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All Journal Jurnal Daya Matematis JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Gantang Jurnal Penelitian Pendidikan IPA (JPPIPA) Range : Jurnal Pendidikan Matematika Journal of Social Research JNPM (Jurnal Nasional Pendidikan Matematika)
I Made Arnawa
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Profil Kemampuan Penalaran Spasial Siswa SMPN 1 Padangpanjang Pada Masalah Geometri Nofri Leni; Edwin Musdi; I Made Arnawa; Yerizon Yerizon
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.10000

Abstract

Penalaran spasial adalah kemampuan mental yang bersangkutan dengan pemahaman, memanipulasi, merotasi, dan hubungan visual.  Penalaran spasial yang terdiri dari tiga konstruk yakni visualisasi spasial, rotasi mental, dan orientasi spasial ini merupakan salah satu kemampuan penting dalam geometri. Penelitian  deskriptif  kualitatif  ini  bertujuan mendeskripsikan kemampuan spasial siswa SMPN1 Padangpanjang dalam memahami, memanipulasi dan merotasi  suatu  objek  serta  kemampuan  membayangkan  bentuk  objek  dari  perspektif berbeda dengan pemberian tes masalah geometri  dengan topik dimensi tiga. Subjek dalam penelitian ini adalah 32 orang  siswa SMPN1 Padangpanjang. Subjek kemudian dikategorikan menjadi kelompok tinggi, sedang, rendah dan dilakukan pendalaman pada tiap perwakilan kelompok melalui wawancara. Berdasarkan aktivitas penalaran spasial dan wawancara, diperoleh deskripsi sebagai berikut: siswa kelompok tinggi sebanyak 18,75% siswa, memiliki kemampuan penalaran spasial yang tinggi karena mampu memunculkan mental images yang jelas untuk menyelesaikan masalah geometri dengan langkah terstruktur, siswa kelompok sedang sebanyak  56,25% siswa memiliki kemampuan penalaran spasial yang sedang karena menemukan jawaban dengan cara yang tidak terstruktur dengan menebak jawaban, lalu membayangkan untuk mengecek kebenaran jawaban, sedangkan siswa kelompok rendah  sebanyak 25% siswa memiliki kemampuan penalaran spasial yang rendah karena sama sekali tidak mampu memperoleh gambaran visual dalam pikirannya dan tidak tahu cara menyelesaikan masalah yang diberikan.
Hypothetical Learning Trajectory Design of Sinus Rules Based on PBL with Ethnomathematics of Minangkabau Culture Okta Vutri Nupus; Armiati Armiati; I Made Arnawa
Jurnal Gantang Vol 7 No 1 (2022): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (838.338 KB) | DOI: 10.31629/jg.v7i1.4474

Abstract

Based on the preliminary research, the tenth-grade students lacked ability in mathematical problem solving of sine rule. One of the factors that influenced this problem was the teacher's learning model, which was still mechanistic. The teacher did not relate between learning and environment or local culture. Based on this, this study aims to develop HLT on the topic of a valid ethnomathematical PBL-based sine rule. The development model used is the Plomp model and the Gravemeijer and Cobb model, which consists of the initial investigation stage, product development stage, and assessment stage. In this article, the discussion is focused on the HLT development stage. The data analysis technique used is descriptive statistics and descriptive techniques. Data collection instruments used: validation sheets, observation sheets, interview sheets, questionnaires, and field notes. This study resulted in the HLT of the sine rule based on PBL nuances of Minangkabau Culture, which met the validity criteria of 0.771 and the characteristics of validity in terms of content and constructs.
Pengembangan Perangkat Pembelajaran Matematika dengan Pendekatan Contextual Teaching and Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas XI Sari Wirdaningsih; I Made Arnawa; Azwir Anhar
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 1, No 2 (2017): EDISI SEPTEMBER
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.674 KB) | DOI: 10.33603/jnpm.v1i2.535

Abstract

Abstrak. Penelitian ini berawal dari kemampuan pemecahan masalah matematika dan aktivitas peserta didik yang  masih rendah. Rendahnya kemampuan pemecahan masalah tersebut disebabkan karena kebanyakan peserta didik tidak bisa memecahkan masalah matematika yang berhubungan dengan dunia nyata. Peserta didik belum mampu membuat hubungan antara apa yang mereka pelajari dan bagaimana pengetahuan tersebut diaplikasikan dalam kehidupan mereka. RPP dan LKPD yang digunakan belum memfasilitasi peserta didik dalam mengkonstruksi sendiri pengetahuannya. Untuk itu dilakukan pengembangan RPP dan LKPD dengan pendekatan CTL. Tujuan penelitian ini adalah untuk mengungkapkan proses pengembangan dan untuk menghasilkan RPP dan LKPD dengan pendekatan CTL yang valid, praktis dan efektif dalam meningkatkan kemampuan pemecahan masalah dan aktivitas  peserta didik kelas XI IPA SMA. Penelitian pengembangan yang dilaksanakan ini menggunakan model pengembangan  Plomp.  Model  pengembangan  Plomp  ini terdiri  atas  tiga fase, yaitu fase investigasi awal, fase pengembangan Prototype dan fase penilaian. Berdasarkan pengembangan yang telah dilaksanakan, diperoleh RPP dan LKPD matematika dengan pendekatan CTL untuk kelas XI IPA SMA yang valid, praktis dan efektif. Kata kunci: RPP, LKPD, Pendekatan CTL, Kemampuan Pemecahan Masalah, Aktivitas Abstract. This study came from the low of problem solving mathematics ability and the low of student activities. The Low of problem solving ability  because most of the learners are not able to solve mathematical problems related to the real world. The Low of problem solving ability  because most of the learners are not able to solve mathematical problems related to the real world. The purpose of this study is to reveal the development process and to produce the RPP and LKPD with CTL approaches which are valid, practical and effective in improving problem-solving ability and student’s activities on grade XI Senior High School. This development research is conducted using Plomp development model. Plomp development model consisted of three phases; they are preliminary research, prototypee phase and assessment phase. Based on the development has been conducted, acquired Lesson Plan and Mathematics Students’ Worksheet with CTL approach for grade XI SMA which are valid, practical and effective. Keyword: Lesson Plan (RPP), Students’ Worksheet (LKPD) , Contextual Approach, Problem Solving Ability, Activity, Plomp Development Model
Development of Mathematics Learning Tools Based on Realistic Mathematics Education to Improve Mathematical Critical Thinking Ability for Class VII Middle School Apdyan Dwi Hendrajah; Yerizon Yerizon; I Made Arnawa
Journal of Social Research Vol. 2 No. 10 (2023): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v2i10.1435

Abstract

This research aims to produce a learning tool that is valid, practical, and effective. This learning tool contains material for flat-sided shapes. This research is a development research using the Plomp model, which includes Preliminary Research, Prototyping Stage, and Assessment Stage. The instruments used in the study were learning device assessment sheets to measure validity, educator response questionnaires, student response questionnaires, learning implementation observation sheets to measure practicality, and tests of critical thinking skills to measure effectiveness. Learning devices are said to be valid and practical if they meet at least good criteria (average score more than 3.40) and the percentage of learning implementation is at least 70%, while it is said to be effective if the percentage of student completeness is more than 60%. The learning device was implemented at As-Salam Islamic Middle School, Tanjung Gadang, Sijunjung Regency with the object of research being students of class VII Marwah. This research produced a set of learning tools in the form of lesson plans and worksheets for six meetings. Learning tools meet valid criteria with an average score of 3.52 for lesson plans and 3.52 for worksheets from a maximum score of 4.00. Learning tools meet the very practical criteria with an average score of 80% for the teacher response questionnaire and 88.17% for the student response questionnaire with a maximum score of 100%, while the average percentage of learning implementation is 83.21%. Learning devices meet the criteria of effectiveness with a percentage of completeness of student learning outcomes of 75.57%.
Development of Learning Tools Based on Realistic Mathematics Education to Improve the Mathematical Problem-Solving Ability of Students in Class VII Middle School Febby Fauzila Putri; Yerizon Yerizon; I Made Arnawa
Journal of Social Research Vol. 2 No. 10 (2023): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v2i10.1436

Abstract

This research aims to describe: 1) the effectiveness of the realistic approach-based learning tools developed; 2) increasing students' mathematical problem-solving skills taught through a developed realistic approach-based learning tool; and 3) student responses to the realistic approach-based learning tools developed. This research is a development research. This research was conducted in two stages, namely the first stage of developing learning tools based on the Realistic Mathematics Education approach, and the second stage of testing learning tools based on the Realistic Mathematics Education approach developed in class VII at SMP IT Darul Ikhlas Al Islami to see their effectiveness. The results of the trial, it was obtained: 1) learning tools based on a realistic approach that were developed effectively, in terms of a) classical student learning completeness; b) achievement of learning objectives; and c) learning time; 2) The realistic approach-based learning tools developed can improve students' mathematical problem-solving abilities; and 3) students' positive response to the activities and learning tools based on the realistic approach developed.
DEVELOPMENT OF ARCS-BASED LEARNING TOOLS CONTAINING HOTS QUESTIONS TO IMPROVE THE CRITICAL THINKING ABILITY OF CLASS VIII SMP/MTS STUDENTS Fauziah Putri Putri; Yerizon Yerizon; I Made Arnawa; Syafriandi Syafriandi
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 11, No 2 (2023): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v11i2.47886

Abstract

The literature study and preliminary analysis conducted showed that students' critical thinking skills were still low. This study aims to determine the characteristics of Attention, Relevance, Confidence, Satisfaction (ARCS)-based learning tools that contain valid, practical, and effective HOTS questions to improve the critical thinking skills of class VIII students of SMP N 6 Padang Panjang. This research is a development research using the Plomp model. The learning tools developed are in the form of Learning Implementation Plans (RPP) and Student Activity Sheets (LKPD). The research subjects were students of class VIII SMP N 6 Padang Panjang. Data was collected through documentation, observation, interviews, questionnaires, and tests of critical thinking skills. RPP Validity Score: 3.28 and LKPD: 3.21 with a valid category. Practicality of RPP: 92.08% and LKPD: 87.35% with very practical category. The effectiveness of learning tools based on testing the average critical thinking skills of the experimental class was 81.93, control class was 76.63. Based on statistical tests, a significance value of 0.048 <0.05 was obtained, and based on the list of t distribution tables with (????????)=60 and a=0.05, 1.671. Because t_count= 2.108>1.671=t_(table) then H0 is rejected and accepts H1. Based on the test results, it can be concluded that the ARCS-based learning tools contain HOTS questions that meet valid, practical, and effective criteria to improve students' mathematical thinking skills.
Pemanfaatan Game Edukatif dalam Pembelajaran Matematika : Bagaimana Persepsi Siswa? Rhomiy Handican; Siti Riva Darwata; I Made Arnawa; Ahmad Fauzan; Ali Asmar
RANGE: Jurnal Pendidikan Matematika Vol 5 No 1 (2023): RANGE Juli 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v5i1.4691

Abstract

Penelitian ini bertujuan untuk melihat persepsi siswa terhadap penggunaan game edukasi dalam pembelajaran matematika. Metode penelitian yang digunakan adalah kuantitatif deskriptif dengan melibatkan 150 siswa sebagai responden. Kuisioner persepsi digunakan dengan indikator Kepuasan, Keyakinan, Harapan, Preferensi, Penilaian, dan Pengalaman yang telah memenuhi validitas dan reabilitas instrumen. Analisis deskriptif digunakan untuk mengidentifikasi pola dan karakteristik dari data yang dikumpulkan dengan tujuannya adalah untuk menjelaskan fenomena yang diteliti dari segi statistik, dan bukan untuk menguji hipotesis. Berdasarkan hasil penelitian menunjukkan bahwa siswa merasa puas dan yakin bahwa penggunaan game edukasi dapat membantu meningkatkan pemahaman konsep matematika dan memotivasi mereka untuk belajar dengan harapan yang tinggi terhadap penggunaan game edukasi dalam pembelajaran matematika di masa depan. Sementara itu, preferensi siswa juga cukup tinggi dengan penilaian positif terhadap manfaat penggunaan game edukasi dalam meningkatkan pemecahan masalah matematika dan keterlibatan aktif dalam proses pembelajaran. Namun, beberapa siswa juga mengungkapkan kebutuhan akan panduan yang lebih jelas dalam menggunakan game edukasi serta penyesuaian konten game dengan kurikulum dan tingkat kesulitan yang sesuai. Oleh karena itu, penelitian ini merekomendasikan perlunya upaya dalam meningkatkan ketersediaan game edukasi yang sesuai agar manfaat penggunaan game edukasi dapat lebih optimal dalam pembelajaran matematika.
Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability Hanif Khairi; Dony Permana; Yerizon; I Made Arnawa
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6247

Abstract

The unavailability of teaching materials that can support mathematical problem-solving abilities and are integrated with Islamic teaching values makes it difficult for SMP IT educators to hone students' mathematical problem-solving abilities and difficulties in instilling Islamic values in students. One solution that educators can use in learning is to use e-modules. E-module is a teaching material that has the characteristics of independent learning principles. This research aims to see the effectiveness of using mathematics e-modules that are integrated with Islamic values in facilitating students' mathematical problem-solving abilities. This type of research is pre-experimental research and the research design is one group pre-test-post test design. The sampling method is purposive sampling, where one class is taken directly from the population as a research sample. The subjects of this research were 24 students in class VIII.1 at SMP IT Qurrata A'yun Batusangkar. The effectiveness of the mathematics e-module can be seen from the comparison of the results of the pre-test and post-test of students' mathematical problem-solving abilities. The final results of the student's mathematical problem-solving ability test obtained were 57% of the total maximum score, while the results of the student's initial mathematical problem-solving ability test were only 22% of the maximum score. Because 57%>22%, these results indicate that the use of Islamic integrated mathematics e-modules is effective in facilitating students' mathematical problem-solving abilities.
Bibliometric Analysis: Collaboration Networks In Discovery Learning Research Andi Suparjo; Edwin Musdi; Yerizon Yerizon; I Made Arnawa
Jurnal Penelitian Pendidikan IPA Vol. 10 No. 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.7002

Abstract

This research identifies publications related to Discovery learning. Discovery learning is a learning model that encourages active learning in students through self-discovery and research so that the results achieved are long-lasting and difficult to forget. This research aims to identify and analyze articles researching Discovery Learning that have been published in several reputable international journals published in the 2014-2023 period, which was carried out using bibliometric studies. Bibliometric analysis produced four findings: publications about Discovery Learning in Scopus-indexed journals have been in a fluid and balanced pattern every year for the last ten years; 328 of the ten journals producing the most articles have been published. The top-ranked journal published 15 articles, and the tenth-ranked journal published five articles; The most citations occurred in articles published in 2020 with a total of 1101 citations. The most cited article was written by B.R. Goldsmith with 241 citations; The author's keywords that are most frequently used in the top three are discovery, machine, and machine learning
Co-Authors Ahmad Fauzan Ali Asmar Andi Suparjo Apdyan Dwi Hendrajah Azwir Anhar Dony Permana Edwin Musdi Fauziah Putri Putri Febby Fauzila Putri Hanif Khairi Laksono Trisnantoro Nofri Leni Okta Vutri Nupus Rhomiy Handican Sari Wirdaningsih Siti Riva Darwata Syafriandi Syafriandi Yerizon Yerizon Yerizon