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Syamsuri Syamsuri

Universitas Sultan Ageng Tirtayasa

Author-ID : 2394578

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Analisis Kemampuan Pemecahan Masalah Matematika Berdasarkan Polya Ditinjau dari Kemampuan Representasi Matematis A Rizal Heru Cahya; Syamsuri Syamsuri; Cecep AHF Santosa; Anwar Mutaqin
GAUSS: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2022)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v5i1.4016

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis pemecahan masalah matematis siswa di MTs Negeri 3 Serang pada materi sistem persamaan liniar dua variabel (SPLDV) berdasarkan teori Polya ditinjau dari kemampuan representasi matematis. Pemilihan subjek penelitian ini dipilih berdasarkan pada kategori siswa yang menguasai ketiga representasi matematis. Selanjutnya terpilih 3 siswa sebagai subjek dengan kategori memiliki ketiga kemampuan representasi matematik yaitu: representasi visual, representasi simbolik, dan representasi verbal. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kualitatif. Instrumen yang digunakan untuk pengumpulan data adalah dokumentasi, hasil tes kemampuan pemecahan masalah, dan lembar wawancara. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa subjek penelitian memiliki kemampuan yang berbeda-beda. Semua subjek mampu memahami masalah, merencanakan penyelesaian masalah, dan melaksanakan rencana penyelesaian. Namun kebanyakan masih bermasalah pada tahapan memeriksa kembali jawaban sesuai tahapan Polya. Kata Kunci: Polya, Pemecahan masala, Representasi Matematik

Analisis kesulitan mahasiswa dalam pembuktian matematis pada mata kuliah analisis real Anwar Mutaqin; Syamsuri Syamsuri; Aan Hendrayana
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 4, No 1 (2022): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v4i1.15907

This study was conducted to determine and analyze the learning obstacles of students in constructing proof on Real Analysis course. Samples are undergraduate at Departement of Mathematics Education is being contracted Real Analysis course of two state universities, namely the University Pendidikan Indonesia (UPI) and the University of Sultan Ageng Tirtayasa (Untirta). Data were collected through structured interviews. Students are given a number of evidentiary matter then conducted interviews to determine the errors that arise when developing a mathematical proof. The results showed that student difficulties when preparing evidence are: 1) start the proof, 2) definitions and axioms, 3) the form of algebraic manipulation, 4) integrate the definitions and / or theorems in a proof structure, 5) choose the way of proof, 6) choose the theorem to construct proof, 7) construct their own examples and counter examples.

Pengaruh Model Pembelajaran Generatif terhadap Peningkatan Self-Confidence Siswa Ditinjau dari Gaya Kognitif Sutihat Sutihat; Hepsi Nindiasari; Syamsuri Syamsuri
GAUSS: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2019)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v2i2.1761

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran generatif terhadap peningkatan self-confidence siswa ditinjau dari gaya kognitif. Metode penelitian yang digunakan yaitu penelitian quasi-eksperimen dengan desain penelitian nonequivalen control group design. Populasi yang digunakan adalah seluruh siswa kelas XI MIPA di MAN 4 Tangerang tahun pelajaran 2018/2019 dengan kelas XI MIPA 2 sebagai kelas eksperimen dan kelas XI MIPA 5 sebagai kelas kontrol. Berdasarkan hasil penelitian dan analisis data diperoleh kesimpulan, (1) peningkatan self-confidence siswa field independent yang memperoleh pembelajaran generatif lebih tinggi dari peningkatan self-confidence siswa field independent yang memperoleh pembelajaran saintifik, (2) peningkatan self-confidence siswa field dependent yang memperoleh pembelajaran generatif lebih tinggi dari peningkatan self-confidence siswa field dependent yang memperoleh pembelajaran saintifik.

Development of E-module Space Geometry Based on Vee's Heuristic Strategy to Train Students' Mathematical Representation Skills Aidah Murdikah; Syamsuri Syamsuri; Hepsi Nindiasari; Novaliyosi Novaliyosi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 2: December 2021
Publisher : IKIP Mataram

The research aims to produce e-modules based on vee heuristic strategies that are valid, practical, and effective to train the mathematical representation skills of high school students, with the material used is the geometry of space. This research is development research with 4-D design (Define, Design, Development, and Dissemination). The subjects of this study were students of class XII MIPA and IPS Of Al-Qudwah Integrated High School, which amounted to 30 students. The data in this study was collected using questionnaires and tests. From the analysis results obtained, the average total validation score (RTV) from media experts is 4,062 with an excellent category, material experts with 4,625 with unique varieties, and the average e-module user response score of 89.00. The indicates that the student's response to Learning using e-modules based on heuristic vee strategies is positive so that e-modules can be declared practical. The mathematical representation of students after using this vee heuristic strategy-based e-module earns a total average of 3.32 with excellent category. Based on the results of such data analysis, the e-module based on vee heuristic strategies developed is worth using as a practical learning resource to train students' mathematical representation skills on space geometry. The app makes it easy for students to access flexible learning resources anywhere and anytime.

The Pengaruh Pembelajaran Berbasis Masalah terhadap Disposisi Matematis dan Kemampuan Pemecahan Masalah Siswa Imam Gozali; Syamsuri Syamsuri; Hepsi Nindiasari; Abdul Fatah
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 02 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Problem based learning on the mathematical disposition and problem solving abilities of students is the ability to think and mathematical attitudes that must be possessed by students. Through the application of problem-based learning, it is hoped that it can improve the problem solving ability of students' mathematical dispositions. This study was conducted to determine the effect of problem-based learning on problem-solving abilities on students' mathematical dispositions. The research design used is a quasi-experimental design, namely the pretest-posttest control group design with a population of all students of class X SMK Az-zahra in the academic year 2021/2022. Through purposive random sampling technique, the TKJ 3 class was obtained as the experimental class (n = 36) and the TKJ 2 class as the control class (n = 36). Collecting data using a test of problem solving ability and mathematical disposition. Data analysis was carried out descriptively and inferentially (α = 0.05). Based on data analysis, it is known that the increase in problem solving abilities of students who receiving problem..based learning is higher than students who receive conventional learning. The increase in the mathematical disposition of students who received problem-based learning was higher than students who received conventional..learning. so the conclusion is problem-based learning can improve problem-solving skills on students' mathematical dispositions.

Pengembangan E-Modul Berbasis Pendekatan Contextual Teaching And Learning Pada Materi Barisan Dan Deret Untuk Meningkatkan Minat Belajar Siswa SMP Martin Martin; Syamsuri Syamsuri; Heni Pujiastuti; Aan Hendrayana
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2021): Jurnal Derivat (Desember 2021)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

This study aims to produce e-modules with a contextual teaching and learning approach that is valid, practical, and effective to increase students' interest in learning. This development research uses the Plomp model which consists of three phases, namely the preliminary research phase, the prototyping phase, and the assessment phase. The prototype trial was conducted on 16 eighth grade students of SMPN 1 Tirtayasa, Indonesia. The research instrument consisted of an expert validation sheet to assess the validity, a student response questionnaire to assess practicality, and a student learning interest questionnaire to assess the effectiveness of the e-module. This research produces an e-module with a contextual teaching and learning approach to increase the interest of junior high school students in learning mathematics in the context of everyday life. Although the increase in student interest in learning is still relatively low, overall the e-modules developed are considered valid, practical, and effective, so that they are suitable for use in learning mathematics in junior high schoolsKeywords: Mathematics Module, Contextual Teaching and Learning Interest in Learning Mathematics

Kemampuan pemecahan masalah matematis siswa berkemampuan awal rendah yang diberikan soal dengan teknik faded-example ditinjau dari teori Polya Tony Sudaryana; Syamsuri Syamsuri; Sukirwan Sukirwan
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 4, No 1 (2022): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v4i1.16069

This research uses a descriptive qualitative research method with the aim of describing the characteristics of students' mathematical problem-solving abilities with low prerequisite mathematical abilities, which are given questions by applying the faded-examples technique, in terms of Polya's problem-solving theory. Based on the discussion of the results and research findings that the characteristics of students' mathematical problem solving abilities with low prerequisite mathematical abilities, which are given questions by applying the faded-examples technique, in terms of Polya's problem-solving theory can be categorized into four categories, namely: reflective, strategic, aware, and incapable. Students with the reflective category have been able to do all the problem solving steps of the Polya procedure. Students with the strategic category have been able to do the first three steps of solving the problem of the Polya procedure. Students with the category of aware are only able to do the first step of solving the problem of the Polya procedure. Students with incapable categories have not been able to do all the steps of solving the problem of the Polya procedure.

Eskplorasi kesalahan siswa kelas VIII dalam menyelesaikan soal high order thinking skills pada materi luas segiempat Muhamad Hanafi; Syamsuri Syamsuri; Anwar Mutaqin
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 4, No 2 (2022): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v4i2.16443

The difficulties experienced by students can cause errors in solving problems. Students' mistakes in obtaining the right solution in learning mathematics are important to be corrected to improve students' high order thinking skills. One of the basic competencies that students must have in quadrilateral material is solving contextual problems related to the area and perimeter of a quadrilateral. A total of 9 students were used as research subjects because they had consistent response and interview data. Errors made by students in solving HOTS questions based on Newman in this study were writing errors Encoding Error and process Skill Error. The factors that cause students to make mistakes in solving the HOTS questions on the area of a quadrilateral are carelessness, concepts, interests, and the quality of the teacher.

Pemecahan Masalah Matematis Siswa SMP Berdasarkan Teori Mason Yang Ditinjau dari Proses Berpikir Kritisnya Ayu Sri Astuti; Syamsuri Syamsuri
Jurnal Educatio FKIP UNMA Vol. 8 No. 3 (2022): July-September
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v8i3.2600

Sering kali guru hanya memfokuskan bagaimana menyampaikan materi sampai selesai tetapi tidak melihat apakah siswa tersebut dapat memahami maksud dari pada penyelesaian masalah atau makna proses penyelesaian masalahnya. Proses berpikir kritis merupakan rangkaian kegiatan dalam otak saat melakukan pemecahan masalah dengan berpikir secara logis. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis matematis siswa SMP berdasarkan teori Mason yaitu terdapat 3 tahapan ada tahap entry, attack, dan review. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Subjek penelitian terdisi atas 4 siswa kelas VII F yang telah mendapatkan materi garis dan sudut. Instrumen yang digunakan adalah tes dan wawancara. Prosedur penelitian yang dilakukan dalam penelitian ini melalui tiga tahap diantaranya: (1) tahap persiapan, (2) tahap pelaksanaan, dan (3) tahap analisis data. Hasil penelitian menunjukan bahwa terdapat kelompok siswa yang dapat menyelesaikan pemecahan masalah dengan seluruh tahapan berpikir Mason dan ada siswa dalam penyelesaian pemecahan masalahnya hanya melalui dua tahapan berpikir Mason.

PENGGUNAAN MODEL CIPP DALAM MELAKUKAN EVALUASI PROGRAM PENDIDIKAN INKLUSIF PEMBELAJARAN MATEMATIKA SMP Heni Yunilda Hasibuan; Nurul Anriani; Cecep Anwar Hadi Firdos Santosa; Syamsuri Syamsuri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakEvaluasi program diperlukan untuk meningkatkan kualitas penyelenggaraan pendidikan inklusif dalam pembelajaran matematika agar setiap anak mendapatkan pendidikan yang bermutu. Namun, masih sedikit sekali penelitian yang mengungkap hasil evaluasi program penyelenggaraan pendidikan inklusif pembelajaran matematika pada jenjang SMP. Penelitian ini bertujuan untuk melakukan evaluasi penyelenggaraan pendidikan inklusif pada pembelajaran matematika di SMP Garuda Cendekia pada semester ganjil tahun ajaran 2022/2023 dengan menggunakan model CIPP yang terdiri dari unsur context, input, process, dan product dan tersusun oleh total 14 komponen. Evaluasi program dilakukan melalui tahapan FGD, observasi, dan dokumentasi. Hasil yang diperoleh adalah skor 92,86 dan memiliki kategori “sangat baik”. Namun demikian, beberapa perbaikan perlu dilakukan oleh satuan pendidikan dalam rangka meningkatkan kualitas yang lebih baik dalam penyelenggaraan pendidikan inklusif pada pembelajaran matematika. Adapun perbaikan tersebut adalah penambahan guru pembimbing khusus (GPK) yang mampu menangani secara khusus siswa dengan ragam berkebutuhan khusus tertentu dan pengadaan penyediaan data mengenai keberlanjutan program pendidikan inklusif pembelajaran matematika di tingkat dan/atau jenjang berikutnya. Dengan demikian, model evaluasi CIPP dapat digunakan untuk mengevaluasi program pendidikan inklusif pada pembelajaran matematika di SMP yang memberikan luaran berupa skor akhir, kategori, dan rekomendasi perbaikan. AbstractProgram evaluation is needed to improve the quality of implementing inclusive education in mathematics learning so that every child gets a quality education. However, few studies reveal the results of program evaluations for implementing inclusive mathematics learning at the junior high school level. This study aims to evaluate the implementation of inclusive mathematics learning in SMP Garuda Cendekia in the first semester of the 2022/2023 school year by using the CIPP model which consists of context, input, process, and product elements composed of a total of 14 components. Program evaluation is carried out through the stages of FGD, observation, and documentation. The score result is 92.86 and categorized as "very good". However, several improvements need to be made by the school to improve a better quality in the implementation of inclusive mathematics learning. The improvements are the addition of learning supports (GPK) that can specifically handle students with a variety of special needs and procurement of data provision regarding the sustainability of inclusive education programs for learning mathematics at the next level. Thus, the CIPP evaluation model can be used to evaluate inclusive education programs in mathematics learning in junior high schools and provide outputs in the form of final scores, categories, and recommendations for improvement.

Co-Authors A Rizal Heru Cahya Aan Hendrayana Aan Subhan Pamungkas Abdul Fatah Aidah Murdikah Anisa Amalia Annisa Annisa Anriani, Nurul Anwar Mutaqin Avianti Permata Yuniar Ayu Sri Astuti Cecep AHF Santosa Cecep Anwar Hadi Firdos Santosa Cecep Anwar HF Santosa Didi Suryadi Dilla Shafa Salsabila Dwi Rachmawati Eki Sutisna Ela Priastuti Mirlanda Ela Priastuti Mirlanda Etika Khaerunnisa, Etika Fachri Awami Gita Ayu Nengsih Heni Pujiastuti Heni Yunilda Hasibuan Hepsi Nindiasari Hepsi Nindiasari Hepsi Nindiasari Ihsanudin Ihsanudin Iir Amelia Iir Amelia Ila Hilyatul Aen Ilham Ariesandi Imam Gozali Indiana Marethi Kathrin Nur Wulandari Lia Fauzatu Solikhah Maman Fathurrohman Maretha Septiani Dwi Astutik Martin Martin Mia Aprilia Monica Sayuri Mu'minatu Fadhila Tohir Muhamad Hanafi Nanda Amelia Nissa Nivia Novaliyosi Novaliyosi Nuriah Nuriah Purwanto Purwanto Ralivia Suci Setianingrum Ramlan Rida B. Rizki Nugraha Shofiy Hanifah Siska Aitami Sri Apriatni Subanji Subanji Sufyani Prabawanto, Sufyani Sukirwan Sukirwan Sutihat Sutihat Syela Rizki Amelia Tita Puspitasari Tonnie Hari Nugraha Tony Sudaryana Trisnanda Lady Utami Ujang Suprianto Uyu Wahyudin Yani Setiani Yusuf Ramdani Yuyu Yuhana

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