Articles
<![CDATA[Bahan Ajar Aljabar Linear Berbasis Kemampuan Pemahaman Matematis ]]>
<![CDATA[Dwi Rosita, Cita]]>;
<![CDATA[Nopriana, Tri]]>;
<![CDATA[Liliana Kusuma Dewi, Irmawati]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 6 No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini secara khusus bertujuan untuk mendesain bahan ajar Aljabar Linear yang dapat memfasilitasi berkembangnya kemampuan pemahaman matematis mahasiswa. Metode Penelitian yang digunakan adalah Pengembangan (Research and Development) yang terdiri dari tiga tahap yaitu tahap pendahuluan, tahap pengembangan, dan tahap penyebaran. Agar diperoleh bahan ajar yang sesuai dengan harapan penelitian maka skema penelitian kali ini hanya sampai pada tahapan pengembangan. Pada tahapan pendahuluan dilakukan analisis profil mahasiswa meliputi analisis kemampuan awal matematis (KAM) mahasiswa dan motivasi belajar mahasiswa. Pada tahapan pengembangan dilakukan kegiatan validasi ahli dan uji praktikalitas terhadap bahan ajar. Hasil yang diperoleh pada tahap pengembangan adalah penilaian para ahli (validator) terhadap bahan ajar yang telah dirancang berada pada kategori valid dengan revisi kecil pada bagian soal-soal latihan. Hasil uji praktikalitas bahan ajar diperoleh persentase sebesar 87,81% dengan interpretasi sangat praktis. Sementara itu, hasil uji coba terbatas menunjukkan bahwa bahan ajar yang telah dikembangkan dapat menuntaskan kemampuan pemahaman matematis mahasiswa baik secara klasikal maupun individual. This research specifically aims to design a Linear Algebra courseware that can facilitate the development of students' mathematical understanding skills. Research Methods used are the Research and Development which consists of three stages are the preliminary stage, development stage, and the stage of dissemination. In order to obtain the material that is in accordance with the expectations of research, the research scheme this time only to the stage of development. In the preliminary stage, student profile analysis includes analysis of students' prior mathematical knowledge (PMK) and student achievement motivation. At the stage of development carried out expert validation activities and practicality test of courseware. The results showing that the development stage is the assessment of the experts (validator) that have been designed to be in a valid category with a small revision on the part of the exercise. The result of the experimental test of the courseware obtained the percentage of 87.81% with very practical interpretation. Meanwhile, the results of limited trials indicate that the courseware that have been developed to complete the skill of students' mathematical understanding both in classical and individual.]]>
<![CDATA[Influence of TANDUR Learning to Students's Mathematical Representation and Student Self-Concept ]]>
<![CDATA[Maulana, Dimas Fajar]]>;
<![CDATA[Rosita, Cita Dwi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 6 No 3 (2017): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v6i3.19523
<![CDATA[This study aims to determine the effect of learning model TANDUR on the ability of mathematical representation and selfconcept of students and to know the correlation between the ability of mathematical representation and selfconcept. This research is a quantitative research using an experimental method. The research design is True Experimental Design with PretestPosttest Control Group Design. The population in thisstudy is all students of class X which amounted to 350 students in one of the SMA Negeri in Cirebon city. From the population is taken the sample using simple random sampling technique as many as 60 students are divided into two groups namely groups who get TANDUR learning and groups that get conventional learning. The results showed that the TANDUR learning model had an effect of 66.9% on the selfconcept of the students, while the students' mathematical representation ability was 75.5%. Meanwhile, the correlation between selfconcept and student's mathematical representation is 74,3%.]]>
<![CDATA[THE DEVELOPMENT OF COURSEWARE BASED ON MATHEMATICAL REPRESENTATIONS AND ARGUMENTS IN NUMBER THEORY COURSES ]]>
<![CDATA[Cita Dwi Rosita]]>
<![CDATA[ Jurnal Infinity Vol 5, No 2 (2016): Volume 5 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v5i2.p131-140
<![CDATA[Courseware have an important role in the achievement of the objectives of education. Nevertheless, it does not mean any learning resources can be used for a type of learning. The teacher should provide and develop materials appropriate to the characteristics and the social environment of its student. Number Theory courses is one of the basic subjects that would be a prerequisite for courses at the next level, such as Linear Algebra, Complex Analysis, Real Analysis, Transformation Geometry, and Algebra Structure. Thus, the student’s understanding about the essential concepts that exist in this course will determine their success in studying subjects that mentioned above. In trying to understand most of the topics in Number Theory required the abilities of mathematical argumentation and representation. The ability of argumentation is required in studying the topic of complex number system, special operations, mathematical induction, congruence and divisibility. Ability representation especially verbal representations and symbols required by almost all the topics in this course. The purpose of this paper is to describe the development of teaching and learning Number Theory materials which facilitate students to develop the ability of mathematical argumentation and representation. The model used is a Thiagarajan development model consisting phases of defining, planning, development, and deployment. This paper is restricted to the analysis of the results of the materials validation from number theory experts.]]>
<![CDATA[PERANAN PSIKOLOGI PEMBELAJARAN TERHADAP PENINGKATAN KUALITAS LINGKUNGAN BELAJAR MATEMATIKA ]]>
<![CDATA[Cita Dwi Rosita]]>
<![CDATA[ Jurnal Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v2i2.p136-143
<![CDATA[Kemampuan seorang guru dalam menggunakan kegiatan khusus di dalam kelas (misalnya membentuk kelompok kerja, praktik menghitung secara mental/tanpa alat hitung, pengajaran langsung atau metode lainnya) merupakan hal yang penting, tetapi keyakinan yang meliputi pemahaman terhadap kematangan dan kesiapan siswa dalam proses belajar juga memiliki kedudukan strategis. Psikologi pembelajaran akan membantu guru dalam mengungkap potensi yang dimiliki siswa dengan tidak melupakan hakikat siswa sebagai manusia yang memiliki jati diri yang berhak diakui eksistensinya dan berbeda satu dengan lainnya. Pembelajaran sebagai proses yang dilalui siswa, tidak dapat dipisahkan dengan perkembangannya. Seorang guru yang professional, tidak akan memandang proses belajar pada siswa tanpa memandang perkembangannya. Dengan memperhatikan perkembangan siswa, maka proses belajar akan terjadi sesuai dengan kesiapannya.Kata Kunci : Psikologi Pembelajaran, Kualitas Lingkungan Belajar Matematika The ability of the teachers to use the special activities in the classroom (eg, forming learning groups, practice counting mentally/without a calculator, direct instruction or other method) is important, but the belief that includes an understanding of the maturity and readiness of students in the learning process as well has a strategic position. Psychology of learning will help teachers to uncover the potential of students by not forgetting the nature of students as human beings who have a right to be recognized identity and existence distinct from one another. Learning as a process through which students, can not be separated with the development. A professional teacher, will not look at the students' learning process regardless of its development. Having regard to the development of students, the learning process will take place in accordance with readiness.Key words : Psychology of Learning, Learning Mathematics Environmental Quality]]>
<![CDATA[DESIGN OF LEARNING MATERIALS ON CIRCLE BASED ON MATHEMATICAL COMMUNICATION ]]>
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Tri Nopriana]]>;
<![CDATA[Isna Silvia]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p87-98
<![CDATA[Mathematical communication skills is an important role in mathematics learning. However, the importance of mathematical communication skills has not been fully realized in learning, especially circle material. Design a learning material based on mathematical communication is one way to develop this ability. The preliminary study produced the findings of an epistemological learning obstacle so that students' mathematical communication skills were still in the low category. This study aimed to analyze learning obstacle and designing learning materials based on the material mathematical communication circle. This study is design research that contained two stages of Didactical Design Research (DDR), didactic situation and metapedadidactional stage. Research result obtained are students difficulties in relating the material defining elements of the circle with their own language, identifying circle elements that were known and explaining through pictures, calculating the circumference and distance of circular objects based on problems, calculating the surface area of circular objects based on the problems, and rearrange the formula which states the relationship of circle elements. To solve that learning obstacle, we recommend some learning trajectory in a circle that useful for teachers. This design of learning material is valid and practical to implement in the classroom.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN GRUP INVESTIGASI TERHADAP KEMAMPUAN PENALARAN MATEMATIS MAHASISWA PADA MATERI RUANG VEKTOR ]]>
<![CDATA[Cita Dwi Rosita]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v1i1.205
<![CDATA[The aim of the study are, to analyze the effectiveness of IG Linear Algebra Learning in which is indicated by a. completion mathematic reasoning; b. a positive effect of activities to the mathematic reasoning; and c. the mathematic reasoning skill of experiment class is better than expository class. The results are Investigation Group based learning is effective as shown in point a. The mathematic reasoning skill is completed classically in which it reaches 71.69 upper than 65 normal point and reaches upper than 75 % individual; b. Motivation and activities of the students provide positive influence the mathematic reasoning for 91.7 % contribution altogether; c. Mathematic reasoning of experimental class is 71.96 better than the average score of 64.42 expository class. Keywords: Investigation Group, mathematical reasoning]]>
<![CDATA[Guru di Era Digital: Pelatihan Implementasi Schoology sebagai Learning Management System bagi Guru SMP Veteran Kota Cirebon ]]>
<![CDATA[Surya Amami Pramuditya]]>;
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Siska Firmasari]]>;
<![CDATA[Sri Asnawati]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 5 No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202054.457
<![CDATA[TEACHERS IN THE DIGITAL ERA: TRAINING ON THE IMPLEMENTATION OF SCHOOLOGY AS A LEARNING MANAGEMENT SYSTEM FOR TEACHERS OF SMP VETERAN CIREBON CITY. Distance education is a natural learning system that involves two-way communication through the media between educators and students when there is a distance that separates them. To integrate the two-way communication process requires a learning management system (Learning Management System). One of the LMS platforms is Schoology. Schoology allows users to create, manage, and interact with each other and share academic content. Schoology provides solutions for teachers to improve their professionalism in the digital age, especially in the use of technology for learning. The resource person trains participants with the lecture method, which explains how to use the menus and tools contained in LMS Schoology, as well as simulations of how to implement them in learning. The training stage consists of the preparation phase and the implementation phase of the training. The target of the training is the teachers of all subjects in Cirebon Veterans Junior High School. Indicators of training implementation with evaluation during the training process and post-training evaluation. From the results of the community service activities, during the face-to-face events, the teachers looked enthusiastic, only when the exercises were online (non-face-to-face), only one teacher actively participated out of a total of 9 teachers who became training participants. Based on observations, few teachers took part in online activities because of their busy operations in classroom teaching, which had to pursue productive weeks of learning.]]>
<![CDATA[Kemampuan Pemecahan Masalah Siswa Pada Topik Trigonometri ]]>
<![CDATA[Reksa Saputra]]>;
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Anggita Maharani]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 4 No 2 (2020): Jurnal Cendekia: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v4i2.312
<![CDATA[Tujuan penelitian ini untuk mengeksplorasi kemampuan pemecahan masalah siswa dalam memahami konsep trigonometri yang mempengaruhi gaya kognitif. Penelitian ini merupakan penelitian kualitatif dengan metode studi kasus. Penelitian dilakukan terhadap siswa kelas XI MIA pada salah satu SMA negeri di Kabupaten Cirebon, Jawa Barat Indonesia sebanyak 14 siswa. Data diperoleh melalui tes tulis dan wawancara. Teknik analisis data menggunakan analisis perbandingan tetap (constant comparative) yang terdiri atas empat tahapan yaitu reduksi data, kategorisasi data, sintesisasi data, dan hipotesa kerja. Hasil penelitian menunjukan: (1) kemampuan pemecahan masalah siswa pada materi trigonometri di kelas XI MIA 1 ( 8 siswa ) termasuk kedalam kategori yang tinggi, sedangkan pada kelas XI MIA 2 ( 6 siswa ) termasuk kedalam kategori yang sedang dan rendah. (2) deskripsi kemampuan siswa di kelas XI Mia 1 dalam menyelesaikan soal non rutin pada materi trigonometri termasuk kedalam kategori yang tinggi namun melakukan kesalahan karena kurang teliti dalam mengerjakan soal dan terlalu tergesa-gesa dalam mengerjakan. (3) deskripsi kemampuan siswa dalam menyelesaikan soal non rutin di kelas XI Mia 2 pada materi trigonometri termasuk kedalam kategori sedang dan rendah dengan melakukan kesalahan berupa memilih strategi dalam menjabarkan masing-masing soal dengan rumus-rumus trigonometri yang sudah dipelajari yang mengakibatkan perhitungan menjadi rumit.]]>
<![CDATA[Pemanfaatan Teknologi Melalui Pelatihan Penggunaan Aplikasi Google Site bagi Guru MGMP Matematika SMP Kabupaten Cirebon ]]>
<![CDATA[Neneng Aminah]]>;
<![CDATA[Surya Amami]]>;
<![CDATA[Ika Wahyuni]]>;
<![CDATA[Cita Dwi Rosita]]>
<![CDATA[ Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 1 No. 1 (2021): Bima Abdi: Jurnal Pengabdian Masyarakat, Edisi Januari - Juni 2021 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Bima Berilmu ]]>
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DOI: 10.53299/bajpm.v1i1.35
<![CDATA[Komputer sebagai media pembelajaran memiliki keunggulan-keunggulan dalam presentasi grafik dengan tampilan yang menarik, yang dapat dimanipulasi secara leluasa dalam bentuk representasi visual model matematika. Salah satu jenis media yang tepat dalam proses pembelajaran yaitu Aplikasi Google Site. Perangkat lunak dinamis merupakan media yang dapat memberikan kesempatan pada guru untuk meningkatkan kemampuan dalam mengajar matematika. Tujuan kegiatan PKM ini adalah memberikan pelatihan penggunaan pemanfaatan google site untuk pengajaran maupun administrasi para guru di sekolah, Metode pendekatan yang digunakan untuk mengatasi permasalahan yang dihadapi mitra adalah dengan cara mengadakan pelatihan, dan pendampingan, terkait mendesain bahan ajar berbasis literasi matematis. Target khusus dari kegiatan PKM ini adalah bertambahnya pengetahuan guru matematika SMP Kabupaten Cirebon dalam pemanfaatan google site yang selama ini dirasakan jarang ada yang menggunakan karena ketidaktahuan fungsinya. Hasil kegiatan yang telah dilaksanakan semua guru mampu mengoperasikan dan memanfaatkan google site, kegiatan menghasilkan pengetahuan bagi guru.]]>
<![CDATA[LEARNING OBSTACLE SISWA SMP PADA MATERI LINGKARAN ]]>
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Anggita Maharani]]>;
<![CDATA[Tonah Tonah]]>;
<![CDATA[Munfi Munfi]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i2.2735
<![CDATA[Penelitian ini dilatarbelakangi oleh permasalahan pembelajaran yang muncul pada siswa ketika mempelajari topik lingkaran. Berdasarkan hasil studi pendahuluan ditemukan bahwa siswa belum dapat menyelesaikan permasalahan terkait lingkaran apabila dihadapkan pada konteks masalah berbeda dari yang sudah dipelajari bersama guru. Tujuan penelitian dimaksudkan untuk mengeksplor learning obstacle yang dialami siswa dalam menyelesaikan permasalahan tersebut. Studi ini menggunakan metode kualitatif dengan desain penelitian didactical design research (DDR). Subjek penelitian adalah 35 siswa kelas IX pada salah satu SMP di Kabupaten Cirebon. Data penelitian diperoleh melalui instrumen tes pemahaman konsep lingkaran dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kurang terampilnya siswa dalam menyelesaikan permasalahan pada topik lingkaran dengan konteks yang berbeda adalah dikarenakan adanya learning obstacle siswa pada konsep keliling dan luas lingkaran terkait dengan merepresentasikan ide matematis ke dalam bentuk representasi simbolik dan visual. Sementara itu, learning obstacle siswa pada topik garis singgung terkait dengan kemampuan mengaitkan antar konsep matematis, serta menerapkan konsep matematis dalam kehidupan nyata. AbstractThis research is motivated by the learning problems that arise in students when studying circle topics. Based on the preliminary study, it was found that students have not been able to solve problems related to the circle when faced with a different problem context than what was studied with the teacher. The purpose of the study is intended to explore the students’ learning obstacles in solving these problems. This study uses qualitative methods with didactical design research (DDR) design. The research subjects were 35 students of class IX in one junior high school in Cirebon Regency. The research data was obtained through an understanding test instrument of circle concept and interviews. The results showed that students were less skilled in solving problems on the topic of circles with different contexts was due to students' learning obstacles in in the circumference concept and area of the circle associated with representing mathematical ideas in the form of symbolic and visual representations. Meanwhile, students' learning obstacles on tangent topics is related to the ability to link between mathematical concepts, and to apply mathematical concepts in real life.]]>
