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PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK (PMR) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN DISPOSISI MATEMATIK SISWA Vepi Apiati
Jurnal Siliwangi: Seri Pendidikan Vol 3, No 2 (2017): Jurnal Siliwangi Seri Pendidikan
Publisher : LP2M-PMP Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jspendidikan.v3i2.339

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk menghasilkan Bahan Ajar Matematika SMA dengan menggunakan pendekatan Pembelajaran Matematika Realistik (PMR) untuk meningkatkan kemampuan pemecahan masalah matematik dan disposisi matematik siswa. Prosedur pengembangan bahan ajar meliputi tahap pendahuluan, pengembangan dan uji coba. Bahan ajar disusun berdasarkan kesulitan yang dialami oleh siswa dalam materi matriks. Isi bahan ajar meliputi ilustrasi masalah yang disertai dengan gambar, pertanyaan yang bisa membimbing siswa untuk memahami definisi setiap indicator, dan soal yang melatih pemahaman siswa yang sudah terbentuk. Bahan ajar disusun berdasarkan kesulitan yang dialami oleh siswa dalam materi matriks. Isi bahan ajar meliputi ilustrasi masalah yang disertai dengan gambar, pertanyaan yang bisa membimbing siswa untuk memahami definisi setiap indicator, dan soal yang melatih pemahaman siswa yang sudah terbentuk. Terjadi peningkatan kemampuan pemecahan masalah matematik siswa sebesar 63,8% dan berada pada kriteria sedang. Disposisi matematika siswa berada pada kritria sedang dengan nilai rata-rata 63,81.

Etnomatematik dalam Bercocok Tanan Padi dan Kerajinan Anyaman Masyarakat Kampung Naga Vepi Apiati; Yeni Heryani; Siska Ryane Muslim
Jurnal Siliwangi: Seri Pendidikan Vol 4, No 2 (2018): Jurnal Siliwangi Seri Pendidikan
Publisher : LP2M-PMP Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jspendidikan.v4i2.586

Kampung naga merupakan kampung adat yang masih lestari, masyarakatnya memegang teguh tradisi nenek moyang mereka. Masyarakatnya menolak intervensi dari pihak luar jika hal itu mencampuri dan merusak kelestarian kampung tersebut. Disinilah kami mulai berpikir untuk mempelajari lebih dalam tentang kehidupan masyarakat Kampung Naga di Tasikmalaya. Mata pencaharian pokok masyarakat kampung naga adalah petani, pada umumnya mereka bercocok tanam padi dan mata pencaharian lainnya adalah pengrajin anyaman yang terbuat dari bambu. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan etnografi, yaitu pendekatan empiris dan teoretis yang bertujuan mendapatkan deskripsi dan analisis mendalam tentang kebudayaan berdasarkan penelitian lapangan yang intensif. Teknik pengumpulan data dilakukan dengan menetapkan informan, melakukan wawancara, membuat catatan etnografis, melakukan analisis. Teknik analisis data diantaranya reduksi data, penyajian data, dan verifikasi. Simpulan dalam penelitian ini Etnomatematik dalam bercocok tanan padi pada masyarakan kampung naga diantaranya penghitungan ganjil genap untuk menentukan benih padi yang akan ditanam. Biasanya di semester satu (bilangan ganjil) mereka menanam padi dengan jenis pare alit dan di semester kedua (bilangan genap) mereka menanam padi dengan jenis pare ageung. Etnomatematik dalam kerajinan anyaman masyarakat kampung naga adalah adanya penggunaan prinsif teselasi pada pola anyamannya. (1) Teselasi pada kerajinan anyaman tekor sama kipas memiliki pola regular tessellation, (2) Teselasi pada anyaman piring alas buat makan memiliki pola Semiregular Tesselation, Teselasi pada kerajinan anyaman piring snek dan rigen piring memiliki pola A Demi Reguler Tesselation

Peningkatan kemampuan komunikasi matematik peserta didik yang menggunakan model creative problem solving (CPS) Vepi Apiati; Aei Fatimah
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 1 (2017)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v3i1.204

Mathematical communication skills of learners are one of the achievements of the curriculum that must be possessed by learners in math learning. This study aims to determine the improvement of mathematical communication skills of better learners who use Creative Problem Solving (CPS) model by using direct learning model. Creative Problem solving (CPS) model is used as a learning model in this research to improve students' mathematical communication ability. Creative Problem Solving (CPS) model builds learners more active, creative and skilled in solving problems compared to direct learning models. The research was conducted on the students of class VIII SMP Negeri 4 Kota Tasikmalaya on the material to build the space side of flat by using experimental research method. Two classes were taken as samples, experiment class using Creative Problem Solving (CPS) model and control class using direct learning. Data collection techniques used in the form of test students' mathematical communication skills through pre test and post-test by using statistical analysis of normalized gain. The result of improvement of mathematic communication ability of students using Creative Problem Solving (CPS) model is better than using direct learning model.

Etnomatematik dalam Bercocok Tanam Padi dan Kerajinan Anyaman Masyarakat Kampung Naga Vepi Apiati; Yeni Heryani; Siska Ryane Muslim
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 1 (2019)
Publisher : Institut Pendidikan Indonesia

AbstrakKampung naga merupakan kampung adat yang masih lestari, masyarakatnya memegang teguh tradisi nenek moyang mereka. Masyarakatnya menolak intervensi dari pihak luar jika hal itu mencampuri dan merusak kelestarian kampung tersebut. Disinilah peneliti mulai berpikir untuk mempelajari lebih dalam tentang kehidupan masyarakat Kampung Naga di Tasikmalaya. Mata pencaharian pokok masyarakat kampung naga adalah petani. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan etnografi, yaitu pendekatan empiris dan teoretis yang bertujuan mendapatkan deskripsi dan analisis mendalam tentang kebudayaan berdasarkan penelitian lapangan yang intensif. Teknik pengumpulan data dilakukan dengan menetapkan informan, melakukan wawancara, membuat catatan etnografis, melakukan analisis. Teknik analisis data diantaranya reduksi data, penyajian data, dan verifikasi. Simpulan dalam penelitian ini Etnomatematik dalam bercocok tanam padi pada masyarakat kampung naga diantaranya penghitungan ganjil genap untuk menentukan benih padi yang akan ditanam. Biasanya di semester satu mereka menanam padi dengan jenis pare alit dan di semester kedua mereka menanam padi dengan jenis pare ageung. Etnomatematik dalam kerajinan anyaman masyarakat kampung naga adalah adanya penggunaan prinsif teselasi pada pola anyamannya. Etnomatematik Implementation in Rice Farming and Craft Woven at Kampung Naga SocietyAbstractKampung Naga is a traditional village that is still sustainable, the community adheres to the traditions of their ancestors. The community refused intervention from outside parties if it interfered with and damaged the preservation of the village. This is where we began to think to learn more about the lives of the people of Kampung Naga in Tasikmalaya. The main livelihood of the Naga village community is farmers. The research approach used in this study is an ethnographic approach, namely an empirical and theoretical approach which aims to get a description and in-depth analysis of culture based on intensive field research. The technique of data collection is done by assigning informants, conducting interviews, making ethnographic notes, conducting analysis. Data analysis techniques include data reduction, data presentation, and verification. The conclusions in this research are ethnomatematics in matching rice farms in the Naga village community including an even-numbered odd calculation to determine the rice seeds to be planted. Usually in the first semester they plant rice with alit pare species and in the second semester they grow rice with pare ageung species. Ethnomatematics in woven crafts of the Naga village community is the use of principal tesellation on the woven pattern.

Penerapan pendekatan open-ended berbantuan program Microsoft Excel dalam pembelajaran matematika untuk meningkatkan kemampuan berpikir kreatif matematik peserta didik Dedi Nurjamil; Vepi Apiati
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v1i1.136

The era of globalization and competition requires the improvement and development of quality human resources. Competition era of globalization has been met by a wide range of advanced technologies. It is necessary to find an alternative learning which can improve learning activities and provide opportunities for learners to be more creative. One method of learning that can be done is the adoption of the Open-Ended Approach with Microsoft Excel program. The focus of this study was to determine the improvement in mathematical creative thinking abilities of learners towards learning mathematics. The population in this study were all students of class XI SMU 1 Tasikmalaya, and the samples were taken randomly from the entire classes. Two classes were selected as experimental class and control class. The instrument used consisted of testing the ability of creative thinking and mathematical model attitude Likert scale. The instrument used has been valid and reliable. The data has been analysed using the normalized gain test and statistical test such as t-test ‘and the Mann-Whitney test. The result has been shown the improvement of the ability to think creatively of mathematical learners by the Open-Ended approach Microsoft Excel program is better than learners by the Open-Ended approach without the assistance of Microsoft Excel Program. The attitude of learners towards learning with the Open-Ended approach with Microsoft Excel program is positive.

PEMANFAATAN LAHAN PERIKANAN DENGAN METODE MINA KANGKUNG DAN IKAN NILA DI KELURAHAN CIBUNIGEULIS KECAMATAN BUNGURSARI KOTA TASIKMALAYA Dedi Nurjamil; Asep Saepulloh; Vepi Apiati; Sinta Verawati Dewi
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 4 (2022)
Publisher : Universitas Majalengka

Ketahanan pangan merupakan salah satu faktor yang berpengaruh agar suata daerah dapat bertahan di tengah situasi ekonomi yang tidak menentu. Salah satu kelurahan di Kota Tasikmalaya yang memiliki potensi dalam bidang perikanan dan pertanian adalah Kelurahan Cibunigeulis Kecamatan Bungursari Kota Tasikmalaya. Salah satu budidaya yang dikembangkan adalah dengan cara memanfaatkan lahan perikanan dengan metode tumpangsari yaitu disamping ada ikan juga ditanami kangkung sebagai komoditi unggulan daerah Cibunigeulis. Berdasarkan data yang diperoleh didapat kesimpulan bahwa kegiatan yang dilaksanakan yaitu mina kangkung dan ikan mujair gesit mampu diterapkan dengan baik dan dipraktikkan langsung pada petani di Kelurahan Cibunigeulis Kecamatan Bungurusari Kota Tasikmalaya. Peserta setuju bahwa konsep mina kangkung dan ikan mujair dapat meningkatkan perekonomian masyarakat khususnya pada bidang pertanian dan perikanan.

Pelatihan dan Pendampingan Penyusunan Modul Ajar Berbasis Model POE2WE bagi Guru Sekolah Penggerak sebagai Peningkatan Kompetensi Guru Vepi Apiati; Nana; Iis Lisnawati; Siska Ryane Muslim
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 1 (2023): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v2i1.44

Training is a programmed activity that can help teachers learn knowledge or skills. By learning new knowledge and skills, the work of teachers in their respective roles in the workplace will increase. One of the trainings that can be done is training and mentoring to develop teaching modules. The preparation of teaching modules must be able to answer and solve problems or difficulties in learning. There are a number of learning materials that are often difficult for students to understand or teachers find it difficult to convey. These difficulties can occur because the material is abstract, complicated, foreign, and so on. To overcome this difficulty, it is necessary to develop appropriate teaching modules. The driving school program is an effort to realize the vision of Indonesian education in realizing an advanced Indonesia that is sovereign, independent, and has personality through the creation of Pancasila Students. To realize this, it must be supported by human resources, in this case the teacher as an educator. Through training and mentoring of the POE2WE Model-Based Teaching Module for Motivating School Teachers, it is hoped that teacher competence will increase and the vision of Indonesian education can be realized.

PROSES BERPIKIR KREATIF MATEMATIS SISWA MENURUT DAVID CAMPBELL DITINJAU DARI GAYA KOGNITIF Dedi Nurjamil; Mumu Mumu; Vepi Apiati; Neni Heryani
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 2 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i2.388

This study aims to describe the mathematical creative thinking process of students according to David Campbell's stages in terms of reflective and impulsive cognitive styles on awakening and congruence material. This study used descriptive qualitative research method. Data collection techniques in this study used MFFT (Matching Familiar Figure Test) tests, creative thinking ability tests, and interviews. The main instruments are the researchers themselves and supporting instruments are MFFT (Matching Familiar Figure Test) test instruments and mathematical creative thinking ability test instruments. The subjects of the study were grade IX students of SMPN 1 Tasikmalaya who met all indicators of mathematical creative thinking ability in each cognitive, reflective and impulsive style and could communicate well. The data analysis techniques used are data reduction, data presentation, and conclusions. Based on the results of the study, conclusions were obtained (1) The creative thinking process of reflective students (S1R): can convey information known and asked about questions orally and in writing, show changes in their facial features, do brooding activities while playing stationery, hair and legs slowly, can choose the way of solving obtained after going through the process of guessing smoothly, can show solutions in two ways and Set his own ideas with a long enough time, equate the completion results in the first and second ways and recalculate the completion steps. (2) The creative thinking process of impulsive students (S11I): can understand the problems contained in the problem in a relatively faster time and can mention what is known and asked orally and communicate that what is written has been through calculations outside the head, pay attention to the sketches drawn and be able to write assumptions from the results of their attention, show silent activities and trial and error, can solve in two different ways even if you make a mistake several times, and only equate the final result in both ways and check the steps of the work. (3) The creative thinking process of impulsive students (S25I): can understand the problems in the problem in a relatively faster time, can mention what is known and asked orally, can do trial and error activities and recall ideas found if they have difficulties, do silent activities while playing stationery and veils worn but still look relaxed, can finish in two different ways, as well as simply equate the final result in both ways and check the pace of the work

Etnomatematik dalam Bercocok Tanam Padi dan Kerajinan Anyaman Masyarakat Kampung Naga Vepi Apiati; Yeni Heryani; Siska Ryane Muslim
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2019): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i1.539

Kampung naga merupakan kampung adat yang masih lestari, masyarakatnya memegang teguh tradisi nenek moyang mereka. Masyarakatnya menolak intervensi dari pihak luar jika hal itu mencampuri dan merusak kelestarian kampung tersebut. Disinilah peneliti mulai berpikir untuk mempelajari lebih dalam tentang kehidupan masyarakat Kampung Naga di Tasikmalaya. Mata pencaharian pokok masyarakat kampung naga adalah petani. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan etnografi, yaitu pendekatan empiris dan teoretis yang bertujuan mendapatkan deskripsi dan analisis mendalam tentang kebudayaan berdasarkan penelitian lapangan yang intensif. Teknik pengumpulan data dilakukan dengan menetapkan informan, melakukan wawancara, membuat catatan etnografis, melakukan analisis. Teknik analisis data diantaranya reduksi data, penyajian data, dan verifikasi. Simpulan dalam penelitian ini Etnomatematik dalam bercocok tanam padi pada masyarakat kampung naga diantaranya penghitungan ganjil genap untuk menentukan benih padi yang akan ditanam. Biasanya di semester satu mereka menanam padi dengan jenis pare alit dan di semester kedua mereka menanam padi dengan jenis pare ageung. Etnomatematik dalam kerajinan anyaman masyarakat kampung naga adalah adanya penggunaan prinsif teselasi pada pola anyamannya.

Kemampuan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematik Berdasarkan Gaya Belajar Vepi Apiati; Redi Hermanto
Mosharafa: Jurnal Pendidikan Matematika Vol. 9 No. 1 (2020): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v9i1.601

Berpikir kritis merupakan keterampilan atau strategi kognitif dalam menentukan tujuan. Setiap peserta didik memiliki gaya belajar yang berbeda-beda. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam memecahkan masalah matematik berdasarkan gaya belajar David Kolb. Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif. Pemilihan subjek dalam penelitian ini berdasarkan purposive sampling, dengan mempertimbangkan peserta didik yang mampu mengerjakan tes dengan memenuhi semua indikator kemampuan berpikir kritis matematis untuk mewakili setiap tipe gaya belajar David Kolb. Teknis analisis data yang digunakan meliputi reduksi data, penyajian data, dan verifikasi data. Hasil penelitian diperoleh bahwa peserta didik SD (diveger), SAs (assimilator), SK (konverger), dan SAk (akomodator) mampu memenuhi semua indikator kemampuan berpikir kritis matematis menurut Ennis yang digunakan pada penelitian ini yaitu elementary clarification, strategies & tactis, advance clarification, dan inference. Namun, pada indikator elementary clarification terdapat perbedaan antara SD, SAs, SK, dan SAk dalam memfokuskan pertanyaan dari beberapa unsur yang diketahuinya. Critical thinking is a cognitive skill or strategy in setting goals. Each student has a different learning style. The purpose of this study is to describe the students' critical thinking skills in solving mathematical problems based on David Kolb's learning style. The approach in this study uses a qualitative approach. The selection of subjects in this study was based on purposive sampling, taking into account students who were able to take the test by fulfilling all the indicators of mathematical critical thinking ability to represent each type of learning style David Kolb. Data analysis techniques used include data reduction, data presentation, and data verification. The results obtained that elementary school students (diverge), SAs (assimilator), SK (convertor), and SAk (accommodator) can meet all the indicators of mathematical critical thinking skills according to Ennis used in this study, namely elementary clarification, strategies & tactics, advance clarification, and inference. However, in the elementary clarification indicator, there are differences between SD, SAs, SK, and SA in focusing questions from some of the elements he knows.

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