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Asih Miatun

Universitas Muhammadiyah Prof. Dr. Hamka

Author-ID : 2488228

Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelatihan Pembelajaran Matematika yang Efektif melalui Metode Hypnoteaching Faradillah, Ayu; Hadi, Windia; Miatun, Asih; Khusna, Hikmatul
Jurnal SOLMA Vol 7 No 1 (2018)
Publisher : Uhamka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29405/solma.v7i1.662

Proses pembelajaran  matematika di kelas merupakan salah satu  penentu keberhasilan peserta didik. Guru dituntut untuk memberikan inovasi baru dalam proses belajar mengajar, misalnya dalam memilih model, metode atau strategi pembelajaran yang tepat digunakan. Salah satu metode pembelajaran yang bisa digunakan adalah hypnoteaching. Hypnoteaching berasal dari dua kata hypno dan teaching. Hypnoteaching merupakan metode pembelajaran yang kreatif , unik dan imajinatif. Sebeum pelaksanaan pembelajaran peserta didik sudah dikondidikan untuk belajar. Dengan demikian, peeserta didik mengikuti proses belajar dalam kondidi segar dan siap untuk menerima materi pelajaran. Untuk mempersiapkan hal-hal tersebut, tentu guru itu sendiri dituntut untuk stabil baik secara psikis maupun psikologis. Pelatihan metode hypnoteaching ini bertujuan agar guru lebih mengenal apa itu hypnoteaching sehingga guru dapat menerapkannya dalam pembelajaran matematika di kelas. Dari hasil pelaksanaan secara umum pelatihan pembelajaran matematika yang efektif melalui metode Hypnoteaching empat tahap: 1) Matematika itu mudah, 2) Matematika dengan Benda Konkrit Sederhana, 3) Matematika Itu Menyenangkan, 4) Operasi Hitung Matematika, 5) Menjadi Guru Inspiratif Berbasis Hipnosis.

Pelatihan Aplikasi Game Based Learning: Kahoot! di Sekolah Muhammadiyah Ulfah, Syafika; Miatun, Asih
BEMAS: Jurnal Bermasyarakat Vol 3 No 1 (2022): BEMAS: Jurnal Bermasyarakat
Publisher : LPPMPK-Sekolah Tinggi Teknologi Muhammadiyah Cileungsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37373/bemas.v3i1.203

Salah satu pendekatan pembelajaran yang dapat digunakan guru untuk meningkatkan motivasi belajar adalah pendekatan pembelajaran berbasis game. Kahoot! merupakan e-Learning yang mudah digunakan sehingga menambah keterlibatan siswa dalam pembelajaran. Selain itu menggunaan Kahoot! dalam pembelajaran juga memperoleh sambutan yang baik. Kahoot! mudah digunakan karena dapat diakses melalui handphone. Program studi Pendidikan Matematika FKIP UHAMKA akan melaksanakan kegiatan pengabdian kepada masyarakat berupa pelatihan aplikasi game based earning Kahoot! di SMK Muhammadiyah 11 Jakarta. Kegiatan pelatihan ini dilaksanakan secara tatap muka dengan 20 peserta. Pada kegiatan ini peserta berhasil membuat akun Kahoot! serta dapat mempraktekkan cara mebuat soal, menampilkan, soal, melihat jawaban siswa dan mengunduh jawaban siswa. Dengan menggunakan aplikasi Kahoot! diharapkan menjadi salah satu alternatif agar penilaian dan pembelajaran guru menjadi lebih bervariasi dan menyenangkan

MARGINAL REGION MATHEMATICS TEACHERS’ PERCEPTION OF USING ICT MEDIA Trisna Roy Pradipta; Krisna Satrio Perbowo; Afifah Nafis; Asih Miatun; Sue Johnston-Wilder
Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p133-148

The article presents a marginal region mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classrooms. A survey was designed including two domains: the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using the Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

PROFIL PEMAHAMAN KONSEP TEOREMA PYTHAGORAS SISWA BERDASARKAN PERBEDAAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD Nurafni Nurafni; Asih Miatun; Hikmatul Khusna
KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 2 (2018): KALAMATIKA November 2018
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This research is a descriptive qualitative approach which aims to describe profile of understanding of pythagoras theorem concept of students based on the difference of field independent and dependent cognitive style. The subjects of this study are 9th grade students of junior secondary school. Subject determination is done using GEFT instrument and mathematics teacher’s consultation, then continued by giving concept comprehension test on Pythagorean theorem material and interview. Checking the validity of data is done by time’s triangulation. The results showed that student: 1) states the meaning of Pythagoras's theorem given in his own language by noting Pythagorean theorem’s definition; 2) when using the concepts of Pythagoras theorem, students use triangle images as representations to facilitate an interpretation of given sides position. Then the students find the unknown values and use Pythagoras theorem to solve the problem; 3) using the necessary condition or sufficient condition of a concept to determine the area of a triangle using Pythagorean theorem by finding a side. While, the results for field independent cognitive style are student: 1) expresses the meaning of Pythagoras theorem by using their own language and mentioning the symbols; 2) using the concepts of Pythagorean theorem to solve the problem given by using multiplication operations to determine one of unknown sides. Then, student use pythagoras theorem to find the answer of the given problem; 3) using the necessary conditions or sufficient terms a concept of Pythagoras theorem by stating that it must be known two sides or not.

PENGEMBANGAN BAHAN AJAR MATERI INDUKSI MATEMATIKA DAN TEORI BINOMIAL BERBASIS PEMBUKTIAN Nurafni Nurafni; Asih Miatun; Hikmatul Khusna; Hella Jusra
KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Students' ability in solving argumentation in mathematical induction and binomial theory is still lacking based on the results of the exam, so that evidence-based teaching materials are prepared. This study uses design research methods with the subject from 2nd semester students of the Mathematics Education Study Program. This research is a development research consisting of 6 stages: Identification of needs, Planning, Initial product development, Initial product testing, Product revision, Field trials so as to produce teaching materials. The results of the lecturer and student validation show that the teaching materials are valid and feasible to use with an average score of 45 and 45,9333. While the test of the effectiveness of teaching materials used using the t-test obtained results that ttest> ttable, 5.83 > 2.11 which means there is an increase in the average value of students before and after using teaching materials. With the increase in value, it indicates that the instructional materials prepared are effectively used.

KEMAMPUAN BERPIKIR KRITIS MATEMATIS BERDASARKAN DISPOSISI MATEMATIS Asih Miatun; Hikmatul Khusna
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 2 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengkaji dan menganalisis secara mendalam kemampuan berpikir kritis matematis berdasarkan kemampuan disposisi matematis mahasiswa calon guru khususnya pada mata kuliah geometri. Penelitan ini dirasa penting karena tuntutan keterampilan matematika abad 21 yaitu, kreativitas, berpikir kritis, komunikasi, dan kolaborasi. Penelitian ini adalah penelitian deskriptif kualitatif dimana data utama pada penelitian ini adalah hasil tes kemampuan berpikir kritis matematis, angket kemampuan disposisi, dan wawancara. Subjek penelitian ini yaitu mahasiswa dengan kemampuan disposisi matematis tinggi, sedang, rendah yang selanjutnya diberikan tes kemampuan berpikir kritis matematis. Peneliti melakukan wawancara terkait hasil tes dan melakukan triangulasi waktu untuk melihat kekonsistenan jawaban dari subyek penelitian. Hasil penelitian ini menggambarkan kemampuan berpikir kritis mahasiswa dengan disposisi berkriteria tinggi sudah baik dengan menguasai indikator kemampuan berpikir kritis yaitu memberikan penjelasan sederhana, membangun keterampilan dasar, membuat kesimpulan, memberikan penjelasan lebih lanjut, dan sebagian dari indikator mengatur strategi dan taktik. Sedangkan untuk mahasiswa dengan disposisi berkriteria sedang dan rendah hanya menguasai sebagian indikator yang kelima yaitu indikator mengatur strategi dan taktik. Sehingga kesimpulan dari penelitian ini adalah masih rendahnya kemampuan berpikir kritis matematis mahasiswa. AbstractThis study aims to examine and analyze mathematical critical thinking ability based on the mathematical disposition abilities of preservice teacher education, especially in geometry courses. This research is considered important because of the demands of 21st-century mathematical skills, namely, creativity, critical thinking, communication, and collaboration. This research is a qualitative descriptive study in which the main data in this study are tests of mathematical critical thinking skills, disposition ability questionnaires, and interviews. The subjects of this research are students with high, medium, and low mathematical disposition abilities which are then given a mathematical critical thinking ability test. Researchers conducted interviews related to test results and triangulated time to see the consistency of answers from research subjects. The results of this study illustrate the ability to think critically students with high criteria disposition are already good by mastering critical thinking ability indicators that provide simple explanations, build basic skills, make conclusions, provide further explanation, and some of the indicators set strategy and tactics. Whereas students with moderate and low disposition criteria only mastered some of the fifth indicators namely indicators governing strategy and tactics. So the conclusion of this study is the low mathematical critical thinking ability of students.

Pengaruh geogebra online berbasis scaffolding dan tingkat self-regulated learning terhadap kemampuan berpikir kritis Asih Miatun; Hikmatul Khusna
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 2: December 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i2.34499

Penelitian ini bertujuan untuk menguji (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive Asih Miatun; Nurafni Nurafni
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26094

Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kreatif matematis mahasiswa calon guru dalam menyelesaikan masalah open-ended ditinjau dari gaya kognitif reflective dan impulsive. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa calon guru pada Program Studi Pendidikan matematika, Universitas Muhammadiyah Prof. DR. HAMKA yang diambil menggunakan teknik purposive sampling. Validasi data menggunakan teknik triangulasi waktu. Data dianalisis menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi, (2) penyajian data; dan (3) penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dari empat indikator kemampuan berpikir kreatif matematis, mahasiswa dengan gaya kognitif reflective mampu memenuhi aspek kelancaran dan keterincian, yaitu menjawab soal dengan lebih lancar, mampu menjelaskan hubungan sebab akibat antar konsep yang digunakan, serta lebih rinci dan runtut dalam menjawab dan menjelaskan jawaban tertulisnya, dibandingkan dengan mahasiswa dengan gaya kognitif impulsive. Indikator aspek keluwesan dan kebaruan masih belum bisa terpenuhi karena mahasiswa dengan gaya kognitif reflective dan impulsive baru mampu menjawab pertanyaan menggunakan satu cara saja dan belum menggunakan strategi baru. Profile of mathematical creative thinking ability viewed from reflective and impulsive cognitive style AbstractThe study aimed to describe mathematical creative thinking ability profiles of prospective students in solving open-ended problems in terms of reflective and impulsive cognitive styles. The research classified as a qualitative descriptive study. The subjects of this study were prospective students of the Mathematics Education Department, Universitas Muhammadiyah Prof. DR. HAMKA and selected using a purposive sampling technique. For data validation, we used time triangulation techniques. Data were analyzed using the constant comparison method with steps (1) data reduction and categorization; (2) data presentation; and (3) conclusions and verification. The results showed that from the four indicators of mathematical creative thinking, students with reflective cognitive style were able to fulfill fluency and detail aspects in answering questions, explain causal relationships between concepts used, and more detail in written answers, compared to students with impulsive cognitive style. The indicators of flexibility and originality aspects of both students with the reflective and impulsive cognitive style are still cannot be fulfilled because they only answer questions using one method without using a new strategy.

Profil Kemampuan Pemahaman Konsep Ditinjau dari Kecemasan Matematis Siswa Smp pada Pembelajaran Tatap Muka Terbatas Sandra Nindiani Suci; Asih Miatun
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 5, No 1 (2022)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v5i1.7694

The aim of this study was to describe the profil in conceptual understanding abilities based on mathematical anxiety of junior high school students with limited face-to-face learning. A qualitative, descriptive method was used in this analysis. The subjects in this study were students in class VIII-H at SMPN 2 Cikarang Barat. The research subjects were six people, consisting of two people in each category of mathematical anxiety, selected by purposive sampling based on their mathematical anxiety to analyze their ability to understand mathematical concepts. This research used a mathematical concept understanding ability test, a mathematical anxiety questionnaire, and in-dept interviews. Data analysis methods include data presentation, data reduction, and drawing conclusions.The results reveal that students with low mathematical anxiety understand mathematical concepts better than students with medium or high mathematical anxiety. There are only two indicators of the mathematical concept understanding ability that are met by students with a high level of mathematical anxiety, namely: verbally conveying the concepts that have been taught and classifying objects based on certain forms that are similar to the concept requirements (showing examples and not examples). Students with medium levels of mathematical anxiety have three indicators of their mathematical concept understanding ability: verbally conveying the concepts that have been taught; classifying objects based on certain forms that are similar to the concept requirements (showing examples and not examples); and building necessary or sufficient conditions for a concept. Meanwhile, students with low mathematical anxiety almost fulfilled all indicators of mathematical concept understanding ability

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI RESILIENSI MATEMATIS SISWA SMP Rizqa Rahmatiya; Asih Miatun
Teorema: Teori dan Riset Matematika Vol 5, No 2 (2020): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v5i2.3619

Kemampuan Pemecahan Masalah matematis merupakan kemampuan yang penting dimiliki oleh siswa, karena kemapuan pemecahan masalah menjadi dasar bahkan marupakan tujuan umum dalam pembelajaran matematika. Sementara itu Resiliensi matematis dapat menunjang kemampuan pemecahan masalah matematis siswa. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan pemecahan masalah matematis ditinjau dari resiliensi matematis pada siswa SMP. Penelitian ini merupakan deskriptif kualitatif. Subjek yang digunakan dalam penelitian ini siswa kelas VII-B SMP Negeri 160 Jakarta. Subjek penelitian ini sebanyak 2 orang yang diambil menggunakan teknik purposive sampling Instrumen penelitian yang digunakan yaitu tes kemampuan pemecahan masalah matematis, kuesioner resiliensi matematis dan pedoman wawancara. Validasi data menggunakan triangulasi waktu. Analisis data menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi; (2) penyajian data; (3) penarikan kesimpulan. Hasil analisis penelitian yaitu siswa yang memiliki resiliensi matematis yang tinggi memiliki kemampuan pemecahan masalah matematis yang baik karena mampu mencapai langkah-langkah yang sistematis dan adanya rasa percaya diri dalam memecahkan masalah. Sedangkan Siswa yang memiliki resiliensi sedang masih kurang dalam kemampuan pemecahan masalah matematisnya, karena belum mampu mencapai langkah-lagkah yang sistematis dalam kemampuan pemecahan masalah matematis, kurang teliti dan cendrung menyerah bila dihadapkan soal yang sulit.

Co-Authors Afifah Nafis Ayu Faradillah Faradillah, Ayu Habibah Nurhani Zulfah Humaira Humaira Jusra, Hella Khusna, Hikmatul Krisna Satrio Perbowo Luffy Ardiansyah Lutfia Fitriyani Meita Larasati Nur Alifa Deviar Refiyanti Nur Alifa Deviar Refiyanti Nurafni Nurafni Nurafni Nurafni Rizqa Rahmatiya Sandra Nindiani Suci Sue Johnston-Wilder Syafika Ulfah Trisna Roy Pradipta Ulfah, Syafika Windia Hadi, Windia Zahrani Dhea Safitri

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