Articles
<![CDATA[Thinking Process of Concrete Student in Solving Two-Dimensional Problems ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[Ambar Dana Pangesti]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 14, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jpm.14.2.9460.117-128
<![CDATA[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.]]>
<![CDATA[Development of 3N-Oriented TPACK Mathematical Computing E-Modules ]]>
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25273/jipm.v8i2.5833
<![CDATA[Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.]]>
<![CDATA[Students Error Analysis In Exponential And Logarithmic Equations ]]>
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Welly Yumarsa]]>;
<![CDATA[Eka Wahyuni Novianti]]>;
<![CDATA[Betty Kusumaningrum]]>
<![CDATA[ Hipotenusa : Journal of Mathematical Society Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika IAIN Salatiga ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18326/hipotenusa.v3i2.6312
<![CDATA[Mathematics is one of the basic concepts needed by students at every level of education. However, students often have difficulty in understanding mathematics. This can be seen from the mistakes made when working on math problems. Errors made by students must be addressed immediately so that no more errors occur, especially on questions that have the same characteristics. The purpose of this study was to determine the percentage of conceptual errors, arithmetical errors, writing errors and the most common mistakes made by students on the subject of exponential and logarithmic equations. Sampling was done by using purposive random sampling technique. The data in this qualitative descriptive study were collected using test, interview, and documentation techniques. The instrument used to collect data was in the form of test questions and interview guide sheets. The data were analyzed by categorizing the types of errors into conceptual errors, arithmetic errors, and writing errors and then calculating the percentage of errors in each category. The results showed that the errors made by students in each category were conceptual errors of 53%, arithmetical errors of 34.78% and writing errors of 28.99%. The error that many students make is a conceptual error as much as 53% with a moderate error percentage category.]]>
<![CDATA[Validasi Instrumen Modul Komputasi Matematika ]]>
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Benedictus Kusmanto]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol. 2 No. 1 (2018): JRPIPM September 2018 Volume 2 Nomor 1 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jrpipm.v2n1.p023-029
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui kelayakan bahan ajar komputasi matematika yang dikembangkan. Jenis penelitian yang digunakan adalah penelitian pengembangan (Reseach And Development), dengan model pengembangan yang dipilih adalah model pengembangan yang dipilih mengikuti prosedur sederhana yang disarankan oleh Sivasailam Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel yaitu model pengembangan perangkat Four-D Model. Model ini terdiri dari 4 tahap pengembangan yaitu Define, Design, Develop, dan Disseminate atau diadaptasikan menjadi model 4-D, yaitu pendefinisian, perancangan, pengembangan, dan penyebaran. Bahan Ajar yang akan dikembangkan telah divalidasi oleh ahli materi dan ahli modul. Skor rata-rata untuk materi 4,68 dan masuk dalam kriteria sangat baik. Sedangkan skor rata-rata untuk modul 4,84 dan masuk dalam kriteria sangat baik.]]>
<![CDATA[The Learning Process with Contextual Approach to Improve Students' Motivation and Mathematics Learning Achievement ]]>
<![CDATA[Aris Triyanto]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ Journal of Instructional Mathematics Vol. 3 No. 1 (2022): Ethics and Mathematical Ability in Online-Mediated Learning Environments ]]>
Publisher : <![CDATA[Pendidikan Matematika STKIP Kusuma Negara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37640/jim.v3i1.1043
<![CDATA[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.]]>
<![CDATA[Efektivitas Pembelajaran Daring Berbasis WhatsApp Group Berbantuan LKPD Ditinjau dari Motivasi Belajar Siswa ]]>
<![CDATA[Wahyu Dewi Kurniawati]]>;
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Irham Taufiq]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 9 No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v9i3.10000
<![CDATA[This research is a quasi-experimental researchwhich aims to determine whether online learning based on WhatsApp Group with LKPD assistance is more effective than online learning based on WhatsApp Group without assistance from LKPD in terms of student learning motivation towards mathematics learning outcomes of grade VII students at SMP N 4 Sewon . The sampling technique used was cluster random sampling selected classes VII A and B. The data collection technique used a test technique in the form of a posttest, documentation for thescore pretest and a non-test technique in the form of a learning motivation questionnaire. Data were analyzed using t-test, test preconditions such normality test, mann-whitney, andtest. Kruskal WallisThe result of this research is that learning using online learning based on WhatsApp Group with the assistance of LKPD is as effective as online learning based on WhatsApp Group without assistance from LKPD and the mathematics learning outcomes of students with high motivation are better than students who have moderate and low motivation.]]>
<![CDATA[Modul komputasi matematika untuk meningkatkan motivasi mahasiswa ]]>
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Kusmanto Kusmanto]]>
<![CDATA[ Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 6 No 2 (2020): Jurnal Math Educator Nusantara ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29407/jmen.v6i2.14453
<![CDATA[This study aims to develop a mathematics computation learning module using the Matlab program. Matlab is a computer program that is used to solve various math problems. This study uses a simplified Borg and Gall development model with the following stages: (1) product analysis; (2) initial product development; (3) Expert validation and product revision; (4) limited field trials and product revisions; (5) main field trials and final products. The first three stages have been carried out in the previous year and produced a valid Mathematical Computing module. In the limited field trial, it was found that the student response to the Mathematics Computing module was categorized as good with an average score of 3.86, while in the main trial an average score was 3.98 which was categorized good for the 6 aspects assessed. Based on these results it can be concluded that this module is suitable for use in learning mathematics computation. This module is expected to motivate students to learn Mathematical Computing so that learning objectives can be achieved.]]>
<![CDATA[BERLATIH RAGAM APLIKASI PEMBELAJARAN DARING PADA MASA PANDEMI COVID-19 ]]>
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Betty Kusumaningrum]]>;
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Muhammad Tri Wijaya]]>;
<![CDATA[Taufik Hidayat]]>
<![CDATA[ Jurnal Warta Desa (JWD) Vol. 3 No. 2 (2021): Jurnal Warta Desa (JWD) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (148.046 KB)
|
DOI: 10.29303/jwd.v3i2.121
<![CDATA[The Covid-19 virus spreads very quickly to various countries in the world. Various efforts have been made to break the chain of spreading the Covid-19 virus, one of which is by changing face-to-face learning methods into online learning. The obstacles that are students at the Madania Modern Yatim and Dhu'afa Islamic Boarding School Foundation (YPPMYD) during online learning are the low motivation to learn and the lack of knowledge of online learning resources. The solution to the problems offered by community service activities is training and assisting the installation of online learning application and how to use them. This service activity was carried out in a bold and attractive manner. Online it was done using the Google Meet application, while offline it was conducted at the Madania Bantul Yogyakarta Modern Yatim Islamic Boarding School Foundation (YPPMYD), which was attended by 12 students and 2 companions from students. At the end of the activity, students came to fill out a questionnaire. The results of the questionnaire showed an increase in student learning motivation by 91.07%, an increase in independence by 86.98% and an increase in knowledge of learning applications by 90%.]]>
<![CDATA[IMPLEMENTASI PENILAIAN AUTENTIK UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 5, No 1 (2015): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (490.064 KB)
<![CDATA[The purpose of this study was (1) To know how to grade students' mathematics learning activities SMP Kartika XII-1 by applying authentic assessment, (2) To find out how to learn math class VIII SMP Kartika XII-1 by applying authentic assessment. This research is a classroom action research (CAR) conducted collaboratively. Data collection techniques in this study conducted by observation and testing techniques.The average percentage of achievement indicators of activity in the first cycle is 51.44% and then increased to 78.85% in the second cycle. Classical completeness percentage also increased from 50% in the pre-cycle increased to 69.23% in the first cycle and increased to 76.92% in the second cycle. Because the study of mathematics by applying authentic assessment system can enhance the activity and student achievement is expected of teachers can apply the assessment system.Keywords: authentic assessment, mathematics learning outcomes, student activityTujuan penelitian ini adalah (1) Untuk mengetahui bagaimana aktivitas belajar matematika siswa kelas VIII SMP Kartika XII-1 dengan menerapkan penilaian autentik, (2) Untuk mengetahui bagaimana hasil belajar matematika siswa kelas VIII SMP Kartika XII-1 dengan menerapkan penilaian autentik. Penelitian ini adalah penelitian tindakan kelas (PTK) yang dilakukan secara kolaboratif. Teknik pengumpulan data pada penelitian ini dilakukan dengan teknik observasi dan teknik tes. Rata-rata prosentase pencapaian indikator keaktifan pada siklus I adalah 51,44% kemudian meningkat menjadi 78,85% pada siklus II. Prosentase ketuntasan klasikal juga meningkat dari 50% pada pra siklus meningkat menjadi 69,23% pada siklus I dan meningkat menjadi 76,92% pada siklus II. Karena pembelajaran matematika dengan menerapkan sistem penilaian autentik dapat meningkatkan keaktifan dan prestasi belajar siswa maka diharapkan guru dapat menerapkan sistem penilaian tersebut.Kata kunci: penilaian autentik, hasil belajar matematika, keaktifan siswa]]>
<![CDATA[Hubungan antara Motivasi Kemandirian Belajar dan Persepsi Siswa terhadap Matematika dengan Prestasi Belajar Siswa SMK ]]>
<![CDATA[Ririn Sri Lestari]]>;
<![CDATA[Agustina Sri Purnami]]>;
<![CDATA[Tri Astuti Arigiyati]]>
<![CDATA[ UNION : Jurnal Ilmiah Pendidikan Matematika Vol 9 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/union.v9i1.7965
<![CDATA[This research aims to determine the relation between motivation, learning independence and students’ perception of mathematics with the learning achievements of grade X of Vocational High School in Umbulharjo district both jointly and independently. The study was conducted at Vocational School in Umbulharjo district using the ex post facto method. A sample of 122 was taken by cluster random sampling. Data collection using questionnaire and test techniques. data analysis techniques used multiple linear regression analysis. The result of the study showed that there was a positive and significant relationship between motivation, learning independence and students’ perception of mathematics with students’ achievement both jointly and independently. This can be seen from the sig value of each motivational variable by 0.005 < 0.05, learning independence by 0.000 < 0.05 and students’ perception of mathematics by 0.002 < 0.05.]]>
