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All Journal Jurnal Karya Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika)
Umar Umar
Prodi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mataram
Education Mathematics

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KESALAHAN KOMUNIKASI MATEMATIS (TERTULIS) SISWA KETIKA MEMAHAMI SOAL CERITA Mohammad Archi Maulyda; Vivi Rachmatul Hidayati; Muhammad Erfan; Umar Umar; Deni Sutisna
Jurnal Karya Pendidikan Matematika Vol 7, No 1 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 1 Tahun 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.143 KB) | DOI: 10.26714/jkpm.7.1.2020.1-7

Abstract

Communication is an important ability for every human. Communication in this article is focused on written mathematical communication. This study aims to describe students’ errors in written mathematical communication at SMPN 1 Tembelang, Jombang class VIII F in solving word problems. The type of study is a qualitative descriptive study. The results of the study indicate that (1) there are still many students who are unable to communicate the results of their work properly. (2) The most mathematical error in mathematical communication is couldn’t illustrate the word problems into mathematics equations. (3) It was found that students communicated their answer incoherently (unsystematic and incomplete).
THE INFLUENCE OF GENDER & INTELLECTUALLY REPETITION (AIR) AUDITORY LEARNING MODELS ON STUDENT LEARNING OUTCOMES Mohammad Archi Maulyda; Umar Umar; Asrin Asrin; Vivi Rachmatul Hidayati; Awal Nur Kholifatur Rosyidah
Jurnal Karya Pendidikan Matematika Vol 7, No 2 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 2 Tahun 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.7.2.2020.21-24

Abstract

In this study, we want to know the effect of the Auditory Intellectual Repetition (AIR) learning model. In this study using a quantitative approach, with a Pre-Experimental Design research design with the type of One-Group Pretest-Posttest Design, where student learning outcomes will be reviewed in terms of student pre-test and post-test scores. Based on the analysis of research data, the average pre-test student learning outcomes are 40.94 and the average post-test student learning outcomes are 83.28. From these data, an analysis of Paired Sample t-Test data was performed, and the value of the calculated t-≤ t-table (7.758 <8.281) was calculated using the Sig. (2-tailed) of 0,000 then H0 is accepted. The conclusions of this study are (1) Student learning outcomes before the treatment is lacking, (2) Student learning outcomes after treatment is good, (3) There is a positive influence from the use of the Auditory Intelectual Repetition (AIR) learning model.
CAN VISUAL MEDIA IMPROVE PROBLEM SOLVING ABILITIES OF ELEMENTARY STUDENTS ON GEOMETRY? Umar Umar; Mohammad Archi Maulyda
Jurnal Karya Pendidikan Matematika Vol 8, No 1 (2021): Jurnal Karya Pendidikan Matematika Volume 8 Nomor 1 Tahun 2021
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.8.1.2021.1-6

Abstract

The aims of this study were (1) to reveal the students 'ability to solve problems related to the area of the flat shape that was taught after using the Problem Based Learning model supported by visual media, (2) to reveal the students' ability to solve problems related to the area of the flat shape that was taught after using the Direct Instruction model supported by visual media, (3) to reveal whether there is an effect of the Problem Based Learning model supported by visual media on the ability to solve problems related to the area of a flat shape. This study uses a research design Nonequivalent Control Group Design with Quasi Experiment research techniques or quasi-experimental with a quantitative approach. The subjects of this study were fifth grade students of SDN Senurus. The data analysis used in this study was the One Sample T Test and the Independent Sample T Test. The conclusions of the results of this study are, (1) the ability to solve problems related to the area of the flat shape of the fifth grade students of SDN Senurus using the Problem Based Learning learning model supported by visual media, the results of the calculations obtained a significant value of 0.000 and a significant level of 5% which means the significance value is 0.000 <0.05 and the student's average score was 86.24, (2) the student's ability to solve problems related to the area of a flat shape using the Direct Instruction model supported by visual media, the results of the calculation obtained a significant value of 1,000 and with a significant level of 5% which means the value the significance is 1,000> 0.05 and the student's average score is 75.00, (3) there is an effect of the Problem Based Learning model supported by visual media on the ability to solve problems related to the area of the flat shape of class V SDN Senurus is proven by showing a significant value of 0.000 with the level 5% significant so there is a significant effect
IMPLEMENTATION OF STAD TYPE COOPERATIVE LEARNING TO IMPROVE MATHEMATICAL LEARNING OUTCOMES CLASS VIII STUDENTS Mohammad Archi Maulyda; Umar Umar; Muhammad Erfan; Vivi Rachmatul Hidayati; Linda Feni Haryati
JIPMat Vol 5, No 1 (2020)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jipmat.v5i1.5790

Abstract

This study aims to describe the application of STAD type cooperative learning that can improve mathematics learning outcomes of eighth-grade students of SMPN 12 Malang. This type of research is a PTK Kemmis & Mc Taggart model with qualitative consisting of two cycles. This research was conducted in class VIII-A of SMPN 12 Malang which was held by 30 students. Based on the research, STAD type cooperative learning steps are obtained that can improve mathematics learning outcomes of VIII grade students of SMPN 12 Malang, namely (1) Class presentations, teachers do apperception and encourage through question and answer and worksheets. (2) Group discussion, students work together with their groups to work on problems through worksheets. (3) Individual quizzes, students work on individual quizzes. (4) Calculation of individual improvement scores, students exchange and correct the quiz results. Quiz results are used to determine individual or student improving scores and group scores. (5) Giving awards, teachers give awards to the best groups.
Co-Authors Asrin Asrin Awal Nur Kholifatur Rosyidah Linda Feni Haryati Mohammad Archi Maulyda Muhammad Erfan Sutisna, Deni Vivi Rachmatul Hidayati