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<![CDATA[PENGEMBANGAN ALAT PERAGA PAPAN ALJABAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA ]]>
<![CDATA[N. Alifa Maulida]]>;
<![CDATA[Yanti Mulyanti]]>;
<![CDATA[Hamidah Suryani Lukman]]>
<![CDATA[ Jurnal PEKA (Pendidikan Matematika) Vol. 5 No. 2 (2022): Jurnal PEKA (Pendidikan Matematika) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI) ]]>
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DOI: 10.37150/jp.v5i2.1326
<![CDATA[Siswa kurang tertarik pada mata pelajaran matematika mengakibatkan siswa menjadi sulit untuk menerima materi pembelajaran yang telah disampaikan oleh guru yang penyampaiannya hanya dengan metode ceramah. Karna itu para siswa kurang memahami materi. Salah satu penyebabnya adalah kurangnya alat peraga yang dapat membuat siswa bisa mengilustrasikan pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui validitas alat peraga papan aljabar terhadap kemampuan pemahaman konsep matematika. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan ADDIE (Analysis, Design, Development, Implementation dan Evaluation). Hasil uji validitas oleh validator dinyatakan sangat valid dengan persentase 83,5%. Hasil tersebut menunjukkan bahwa alat peraga papan aljabar valid dan dapat memfasilitasi terhadap kemampuan pemahaman konsep matematika.]]>
<![CDATA[Pengembangan Lembar Kerja Siswa Berbasis Project Based Learning Bermuatan Islami dalam Meningkatkan Kemampuan Pemahaman Konsep ]]>
<![CDATA[Febriyani, Febi]]>;
<![CDATA[Mulyanti, Yanti]]>;
<![CDATA[Lukman, Hamidah Suryani]]>
<![CDATA[ Jurnal Tadris Matematika Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Tulungagung ]]>
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DOI: 10.21274/jtm.2018.1.2.185-192
<![CDATA[This study’s is the result of research that aims to develop the Student Worksheet Project Based Learning based Islamic charged in enhancing the ability of understanding the concept. The research was conducted by the Research and Development (R & D) was applied in 10 stages of research. Data collection instruments were used expert assessment form to determine the product validation, evaluation sheets and questionnaires student's teacher to determine the practicality of the product, as well as a test sheet to determine the ability of understanding the concept of product effectiveness. The results of the data analysis Student Worksheet validation assessment by experts to get an average score of 4.29 with high decent criteria. The results of the data analysis Student Worksheet practicability assessment by the teacher to get a score of 4.4 with the criteria very decent and student questionnaire on a small scale and large scale each get a score of 3.33 to 4.06 with the criterion of good and very good criteria. The results of the assessment of effectiveness of data analysis Student Worksheet tests are divided into two groups, namely small-scale test with 20 students and a large-scale test with 40 students. The results of two tests to get a score each, which is the average value of small-scale student 73.44 and an average value of large-scale student 73.75. The average value of student test small scale and large-scale use of the above KKM school is 70.]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika pada Materi Sistem Persamaan Linear Tiga Variabel Kelas X SMAN 1 Cisaat ]]>
<![CDATA[Azis, Dikri Maulana]]>;
<![CDATA[Lukman, Hamidah Suryani]]>;
<![CDATA[Agustiani, Nur]]>
<![CDATA[ Jurnal Tadris Matematika Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Tulungagung ]]>
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DOI: 10.21274/jtm.2018.1.2.193-206
<![CDATA[This study’s aim is to find out and describe the types of class X student error IPA 1 SMA Negeri 1 Cisaat as well as solutions to solve student error on linear equation system material three variables. The type of research used in this study was the type of descriptive qualitative research. The location of this research was in SMA Negeri 1 Cisaat. This study took the subject of research as many as four students with the technique of taking the subject by purposive sampling. Data analysis techniques conducted in this research are data reduction, data presentation, and conclusion. After the data were analyzed then validated the validity of the data by using technique triangulation, that is by comparing the result of the student's answer on test questions and interview result. The results obtained from this study are the type of concept mistakes made the subject of research on misconceptions reached 32.26%. Then the type of procedural error is a mistake that is often done by the subject of research, procedure error reached 48.39%. Therefore, the type of error in using the operation or calculation as much as 19.35%.]]>
<![CDATA[Penerapan Pendekatan Pendidikan Matematika Realistik terhadap Kemampuan Pemahaman Konsep dan Penalaran Matematis Siswa ]]>
<![CDATA[Merina, Merina]]>;
<![CDATA[Imswatama, Aritsya]]>;
<![CDATA[Lukman, Hamidah Suryani]]>
<![CDATA[ Jurnal Tadris Matematika Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Tulungagung ]]>
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DOI: 10.21274/jtm.2019.2.1.23-30
<![CDATA[This article discusses the application of Realistic Mathematics Education approaches against the ability of mathematical reasoning and understanding of the students. The purpose of this research is to 1) know the comparison the ability between students who learn to use Realistic mathematics education approach with scientific approach, 2) know the comparative ability of reasoning mathematically between students who learn to use Realistic mathematics education approach with scientific approach, 3) know the difference between the understanding of mathematical concepts and reasoning of students. Data collection techniques was in the form of test result data post test as the learning outcomes of students. The data analysis used t test with two samples and test the correlation with significance level 0.05. As for the results of the analysis of the data shows that the 1) the ability of understanding the concept of students who use Realistic mathematics education approach better than students who use scientific approach, 2) mathematical reasoning ability of students using Realistic mathematics education approach better than students who use scientific approach, 3) there is a connection between the understanding of mathematical concepts and reasoning of students.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR STATISTIKA BERBASIS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ]]>
<![CDATA[Sutisnawati, Astri]]>;
<![CDATA[Suryani Lukman, Hamidah]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 1 No 2 (2016): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v1i2.24
<![CDATA[This paper is the research and development result of Statistics teaching materials based on ICT. The method used is the early stage of research and development that applied on the second phase of the study. The first stage is analysis the teaching materials through the study of literature; developing initial products; experts team validation; and first revised. The second phase is limited test to 13 students randomly selected that participated in the course Statistics on Mathematics Education Universitas Muhammadiyah Sukabumi, and do the second revised. The method used in the second stage is a single experiment one shot case study. The instrument used in this study are validation sheet, teaching materials performance and effectiveness sheet, and conceptual understanding test. These data were analyzed using descriptive analysis and Wilcoxon Signed Ranks Test on the level of ? = 5%. The results showed that average score of teaching materials validation is 4.50 out of This result indicates that more than 80% of ICT based teaching materials developed is feasible to use (valid) and classified as very well category. Based on trial results, conceptual understanding ability of students after using ICT based teaching materials significantly better than before using ICT based teaching materials. In addition, an overall assessment of performance effectiveness of ICT based teaching material reached 62.98% higher than the learning without ICT based teaching materials, which only reached 60.58%. These results indicate that using ICT based teaching materials in learning has the valid, practical, and effective criteria, particularly in an effort to develop the students? conceptual understanding ability. ]]>
<![CDATA[ANALISIS VALIDITAS BAHAN AJAR STRUKTUR ALJABAR BERBASIS STRATEGI ABDUKTIF-DEDUKTIF ]]>
<![CDATA[Mulyanti, Yanti]]>;
<![CDATA[Suryani Lukman, Hamidah]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 2 (2017): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v2i2.43
<![CDATA[This paper explains about the analysis of validity of abstract algebra teaching materials based on abductive-deductive strategy which is the first stage on research and development study, expert judgement. The instrument used in this research is validation sheet consisting of five aspects of the assessment, namely the feasibility of the material aspect, the feasibility of the language aspect, the feasibility of the presentation aspect, the feasibility of teaching effect on the student learning process, and the feasibility of the overall display aspect. Validator involved in this research is four experts in mathematics education. The data of this research are analyzed descriptively. The result of this research shows that 80% of eligibility criteria of the material aspect have been fulfilled are categorized as very good (4.21), 90% of language aspect eligibility criteria have been fulfilled and categorized excellent (4.81), 85% of the presentation aspect eligibility criteria have been fulfilled and categorized as very good (4.50), 80% of the criteria for the effect of teaching materials on the students' learning process have been fulfilled as very good category (4.25), and 80% of eligibility criteria of the overall display aspect have been fulfilled and categorized as very good (4.25). Based on these data, 85% of the criteria for the assessment of the feasibility of Abstract algebra teaching materials based on the abductive-deductive strategy have been fulfilled, categorized as very good (4.35), and suitable for use in learning.]]>
<![CDATA[Penerapan Pendekatan Pendidikan Matematika Realistik Terhadap Kemampuan Pemahaman Konsep Dan Penalaran Matematis Siswa ]]>
<![CDATA[merina, MERINA]]>;
<![CDATA[Imswatama, Aritsya]]>;
<![CDATA[Lukman, Hamidah Suryani]]>
<![CDATA[ Jurnal PEKA (Pendidikan Matematika) Vol. 2 No. 1 (2018): Jurnal PEKA (Pendidikan Matematika) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI) ]]>
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DOI: 10.37150/jp.v2i1.1120
<![CDATA[Artikel ini membahas tentang penerapan pendekatan Pendidikan Matematika Realistik terhadap kemampuan pemahaman konsep dan penalaran matematis siswa. Tujuan dari penelitian ini adalah 1) mengetahui perbandingan kemampuan pemahaman konsep antara siswa yang belajar menggunakan pendekatan Pendidikan Matematika Realistik dengan pendekatan saintifik, 2) mengetahui perbandingan kemampuan penalaran matematis antara siswa yang belajar menggunakan pendekatan Pendidikan Matematika Realistik dengan pendekatan saintifik, 3) mengetahui ada atau tidaknya hubungan antara pemahaman konsep dan penalaran matematis siswa. Teknik pengumpulan data yang digunakan yaitu tes berupa hasil data posttest sebagai hasil pembelajaran siswa. Analisis data yang digunakan uji t dua sampel dan uji korelasi dengan taraf signifikansi É‘ = 0,05. Adapun hasil analisis data menunjukkan bahwa 1) kemampuan pemahaman konsep siswa yang menggunakan pendekatan Pendidikan Matematika Realistik lebih baik dibandingkan siswa yang menggunakan pendekatan saintifik, 2) kemampuan penalaran matematis siswa yang menggunakan pendekatan Pendidikan Matematika Realistik lebih baik dibandingkan siswa yang menggunakan pendekatan saintifik, 3) adanya hubungan antara pemahaman konsep dan penalaran matematis siswa.]]>
<![CDATA[PELATIHAN PENGGUNAAN MICROSOFT KAIZALA SEBAGAI MEDIA PEMBELAJARAN DARING MATEMATIKA DI ERA NEW NORMAL ]]>
<![CDATA[Balkist, Pujia Siti]]>;
<![CDATA[Nurcahyono, Novi Andri]]>;
<![CDATA[Lukman, Hamidah Suryani]]>;
<![CDATA[Setiani, Ana]]>;
<![CDATA[Agustiani, Nur]]>;
<![CDATA[Mulyanti, Yanti]]>;
<![CDATA[Imswatama, Aritsya]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 1 (2021): Februari ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i1.3235
<![CDATA[Abstrak: Pelatihan Penggunaan Microsoft Kaizala yang dihadirkan sebagai solusi berdasarkan pertimbangan dari aplikasi yang mudah digunakan saat era new normal dari pandemic covid-19. Pelatihan yang dilaksanakan bertujuan untuk meningkatkan dan mengoptimalkan wawasan peserta dalam memilih hal-hal yang tepat diterapkan saat pembelajaran matematika dan mengembangkan pembelajaran matematika semenarik mungkin. Sasaran kegiatan ini semula adalah guru dan mahasiswa calon guru matematika di sekolah menengah. Namun pada pelaksanaannya kegiatan pelatihan ini diikuti oleh dosen, guru, mahasiswa dan pemerhati pendidikan matematika dengan ruang lingkup nasional secara daring melalui media teleconference Zoom dan aplikasi Microsoft Kaizala. Tahapan kegiatan ini, yakni: 1) Survey dan observasi permasalahan pembelajaran matematika secara daring di sekolah menengah 2) Forum Group Discussion untuk menentukan solusi yang akan dilaksanakan untuk mengatasi temuan saat survey dan observasi 3) Pelaksanaan pelatihan. Kegiatan ini memperoleh ketercapaian target sebesar 146% secara kuantitas dan antusiasme peserta mengikuti seluruh rangkaian acara yang tinggi. Abstract:  Microsoft Kaizala Usage Training which is presented as a solution based on considerations of an easy-to-use application during the new normal era of the Covid-19 pandemic. The training carried out aims to improve and optimize participants' insights in choosing the right things to apply when learning mathematics and developing mathematics learning as interesting as possible. Initially the target of this activity was teachers and students who are prospective mathematics teachers in secondary schools. However, in practice this training activity was attended by lecturers, teachers, students and observers of mathematics education with a national scope online through the Zoom teleconference media and the Microsoft Kaizala application. The stages of this activity are: 1) Survey and observation of mathematics learning problems online in secondary schools 2) Forum Group Discussion to determine solutions to be implemented to overcome findings during surveys and observations 3) Implementation of training. This activity achieved the target of 146% in terms of quantity and enthusiasm of the participants in the entire series of high events.]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika pada Materi Sistem Persamaan Linear Tiga Variabel Kelas X SMAN 1 Cisaat ]]>
<![CDATA[Dikri Maulana Azis]]>;
<![CDATA[Hamidah Suryani Lukman]]>;
<![CDATA[Nur Agustiani]]>
<![CDATA[ Jurnal Tadris Matematika Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Tulungagung ]]>
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DOI: 10.21274/jtm.2018.1.2.193-206
<![CDATA[This study’s aim is to find out and describe the types of class X student error IPA 1 SMA Negeri 1 Cisaat as well as solutions to solve student error on linear equation system material three variables. The type of research used in this study was the type of descriptive qualitative research. The location of this research was in SMA Negeri 1 Cisaat. This study took the subject of research as many as four students with the technique of taking the subject by purposive sampling. Data analysis techniques conducted in this research are data reduction, data presentation, and conclusion. After the data were analyzed then validated the validity of the data by using technique triangulation, that is by comparing the result of the student's answer on test questions and interview result. The results obtained from this study are the type of concept mistakes made the subject of research on misconceptions reached 32.26%. Then the type of procedural error is a mistake that is often done by the subject of research, procedure error reached 48.39%. Therefore, the type of error in using the operation or calculation as much as 19.35%.]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS KOMIK STRIP DENGAN METODE GUIDED DISCOVERY LEARNING UNTUK MATERI PERBANDINGAN TRIGONOMETRI ]]>
<![CDATA[Annisa Enistoneisya Hermawan]]>;
<![CDATA[Hamidah Suryani Lukman]]>;
<![CDATA[Yanti Mulyanti]]>
<![CDATA[ Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 4 No. 1 (2019): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education ]]>
Publisher : <![CDATA[Mathematics Education Study Program, FKIP, Universitas Pasundan ]]>
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DOI: 10.23969/symmetry.v4i1.1700
<![CDATA[Guru dituntut untuk menciptakan pembelajaran yang bervariasi, pembelajaran yang bermakna dan diharapkan mampu mengaktifkan siswa. Proses pembelajaran akan berjalan efektiv dan efisien apabila didukung dengan bahan ajar atau alat bantu yang menunjang. Alternatif untuk mencapai hal tersebut yaitu dengan menggunakan LKS yang disesuaikan dengan peserta didik. Penelitian ini bertujuan untuk mengembangkan bahan ajar berupa Lembar Kerja Siswa (LKS) berbasis komik strip dengan metode guided discovery learning pada materi perbandingan trigonometri kelas X yang layak menurut ahli. Penelitian ini menggunakan model penelitian ADDIE yang dikembangkan oleh Lee & Owens dengan tahapannya yaitu analysis (analisis), design (desain) dan development (pengembangan) dan hanya sampai mengukur tingkat validitas dari LKS yang dikembangkan. Hasil analisis data penelitian menunjukkan bahwa rata-rata skor persentase validitas menurut ahli materi dan ahli media sebesar 81,7905%. Oleh karena itu, Lembar Kerja Siswa (LKS) berbasis komik strip dengan metode guided discovery learning pada materi perbandingan trigonometri kelas X dinyatakan sangat valid oleh ahli materi dan ahli media.]]>
