Article Per Year (5 Year)
p-Index From 2019 - 2024
3.138
P-Index
This Author published in this journals
All Journal Jurnal Didaktik Matematika Tadris: Jurnal keguruan dan Ilmu Tarbiyah AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA PeTeKa Prima: Jurnal Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA SIGMA FIBONACCI: Jurnal Pendidikan Matematika dan Matematika MONSU'ANI TANO Jurnal Pengabdian Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Dinamika Kerajinan dan Batik : MAJALAH ILMIAH Mosharafa: Jurnal Pendidikan Matematika Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia JOEL: Journal of Educational and Language Research Euclid AMMA : Jurnal Pengabdian Masyarakat
Arta Ekayanti
Prodi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muhammadiyah Ponorogo
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
Keterampilan Berfikir Siswa SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Kemampuan Number Sense Lilik Setyaningsih; Arta Ekayanti
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.891 KB) | DOI: 10.24815/jdm.v6i1.11699

Abstract

This research aimed to describe the students’ thinking skills of each number sense category in solving mathematics problems. This study used a qualitative descriptive approach and involved one class of Year 7 students in one of junior high school in Ponorogo, Indonesia. Data collection involved test and non-test. The instruments were number sense ability test and mathematics problems including six cognitive categories. Data analysis included collecting data, reducing data, analyzing data and drawing conclusions. The results showed that students who had low number sense ability were classified as Lower Order Thinking Skill (LOTS) level. In this category, students can only solve mathematics problem involving remembering and understanding categories. While the students with medium number sense ability also identified at LOTS level. In this category, students can only solve the problem involving applying category. Furthermore, the students who had a high number sense ability were classified as Higher Order Thinking Skill (HOTS) level. In this category, students can solve the mathematics problem involving analyzing) and evaluating categories.
Profile of Students' Errors in Mathematical Proof Process Viewed from Adversity Quotient (AQ) Arta Ekayanti; Hikma Khilda Nasyiithoh
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 3, No 2 (2018): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1102.713 KB) | DOI: 10.24042/tadris.v3i2.3109

Abstract

Mathematical proof is an important aspect in mathematics, especially in analysis. An error in the mathematical proof construction process often occurs. This study aims to analyze the students’ errors in producing proof. Each of the categories of students’ Adversity Quotient (AQ) is identified related to the type of students’ error. The type of students’ errors used according to Newmann’s Error Analysis. This study used a qualitative approach. This study was conducted to 25 students who were taking real analysis course. Documentation, test, and interview were used to gather the data. Analyzing the students’ test result and then interviewing them for each AQ category were done for the analysis process. The results show that there are 48% climber students, 52% camper students, and no one is identified as a quitter student. Climber students tend to make some proving error such as transformation error, process skill error, and encoding error while camper students make the comprehension error, transformation error, process skill error, and encoding error when they are producing proof.
PENGEMBANGAN MODUL IRISAN KERUCUT BERBANTUAN GEOGEBRA Arta Ekayanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 6, No 3 (2017)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.08 KB) | DOI: 10.24127/ajpm.v6i3.1151

Abstract

The aim of this research was to develop a conic section modul. The modul used GeoGebra in presenting material. This research used development model of Plomp, with three step including preliminary research, prototyping stage and assesment phase. The result of validation test show that modul was valid because  contents advisibility, presentation advisibility, graphic advisibility and language advisibility was stay on good level. Analysis of responses quetioner show that modul was practicable because presentation advisibility was in great level and material presenting advisibility and usefulness advisibility was in good level. In other hand, student test show that the modul was effective with score of classical completeness percent was 89.29%. Hence, modul developed satisfied aspect of quality namely valid, practise and effective.
THINK TALK WRITE SEBAGAI UPAYA MENINGKATKAN KOMUNIKASI MATEMATIS SISWA Pipit Retnowati; Arta Ekayanti
SIGMA Vol 6, No 1 (2020): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36513/sigma.v6i2.863

Abstract

Mathematical communication is the ability of students to explain an idea from the results of thinking with pictures, diagrams, or mathematical symbols verbally or in writing, so mathematical communication is very important for students to have. Among the learning models that can be applied in the learning process are Think Talk Write (TTW) learning models. By implementing Think Talk Write (TTW) students are expected to be able to practice their mathematical communication skills both orally and in writing. Based on the steps of Think Talk Write (TTW) namely thinking, speaking and writing it is very possible to improve students' mathematical communication skills. Because in the Think Talk Write (TTW) learning model students are trained to think independently of various learning sources. Steps of Think Talk Write (TTW) also trains students to speak to convey ideas from the ideas that have been found and to obtain the results of the discussion in their own language. Both of these steps accustom students to practice mathematical communication skills of students both verbally and in writing
PENDAMPINGAN GURU PEMBINA OSN MATEMATIKA SMP NEGERI 1 JETIS BESERTA SEKOLAH IMBASNYA Arta Ekayanti; Senja Putri Merona; Uki Suhendar
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 1 No. 3 (2020): Volume 1 Nomor 3 Tahun 2020
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v1i3.1004

Abstract

Kegiatan OSN merupakan kegiatan tahunan yang diselenggarakan oleh Direktorat Pembinaan SMA, Direktorat Pendidikan Dasar dan Menengah, Kementrian Pendidikan dan Kebudayaan, yang merupakan kompetisi yang menjadi perhatian khusus dari sekolah. Dimana sekolah-sekolah akan mengirimkan peserta didik terbaiknya khususnya dalam bidang Sains. Tujuan dari kegiatan pendampingan ini untuk memberikan penguatan materi kebutuhan OSN Matematika bagi para pembina OSN Matematika. Hal ini dilakukan agar lebih optimal dalam mendampingi serta membina peserta didiknya. Metode kegiatan ini dilakukan melalui beberapa tahapan meliputi, tahap awal, tahap persiapan dan tahap pelaksanaan. Tahap awal berupa analisis kebutuhan, tahap persiapan berupa penyiapan instrumen sedangkan tahap pelaksanaan terdiri dari tiga sesi yaitu penyajian materi, pembahasan contoh soal dan pengerjaan soal latihan dilanjutkan presentasi jawaban soal latihan. Hasil kegiatan pendampingan ini sudah baik. Terlihat dari antusiasme peserta dalam mengikuti kegiatan dari awal sampai akhir yaitu selalu aktif berdiskusi. Serta pemahaman yang baik dari peserta, terlihat dari kemampuan peserta dalam menyelesaikan soal latihan yang cukup bervariasi serta membutuhkan penalaran yang tinggi.
Pola Pembinaan Olimpiade Sains Nasional Matematika SMP di Kabupaten Ponorogo Uki Suhendar; Arta Ekayanti; Senja Putri Merona
Mosharafa: Jurnal Pendidikan Matematika Vol 9, No 2 (2020)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1541.756 KB) | DOI: 10.31980/mosharafa.v9i2.638

Abstract

AbstrakMasih banyak guru yang kebingungan menentukan pola pembinaan yang harusnya mereka lakukan. Penelitian ini bertujuan untuk mengetahui pola pembinaan Olimpiade Sains Nasional (OSN) Matematika SMP di Kabupaten Ponorogo. Penelitian ini merupakan penelitian deskriptif kualitatif. Pemilihan sampel dilakukan dengan purposive sampling. Instrumen yang digunakan adalah lembar wawancara. Analisis data dilakukan secara deskriptif kualitatif. Pola pembinaan OSN Matematika SMP di Kabupaten Ponorogo dilakukan dalam tiga pola pembinaan, yakni otoriter, permisif, dan demokratis. Pada pola otoriter, terlihat dari kebijakan sekolah dalam menyusun program pembinaan, proses seleksi, hingga reward yang diberikan ketika lolos seleksi OSN tingkat Kabupaten. Pola permisif terlihat dari kegiatan pembinaan yang memberikan kesempatan bagi siswa secara terbuka untuk menambah kemampuan di luar pembinaan di sekolah. Terakhir adalah pola demokratis, yang terlihat saat sebagian besar proses pembinaan diawali pemberian materi, lalu siswa diberi kesempatan menyelesaikan soal latihan. Selanjutnya dilakukan pembahasan soal yang telah dikerjakan siswa. AbstractThere are still many teachers who are confused about determining the pattern of coaching they should do. This research aims to determine the pattern of fostering the National Mathematical Science Olympiad (OSN) Junior High School in the Ponorogo Regency. This is qualitative descriptive research. The sample selection is done by purposive sampling. The instrument used was an interview sheet. Data analysis was performed descriptively qualitatively. The pattern of fostering the OSN Mathematics Junior High School in the Ponorogo Regency is carried out in three coaching patterns, namely authoritarian, permissive, and democratic. In the authoritarian pattern, it can be seen from the school's policy in developing a coaching program, the selection process, to the rewards given when passing OSN selection at the district level. Permissive patterns can be seen from coaching activities that openly provide opportunities for students to add skills beyond coaching at school. The last is a democratic pattern, which is very visible when most of the coaching process begins with the provision of material, then students are allowed to complete practice questions. Then a discussion on the questions the students have done is only done.
Pengaruh Model Pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap Kemampuan Penalaran Matematika Siswa Kelas VII Asurya Octaviyunas; Arta Ekayanti
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 2 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.728 KB) | DOI: 10.31980/mosharafa.v8i2.453

Abstract

AbstrakPenelitian ini didasari atas permasalahan pentingnya kemampuan penalaran matematis dan pencapaiannya yang masih rendah. Tujuan dari penelitian ini adalah mengetahui pengaruh model pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap kemampuan penalaran matematika siswa, dan efektifitasnya dalam meningkatkan kemampuan tersebut. Populasi Penelitian eksperimen semu ini mencakup seluruh siswa kelas VII SMPN 1 Balong. Kelas VIIA diberi pembelajaran dengan model TPS sedangkan kelas VIIB dengan model GQGA. Instrumen pengumpulan data berbentuk tes, meliputi soal pretest dan posttest. Hasil penelitian menunjukkan bahwa model pembelajaran GQGA berpengaruh terhadap kemampuan penalaran siswa kelas VIIB dengan peningkatan yang terjadi dari nilai pretest ke posttest. Begitu juga dengan model pembelajaran TPS berpengaruh terhadap kemampuan penalaran matematika siswa kelas VIIA dengan peningkatan nilai pretest ke posttest. Model pembelajaran GQGA tidak lebih efektif daripada model pembelajaran TPS dalam meningkatkan kemampuan penalaran matematika siswa. The Effect of Learning Model Giving Question Getting Answer and Think Pair Share Toward Reasoning Mathematics Ability Student’s Grade VII AbstractThis research is based on the problem of the importance of mathematical reasoning abilities and their low achievement. The purpose of this study was to determine the effect of Giving Question Getting Answer and Think Pair Share learning models on students' mathematical reasoning abilities and their effectiveness in enhancing these abilities. Population This quasi-experimental study included all seventh-grade students of Balong 1 Junior High School. The VIIA class is given learning with the TPS model while the VIIB class is with the GQGA model. The instruments of data collection are in the form of tests, including the questions of the pretest and posttest. The results showed that the GQGA learning model had an effect on the reasoning ability of students in class VIIB with an increase that occurred from the pretest to the posttest. Likewise, the TPS learning model influences the mathematical reasoning abilities of VIIA students with an increase in the value of the pretest to posttest. The GQGA learning model is no more effective than the TPS learning model in improving students' mathematical reasoning abilities.
GENERALISASI TEOREMA APROKSIMASI WEIERSTRASS Arta Ekayanti
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 4, No 2 (2018): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (841.572 KB) | DOI: 10.24853/fbc.4.2.105-112

Abstract

Teorema Aproksimasi Weierstrass menyatakan bahwa untuk setiap fungsi kontinu dapat diaproksimasi dengan menggunakan polinomial. Secara matematis untuk setiap fungsi kontinu, terdapat polinomial yang konvergen seragam ke fungsi kontinu tersebut. Fungsi kontinu pada teorema ini dapat digeneralisasi menjadi keluarga fungsi kontinu. Proses generalisasi dilakukan dengan memanfaatkan sifat bahwa keluarga fungsi kontinu merupakan aljabar, serta memanfaatkan teori klosur seragam, memisah titik dan tidak nol pada himpunan. Bentuk generalisasinya adalah untuk setiap aljabar fungsi kontinu bernilai real yang didefinisikan pada himpunan kompak K, dimana aljabar tersebut memisah titik pada  dan tidak nol di setiap titik pada K , maka klosur seragam dari aljabar tersebut adalah aljabar itu sendiri Sedangkan untuk fungsi yang bernilai kompleks diperlukan syarat tambahan dimana aljabar tersebut harus tertutup terhadap konjugat.
PENTINGNYA BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA Dewi Kurniawati; Arta Ekayanti
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 3, No 2 (2020): PeTeKa: Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v3i2.107-114

Abstract

This study has aims to describe the importance of critical thinking skills in mathematics learning. This study uses descriptive qualitative methods using knowledge or facts about the importance of necessary thinking skills in learning mathematics. This study using content analysis techniques that are an in-depth discussion of the contents of the journal associated with critical thinking skills on mathematics learning. Learning mathematics is basic science, so it is crucial in the learning process. In education, mathematics requires necessary thinking skills. Critical thinking can be trained and developed through the process of learning mathematics, while mathematics material is understood through critical thinking. Critical thinking skills are interconnected and continuous. So necessary thinking skills are essential in learning mathematics.
BARONGAN REOG PONOROGO SEBAGAI ACUAN DESAIN MOTIF BATIK BERBASIS JULIA SET Arta Ekayanti; Uki Suhendar; Senja Putri Merona
Dinamika Kerajinan dan Batik: Majalah Ilmiah Vol 38, No 2 (2021): DINAMIKA KERAJINAN DAN BATIK : MAJALAH ILMIAH
Publisher : Balai Besar Kerajinan dan Batik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22322/dkb.v38i2.6445

Abstract

Reog Ponorogo merupakan kesenian yang berasal dari Kabupaten Ponorogo sehingga memunculkan julukan Kabupaten Ponorogo sebagai Kota Reog. Keindahan kesenian reog ini bermula dari pentas pertunjukkan, kemudian menginspirasi pada penciptaan kreatif yang lainnya, salah satunya  adalah penciptaan desain motif batik. Dewasa ini merupakan era Industri 4.0, sehingga kreativitas penciptaan desain motif batik pun perlu memanfaatkan teknik digital, salah satu  teknik yang relevan adalah ilustrasi Julia set. Ilustrasi Julia set dapat dimanfaatkan untuk menciptakan motif batik dengan inspirasi seni tradisional menjadi kreasi desain motif baru yang harmonis.. Tujuan dari penciptaan ini adalah mengembangkan motif batik barongan reog Ponorogo dengan memanfaatkan ilustrasi dari julia set, hal ini dilakukan dengan menyusun ilustrasi grafis julia set sedemikian hingga menyerupai bentuk dari komponen yang ada dalam kesenian Reog Ponorogo dalam hal ini barongan. Metode yang digunakan dalam penciptaan ini yaitu observasi, kajian pustaka, eksplorasi (penciptaan) dan dokumentasi. Ilustrasi Julia Set yang digunakan adalah Julia Set yang dibangkitkan oleh persamaan polinomial derajat dua dengan parameter ,  dan , Serta polinomial derajat lima dengan c=0.8+0.6i dan polinomial derajat delapan dengan  Ilustrasi grafis Julia Set yang telah diperoleh disusun sedemikian hingga diperoleh desain motif batik barongan reog ponorogo yang mengacu pada bentuk barongan dalam seni Reog Ponorogo.
Co-Authors Afrina Maya Febryanti Anton Wahono Asurya Octaviyunas Betty Yulia Wulansari Dewanti Inesia Putri Dewi Kurniawati Erika Eka Santi Fika Karunia Rufaidah Hikma Khilda Nasyiithoh Joko Prasetio Jumadi Jumadi Jumadi Kun Nadhifah Mualifah Lailatul Magfiroh Lilik Setyaningsih Maghfiroh, Ana Melisa Ratna Sari Pipit Retnowati Pita Nirmala Sari Rizal Nur Rochman Senja Putri Merona Senja Putri Merona Senja Putri Merona Uki Suhendar Uki Suhendar Uki Suhendar Wahyu Linda Setianingsih