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All Journal Jurnal Pendidikan Matematika Jurnal Inovasi Pendidikan IPA Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan ALGORITMA Journal of Mathematics Education Hipotenusa : Journal of Mathematical Society JNPM (Jurnal Nasional Pendidikan Matematika)

Kadir Kadir

UIN Syarif Hidayatullah Jakarta

Author-ID : 2389063

Agriculture, Biological Sciences & Forestry Arts Humanities Education Mathematics Other

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Articles

Pendekatan Problem Possing tipe Within Solution Berbasis Konteks Islami Terhadap Kemampuan Koneksi Matematis Siswa Ardita Agung Asriani; Abdul Muin; Kadir Kadir
Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Vol 1 No 1 (2017): Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami )
Publisher : Mathematics Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (732.324 KB)

Penelitian ini dilaksanakan di salah satu SMP swasta di Kota Tangerang Selatan, tahun ajaran 2016/2017. Penelitian ini dilakukan untuk menganalisis pengaruh pembelajaran dengan pendekatan problem posing tipe within solution berbasis konteks islami terhadap kemampuan koneksi matematis siswa. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain randomized control group posttest only yang melibatkan 2 kelas sebagai sampel. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Kelas eksperimen diterapkan pendekatan problem posing tipe within solution berbasis konteks islami dan kelas kontrol diterapkan pendekatan konvensional. Hasil penelitian menunjukkan bahwa secara keseluruhan kemampuan koneksi matematis siswa yang diajarkan dengan pembelajaran problem posing tipe within solution berbasis konteks islami lebih tinggi dibandingkan dengan siswa yang diajarkan dengan pembelajaran konvensional. Pengujian hipotesis menggunakan uji-t memberikan hasil yang sangat signifikan, dengan nilai signifikansi 0,0065 < 0,05 (taraf signifikansi yang ditetapkan). Pengujian yang didasarkan pada nilai rata-rata kelas eksperimen sebesar 62,23 memberikan nilai kuasa uji sebesar 0,712. Hal ini menyatakan bahwa rata-rata kemampuan koneksi matematis siswa pada kelas dengan pendekatan problem posing tipe within solution berbasis konteks islami sebesar 62,23 menunjukkan nilai yang lebih besar dari pada nilai rata-rata kelas dengan pendekatan konvensional.

Kinerja Guru dan Kompetensi Supervisi Kepala Sekolah di MTsN 2 Pamulang Kadir Kadir; Mi'raj Mi'raj
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 8, NOMOR 1, APRIL 2010
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

The research aims to determine whether there is the correlation between the principal’s supervision competence with the teacher’s performances. the research had been held in September to November 2009 at State Islamic Junior High School 2 Pamulang. the research method which has been used is survey by quantitative approach. the technique for finding samples is purposive sampling. the research instruments which have been used are questionnaire instruments by using a likert scale. the result found in the research that there is the correlation between the principal’s supervision competence with the teacher’s performances.

Meningkatan Metakognisi Siswa dalam Pembelajaran Matematika Melalui Asesmen Kinerja Berbasis Masalah dan Model Pembelajaran Kadir Kadir
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 7, NOMOR 3, SEPTEMBER 2009
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

The study was conducted in SMU in Jakarta. There were 120 first grade students as the sample of the study, selected through multistage random sampling. The data were gathered by using a metacognition scale. Data analysis was done by using the two-way analysis of variance. The results of the study are: (1) In general, problem-based performance assessment effects students’ metacognition in mathematics, (2) Learning models affect the students’ metacognition in mathematics; in which the cooperative learning model is more effective in improving the students’ metacognition than the classical learning model, (3) There is an interaction effect between problem-based performance assessment and instructional models. Such interaction show that problem solving performance assessment is more effective in improving students’ metacognition in mathematics if it is combined with cooperative learning model; while problem posing performance assessment is more effective if it is combined with classical learning model.

Meta-Analisis Pembelajaran Kooperatif di Indonesia Putri Utami; Kadir Kadir; Yanti Herlanti
Jurnal Inovasi Pendidikan IPA Vol 7, No 1: April 2021
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v7i1.39574

Abstrak: Penelitian ini bertujuan untuk menganalisis besar pengaruh penggunaan model pembelajaran kooperatif terhadap pembelajaran Biologi. Metode yang digunakan adalah meta-analisis yaitu analisis hasil-hasil penelitian yang telah dipublikasikan secara nasional yang berkaitan dengan penggunaan model pembelajaran kooperatif terhadap pembelajaran Biologi. Dari 70 jurnal mengenai pembelajaran kooperatif dianalisis lebih lanjut sebanyak lima belas jurnal nasional terakreditasi sinta 1 sampai 3 yang diterbitkan pada rentang tahun 2010-2019 pada jenjang SMP dan SMA, yang membahas penenelitian eksperimen penggunaan model pembelajaran kooperatif terhadap pembelajaran Biologi. Instrumen penulisan berupa lembar pengkodean yang merangkum data dan informasi jurnal. Berdasarkan analisis nilai pengaruh secara keseluruhan didapatkan nilai rata-rata besar pengaruh sebesar 0,30 yang berarti dalam kategori efek besar. Temuan analisis juga menunjukkan bahwa model pembelajaran kooperatif memberikan pengaruh dan efektif pada jenjang SMP dan SMA, juga pada semua wilayah penelitian yaitu Jawa, Kalimantan dan Sumatera, serta pada variabel terikat, dan berbagai jenis metode kooperatif yang digunakan. Hal ini menunjukkan kesimpulan bahwa model pembelajaran kooperatif lebih efektif digunakan dalam pembelajaran Biologi dibandingkan dengan model pembelajaran konvensional dalam studi ini. Meta-Analysis of Cooperative Learning in Indonesia'Abstract: This study aimed to analyze the effect of cooperative learning models on Biology learning. The method used is a meta-analysis that is analyzing research results that have been published nationally related to the use of cooperative learning models for Biology learning. From the 70 journals on cooperative learning, further analyzed were fifteen national journals accredited by Sinta 1 to 3 published between 2010-2019 at the junior and senior high school levels, which discussed experiments using cooperative learning models in Biology learning. The writing instrument is a coding data that summarizes the journal data and information. Based on the analysis of the overall effect value, the average value of the influence is 0.30 which means that it is in the large effect category. The findings of the analysis also show that the cooperative learning model is influential and effective at the junior and senior high school levels, as well as in all research areas, namely Java, Kalimantan and Sumatra, as well as on the dependent variable and various types of cooperative methods used. This shows the conclusion that the cooperative learning model is more effective in learning biology compared to the conventional learning model in this study

Analysis of Content Validity on Mathematical Computational Thinking Skill Test for Junior High School Student Using Aiken Method Yusriyyah Febriani Putri; Kadir Kadir; Ahmad Dimyati
Hipotenusa : Journal of Mathematical Society Vol 4, No 2 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i2.7465

Computational thinking skills are a relevant approach to future problem-solving. Therefore, these skills need to be integrated into mathematics learning in schools. This research is part of developing mathematical computational thinking skill tests for junior high school students. In this segment, the study aims to analyze the content validity of the mathematical computational thinking skill test. The main stages in this research are define, design, and develop. Expert validation data were collected using Google Form sheets. The analysis technique used is the content validity technique with the V Aiken method. The results of the study revealed that the results of content validation through the assessment of 7 experts, developed a test specification containing 20 items that measure mathematical computational thinking skills with a coefficient (V) in the interval (0.770 – 0.920) with an average of 0.866 or very good category. The test instrument is valid for measuring decomposition indicators, pattern recognition, abstraction, algorithmic thinking, and evaluation indicators. Each indicator is measured by 4 items with a coefficient of V decomposition indicator of 0.868, pattern recognition 0.883, abstraction 0.865, algorithmic thinking 0.833, and evaluation 0.883. The study concludes that the indicators of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation indicators are valid in measuring mathematical computational thinking skills.

PENGEMBANGAN INSTRUMEN DETERMINASI DIRI SISWA DALAM PEMBELAJARAN MATEMATIKA Nurul Fadilah Annisa; Kadir Kadir; Ahmad Dimyati
ALGORITMA: Journal of Mathematics Education Vol 4, No 2 (2022): ALGORITMA Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v4i2.29392

The purpose of this research is to develop students' self-determination instruments in learning mathematics. This research is development research with the stages of of define, design, and develop. The research was conducted at a high school in South Tangerang in the 2021/2022 Academic Year involving 368 class XI students as respondents. Data analysis techniques use theoretical validation and empirical validation. Theoretical validation was through expert panelist assessment using the Aiken's V method, while empirical validation was using confirmatory factor analysis techniques. The results of the study revealed: (1) Theoretical validation, obtained 20 valid items with Aiken's V (0.75 - 1.00), p-value <0.05. Empirical validation, obtained 13 out of 20 items declared valid (t-count> 1.96). Reliability is classified as good with Cronbach's Alpha of 0.685, with construct reliability (CR) indicators of autonomy (CR = 0.330), competence (CR = 0.247), and relatedness (CR = 0.714). The self-determination construct model fits the empirical data, with an instrument readability percentage of 95% or very good. (2) Overall self-determination of students in learning mathematics is in the high category (76.23%), consisting of 71.78% autonomous indicators, 73.56% competence, and 81.58% relatedness. There are differences in students' self-determination in learning mathematics in terms of gender, school, major, origin of junior high school, and mother's level of education. The conclusion of this study is that the indicators of autonomy, competence, and relatedness are valid and consistent in measuring students' self-determination in learning mathematics.Tujuan penelitian ini adalah mengembangkan instrumen determinasi diri siswa dalam pembelajaran matematika. Penelitian ini adalah penelitian pengembangan dengan tahapan pendefinisian, perancangan, dan pengembangan. Penelitian dilakukan di suatu sekolah menengah atas di Tangerang Selatan pada Tahun Ajaran 2021/2022 dengan melibatkan 368 siswa kelas XI sebagai responden. Teknik analisis data menggunakan validasi teoretis dan validasi empiris. Validasi teoretis melalui penilaian panelis ahli dengan metode Aiken’s V, sedangkan validasi empiris menggunakan teknik analisis faktor konfirmatori. Hasil penelitian mengungkapkan: (1) Validasi teoretis, diperoleh 20 butir valid dengan Aiken’s V (0,75 – 1,00), p-value < 0,05. Validasi empiris, diperoleh 13 butir dari 20 butir dinyatakan valid (t-hitung > 1,96). Reliabilitas tergolong baik dengan Cronbach's Alpha sebesar 0,685, dengan construct reliabilty (CR) indikator otonomi (CR = 0,330), kompetensi (CR = 0,247), dan keterkaitan (CR = 0,714). Model konstruk determinasi diri cocok (fit) dengan data empiris, dengan persentase keterbacaan instrumen sebesar 95% atau sangat baik. (2) Secara keseluruhan determinasi diri siswa dalam pembelajaran matematika berada dalam kategori tinggi (76,23%), terdiri dari indikator otonom 71,78%, kompetensi 73,56%, dan keterkaitan 81,58%. Terdapat perbedaan determinasi diri siswa dalam pembelajaran matematika ditinjau dari jenis kelamin, sekolah, jurusan, asal SLTP, dan tingkat pendidikan Ibu. Simpulan penelitian ini adalah bahwa indikator otonomi, kompetensi, dan keterkaitan valid dan konsisten mengukur determinasi diri siswa dalam pembelajaran matematika.

Pemodelan Matematika: Dapatkah Autograph Meningkatkan Representasi Semiotik Matematik Siswa? Afrilia Eka Choiriyaza; Kadir Kadir; Moria Fatma
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 5, No 2 (2021)
Publisher : Universitas Swadaya Gunung Djati

Abstrak. Representasi semiotik matematik merupakan bagian dari representasi matematika yang memegang peranan penting dalam berkomunikasi dan beriinteraksi di era abad digital 4.0. Penelitian ini bertujuan untuk menganalisis kemampuan representasi semiotik matematik siswa melalui intervensi metode pemodelan matematika berbantuan Autograph. Penelitian dilaksanakan di salah satu sekolah di Tangerang Selatan menggunakan metode kuasi eksperimen dengan randomized control group posttest only design. Sampel sebanyak 64 siswa, kelompok eksperimen 31 siswa dan kelompok kontrol 33 siswa berdasarkan teknik cluster random sampling. Hasil penelitian mengungkap bahwa penggunaan metode pemodelan matematik berbantuan Autograph dapat meningkatkan kemampuan representasi semiotik matematik. Capaian kemampuan representasi semiotik matematik meliputi kemampuan menuangkan gagasan dalam bentuk gambar (ikonik), ekspresi matematik (simbolik), dan kata-kata (indeks). Dari ketiganya, peningkatan representasi simbolik lebih baik dibandingkan ikonik dan indeks.Kata Kunci: Pemodelan matematika, Autograph, Kemampuan representasi semiotik matematik

Students' Thinking Process in Solving Mathematical Literacy Problems in Islamic Contexts Ramdani Miftah; Lia Kurniawati; Tatang Herman; Abdul Muin; Kadir Kadir
Jurnal Pendidikan Matematika Vol 17, No 2 (2023)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.17.2.19042.225-246

Islamic contexts help stimulate students' mathematical abilities and develop their religious thinking. Therefore, this research aims to describe students' thinking process in solving mathematical literacy problems adapted from PISA questions using Islamic contexts. This research is qualitative-descriptive in nature with the purposive sampling technique used to select the three best teams competing on the National Mathematics Olympiad organized by the Mathematics Education Study Program of UIN Syarif Hidayatullah Jakarta in 2018. Each school level (Islamic elementary school (MI), Islamic junior high school (MTs), and Islamic senior high school (MA)) was represented by a team of 3 students. Data were collected through tests of mathematical literacy in Islamic contexts that matched PISA contexts and through interviews. Then, the data collected were analysed using triangulation techniques. The results showed that the students' thinking process in solving mathematical literacy problems in Islamic contexts was in accordance with Bayer’s thinking process theory. In general, the students already engaged in a thought process starting from information processing to decision-making. In fact, some MTs students had reached the thinking level of analysing relationships, synthesising problems or arguments, and conducting evaluations using several criteria suitable for the MA level. So it can be concluded that he Islamic contexts used in mathematical literacy questions tend to draw students' attention to the problems and help them solve those problems.

Co-Authors Abdul Muin Afrilia Eka Choiriyaza Ahmad Dimyati Ardita Agung Asriani Lia Kurniawati Mi'raj Mi'raj Moria Fatma Nurul Fadilah Annisa Putri Utami Ramdani Miftah Tatang Herman, Tatang Yanti Herlanti Yusriyyah Febriani Putri

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