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PENERAPAN TEOREMA BINOMIAL UNTUK MENENTUKAN PELUANG KEJADIAN (KASUS :PERCOBAAN PELEMPARAN KOIN TAK SEIMBANG) Istiqomah Istiqomah
Science Tech: Jurnal Ilmu Pengetahuan dan Teknologi Vol 2 No 2 (2016): Agustus
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1443.105 KB) | DOI: 10.30738/jst.v2i2.380

Abstract

Study on trial coins and dice unbalanced still rare. This resulted in the students find it difficult when faced with the problem experiment coin toss and dice made in such a way that it becomes unbalanced. Actual trial coin toss and dice are balanced or unbalanced have the same pattern. For example in terms of determining the number of sample points, where the pattern is formulated as apn where p is the number of comparisons. Calculating the sample points and calculate the probability of the occurrence of an experiment throwing a coin or dice are balanced relatively easier than calculate the sample points and calculate the probability of occurrence of throwing a coin or dice experiment that is not balanced. Binomial Theorem extremely helpful in calculating pass up the opportunity of an event. However, due to the experimental throwing a coin or dice are balanced relatively easy then very rarely do calculations chance occurrence by using the Binomial Theorem.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN NUMBER HEAD TOGETHER TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR Novianna Miska Risky; Istiqomah Istiqomah
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 5 No 2 (2019): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (238.559 KB) | DOI: 10.30738/trihayu.v5i2.4921

Abstract

The purpose of the descriptive study was to determine the tendency of mathematics learning outcomes using the Team Assisted Individualization cooperative learning model and the cooperative learning type Number Head Together. Comparatively to test the effectiveness of the cooperative learning model Team Assisted Individualization type and cooperative learning model Number Number Together towards the mathematics learning outcomes of the fourth grade students of Nanggulan Elementary School. Descriptive results showed that the tendency of mathematics learning outcomes using the Team Assisted Individualization cooperative learning model was high with an average of 12.19 in the interval between 9.91 ≤ 12.74 and the tendency of mathematics learning outcomes using type cooperative learning models Head Together numbers are high with an average value of 11.8 at intervals between 9.91 <12.74. The results of the analysis obtained a significance value of 0,000. With a value = 0.05. Thus, there were very significant differences in the mathematics learning outcomes of students who were taught using the Team Assisted Individualization cooperative learning model and the cooperative learning type Number Head Together. By looking at the average learning outcomes using Team Assisted Individualization cooperative learning model 12,19 and those using cooperative learning model Number Head Together type 11,8, the Team Assisted Individualization learning model is more effectively applied in mathematics learning than the Number Head Together learning model.
EFEKTIVITAS MODEL PEMBELAJARAN GROUP INVESTIGATION TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SD NEGERI JOMBLANGAN Ahmad Tafaul Rosyid; Istiqomah Istiqomah
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 6 No 1 (2019): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.655 KB) | DOI: 10.30738/trihayu.v6i1.7869

Abstract

This study descriptively aims to determine the tendency of mathematics learning outcomes of class V students of Jomblangan Elementary School using the investigation and expository group model. The study was conducted at Jomblangan State Elementary School with a population of all class V students consisting of 2 classes the total are 56 students. The sample was taken by simple random sampling technique. The data collection techniques used were documents for initial abilities and tests to measure student mathematics learning outcomes. The instrument testing used uses the trial system. Data analysis techniques were calculated using the t-test, and previously carried out the analysis of the requirements analysis, including balance test, normality test, and variance homogeneity test. Descriptive research results show the tendency of mathematics learning outcomes of class V students of Jomblangan State Elementary School using the investigation group learning model including the high category with an average value of 72,800, while those using the expository learning model are in the moderate category with an average of 53,231. Comparatively, the hypothesis testing shows that the group investigation learning model is better than the expository learning model seen from student learning outcomes. This is indicated by the t-test obtained by count = 4.362 and t table = 1.645 because of the tcount> table. In other words, it can be concluded that the group investigation learning model is more effective than the expository learning model for the results of mathematics learning in the fifth-grade students of Jomblangan Elementary School.
UPAYA MENINGKATKAN MINAT DAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN LEARNING CYCLE SISWA KELAS IV SD NEGERI SIYONO III Rizka Diah Amalia; Istiqomah Istiqomah
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 6 No 2 (2020): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.223 KB) | DOI: 10.30738/trihayu.v6i2.7946

Abstract

The objective of this research is to describe the process of Learning Cycle to improve the students’ effort and math learning outcomes in IV grade SD Negeri Siyono III. The action hypothesis used in this research was the Learning Cycle model could improve the students’ effort and math learning outcomes in IV grade of SD Negeri Siyono III. The method used in this research is Classroom Action Research (CAR). The subject of this research was 19 students of IV grade SD Negeri Siyono III. The object of this research was the effort and students’ math learning outcomes from the whole learning process. The data were collected by using the observation sheet, documentation, and test. The resulting finding of the study implies that after the implementation of the Learning Cycle model, the student's effort and math learning outcomes were improved. The result of the study showed that there is a significant improvement in effort aspect mean score from pre-cycle to the cycle I, that is  49,34% to 66,45%. From cycle I to cycle II that is 66,45% to 74,34%. The mean of student's math learning outcomes improved from the pre-cycle that is 51.10 to cycle I that is 62,42 and cycle II that is 73,74. Classical completeness percentage was improved from 10,53% in in the pre-cycle to 47,37% in the cycle I, and 78,95% in the cycle II. By using the Learning Cycle model can improve the students’ effort and math learning outcomes, hopefully, the school can using the Learning Cycle model in their teaching-learning activity.
Analisis Kesalahan dalam Memecahkan Soal Matematika Materi Statistika Ayu Maheza Rani; istiqomah istiqomah; Irham Taufiq
JURNAL PENDIDIKAN MATEMATIKA Vol 4, No 1: Mei 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.4.1.33-46

Abstract

Penelitian ini bertujuan untuk mengetahui kesalahan siswa dalam memecahkan soal matematika. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Teknik pengumpulan data menggunakan teknik tes dan wawancara. Teknik analisis data menggunakan analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa kesalahan siswa dalam memahami masalah berdasarkan kategori kelompok atas adalah siswa sudah mampu memahami semua soal, dan untuk kategori kelompok tengah dan bawah adalah masih ada siswa yang belum bisa memahami soal. Dalam tahap pembuatan rencana penyelesaian masalah berdasarkan kategori kelompok atas masih ada siswa yang melakukan kesalahan, pada kelompok kategori tengah dan bawah kebanyakan siswa melakukan kesalahan. Kemudian pada tahap melaksanakan rencana berdasarkan 3 kategori, siswa kategori kelompok atas banyak melakukan kesalahan, dan untuk siswa kategori kelompok bawah hampir semua siswa tidak bisa melalaui tahap tersebut. Pada tahap memeriksa kembali jawaban berdasarkan enam subjek siswa, tidak ada siswa yang memeriksa kembali jawabannya.
Thinking Process of Concrete Student in Solving Two-Dimensional Problems Sri Adi Widodo; Ambar Dana Pangesti; Istiqomah Istiqomah; Krida Singgih Kuncoro; Tri Astuti Arigiyati
Jurnal Pendidikan Matematika Vol 14, No 2 (2020)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.14.2.9460.117-128

Abstract

The purpose of this research was to find out the thinking processes of a concrete student in solving two-dimensional problems. The research method used is descriptive qualitative. The research subjects were two students taken using purposive sampling. The instrument used was the Test of Logical Operations and problem-solving tests. Stages of data analysis used are researching all data, making a cognitive classification of students, choosing concrete students to be used as research subjects, reviewing the results of concrete student work in solving mathematical problems, verify data and data sources that have been classified and transcribed in the presentation or exposure of data. The results showed that at the stage of understanding the problem and re-checking the answers, concrete students use the assimilation at the stage of planning to solve the problem of doing the disequilibration. At the stage of carrying out a plan to solve a problem, concrete students carry out the accommodation. During this study, it was found that students 'habits in mathematical problem-solving did not plan to solve problems, did not re-examine answers, and there were students' habits by interpreting the final results of problems. It can be concluded that the students' concrete thinking processes in solving two-dimensional problems vary according to the stages of problem-solving.
PENERAPAN AJARAN TAMANSISWA UNTUK MENUMBUHKAN KECINTAAN ANAK TERHADAP MATEMATIKA SEJAK DINI ISTIQOMAH ISTIQOMAH
Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Vol 5, No 1 (2017)
Publisher : IKIP PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.353 KB)

Abstract

AbstractFor some children, mathematics learning is an annoying thing. They are afraid because they do not understand, don’t smart to count and don’t answer to teacher questions quickly. They were also sued by their parents to understand the mathematics, but they may not love it. This is why the stigma of mathematics as a scary lesson never collapse. If parents want their children can solve a math problem, then parents should motivate a love of mathematics from an early age. While the task of the teacher in the school is to develop a process of a funny mathematics learning. By instilling a love of math foundation early and applying mathematics learning fun, the children will be free. When a child in a state of independence, it will accept science easily. Ki Hadjar Dewantara constantly reiterated that education would go well if the student has the inner independent, physical independent, mind-independent and strength independent. This is consistent with the Tamansiswa educational goals is building human physical and inner and with the sublimity of mind and physical become useful members of society and responsible for the welfare of the nation and the homeland as well as people in general. AbstrakBagi sebagian anak, belajar matematika merupakan suatu hal yang membosankan.Mereka merasa takut karena merasa tidak paham materi dari guru, tidak pandai berhitung dan tidak cepat dalam menjawab pertanyaan guru.Mereka juga merasa dituntut oleh orang tua untuk mengerti matematika padahal belum tentu menyukainya.Hal inilah yang menyebabkan stigma matematika sebagai pelajaran yang menakutkan tidak pernah runtuh.Jika orangtua menginginkan anaknya bisa matematika maka orangtua harus menumbuhkan kecintaan terhadap matematika sejak dini. Sedangkan tugas guru di sekolah adalah mengembangkan proses pembelajaran matematika yang menyenangkan. Dengan menanamkan pondasi kecintaan matematika sejak dini dan menerapkan pembelajaran matematika yang menyenangkan, maka anak akan merdeka. Ketika anak dalam keadaan merdeka, maka akan mudah menerima ilmu pengetahuan. Ki Hadjar Dewantara senantiasa menegaskan bahwa pendidikan akan berjalan dengan baik jika anak didik merdeka batinnya, merdeka lahirnya, merdeka pikirannya dan merdeka tenaganya. Hal ini selaras dengan tujuan pendidikan tamansiswa yaitu membangun manusia lahir batinnya dan dengan keluhuran akal budi dan jasmaninya menjadi anggota masyarakat yang berguna dan bertanggungjawab atas kesejahteraan bangsa dan tanah air serta manusia pada umumnya.
Pengembangan Media Pembelajaran Matematika Berbasis Google Sites pada Materi Deret Aritmatika Margaretha Vonita Ciung; Istiqomah Istiqomah; Irham Taufiq
CIRCLE : Jurnal Pendidikan Matematika Vol. 2 No. 01 (2022): March 2022
Publisher : CIRCLE : Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.606 KB) | DOI: 10.28918/circle.v2i01.5100

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis google sites pada mata pelajaran matematika materi deret aritmatika untuk siswa SMA dan mengetahui kelayakan media berbasis google sites yang dikembangkan. Penelitian ini menggunakan metode R&D dengan model ADDIE yaitu Analysis, Design, Development, Implementation, and evaluation. Subjek penelitian ini adalah 27 siswa kelas XI di SMA Piri 1 Yogyakarta. Teknik pengumpulan data menggunakan angket validasi ahli dan angket respon siswa dengan melakukan uji coba lapangan terbatas. Teknik analisis data berupa analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian adalah media pembelajaran matematika berbasis google sites materi deret aritmetika dengan alamat https://sites.google.com/view/deretaritmatika/home-math. Pengujian kelayakan menunjukkan media pembelajaran layak digunakan. Hal ini dibuktikan dengan hasil validasi ahli media memperoleh skor rata-rata 4,1 dengan kategori baik, sedangkan hasil validasi ahli materi memperoleh skor rata-rata 4,3 dengan kategori sangat baik dan hasil respon peserta didik memperoleh skor rata-rata 3,7 dengan kategori baik. Oleh karena itu, penelitian ini layak digunakan dengan menggunakan uji coba lapangan terbatas dan disarankan untuk melanjutkan penelitian pada uji coba lapangan utama dan memperluas penelitian dengan materi lainnya sehingga penggunaan google sites sebagai media pembelajaran semakin luas.
Team Games Tournament dan Numbered Head Together dalam Pembelajaran Bangun Datar Dwi Rejeki; Esti Harini; Istiqomah Istiqomah; Fitria Sulistyowati
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 11 No 1 (2021)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/buanamatematika.v11i1.2795

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model pembelajaran kooperatif tipe Team Games Tournament (TGT) dan Numbered Head Together (NHT) terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Penelitian ini merupakan true experiment dengan subjek seluruh siswa kelas VII di MTsN 7 Sleman. Teknik pengumpulan data yang digunakan yaitu teknik angket, tes dan dokumentasi. Instrumen tes hasil belajar matematika yang digunakan, memenuhi validitas, tingkat kesukaran, daya beda dan reliabilitas, sedangkan angket motivasi belajar memenuhi validitas dan reliabilitas. Analisis variansi (anava) dua arah digunakan untuk menganalisis data dan dilanjutkan dengan uji pasca anava. Hasil dari penelitian ini adalah: (1) terdapat perbedaan hasil belajar matematika antara siswa dengan perlakuan TGT dan NHT; (2) terdapat perbedaan hasil belajar siswa bermotivasi tinggi, sedang, dan rendah dan (3) tidak terdapat interaksi antara model pembelajaran dan motivasi belajar siswa terhadap hasil belajar matematika siswa. Penelitian ini diharapkan dapat menjadi acuan bagi penelitian berikutnya terkait pembelajaran TGT dan NHT.
The Learning Process with Contextual Approach to Improve Students' Motivation and Mathematics Learning Achievement Aris Triyanto; Istiqomah Istiqomah; Tri Astuti Arigiyati
Journal of Instructional Mathematics Vol. 3 No. 1 (2022): Ethics and Mathematical Ability in Online-Mediated Learning Environments
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i1.1043

Abstract

The aim of this study was to describe the learning process with a contextual approach to improve motivation and Mathematics learning achievement on Integer topic for seventh grade students of State Junior High School 1 Bonggo in the 2019/2020 academic year. This research was conducted in the seventh grade of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. The Classroom Action Research (CAR) was used as the research method. The research object involved the whole process of implementing Mathematics learning with a contextual approach to improve motivation and Mathematics learning achievement of seventh grade students of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. Based on the research results, the Mathematics score of pre-cycle to cycle I improved from 50.4 to 67.2, in cycle II it improved further to 79.4. Meanwhile, the motivation in Mathematics learning obtained pre-cycle score of 65.8, cycle I score of 70, and cycle II score of 91. It is advised that teachers should use the CTL learning method on other subjects to improve students' motivation and Mathematics learning achievement.