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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Riset Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Mandalika Mathematics and Educations Journal
Muhamad Ikhsan Sahal Guntur
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Mathematics

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Optimizing Jigsaw Type of Cooperative Learning Model to Improve Students' Mathematical Self-Confidence Guntur, Muhamad Ikhsan Sahal; Anggraini, Seftika; Rosnawati, Raden
Mandalika Mathematics and Educations Journal Vol 2 No 2 (2020): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v2i2.1773

Abstract

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63  in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80. Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80.  
Penggunaan contoh dalam pembelajaran matematika sekolah menengah dalam persepsi guru Fitria Maharani; Puji Yanti Fauziah; Muhamad Ikhsan Sahal Guntur
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.37279

Abstract

Pemberian contoh dalam pembelajaran matematika adalah sesuatu hal yang wajar dilakukan oleh guru di dalam kelas, tetapi yang menjadi perhatian menarik adalah bagaimana persepsi guru yang mengunakan contoh dalam pembelajaran matematika ditengah semangat kontruksivisme yang dituntut dalam kurikulum 2013 di Indonesia. Penelitian ini bertujuan menggambarkan pertimbangan apa saja yang digunakan guru dalam pemilihan contoh dan kendala apa yang dialami guru ketika memilih contoh tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif studi kasus. Data kemudian dianalisis untuk menentukan tema dan melihat keterkaitan antar tema. Subyek penelitian ini adalah 22 guru yang menggunakan contoh soal dalam pembelajaran di kelas. Hasil penelitian menunjukkan: (1) pemberian contoh soal penting dikarenakan dapat memfasilitasi guru untuk menanamkan konsep untuk materi baru dan mempertajam pemahaman konsep yang telah didapat peserta didik; (2) ada hubungan yang jelas antara Pedagogical Content Knowledge (PCK) guru dan penggunaan contoh yang diberikan oleh guru kepada peserta didik; (3) kendala yang dialami guru dalam menentukan contoh soal yang baik yaitu menentukan contoh yang dapat memfasilitasi perbedaan kemampuan peserta didik antara peserta didik yang cerdas berbakat dan peserta didik yang slow learner dengan konteks serta prosedur yang sesuai dan bagaimana memprediksi kesalahan yang mungkin bisa dilakukan oleh peserta didik dalam pembelajaran di kelas. The use of example in learning mathematics at secondary level: teachers’ perceptions AbstractGiving examples in mathematics teaching is something that is naturally done by the teacher in the classroom, but an interesting concern is the perception of the teacher who uses the example in mathematics teaching in the spirit of constructivism demanded in Curriculum 2013 in Indonesia. This research aims to identify what the teacher uses in selecting examples and what obstacles the teacher experiences when choosing the example. The research method used is the case study qualitative research method. The data were analyzed to determine the themes and to see the interrelationships among the themes. The subjects of this study are 22 teachers who used examples of questions in teaching in class. The results of the study show that: (1) giving examples is important because it can facilitate teachers to instill concepts for new materials and to sharpen the students’ understanding of concepts that they have obtained; (2) there is a clear relationship between teacher pedagogical content knowledge (PCK) and the use of examples provided by teachers to students; and (3) the constraints experienced by the teacher in determining the example of a good problem are determining the example that can facilitate gifted intelligent students and slow learner students with appropriate contexts and procedures and how to predict possible mistakes students can make in learning in the classroom.
Persepsi Guru Matematika Sekolah Menengah Atas Terhadap Kurikulum 2013 di Kayuagung muhamad ikhsan sahal; Cecil Hiltrimartin; Indaryanti Indaryanti
Jurnal Pendidikan Matematika Vol 9, No 1 (2015)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.9.1.2134.68 - 77

Abstract

Penelitian ini dilakukan untuk mengetahui persepsi guru matematika SMA di kayuagung terhadap kurikulum 2013. yang mengunakan angket sebagai data utama dan wawancara sebagai data penunjang. Sebuah sample dari 25 guru yang tersebar di beberapa sekolah di kayuagung dipilih dengan teknik total sampling dengan populasi seluruh guru Matematika SMA yang mengikuti pelatihan kurikulum 2013. Temuan penelitian menunjukan persepsi guru matematika SMA di kayuagung berada pada kriteria cukup. Hal ini dikarenakan untuk kategori yang bersifat oprasional seperti proses pembelajaran, penilaian dan pembuatan RPP dalam kurikulum 2013 lebih mudah dipahami dibandingkan konsep kurikulum kurikulum 2013 yang bersifat teoritis.  DOI: http://dx.doi.org/10.22342/jpm.9.1.2134.68 - 77
Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning Muhamad Ikhsan Sahal Guntur; Heri Retnawati
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v8i2.5048

Abstract

This research aims to describe the teacher's perception of the application of project-based learning in mathematics learning and how they will apply it using a qualitative case study method. The research subjects in this study amounted to 12 students consisting of 3 men and 9 women, where they were students of post-graduate mathematics education study programs at Yogyakarta State University who were beginner teachers where they had taught between 1 and 3 years. Data collection using interviews with open questions to provoke written perceptions of respondents to the project-based learning approach. The time of the study was carried out starting from December 1, 2018, to January 2, 2019, located at Yogyakarta State University. The data analysis techniques applied in this study are Bogdan, R. C., & Biklen models. The results of this study indicate that: (1) respondents have a good perception of the project-based learning approach, (2) the majority of respondents are interested in using a project-based learning approach after they complete their studies (3) all respondents believe they will find obstacles when applying project-based learning approach later (4) the majority of respondents have less knowledge and experience regarding the project-based learning approach. (5) the need for training and further discussion of the project-based learning approach to the research subjects.
Developing augmented reality in mathematics learning: The challenges and strategies Muhamad Ikhsan Sahal Guntur; Wahyu Setyaningrum; Heri Retnawati; Marsigit Marsigit; Novilda Angela Saragih; Muhamad Kahir bin Noordin
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.28454

Abstract

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.
Co-Authors Anggraini, Seftika Cecil Hiltrimartin Fitria Maharani Heri Retnawati Indaryanti Indaryanti Marsigit Marsigit Muhamad Kahir bin Noordin Novilda Angela Saragih Puji Yanti Fauziah Raden Rosnawati Wahyu Setyaningrum