Garuda - Garba Rujukan Digital

Penerapan Strategi Pemecahan Masalah Cubes dan Star Peserta Didik Kelas VIII Pada Materi Bangun Ruang Sisi Datar Wati, Romadona Jantia; Ayuni Suri, Indah Resti
Prosiding Seminar Nasional Matematika dan Pendidikan Matematika Vol 1, No 2 (2018): Prosiding Seminar Nasional Matematika dan Pendidikan Matematika 2018
Publisher : Prodi Pendidikan Matematika UIN Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

The purpose of this research is to know the cubes and star problem solving strategy to improve the reflection ability of mathematical learners. This research uses pre-experimental research method that is quasi experiment (quasi experiment). With the results of the study that the ability that must be owned by learners and need to be the focus of attention with every learning mathematics, because if the ability to think reflective mathematical low students in solving problems and mathematical concepts then learners can not solve the problem well. This research method using Pre Experiment, the overall data obtained through interviews, observation, tests, and documentation. The conclusion of this research is descriptive research which aims to describe the management of learning by teacher, learners activities, learners learning outcomes, and learners responses to learning using cubes and star solving strategies.

PENERAPAN COOPERATIVE LEARNING TIPE TAPPS MENGGUNAKAN BAHAN AJAR GAMIFIKASI TERHADAP PENALARAN MATEMATIS DITINJAU DARI KEPERCAYAAN DIRI PESERTA DIDIK KELAS VIII SMP Yulita Anggun Sari; Mohammad Muhassin; Indah Resti Ayuni Suri; Rizki Wahyu Yunian Putra
Journal of Mathematics Education and Science Vol. 3 No. 2 (2020): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

This research aims to determine the influence between the application of TAPPS type cooperative learning using gamification teaching materials and conventional learning, the difference between high, medium, and low Self Confidence, and the interaction between TAPPS type cooperative learning and Self Confidence toward the ability of mathematical reasoning. This research used a quasi-experimental method and subjects of SMP Negeri 1 Natar Lampung Selatan with 64 students. The sample class used were two classes by using Cluster Random Sampling. Hypothesis testing conducted in this research uses two-way ANAVA with ∝=5%. The results showed: (1) learning using TAPPS type cooperative learning using gamification teaching materials is more effective than learning with conventional methods, (2) there is a self-confidence effect on mathematical reasoning abilities, high Self Confidence is better than medium and low self-confidence and the ability of mathematical reasoning with medium Self Confidence is better than low Self Confidence, (3) there was no interaction between TAPPS type cooperative learning and Self Confidence in mathematical reasoning abilities. Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh antara penerapan cooperative learning tipe TAPPS menggunakan bahan ajar gamifikasi dan pembelajaran konvensional, perbedaan antara kepercayaan diri yang tinggi, sedang dan rendah, dan interaksi antara cooperative learning tipe TAPPS dan kepercayan diri terhadap kemampuan penalaran matematis siswa SMP. Jenis penelitian in adalah Quasy Eksperimental, Penelitian dilakukan di SMP Negeri Natar Lampung Selatan dengan jumlah siswa 64. Sampel kelas yang digunakan adalah dua kelas dengan menggunakan teknik Cluster Random Sampling. Pengujian hipotesis menggunakan ANAVA dua arah dengan ∝ = 5%. Hasil penelitian ini adalah: (1) Cooperative learning tipe TAPPS menggunakan bahan ajar gamifikasi lebih berpengaruh daripada pembelajaran konvensional terhadap kemampuan penalaran matematis (2) Kemampuan penalaran matematis dengan kepercayaan diri yang tinggi lebih baik daripada kepercayaan diri sedang dan rendah serta kemampuan penalaran matematis dengan kepercayaan diri yang sedang lebih baik daripada kepercayaan diri rendah (3) Tidak ada interaksi antara cooperative learning tipe TAPPS dan kepercayaan diri terhadap kemampuan penalaran matematis.

ANALISIS BERPIKIR KRITIS MATEMATIS BERDASARKAN PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING KEMANDIRIAN BELAJAR PESERTA DIDIK Ahmad Abdul Azis; Yuberti Yuberti; Indah Resti Ayuni Suri
Journal of Mathematics Education and Science Vol. 3 No. 2 (2020): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

The purpose of this research is to analyze student facilitators and explaining models on critical thinking mathematically. Analyzing the level of self-reliance learning on critical math learners' ability, analyzing student facilitators' interaction, and explaining critical thinking critical math and self-reliance learners. Research conducted in class X SMK Muhamadiyah 2 Bandar Lampung. This type of research is Quasi-Experimental Design. Sampling techniques are done in a simple Random Sampling; data collection techniques are conducted through tests and nontest. The type of test to think critically about mathematical mathematics is an objective test that is a matter of description (essay), testing this hypothesis using variance analysis (ANAVA) Two paths with unequal cells. The results of learning data analysis of Student Facilitator and Explaining the ability of critical thinking mathematically better than conventional learning models. The high learning of students, the better the ability to think critically of students mathematically. There is no interaction between Student Facilitator and Explaining learning models and the self-reliance learning level towards learners' mathematical thinking skills. Tujuan penelitian ini ialah menganalisis model Student Facilitator and Explaining terhadap berpikir kritis matematis, menganalisis kemampuan berpikir kritis matematis kemandirian belajarerhadap peserta didik, menganalisis interaksi Student Facilitator and Explaining terhadap berpikir kritis matematis dan kemandirian peserta didik.Penelitian dilakukan di kelas X SMK Muhamadiyah 2 Bandar Lampung.Jenis penelitian Quasi Experimental Design.Pengambilan sampel dilakukan secara Simpel Random Sampling. Teknik pengumpulan data dilakukan melalui tes dan non tes. Jenis tes untuk Berpikir Kritis Matematis matematika adalah tes obyektif yaitu berupa soal (essay). Pengujian hipotesis ini dengan analisis variansi (ANAVA) dua jalan dengan sel tak sama. Adapun hasil analisis data pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis lebih baik dari model pembelajaran konvensional. tingginya kemandrian belajar peserta didik maka semakin baik kemampuan berpikir kritis peserta didik. Tidak terdapat interaksi antara model pembelajaran Student Facilitator and Explaining dan tingkat kemandirian belajar terhadap kemampuan berpikir kritis peserta didik.

ANALISIS KEMAMPUAN KONEKSI MATEMATIS : DAMPAK LASSWELL COMMUNICATION BERBASIS PEMECAHAN MASALAH DAN KEPRIBADIAN KEIRSEY Indah Resti Ayuni Suri; Ruhban Masykur; Ramayudha Dwi Aji G.
Journal of Mathematics Education and Science Vol. 4 No. 1 (2021): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

This research has objectives, including analyzing the influence of the Lasswell Communication Model based on problem-solving and Keirsey's personality on the ability of mathematical connections. And to investigate the interaction between the Lasswell Communication Model based on problem-solving and Keirsey personality to the mathematical connection ability. Researchers will apply some action or treatment in this study using Quasi-experiments. The sampling technique is a technique used in selecting a sample "random" in research—the collection techniques in this study, namely: documentation techniques, interviews, essay tests. The data analysis technique used the normality test and homogeneity test using the Bartlett test. One of the parametric statistical tests is the Anava test. The study results concluded that: There is an influence between students who get the Lasswell Communication Model based on problem-solving learning on the ability of mathematical connections. There is no influence of the Keirsey personality type (guardian, artisan, rational, and idealist) on the mathematical connection abilities of students. There is no interaction between Lasswell's Communication Model learning based on problem-solving and Keirsey's personality type on students' mathematical connection abilities. Abstrak Penelitian ini memiliki tujuan, diantaranya : menganalisa pengaruh Lasswell Communication Model berbasis pemecahan masalah dan kepribadian keirsey terhadap kemampuan koneksi matematis. Serta Untuk menganalisa interaksi antara model pembelajaran Lasswell Communication Model berbasis pemecahan masalah dan kepribadian keirsey terhadap kemampuan koneksi matematis. Peneliti menggunakan Karena akan menerapkan sesuatu tindakan atau perlakuan maka dalam penelitian ini menggunakan Quasi eksperimen Teknik sampling merupakan teknik yang digunakan dalam memilih suatu sampel secara “acak kelas” dalam penelitian. Teknik pengumpulan pada penelitian ini, yaitu: Teknik dokumentasi, Wawancara, tes uraian (essay). Teknik Analisis Data dengan Uji normalitas dan Uji homogenitas menggunakan uji Bartlett, Salah satu uji statistic parametik adalah uji Anava. hasil penelitian ditarik kesimpulan bahwa: Terdapat pengaruh antara peserta didik yang memperoleh pembelajaran Lasswell Communication Model berbasis pemecahan masalah terhadap kemampuan koneksi matematis. Tidak terdapat pengaruh tipe kepribadian keirsey (guardian, artisan, rational, dan idealist) terhadap kemampuan koneksi matematis peserta didik. Tidak terdapat interaksi antara pembelajaran Lasswell Communication Model berbasis pemecahan masalah dan tipe kepribadian keirsey terhadap kemampuan koneksi matematis peseta didik.

PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS: DAMPAK PENDEKATAN MATEMATIKA REALISTIK INDONESIA (PMRI) BERNUANSA ISLAMI Renny Saputri Yuliyanti; Ruhban Masykur; Indah Resti Ayuni Suri
Journal of Mathematics Education and Science Vol. 4 No. 1 (2021): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

The low ability of mathematical communication at SMP Negeri 1 Way Bungur, East Lampung is due to various factors, including the assumption that mathematics is complicated, a lack of curiosity about mathematics, and a lack of variation in learning models, so that students still tend to be passive. The purpose of this study was to determine the mathematical communication skills of students who use the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach better than ordinary learning. The research method used is a quantitative method using the Quasi-Experimental Design method. The data collection techniques used in the study were: documentation, tests in the form of essay questions to determine the effect of the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach to improve mathematical communication skills. This study indicates an increase in the mathematical communication skills of students who are given an Islamic approach to Indonesian Realistic Mathematics Education (PMRI) with ordinary learning. Increasing students' mathematical communication skills with the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach is better than regular learning. So it can be concluded that the Islamic-nuanced Indonesian Realistic Mathematics Education (PMRI) approach can improve mathematical communication skills compared to ordinary learning. Abstrak Berdasarkan latar belakang dan rumusan masalah di atas, maka peneliti memiliki tujuan yaitu untuk mengetahui Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dalam meningkatkan kemampuan komunikasi matematis yang terdapat pada peserta didik di SMP Negeri 1 Way Bungur. Metode penelitian yang digunakan adalah metode kuantitatif menggunakan metode Quasi Eksperimen Design. Teknik pengumpulan data yang digunakan pada penelitian, yaitu: Dokumentasi, Tes berbentuk soal uraian (essay) untuk mengetahui pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami untuk meningkatkan kemampuan komunikasi matematis. Hasil penelitian ini bahwa adanya pengaruh peningkatan kemampuan komunikasi matematis peserta didik yang diberi pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dengan pembelajaran biasa. Peningkatan kemampuan komunikasi matematis peserta didik dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami lebih baik daripada pembelajaran biasa. Sehingga dapat disimpulkan bahwa pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) bernuansa Islami dapat meningkatkan kemampuan komunikasi matematis dibandingkan dengan pembelajaran biasa.

PENGARUH PEMBELAJARAN RECIPROCAL TEACHING TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI KOMUNIKASI MATEMATIS SISWA Indah Resti Ayuni Suri; Indri Rizkia Putri; Netriwati Netriwati
LINEAR: Journal of Mathematics Education Volume 2 Nomor 1 Juni 2021
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Tujuan penelitian ini adalah untuk menganalisis pengaruh pembelajaran Reciprocal Teaching dan komunikasi siswa terhadap keterampilan berpikir kritis matematis siswa. Serta menganalisis interaksi antara pembelajaran Reciprocal Teaching dengan kemampuan berpikir kritis matematis siswa. Jenis penelitian eksperimental ini menggunakan penelitian asi. Desain yang digunakan adalah desain kontrol posttest-only. Pemilihan dua kelas sebagai sampel kelas satu menerapkan pembelajaran Reciprocal Teaching, dan metode konvensional yang digunakan pada kelas dua sebagai kelas kontrol. Selanjutnya, kedua kelompok akan diberikan tes akhir untuk melihat kemampuan berpikir matematika kritis. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah random sampling dengan teknik cluster random sampling. Teknik pengumpulan data, tes, wawancara, dokumentasi. Instrumen Penelitian dengan Tes Esai. Teknik analisis data akhir penelitian menggunakan uji Anova. Berdasarkan analisis data dan pengujian hipotesis yang telah dilakukan peneliti maka dapat disimpulkan sebagai berikut: Terdapat pengaruh pembelajaran Reciprocal Teaching dan keterampilan komunikasi matematis kategori tinggi, sedang, rendah terhadap keterampilan berpikir kritis matematis terdapat pengaruh. Dan tidak terdapat interaksi antara metode pembelajaran dan kategori komunikasi matematis dengan kemampuan berpikir kritis matematis. Keyword: Pembelajaran Reciprocal Teaching, Kemampuan Berpikir Kritis Matematis, Komunikasi Matematis Abstract The purpose of this research is to analyze the influence of Reciprocal Teaching learning and student communication on the mathematical critical thinking skills of students. As well as analyzing the interaction between Reciprocal Teaching learning and the mathematical critical thinking abilities of students. This type of experimental research uses asi-research. The design used in is posttest-only control design. The selection of two classes as a sample of the first class applies Reciprocal Teaching learning, and the conventional method used in the second class is as a control class. Next, both groups will be given final tests to look at critical math thinking skills. The sampling technique used in this study is random sampling with cluster random sampling technique. Data collection techniques, tests, interviews, documentation. Research Instruments with Essay Tests. The study's final data analysis technique uses the Anova test. Based on the data analysis and hypothesis testing that has been done by researchers, it can be concluded as follows: There is an influence of Reciprocal Teaching learning and categories of high, moderate, low mathematical communication skills on mathematical critical thinking skills. And there is no interaction between learning methods and mathematical communication categories to mathematical critical thinking skills.

Teacher Problems in Implementing Google Classroom Devi Sela Eka Selvia; Indah Resti Ayuni Suri
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 13, No 1 (2022): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Google Classroom is used to manage the learning system at the school to college level. With Google Classroom, teachers can effectively and efficiently manage classrooms. This research was conducted to describe the teachers’ problems in implementing learning using Google Classroom on the Al-Qur'an Hadith subject at MTs Negeri 2 Bandar Lampung. This research is field research with a qualitative approach. To obtain the necessary data, the researchers conducted interviews and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The results showed the teachers’ problems in implementing learning using Google Classroom on Al-Qur'an Hadith subject at MTs Negeri 2 Bandar Lampung. Islamic Religious Education teachers explained the problems experienced using this Google Classroom, such as attendance, active learning and motivation learning. The efforts made by Islamic Religious Education teachers are reducing the KKM (Criteria of Minimum Mastery) and performing collaboration between Islamic Religious Education teachers, BK (counselling) teachers, and homeroom teachers. So it can be concluded that in using Google Classroom, teachers must properly design from the planning, implementation and evaluation stages of learning so that learning becomes effective.

Missouri Mathematics Project learning model with strategy Everyone is a Teacher Here to towards mathematical problem-solving and self-efficacy ability Indah Resti Ayuni Suri; Agus Pahrudin; Ega Apriyana; Suherman Suherman
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 5 No 1 (2023): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2023.v5i1.141-155

Every student must acquire mathematical problem-solving skills and self-efficacy to assist them in the learning process and solve different mathematical problems. This study seeks to explore the impact of implementing “the Missouri Mathematics Project (MMP) learning model with the Everyone is a Teacher Here (ETH) strategy on the mathematical problem-solving skills and self-efficacy of learners”. This study employs a quasi-experimental design with a 2×2 factorial research scheme. In this research, tests of mathematical problem-solving skills and self-efficacy questionnaires were utilized to collect data. The method of data analysis employed the Normality test, the Homogeneity test, and the Multivariate Analysis of Variance (MANOVA) hypothesis tests. Based on the outcomes and MANOVA test calculations, it was determined that implementing the MMP learning model with the Everyone is a Teacher Here strategy affected students' mathematical problem-solving skills. The deployment of the MMP learning model with the Everyone is a Teacher Here strategy also affects students' self-efficacy. Implementing the MMP learning model with the Everyone is a Teacher Here strategy impacts learners' mathematical problem-solving skills and self-efficacy.

PENGARUH MODEL CORE BERBASIS BRAINSTORMING TERHADAP PEMAHAMAN KONSEP MATEMATIS DAN KEMAMPUAN BERPIKIR KRITIS Annisa Azzahra; Netriwati Netriwati; Indah Resti Ayuni Suri
LINEAR: Journal of Mathematics Education Vol 4 No 2 (2023): Volume 4 Nomor 2 Desember 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/linear.v4i2.7765

Rendahnya pemahaman konsep matematis dan lemahnya kemampuan berpikir kritis siswa menjadi masalah yang penting dipendidikan. Berdasarkan hasil pra penelitian, banyak siswa memperoleh nilai dibawah ketuntasan, terlihat dari cara siswa dalam menyelesaikan permasalah belum sesuai dengan struktur dan indikator-indikator pemahaman konsep dan kemampuan berpikir kritis, serta peserta didik beranggapan bahwa matematika adalah matapelajaran yang sulit. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran CORE (Conecting, Organizing, Reflecting, Extending) berbasis brainstorming meningkatkan pemahaman konsep matematis dan kemampuan berpikir kritis siswa pada materi pola bilangan. Jenis penelitian yang digunakan ialah quasy experimental design. Teknik pengambilan data berupa tes, wawancara, dan dokumentasi. Hasil analisis data uji Manova menunjukan sig. maka ditolak dan diterima. Sehingga, dapat disimpulkan bahwa terdapat: (1) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap pemahaman konsep matematis dan kemampuan berpikir kritis siswa, (2) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap pemahaman konsep matematis, (3) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap kemampuan berpikir kritisRendahnya pemahaman konsep matematis dan lemahnya kemampuan berpikir kritis siswa menjadi masalah yang penting dipendidikan. Berdasarkan hasil pra penelitian, banyak siswa memperoleh nilai dibawah ketuntasan, terlihat dari cara siswa dalam menyelesaikan permasalah belum sesuai dengan struktur dan indikator-indikator pemahaman konsep dan kemampuan berpikir kritis, serta peserta didik beranggapan bahwa matematika adalah matapelajaran yang sulit. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran CORE (Conecting, Organizing, Reflecting, Extending) berbasis brainstorming meningkatkan pemahaman konsep matematis dan kemampuan berpikir kritis siswa pada materi pola bilangan. Jenis penelitian yang digunakan ialah quasy experimental design. Teknik pengambilan data berupa tes, wawancara, dan dokumentasi. Hasil analisis data uji Manova menunjukan sig. maka ditolak dan diterima. Sehingga, dapat disimpulkan bahwa terdapat: (1) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap pemahaman konsep matematis dan kemampuan berpikir kritis siswa, (2) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap pemahaman konsep matematis, (3) pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) berbasis brainstorming terhadap kemampuan berpikir kritis.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search