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<![CDATA[PENGARUH MINAT-BAKAT, SARANA-PRASARANA DAN MOTIVASI BELAJAR TERHADAP INDEKS PRESTASI KOMULATIF MAHASISWA ]]>
<![CDATA[Novitasari, Dwi]]>;
<![CDATA[Sanuriza, Irna Il]]>;
<![CDATA[Triutami, Tabita Wahyu]]>;
<![CDATA[Wulandari, Nourma Pramestie]]>;
<![CDATA[Salsabila, Nilza Humaira]]>
<![CDATA[ Media Pendidikan Matematika Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v8i1.2485
<![CDATA[This study aims to determine the effect of interests and talents, facilities and learning motivation on students achievement (IPK). The population in this study were students of the Faculty of Mathematics and Natural Sciences and students of the Faculty of Health Science in Universitas Nahdlatul Wathan Mataram, Indonesia. Samples used in this study were 33 students who were taken randomly. Data collection instruments using a questionnaire with a Likert scale that has been tested for validity and reliability before. The collected data were analyzed using multiple linear regression. The results show that: 1) learning facilities and motivation have a significant positive effect on student achievement (IPK), 2) interests and talents have no effect on student achievement (IPK), and 3) interests and talents, facilities and learning motivation simultaneously have an effect on significant on student learning achievement (IPK).]]>
<![CDATA[INVESTIGATING THE NUMBER SENSE ABILITY OF PRE-SERVICE MATHEMATICS TEACHERS ]]>
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Dwi Novitasari]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Ulfa Lu’luilmaknun]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2020v8n1a6
<![CDATA[Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.]]>
<![CDATA[PANDANGAN MAHASISWA PENDIDIKAN MATEMATIKA: APAKAH SISWA AKAN MUDAH BELAJAR DENGAN PERMAINAN EDUKASI? ]]>
<![CDATA[Nilza Humaira Salsabila]]>;
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Ulfa Lu’luilmaknun]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Rhomiy Handican]]>
<![CDATA[ Jurnal Karya Pendidikan Matematika Vol 7, No 2 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 2 Tahun 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/jkpm.7.2.2020.1-5
<![CDATA[The development of mobile games at this time can be utilized in the field of mathematics education. One of them by using educational games in mathematics learning. Teachers as instructors need to innovate in using learning media. The purpose of this study was to determine the views of students of mathematics education about the ease of students when learning to use math education games. This research is a quantitative descriptive study and the instrument used is a questionnaire about mathematics educational games. The study was conducted in the city of Mataram, West Nusa Tenggara with research subjects who are mathematics education students. There are 48 students; 11 males and 37 females. The results of the study showed that 45 students students agreed that mathematics education games made it easy for students to learn mathematics. As for some of the reasons raised, among others, educational games can increase students' understanding, interest, and enthusiasm for learning in mathematics.]]>
<![CDATA[Online Learning Obstacles for Mathematics Education Students During Pandemic ]]>
<![CDATA[Nilza Humaira Salsabila]]>;
<![CDATA[Ulfa Lu'luilmaknun]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Nourma Pramestie Wulandari]]>
<![CDATA[ Al-Khawarizmi Vol 5, No 2 (2021): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppm.v5i2.11544
<![CDATA[The aim of this study is to explain how the obstacles experienced by mathematics education students through online learning during the pandemic. This research is descriptive research. Respondents in this study were students of mathematics education at the University of Mataram, amounting to 126 people. The data in this study were obtained through a questionnaire and analyzed by descriptive statistics. The results showed that most of the obstacles experienced by students were in terms of internet networks and inadequate devices. In addition, students also have difficulty understanding lecture material online and feel that their motivation and interest in learning has decreased during the pandemic.]]>
<![CDATA[High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems ]]>
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Uun Hariyanti]]>;
<![CDATA[Dwi Novitasari]]>;
<![CDATA[Ratna Yulis Tyaningsih]]>;
<![CDATA[Junaidi Junaidi]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 5, No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v5i1.3280
<![CDATA[Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving problems that meet the aspects of fluency, flexibility and originality, they combine mental rotation and mental visualization abilities and include using their visual experience by modifying the information obtained and the initial problem solving ideas obtained. This also enables them to produce original problem solutions. The results of this research can be used as an illustration and a guideline to assess students’ creativity with high visual-spatial intelligence level.]]>
<![CDATA[Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning ]]>
<![CDATA[Ulfa Lu'luilmaknun]]>;
<![CDATA[Karin Selma Al Kautsar]]>;
<![CDATA[Ratih Ayu Apsari]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Nourma Pramestie Wulandari]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 5, No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v5i1.3309
<![CDATA[Blended learning is a learning that combines face-to-face and online learning. Several studies have shown that blended learning has a positive effect on collaborative skills. The aim of this study is to determine the collaborative skills of pre-service mathematics teachers after using blended learning. The focus of this study is 4 indicators of collaborative work skills, namely quality of work, problem solving skills, working with others, and focus on the task. This type of study is a case study. The participants were 23 pre-service mathematics teachers in second year. Data collection was carried out using a collaborative questionnaire. Data were analysed using quantitative descriptive methods. The results showed that the criterion for quality work of students was 47.83% average. The criterion for problem solving skills was 47.83% very high. The criterion of working with others was 86.96% very high. The criterion for focus on the task was 82.61% very high. Therefore, blended learning possesses positive effects towards pre-service mathematics teachers. ]]>
<![CDATA[Pengembangan Instrumen Tes untuk Meningkatkan Kemampuan Komunikasi Matematis Mahasiswa ]]>
<![CDATA[Syahrul Azmi]]>;
<![CDATA[Laila Hayati]]>;
<![CDATA[Hapipi Hapipi]]>;
<![CDATA[Tabita Wahyu Triutami]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 16 No. 2 (2021): Maret 2021 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v16i2.2249
<![CDATA[Penelitian ini bertujuan untuk mengembangkan instrumen tes kemampuan komunikasi matematis pada pembelajaran kalkulus materi penggunaan integral. Penelitian ini menggunakan metode penelitian dan pengembangan, yaitu metode penelitian yang digunakan untuk menghasilkan produk dan menguji efektivitas produk tersebut. Instrumen tes yang dikembangkan berdasarkan model Thiagarajan. Prosedur penelitian yang dilakukan dalam penelitian ini terdiri dari tiga langkah, yaitu define (pendefinisian), design (perancangan), dan develop (pengembangan). Hasil penelitian diperoleh bahwa instrumen tes kemampuan komunikasi matematis yang telah dirancang memenuhi kriteria valid dan efektif lebih dari 85% mahasiswa mencapai Kriteria ketuntasan minimal.]]>
<![CDATA[Pembelajaran Penjumlahan dan Pengurangan Bilangan Dua Digit secara Simultan untuk Mengembangkan Intuisi Bilangan Siswa ]]>
<![CDATA[Ratih Ayu Apsari]]>;
<![CDATA[Sariyasa Sariyasa]]>;
<![CDATA[I Gusti Putu Suharta]]>;
<![CDATA[Baidowi Baidowi]]>;
<![CDATA[Tabita Wahyu Triutami]]>
<![CDATA[ Jurnal Tadris Matematika Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Tulungagung ]]>
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DOI: 10.21274/jtm.2021.4.1.31-40
<![CDATA[The learning of addition and subtraction that usually be done in sequence impact students’ tendency to separate type of the strategies employ to solve the related problems. In fact, there are a number of situations that can be observed and solved through both lenses. Therefore, in this study we designed a simultaneous addition and subtraction of two-digit numbers learning trajectory. The learning activities were constructed based on Realistic Mathematics Education (RME) Approach. This design study was conducted in three steps consist of preliminary study, teaching experiments, and retrospective analysis. The teaching experiments were done in two cycle, the first was done with four students and the second was done with 33 students in two classes of an elementary school located in Singaraja, Bali. The data related to number sense ability were gathered from observation and students’ written work in solving worksheet and post-test. The collected data were analyzed using constant comparative method. From the results, we found that a simultaneous learning of two-digit numbers addition and subtraction were effectively develop the students’ number sense and encourage the students to develop efficient counting strategies.]]>
<![CDATA[ANALISIS KEBUTUHAN PENGEMBANGAN BUKU AJAR ENGLISH FOR MATHEMATICS ]]>
<![CDATA[Ratih Ayu Apsari]]>;
<![CDATA[Sariyasa]]>;
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Tabita Wahyu Triutami]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Missio Vol. 12 No. 2 (2020): Jurnal Pendidikan dan Kebudayaan Missio ]]>
Publisher : <![CDATA[Unika Santu Paulus Ruteng ]]>
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DOI: 10.36928/jpkm.v12i2.384
<![CDATA[English for Mathematics (EFM) is one of the important courses to prepare the prospective mathematics teacher in teaching mathematics using English as language of instruction. Besides that, EFM also enable the students in mathematics education department to employ more references as learning sources. Reflected to the important of students’ ability in EFM, we plan to develop the textbook related to the course. The whole study will use the method of Research & Development with three steps of Preliminary Research, Prototyping Stage dan Assessment Phase. The present study was focused on the first stage to analysis the needs of the textbook development. The subjects were 27 students of second year mathematics education study program in a state university in Nusa Tenggara Barat, Indonesia. The subjects were experienced the course of EFM in previous year. The data were gathered from students’ written work and interview with students and lecturers of EFM. We analyzed the data using quantitative descriptive method to evaluate the students’ mastery in EFM. From the analysis, it was found that the students’ score were lacking in mathematical terms and spoken language of mathematical symbols. The interview with the lecturers also confirmed that the learning sources in EFM is still limited. Therefore, to support the students in learning EFM better, the textbook is highly needed.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Berbasis ASSURE Terhadap Hasil Belajar Matematika Siswa ]]>
<![CDATA[Ariska Amalia Wulandari]]>;
<![CDATA[Syahrul Azmi]]>;
<![CDATA[Tabita Wahyu Triutami]]>;
<![CDATA[Ketut Sarjana]]>
<![CDATA[ Griya Journal of Mathematics Education and Application Vol. 2 No. 2 (2022): Juni 2022 ]]>
Publisher : <![CDATA[Pendidikan Matematika FKIP Universitas Mataram ]]>
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DOI: 10.29303/griya.v2i2.191
<![CDATA[This is experimental research. This research aims to examine the effect of cooperative learning based on ASSURE model on mathematic learning outcomes in class XI of MAN 2 Mataram. The population is entire students in class XI MAN 2 Mataram with XI Science-5 as experiment class and XI Science-4 as control class which is decided by cluster random sampling. The experiment class was divided into learning teams based on their learning style. The hypothesis test uses a separated variance t-test. Based on the hypothesis test we got that (1) There is a difference in the average of student’s learning outcomes that cooperative learning based on ASSURE model gets a higher score than direct method learning, and (2) cooperative learning model based on ASSURE takes significant effect on learning outcome that class with this model get higher gain-score category than direct method learning.]]>
