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Abdul Fatah

Universitas Sultan Ageng Tirtayasa

Author-ID : 2554465

Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh model pembelajaran generatif terhadap peningkatan kemampuan komunikasi matematis ditinjau dari kemampuan awal matematis siswa Aan Qonaah; Heni Pujiastuti; Abdul Fatah
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 5, No 1 (2019)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v5i1.656

Penelitian ini didasarkan pada permasalahan rendahnya kemampuan komunikasi matematis dalam pembelajaran matematika. Untuk mengatasi hal tersebut, dilakukan penelitian dengan menggunakan model pembelajaran generatif. Penelitian ini mengkaji masalah peningkatan kemampuan komunikasi matematis antara siswa yang mendapat pembelajaran matematika dengan model generatif dan ekspositori ditinjau dari Kemampuan Awal Matematis (KAM) siswa (tinggi, sedang, dan rendah). Selain itu, diungkap pula hubungan interaksi antara model pembelajaran dengan KAM terhadap kemampuan komunikasi siswa. Penelitian ini merupakan penelitian quasi eksperiment, disain penelitian yang digunakan adalah Nonequivalent Control Group Design dengan menggunakan Purposive Sampling. Populasi dalam penelitian ini adalah siswa SMA Negeri 6 Pandeglang kelas XI Tahun Pelajaran 2018/2019. Instrumen yang digunakan dalam penelitian berupa nilai KAM dan tes kemampuan komunikasi matematis. Analisis data dilakukan secara kuantitatif. Analisis kuantitatif dilakukan dengan menggunakan uji-t dan uji Anova dua jalur. Hasil penelitian menunjukan (1) Peningkatan kemampuan komunikasi matematis siswa yang diberi perlakuan pembelajaran generatif lebih baik daripada siswa yang mendapat pembelajaran ekspositori; (2) Terdapat interaksi antara metode pembelajaran dan KAM terhadap peningkatan kemampuan komunikasi matematis siswa; (3) Terdapat peningkatan kemampuan komunikasi matematis pada siswa dengan KAM tinggi; (4) Tidak terdapat peningkatan kemampuan komunikasi matematis pada siswa dengan KAM sedang dan rendah. Kata kunci: pembelajaran generatif, kemampuan komunikasi matematis, dan Kemampuan Awal Matematis (KAM)

PENERAPAN MODEL INQUIRI TERBIMBING BERBASIS SCAFFOLDING METAKOGNITIF UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS BERDASARKAN TAHAPAN PERKEMBANGAN KOGNITIF SISWA SMA Anissa Listiana Maharani; Hepsi Nindiasari; Abdul Fatah
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 13, No 1 (2020): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 13 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

The ability of mathematical reflective thinking (KBRM) is the ability of a person to review, monitor, and process their own solutions in solving mathematical problems. To practice thinking skills, the teacher must train students according to the scheme at the stages of cognitive development so that a meaningful learning is created. Learning with a guided inquiry model based on scaffolding metacognitive (ITBSM) has a great chance of being able to improve mathematical reflective thinking skills (KBRM) of high school students. This research was conducted at SMAN 1 Baros, Serang Regency, Banten Province with a sample of class X MIPA. This study revealed an increase in the KBRM of students with the treatment of guided inquiry models based on scaffolding metacognitive (ITBSM) was better than expository learning with a sig value. 0.050 for the whole and sig. 0,000 for concrete cognitive levels. Tests were carried out descriptively and inferentially by processing data using shapiro-wilk, lavene test, parametric two-way anova test and one-way ANOVA test, Mann Whitney U non parametric test and Wallis H. Kruskall test. Keywords : Mathematical Reflective Thinking Ability, Guided Inquiry, Scaffolding, Metacognitive

Analisis kebutuhan pengembangan modul elektronik berbasis inkuiri untuk meningkatkan kemampuan berpikir komputasi pada materi barisan dan deret siswa SMA Ilham Ariesandi; Syamsuri Syamsuri; Yuyu Yuhana; Abdul Fatah
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 12, No 2 (2021): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v12i2.7793

Tujuan penelitian ini adalah menganalisis kebutuhan untuk mengembangkan modul elektronik berbasis inkuiri dalam rangka meningkatkan kemampuan berpikir komputasi pada materi barisan dan deret siswa SMA. Penelitian ini menggunakan penelitian deskriptif. Subjek penelitian adalah guru pelajaran matematika SMA sekitar wilayah/kota Tangerang. Pengumpulan data melalui angket dengan Google Formulir. Hasil penelitian ini adalah bahan ajar yang digunakan guru belum terintegrasi dengan pendekatan inkuiri, sehingga dibutuhkan pengembangan bahan ajar berupa modul elektronik sebagai alternatif bahan ajar berbasis inkuiri, yang diharapkan dapat membuat siswa tertarik dan senang belajar matematika. Sedangkan materi barisan dan deret disusun dengan menerapkan kemampuan berpikir komputasi di dalamnya. Hasil studi literatur dan studi lapangan menunjukkan bahwa perlu dikembangkan bahan ajar berupa modul elektronik berbasis inkuiri untuk meningkatkan kemampuan berpikir komputasi pada materi barisan dan deret SMA.Kata kunci: analisis kebutuhan; modul elektronik; inkuiri; kemampuan berpikir komputasi; barisan dan deret

Pengaruh Pengungkapan Sukarela terhadap Kinerja Keuangan dengan Cost of Capital sebagai Variabel Intervening Nana Nofianti; Abdul Fatah; Novita Tirtasari
Journal of Applied Accounting and Taxation Vol 3 No 2 (2018): Journal of Applied Accounting and Taxation (JAAT)
Publisher : Pusat P2M Politeknik Negeri Batam

This study aimed to analyze the influence of voluntary discloure on financial performance with cost of capital as an intervening variable. Voluntary disclosure is measured by an index, financial performance in proksikan with Return on Asset and cost of capital is proxied by the CAPM. The sample in this study are as many as 55 companies, and samples used in this study is a manufacturing company listed on the Indonesia Stock exchange. The statistical method used is regression analysis with path analysis. Based on the test results showed that the index Voluntary Disclosure affect corporate financial performance. Voluntary Disclosure Index was observed to have an influence on cost of capital. Cost of capital have an influence on the financial performance and cost of capital mediate the association of voluntary disclosure and financial performance.

Meta Analisis: Pengaruh Model Pembelajaran Terhadap Kemampuan Literasi Matematis Siswa Iir Amelia; Syamsuri Syamsuri; Cecep Anwar Hadi Firdos Santosa; Abdul Fatah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 2 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 2 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i2.1410

Salah satu kemampuan matematis yang perlu dikembangkan oleh siswa adalah kemampuan literasi matematis. Melalui sinta 1-5 penulis memperoleh 52 artikel jurnal yang membahas pengaruh penerapan model pembelajaran terhadap kemampuan literasi matematis siswa. Penelitian ini menggunakan desain analisis meta untuk mengetahui pengaruh dari penerapan beberapa model pembelajaran terhadap kemampuan literasi matematis siswa. Dari keseluruhan artikel yang penulis peroleh, terdapat 11 artikel yang memenuhi kriteria inklusi untuk dianalisis menggunakan website https://www.meta-mar.com/, sehingga diperoleh besar ukuran efek gabungan. Berdasarkan interpretasi dari ukuran efek gabungan tersebut, dapat disimpulkan bahwa secara keseluruhan penerapan model pembelajaran dari masing-masing studi diantaranya, PBL, PJBL, Discovery Learning, Metacognitive Guidance, dan Blended Learning, memberikan pengaruh yang kuat terhadap kemampuan literasi matematis siswa. Adapula karakteristik studi yang dianalisis dalam penelitian ini meliputi tahun penelitian, jenjang pendidikan, model pembelajaran dan ukuran sampel. secara statistik, diperoleh bahwa penerapan pembelajaran untuk meningkatkan kemampuan literasi matematis siswa dipengaruhi oleh jenjang pendidikan dan model pembelajaran yang digunakan.

PENGARUH MODEL CONNECTING, ORGANIZING, REFLECTING, EXTENDING (CORE) TERHADAP KEMAMPUAN KONEKSI DITINJAU DARI KEMAMPUAN AWAL MATEMATIS Esih Sukaesih; Hepsi Nindiasari; Abdul Fatah
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 2, No 1 (2020): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v2i1.8734

This study aims to explain the effect of connecting, organizing, reflecting, extending (CORE) models on connection skills reviewed based on students' initial mathematical abilities. This study is a true experimental study using the Randomized Pretest-Posttest Control Group Design research design with a population of class XI IPA in Ciomas 1 High School. The instrument used in this study was the description test to measure students' mathematical connecation skills. The hypothesis of this study was tested using the Two Way ANNOVA test. From the results of completing the student description test, it was found that: (1) Mathematical connection skills of students who obtained learning with the Connecting, Organizing, Reflecting, Extending (CORE) models were no better than students who obtained scientific learning; (2) Connection skills of students who have high initial mathematical abilities are no better than students who have low mathematical initial abilities; (3) Mathematical connection skills of students who obtain learning with the Connecting, Organizing, Reflecting, Extending (CORE) model are no better than students who obtain scientific learning in terms of KAM as a whole; and (4) There is no interaction between the learning model and students 'initial mathematical abilities (high, medium and low) to the students' mathematical connecation skills.

USING REALISTIC MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON STUDENTS’ MATHEMATICAL INITIAL ABILITY Ilma Nurfadilah; Hepsi Nindiasari; Abdul Fatah
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.3166

The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in real terms, so the learning approach used in this study has to lead students to be active in learning. One of active learning approach is the Realistic Mathematics Education (RME). This study is an experimental research. The goals of this study are: 1. Is the mathematical problem-solving abilities of students who used the RME approach better than students who used the scientific approac? 2. Determine whether there is an interaction between the learning approach and the mathematical initial ability (high, medium, low) on students' mathematical problem-solving abilities. The results showed: 1. The mathematical problem-solving abilities of students who used the RME approach was better than students who used the scientific approach; 2. There is no interaction between the learning approach and mathematical initial abilities (high, medium, low) on students' mathematical problem-solving abilities.

The Pengaruh Pembelajaran Berbasis Masalah terhadap Disposisi Matematis dan Kemampuan Pemecahan Masalah Siswa Imam Gozali; Syamsuri Syamsuri; Hepsi Nindiasari; Abdul Fatah
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 02 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Problem based learning on the mathematical disposition and problem solving abilities of students is the ability to think and mathematical attitudes that must be possessed by students. Through the application of problem-based learning, it is hoped that it can improve the problem solving ability of students' mathematical dispositions. This study was conducted to determine the effect of problem-based learning on problem-solving abilities on students' mathematical dispositions. The research design used is a quasi-experimental design, namely the pretest-posttest control group design with a population of all students of class X SMK Az-zahra in the academic year 2021/2022. Through purposive random sampling technique, the TKJ 3 class was obtained as the experimental class (n = 36) and the TKJ 2 class as the control class (n = 36). Collecting data using a test of problem solving ability and mathematical disposition. Data analysis was carried out descriptively and inferentially (α = 0.05). Based on data analysis, it is known that the increase in problem solving abilities of students who receiving problem..based learning is higher than students who receive conventional learning. The increase in the mathematical disposition of students who received problem-based learning was higher than students who received conventional..learning. so the conclusion is problem-based learning can improve problem-solving skills on students' mathematical dispositions.

PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP SELF CONCEPT DITINJAU DARI KEMAMPUAN AWAL MATEMATIS Akhmad Marium; Heni Pujiastuti; Abdul Fatah
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Learning using the Realistic Mathematics Education approach is a learning model using a teaching approach that starts from the things that are real for students in the learning process. The Realistic Mathematics Education (RME) approach in learning applied to class VII A SMP Negeri 3 Ciruas as a sample used as an experimental class has shown an increase in student attitudes in terms of their attitude is a self concept. Learning that is carried out both in class and outside the classroom will work if there are students who have high creativity, of course, in thinking. One of the supports for the creative mindset of students is the application of learning models that are used like the Realistic Mathematics Education (RME) approach which serves to Improve Self Concept in terms of Students' Early Mathematical Capabilities in Learning Activities.

Analisis kemampuan pemahaman konsep matematis siswa yang memiliki gaya belajar visual berdasarkan Teori Skemp Dewi Wulansari; Yuyu Yuhana; Abdul Fatah
TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika Vol 4, No 2 (2022): TIRTAMATH: Jurnal Penelitian dan Pengajaran Matematika
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/tirtamath.v4i2.16431

Concept understanding is a basic understanding that must be possessed by students before solving a mathematical problem. The inability of students to understand well can be caused by several factors, one of which is learning style. There are three kinds of learning styles, namely visual, auditory and kinesthetic. The purpose of this study is to analyze and describe the ability to understand mathematical concepts of students who have a visual learning style based on the Skemp’s theory. This study uses descriptive qualitative research methods. Data collection techniques were carried out by providing learning style questionnaires, instruments for understanding mathematical concepts, and interviews. The research subjects were students of class X Tata Boga at one of the State Vocational Schools of Serang City who had a visual learning style of 17 people with 5 students who were taken as research subjects. The results showed that subjects with the visual learning style category had different ability to understand mathematical concepts, from 17 students who had visual learning styles, 23% were in the relational understanding category, 59% were in the instrumental understanding category, and 18% did not in any category or can be categorized as not understanding the concept.

Co-Authors Aan Qonaah Airita Solehah Akhmad Marium Anisa Nurfalah Muthy Anissa Listiana Maharani Anriani, Nurul Cecep Anwar Hadi Firdos Santosa Dewi Wulansari Dimyati Dimyati Esih Sukaesih Etika Khaerunnisa, Etika Farouq Maulana Heni Pujiastuti Hepsi Nindiasari Iir Amelia Ila Hilyatul Aen Ilham Ariesandi Ilma Nurfadilah Imam Gozali Lia Andelinawati Messa Dwi Rahmania Muhamad Yasin Nana Nofianti, Nana Nindi Eliza Putri Novaliyosi Novaliyosi Novita Tirtasari Nugraha Wirawan Nurlafifah Rosida Ria Sudiana, Ria Rohmatulloh Rohmatulloh Sukirwan Sukirwan Syamsuri Syamsuri Yelly Enfiyostuti Yuyu Yuhana

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