindakan kelas dengan pendekatan kualitatif. Penelitian ini dilaksanakan di universitas madura dan yang menjadi subjek penelitian adalah mahasiswa semester IV pendidikan matematika tahun akademik 2017/2018. Teknik pengumpulan data yang digunakan adalah metode observasi, angket, tes, dan wawancara. Dari analisis data dapat disimpulkan bahwa: (1) aktivitas mahasiswa mengalami peningkatan dari 2,88 (kategori baik) pada siklus I menjadi 3,51 (kategori sangat baik) pada siklus II kemudian meningkat menjadi 3,76 (kategori sangat baik) pada siklus III, (2) respon mahasiswa juga mengalami peningkatan dari 62,86% (kategori positif) pada siklus I menjadi 91,43% (kategori positif) pada siklus II kemudian meningkat menjadi 100% (kategori positif) pada siklus III, (3) hasil belajar mahasiswa mengalami peningkatan dari 14,29% pada siklus I menjadi 57,14%  pada siklus II kemudian meningkat menjadi 85,71% pada siklus III. Dari hasil penelitian ini dapat disimpulkan bahwa penerapan pembelajaran visual thinking disertai aktivitas quick on the draw dapat meningkatkan hasil belajar mahasiswa pada materi akar persamaan tak linear. Improving Student Learning Outcomes Through Visual Thinking Learning with Quick on the Draw Activities AbstractThis research aimed to determine the activity, response, and improvement of student learning outcomes after being taught using visual thinking learning accompanied by quick on the draw activities on the material of the nonlinear equation root. This type of research is classroom action research with a qualitative approach. This research was carried out at universitas mdura and the subject of the research was the fourth semester students of mathematics education 2017/2018 academic year. Data collection techniques used are observation methods, questionnaires, tests, and interviews. From the data analysis it can be concluded that: (1) student activity has increased from 2.88 (good category) in the first cycle to 3.51 (very good category) in cycle II then increased to 3.76 (very good category) in the cycle III, (2) student responses also increased from 62.86% (positive category) in the first cycle to 91.43% (positive category) in the second cycle then increased to 100% (positive category) in cycle III, (3) student learning outcomes increased from 14.29% in the first cycle to 57.14% in the second cycle then increased to 85.71% in the third cycle. From the results of this study it can be concluded that the application of visual thinking learning with quick on the draw activities can improve student learning outcomes on the material of the nonlinear equation root.
Strategi Pembelajaran Quick on the Draw untuk Meningkatkan Aktivitas dan Hasil Belajar Mahasiswa Pada Materi Interpolasi Septi Dariyatul Aini; Sri Irawati
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 1 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i1.421

Abstract

This research aims to determine the increase in student learning activities and outcomes after being taught by using the quick on the draw learning strategy in the interpolation material. This type of research is classroom action research with a qualitative approach. This research was conducted at Madura University and those who were the subjects of the study were fourth semester students of 2017/2018 academic year mathematics education. Data collection techniques used are observation and test methods. From the data analysis it can be concluded that: (1) student activity has increased from 3.20 (good category) in the first cycle to 3.76 (excellent category) in the second cycle, (2) student learning outcomes have increased from 42.86 in the first cycle then increased to 85.71% in the second cycle. From the results of this study it can be concluded that the application of quick on the draw learning strategies can improve student learning activities and outcomes in interpolation material.
Analysis of Student Errors in Solving Non Homogeneous Differential Equations Problems Based on Kastolan Stages Septi Dariyatul Aini; Sri Irawati
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 1 (2022): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i1.5558

Abstract

The purpose of this study is to identify and classify any errors made by students in solving problems of non-homogeneous order n differential equations and to find out what causes students to make errors in solving problems. This research is a qualitative descriptive research. The instruments used in this study were the Mathematical Ability Test, the Differential Equation Problem Solving Test and interview guidelines. The selection of subjects began by giving a math ability test to 35 students in the class. From the results of these tests, 3 students were then selected from a variety of errors to become research subjects. The criteria for selecting research subjects refer to: (a) the number of mistakes made by students in answering test questions; (b) variations in the types of errors made by students; (c) have the ability to communicate both orally and in writing; (d) willing to be interviewed. Based on the results of the study, information was obtained that the types of student errors in solving non-homogeneous order n differential equations based on the Kastolan stages were: (1) conceptual errors consisted of errors in the use of formulas in answering questions and using formulas that were not in accordance with the conditions or prerequisites for enactment formulas, (2) procedural errors consist of errors because they cannot solve the problem in the simplest form and errors because they cannot continue the completion step, (3) technical errors consist of errors in calculating the value of a arithmetic operation, errors in writing that there is constant or variable written wrong or forgot not to write or an error moving a constant or variable from one step to the next, and improperly substituting values into variables. While the factors that cause student errors in solving problems of non-homogeneous order n differential equations are students who do not understand the prerequisite materials needed to solve problems of non-homogeneous order n differential equations, do not understand the concept of determining the general form of a special solution with certain prerequisites, student skills in carrying out arithmetic operations they are still lacking, less thorough, in a hurry, and nervous so that there are several completion steps that are miscalculated, missed, not written down, and not converted to the simplest form.
Pengembangan perangkat pembelajaran visual thinking disertai aktivitas quick on the draw pada mata kuliah metode numerik Septi Dariyatul Aini; Sri Irawati
Math Didactic: Jurnal Pendidikan Matematika Vol 4 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i0.193

Abstract

This research aims to produce learning kits for even numerical semester subjects with visual thinking learning accompanied by quick on the draw activities on student learning outcomes. This type of research is research on the development of ADDIE (Analysis; Design; Development; Implementation; Evaluation) models. The subjects of this study were lecturers and students of class A in the fourth semester of Mathematics Education at Madura University. This study produced learning tools in the form of RPM, LKM, and THB. From the results of expert validation, scores of observations of lecturer and student activities, learning outcomes tests, and student response questionnaires indicate that RPM, LKM, and THB are valid, practical, and effective. Valid because the coefficient of validity of RPM, LKM, and THB has an average value of 3,79. Practical because the average score of lecturer and student activity was 3,78 (very good) and 3,38 (good) respectively. And effective because the student response is 84,76% (positive); and the test results amounted to 85,71% (completed classically).
Analisis Kemampuan Berpikir Kritis Siswa SMA Berkemampuan Matematika Tinggi dalam Menyelesaikan Masalah Fungsi Siskatur Riskiyah; Ukhti Raudhatul Jannah; Septi Dariyatul Aini
Jurnal Tadris Matematika Vol 1 No 2 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2018.1.2.111-122

Abstract

This study aims to describe the analysis of students' critical thinking abilities with high mathematics abilities in solving functional problems at SMAN 1 Pamekasan. This research was conducted at SMAN 1 Pamekasan with the research subjects of 3 students with high math abilities from 36 students of class X-F. This research is a case study with a qualitative approach. Data is collected through test methods, interviews, and documentation. The results of the study explain that in solving the function problems in the form of a story about the linear function of the three subjects able to fulfill all indicators of critical thinking, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. However, the three subjects have different critical thinking abilities when solving problems in the form of stories about quadratic function. The difference is the first subject meets all indicators of critical thinking, the second subject meets all critical thinking indicators except inference and self-regulation indicators, while the third subject only fulfills evaluation and explanation indicators. Information about the description of students' critical thinking abilities with high mathematics ability can be used as information to design the right learning process in the world of education.
MATHEMATIC COMMUNICATION SKILLS IN SENIOR HIGH SCHOOL BASED ON GENDER DIFFERENCES Harfin Lanya; Moh. Zayyadi; Septi Dariyatul Aini; Haris
Pi: Mathematics Education Journal Vol. 3 No. 2 (2020): Oktober
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v3i2.4718

Abstract

This study aims to describe and analyze the written mathematical communication of high school students on linear program questions based on gender. This research was conducted at SMAN 3 Pamekasan class XI MIPA I. The subjects in this study were 2 students out of 32 students of class XI MIPA I who were the superior class of mathematics selected by purposive sampling. This research uses descriptive research with a qualitative approach. The instruments used were Mathematics Ability Test, written Mathematical Communication Test and Interview Guidelines. Data were analyzed descriptively in the form of qualitative data obtained from the results of the Written Test to describe students' written mathematical communication. The results showed that female students were more dominant than male students in the cognitive domain and completed written math problems in full.
Pelatihan Metode Jarimatika sebagai Alternatif dalam Pembelajaran Matematika SD Harfin Lanya; Septi Dariyatul Aini; Sri Irawati
Jurnal Pengabdian Pada Masyarakat Vol 5 No 2 (2020)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (766.461 KB) | DOI: 10.30653/002.202052.293

Abstract

JARIMATIKA METHOD TRAINING AS ALTERNATIVE IN ELEMENTARY MATHEMATICS LEARNING. This activity is motivated because of the tendency of the teacher to force students to memorize by looking upward in conveying the concepts of number operations, especially multiplication and division. This can cause students to become bored and result in low math grades. Therefore, we intend to provide training in fingerprinting methods to class teachers at SDN Jambringin II Proppo as an alternative in teaching arithmetic arithmetic operations (addition, subtraction, multiplication, and distribution). The implementation phase of this activity begins with identifying the problem; selection of various learning methods that are suitable for overcoming problems; choosing the Jarimatika method as an alternative; material creation (PPT, handouts and audio-visual video); implementation of activities (training and assistance); and evaluation. The results of this dedication activity are: 1) the teacher gives a positive response to this activity and feels helped to teach arithmetic techniques, especially on multiplication material; 2) the teacher can apply the results of the Jarimatika training to students in the class appropriately.
Co-Authors Aan Hidayat Agus Subaidi Amaliya Rahmahwati Chairul Fajar Tafrilyanto Djoko Ribowo Fetty Nuritasari Harfin Lanya Haris Hasanah, Sri Indriati Jannah, Ukhti Raudhatul Kuratul Aini Saleh Kusyairi Lili Supardi Linda Susanti Madinatul Munawwaroh Moh Zayyadi Rohmah Indahwati Siskatur Riskiyah Sri Irawati Sri Wahyuni