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All Journal Lentera Pendidikan Auladuna MaPan : Jurnal Matematika dan Pembelajaran Formatif: Jurnal Ilmiah Pendidikan MIPA Idaarah: Jurnal Manajemen Pendidikan JPMI (Jurnal Pembelajaran Matematika Inovatif) Al asma : Journal of Islamic Education Alauddin Journal of Mathematics Education (AJME) KHIDMAH: Jurnal Pengabdian kepada Masyarakat
Sri Sulasteri
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Al asma : Journal of Islamic Education

 1 
ANALISIS PEMAHAMAN KONSEP ALJABAR PADA MATA KULIAH ALJABAR LINEAR ELEMENTER Adila Mufidah; Sri Sulasteri; Ahmad Farham Majid; Lisnasari Andi Mattoliang
Al Asma: Journal of Islamic Education Vol 1 No 1 (2019): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v1i1.11247

Abstract

AbstrakArtikel ini bertujuan untuk mengetahui kemampuan pemahaman konsep mahasiswa berdasarkan indikator pemahaman matematis pada mata kuliah aljabar linear elementer materi ruang vektor, sub ruang vektor, dan vektor Euclidean. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian meliputi mahasiswa jurusan pendidikan matematika fakultas tarbiyah dan keguruan UIN Alauddin Makassar angkatan 2016 yang diduga mengalami kesulitan dalam memahami konsep pada mata kuliah aljabar linear elementer. Instrumen penelitian yang digunakan adalah tes diagnostik dan wawancara. Teknik analisis data yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan pemahaman mahasiswa jurusan pendidikan matematika UIN Alauddin Makassar angkatan 2016 dalam menyelesaikan soal aljabar linear elementer ditinjau dari indikator kemampuan pemahaman matematis, mahasiswa tergolong cukup mampu pada indikator: (1) pemahaman mampu menyatakan ulang sebuah konsep, (2) menyajikan konsep dalam berbagai bentuk representasi matematika, (3) menggunakan, memanfaatkan dan memilih prosedur tertentu, dan (4) mengaplikasikan konsep/algoritma ke pemecahan masalah. Namun, mahasiswa tergolong tidak mampu pada indikator kemampuan memberi contoh dan bukan contoh. Adapun faktor-faktor yang mempengaruhi pemahaman konsep mahasiswa pendidikan matematika UIN Alauddin Makassar angkatan 2016 pada mata kuliah Aljabar Linear Elementer dalam konsep ruang vektor, sub ruang vektor, dan ruang vektor Euclidean, yaitu faktor internal: kurangnya minat belajar, kurang fokus dalam belajar, motivasi belajar rendah, konsentrasi belajar rendah, kemampuan mengingat rendah, dan kurang rasa percaya diri. Faktor eksternal, yaitu mahasiswa kurang memahami maksud soal, mahasiswa lupa konsep aksioma, mahasiswa tidak tahu konsep aksioma, penggunaan gadget selama proses pembelajaran, dosen kurang memperhatikan mahasiswa selama proses pembelajaran, dan tidak adanya buku pegangan mahasiswa. AbstractThis article aims to determine the ability to understand student concepts based on indicators of mathematical understanding in elementary linear algebra courses in vector space, sub vector spaces, and euclidean vectors. This research used desciptive qualitative approach. Research subjects included students majoring in mathematics education at the tarbiyah faculty and the UIN Alauddin Makassar class of 2016 who were suspected of having difficulty understanding concepts in linear elementary algebra courses. The research instruments used were diagnostic tests and interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions. The results showed that the understanding ability of students majoring in mathematics education at UIN Alauddin Makassar class of 2016 in solving linear elementary algebra in terms of indicators of mathematical understanding ability, students classified as quite capable of indicators: (1) understanding is able to restate a concept, (2) present the concept in various forms of mathematical representation, (3) using, utilizing and choosing certain procedures, and (4) applying concepts / algorithms to problem solving. However, students are classified as not capable of the ability to set examples and not examples. The factors that influence the understanding of the concept of mathematics education student UIN Alauddin Makassar class of 2016 in the Linear Elementary Algebra in the concept of vector space, sub vector space, and Euclidean vector space, namely internal factors: lack of interest in learning, lack of focus in learning, motivation low learning, low concentration of learning, low ability to remember, and lack of confidence. External factors, namely students do not understand the purpose of the problem, students forget the concept of axioms, students do not know the concept of axioms, the use of gadgets during the learning process, lecturers pay less attention to students during the learning process, and the absence of student handbooks.
GEOGEBRA: SOFTWARE DALAM PENGEMBANGAN BAHAN AJAR TRANSFORMASI GEOMETRI Nurul Hafidzah Jamaluddin; Sri Sulasteri; Andi Dian Angriani
Al Asma: Journal of Islamic Education Vol 2 No 1 (2020): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i1.13389

Abstract

AbstrakTujuan penelitian ini adalah untuk mengetahui proses pengembangan dan kualitas bahan ajar berbasis GeoGebra pada materi transformasi geometri terhadap pemahaman konsep siswa kelas IX. Jenis penelitian yang digunakan adalah research and development dengan mengacu pada model pengembangan ADDIE, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Produk yang dikembangkan berupa bahan ajar berbasis GeoGebra pada materi transformasi geometri. Subjek uji coba dalam penelitian ini adalah siswa kelas IX-C SMP Negeri 1 Mangarabombang, Sulawesi Selatan. Hasil yang diperoleh adalah bahan ajar berbasis GeoGebra, angket respons siswa, lembar observasi kemampuan guru dan tes pemahaman konsep berada pada kategori valid, serta RPP, angket respons guru, lembar observasi aktivitas siswa dan lembar pengamatan keterlaksanaan bahan ajar berbasis GeoGebra berada pada kategori sangat valid. Bahan ajar yang dikembangkan dinyatakan praktis dengan melihat hasil analisis angket respons siswa dan angket respons guru positif, dan lembar keterlaksanaan bahan ajar untuk ketiga aspek berada pada kategori terlaksana seluruhnya. Keefektifan bahan ajar dilihat dari hasil analisis tes hasil belajar yang menunjukkan kategori baik. Demikian juga persentase aktivitas mahasiswa dan kemampuan guru dalam mengelola pembelajaran berada pada kategori sangat baik. Oleh karena itu, bahan ajar yang dikembangkan valid, praktis, dan efektif. AbstractThe purpose of this study was to determine the process of development and quality of GeoGebra-based teaching materials on geometry transformation material on the concept of understanding of grade IX students. The type of research used is research and development with reference to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. The product developed in the form of GeoGebra-based teaching materials on geometry transformation material. Subjects in this study were students of class IX-C SMP Negeri 1 Mangarabombang, South Sulawesi. The results obtained are GeoGebra-based teaching materials, student response questionnaires, teacher ability observation sheets, and concept understanding tests are in the valid category, and RPP, teacher response questionnaires, student activity observation sheets and observations of the implementation of GeoGebra-based teaching materials are in the very valid category. The teaching material developed was declared practical by looking at the results of the analysis of the student response questionnaire and the teacher's questionnaire response that were, and the implementation sheet of teaching materials for all three aspects belonged to the overall implemented category. The effectiveness of teaching materials is seen from the results of the analysis of learning outcomes tests that show good categories. Likewise, the percentage of student activity and the ability of teachers to manage to learn is in the very good category. Therefore, the teaching materials developed are valid, practical, and effective.
PENGEMBANGAN BAHAN AJAR BERBASIS MULTIPLE INTELLIGENCES UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS St. Hartina Anwar; Muhammad Rusydi Rasyid; Suharti Suharti; Sri Sulasteri
Al Asma: Journal of Islamic Education Vol 2 No 2 (2020): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i2.16264

Abstract

AbstrakPenelitian ini bertujuan untuk mengembangkan bahan ajar berupa buku ajar matematika berbasis multiple intelligences pada materi trigonometri untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMAN 3 Wajo dan mengetahui tingkat kevalidan, kepraktisan, dan keefetifannya. Jenis penelitian yang digunakan adalah Research & Development dengan mengacu pada model 4D yang terdiri dari Define, Design, Development dan Dissseminate. Produk yang dikembangkan berupa buku ajar berbasis multiple intelligences pada materi trigonometri yang diantaranya terdiri dari beberapa aspek multiple intelligences yaitu logis-matematis, visual-spasial, linguistik-verbal, interpersonal dan intrapersonal. Berdasarkan hasil ujicoba terbatas yang dilakukan, diperoleh bahwa (1) Buku ajar berbasis multiple intelligences dikembangkan dengan menggunakan model pengembangan 4D (define, design, development, dan disseminate), (2) Bahan ajar valid berdasarkan rata-rata penilaian hasil validasi buku ajar beserta instrumen lainnya adalah 4,17 dengan kategori sangat valid, (3) Praktis karena persentase rerata untuk respons siswa adalah 81,25% pada kategori positif dan persentase rerata respons guru adalah 92,50% pada kategori sangat positif, (4) Efektif karena rerata kemampuan guru dalam mengelola pembelajaran ialah 4,28 berada pada kategori baik, persentase rata-rata aktivitas siswa adalah 64,53% berada pada kategori baik, dan persentase ketuntasan belajar siswa berada pada kategori tinggi yaitu 80,65%. Sehingga pengembangan bahan ajar berbasis multiple intelligences pada materi trigonometri di kelas X SMAN 3 Wajo sudah memenuhi kriteria kevalidan, kepraktisan, dan keefektifan. AbstractThe study aims to develop teaching material in the form of mathematics textbook based on multiple intelligences in trigonometry material to improve critical thinking ability of class X students of SMAN 3 Wajo and to determine the level of validity, practicality, and effectiveness. The type of research used is Research and Development with reference to the 4D model which consists of Define, Design, Development, and Disseminate. The product developed is a textbook based on multiple intelligences on trigonometric material which includes several aspects of multiple intelligences, namely logical mathematical, visual-spatial, linguistic-verbal, interpersonal and intrapersonal. Based on the result of limited trials conducted, it was found that (1) Multiple intelligences based textbook were developed using the 4D development model (define, design, development, and disseminate), (2) Valid based on the average assessment of the validation results of the textbooks and other instruments is 4.17 in the very valid category, (3) Practical because the average percentage of student responses is 81.25% in the positive category and the average percentage of teacher response is 92.50% in the very positive category, (4) Effective because the teacher’s average ability in managing learning is 4.28 in the good category, the average percentage of student activity is 64.43% in the good category, and percentage of student learning completeness is in the high category, namely 80.65%. So, the development of teaching material based on multiple intelligences on trigonometric material in class X SMAN 3 Wajo has met the criteria of validity, practicality, and effectiveness.
STUDI PERBANDINGAN PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE DENGAN TIPE TEAM GAMES TOURNAMENT TERHADAP HASIL BELAJAR MATEMATIKA BERDASARKAN WAKTU BELAJAR SISWA Nurhikmah Nurhikmah; Thamrin Tayeb; Ridwan Idris; Nidya Nina Ichiana; Sri Sulasteri
Al Asma: Journal of Islamic Education Vol 3 No 1 (2021): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v3i1.21140

Abstract

AbstrakPenelitian ini merupakan penelitian kuantitatif jenis experimental semu dengan nonequivalent control group design. Populasi penelitian ini adalah siswa kelas VIII MTs Negeri Balang-Balang. Sampel yang diperoleh menggunakan simple random sampling technique yakni 36 siswa untuk kelas eksperimen pagi, 35 siswa untuk kelas eksperimen siang, 36 siswa untuk kelas kontrol pagi, dan 36 siswa pada kelas kontrol siang. Instrumen yang digunakan adalah tes hasil belajar dan dokumentasi. Data dianalisis dengan teknik analisis statistik deskriptif dan inferensial dengan uji Anava 2 jalur. Berdasarkan analisis yang dilakukan pada data penelitian ini, diperoleh bahwa hasil belajar matematika siswa dengan menerapkan model pembelajaran kooperatif tipe Team Games Tournament yang ditinjau dari waktu belajar kelas eksperimen pagi dan siang diperoleh nilai rata-rata hasil belajar meningkat dari 51,73 menjadi 87,83 dan 48,3 menjadi 80,42 setelah diberikan posttest dengan peningkatan sebesar 36,1 dan 32,12, sedangkan hasil belajar matematika siswa dengan model pembelajaran kooperarif tipe Think Pair Share yang ditinjau dari waktu belajar pada kelas kontrol pagi dan siang diperoleh nilai rata-rata hasil belajar yang meningkat dari 52,67 menjadi 82,3 dan dari 47 menjadi 82,056 setelah diberikan posttest dengan peningkatan sebesar 29,63 dan 35,056. Selain itu, diperoleh bahwa rata-rata hasil belajar model pembelajaran kooperatif tipe TGT lebih baik daripada model pembelajaran kooperaatif tipe TPS berdasarkan waktu belajar. AbstractThis research is a quasi-experimental quantitative research with a nonequivalent control group design. The population of this study were students of class VIII MTs Negeri Balang-Balang. The sample was obtained using the simple random sampling technique, namely 36 students for the morning experiment class, 35 students for the afternoon experiment class, 36 students for the morning control class, and 36 students for the afternoon control class. The instrument used was a test of learning outcomes and documentation. Data were analyzed using descriptive and inferential statistical analysis techniques with the 2-way Anava test. Based on the analysis carried out on the data of this study, it was found that the results of students' mathematics learning by applying the Team Games Tournament type cooperative learning model in terms of learning time in the experimental class in the morning and afternoon obtained an average value of learning outcomes increased from 51.73 to 87.83 and 48.3 to 80.42 after being given a posttest with an increase of 36.1 and 32.12, while the mathematics learning outcomes of students with the Think Pair Share cooperative learning model in terms of learning time in the control class morning and afternoon obtained an average value of Average learning outcomes increased from 52.67 to 82.3 and from 47 to 82.056 after being given the posttest with increases of 29.63 and 35.056. In addition, it was found that the average learning outcomes of the TGT type of cooperative learning model were better than the TPS type of cooperative learning model based on learning time.
ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA JURUSAN PENDIDIKAN MATEMATIKA PADA PELAKSANAAN PROGRAM PENGALAMAN LAPANGAN (PPL) Astuti; Sitti Mania; Nur Khalisah Latuconsina; Sri Sulasteri; Nur Miftahul Jannah
Al Asma: Journal of Islamic Education Vol 4 No 2 (2022): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v4i2.30642

Abstract

The purpose of this study was to determine the basic teaching skills of PPL students majoring in mathematics education in implementing the field experience program (PPL). This type of research is descriptive research with a qualitative approach. The research was conducted at MTs Madani Alauddin with subjects consisting of 6 students from class of 2014 Mathematics Education Study Program. Data collection was carried out using observation, interview, and documentation techniques. The data is then grouped into primary data and secondary data. Primary data comes from observations and interviews, while secondary data is obtained from documentation studies. The results showed that mathematics education students had fairly good skills in terms of opening lessons, explaining, asking questions, giving reinforcement, making variations, managing classes, guiding discussions, and closing lessons. However, in a number of indicators, students' mathematics education is not optimal, such as attracting attention, giving references/instructions, carrying out variations on teaching methods and variations on tools, attracting the use of methods and mastery of competencies, dividing attention, and evaluating indicators. There are several indicators that are not optimal because student knowledge about the 8 indicators of basic teaching skills is still lacking and preparation is not mature enough.
Co-Authors A. Sriyanti Adila Mufidah Adin Fitrah Ahmad Farham Majid Andi Dian Angriani Andi Halimah Andi Ika Prasasti Abrar Andi Kusumayanti Asrah Asrah Astuti Ayu Lestari Ayu Rahyuni Ali Baharuddin Abbas Baharuddin Abbas Fitriani Nur Fitriani Nur Herton Herton Lisnasari Andi Mattoliang Muhammad Akhyar Nidya Nina Ichiana Nur Khalisah Latuconsina Nur Miftahul Jannah Nur Yuliany Nurhikmah Nurhikmah Nurkholis Nurpaidah Nurpaidah Nursalam Nursalam Nurul Hafidzah Jamaluddin Rasyid, Mahammad Rusydi Rezkianti Hasan Ridwan Idris Siti Nurhafsah Jalil Sitti Mania St. Hartina Anwar Suharti Suharti Thamrin Tayeb Umar Sulaiman Wahyu Anggraeni Yuspiani