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All Journal Jurnal Pengajaran MIPA Jurnal Didaktik Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Suska Journal of Mathematics Education Jurnal Elemen Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Analisa Indonesian Journal of Science and Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia FIBONACCI: Jurnal Pendidikan Matematika dan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Eurekamatika Indonesian Journal of Teaching in Science Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Prosiding Simposium Nasional Multidisiplin (SinaMu) JNPM (Jurnal Nasional Pendidikan Matematika) JIPI (Jurnal IPA dan Pembelajaran IPA) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika
Elah Nurlaelah
Universitas Pendidikan Indonesia
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Pengaruh Kemampuan Memahami Bukti Matematis terhadap Kemampuan Mengonstruksi Bukti Matematis pada Topik Trigonometri Herizal Herizal; Suhendra Suhendra; Elah Nurlaelah
Suska Journal of mathematics Education Vol 6, No 1 (2020)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v6i1.8115

Abstract

Kemampuan pembuktian matematis merupakan bagian dari kemampuan penalaran matematis. Salah satu tujuan pembelajaran matematika di Indonesia adalah untuk meningkatkan kemampuan tersebut karena berfungsi untuk melatih kemampuan berpikir matematis tingkat tinggi. Kemampuan pembuktian matematis terdiri dari dua sub-kemampuan, yaitu kemampuan memahami bukti matematis dan kemampuan mengonstruksi bukti matematis. Salah satu topik matematika SMA yang sarat dengan pembuktian matematis adalah trigonometri. Penelitian ini dilakukan untuk mengetahui apakah kemampuan memahami bukti matematis berpengaruh terhadap kemampuan mengonstruksi bukti matematis. Sebuah tes yang terdiri dari 4 soal kemampuan memahami bukti matematis dan 3 soal kemampuan mengonstruksi matematis diberikan kepada 30 siswa kelas X di salah satu SMA Kota Bandung. Skor siswa dianalisis secara statistik. Hasil analisis regresi sederhana menunjukkan bahwa kemampuan siswa dalam memahami bukti matematis berpengaruh secara signifikan terhadap kemampuan mengonstruksi bukti matematis. Hasil tersebut mengisyaratkan bahwa guru selama proses pembelajaran matematika seharusnya tidak hanya fokus untuk meningkatkan kemampuan mengonstruksi bukti matematis tetapi juga harus fokus dalam meningkatkan kemampuan siswa dalam memahami bukti matematis.
ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF MAHASISWA CALON GURU MATEMATIKA PADA MATA KULIAH PROGRAM LINIER Ririn Widiyasari; Yaya S Kusumah; Elah Nurlaelah
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 6, No 1 (2020): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.6.1.67-76

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir reflektif mahasiswa calon guru matematika berkemampuan awal matematika tinggi, sedang dan rendah dalam menyelesaikan soal Program Linier materi Metode Grafik yang dibuat berdasarkan indikator kemampuan berpikir reflektif. Penelitian ini adalah penelitian kualitatif dengan jenis deskriptif. Subjek penelitian pada penelitian ini adalah mahasiswa semester genap tahun ajaran 2019/2020 Program Studi Pendidikan Matematika FIP UMJ dengan jumlah  6 orang. Teknik pengumpulan data yang digunakan adalah teknik tes dan wawancara. Berdasarkan hasil penelitian setelah dilakukan tes kemampuan awal matematika (KAM) mahasiswa dipilih masing-masing dua subjek mahasiswa berkemampuan awal matematika tinggi, sedang dan rendah. Kemampuan berpikir reflektif mahasiswa berkemampuan awal matematika level tinggi, sedang dan rendah menurut kriteria adalah sebagai berikut, subjek dengan KAM tinggi untuk ketiga soal mampu memahami pertanyaan dengan cepat, menjawab soal dengan mengaitkan materi sebelumnya dan melengkapi dengan gambar secara tepat, mampu menjelaskan langkah-langkah dan menyadari kesalahannya, mengetahui sumber kesalahan dan memperbaikinya, memeriksa kembali jawaban dan menyimpulkan dengan benar. Subjek dengan KAM sedang mampu memenuhi semua indikator hanya untuk no. 1 dan 3 saja, untuk nomor 2 hanya mengetahui sumber kesalahan dan tidak memperbaikinya karena bingung dengan gambarnya. Sedangkan subjek dengan KAM rendah, untuk ketiga soal tidak memenuhi indikator berpikir reflektif, subjek tidak mengetahui sumber kesalahan dan salah konsep. Selanjutnya, diharapkan hasil penelitian ini dapat membantu dosen atau guru matematika untuk menemukan metode pembelajaran yang sesuai dengan kebutuhan mahasiswa demi mengembangkan kemampuan berpikir reflektif mahasiswa.
A Meta-Analysis on The Effect of Inquiry Learning Model on Students’ Mathematical Problem-Solving Skills Rizki Ramadhani; Dadang Juandi; Elah Nurlaelah
Indonesian Journal of Science and Mathematics Education Vol 4, No 3 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.36 KB) | DOI: 10.24042/ijsme.v4i3.9730

Abstract

This study examines the effect of the inquiry learning model on the mathematical problem solving ability of students in Indonesia through meta-analysis. This study analyzed seven primary studies that met the inclusion criteria. The effect size index was calculated using the Hedges g equation and statistical analysis using comprehensive meta-analysis (CMA) software. Effect size testing is done by analyzing four characteristics, namely class of study, year of study, and sample size. Based on the results of the analysis using CMA, the inquiry learning model has a moderate effect (0.652) on the overall mathematical problem-solving skills of students. The use of the inquiry learning model is more effectively used in 8th-grade, in the range of 2015-2017 and 2018-2020, the sample size is less than or equal to 30. Thus, it can be seen that the inquiry learning model is useful in improving mathematical problem-solving skills.
MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Luthfiyati Nurafifah; Elah Nurlaelah; Dian Usdiyana
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 1 No. 2 (2016): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v1i2.21

Abstract

The purpose of this research is to find out the increase of student’s mathematical problem solving competence through the implementation of Osborn Learning Model, as well as compare it with the student who earned conventional learning. In addition, the purpose of this research is to find out the increase of mathematical problem solving competence on a group of student with high, middle, and low capability. The next purpose is to find out the attitude of the students against the osborn learning model. Methods used in this research is quasi Experimenter Method with pretest and post-test Marginalized Control Design. Population on this research are all of students of VIII grades in SMPN 1 Bandung. Samples on this research are two classes of VIII grades, one class as Experimental Class and the other one as control class. Research data obtained through the test of student’s mathematical problem solving competence, questionnaire, and observation sheets. The result of this research shows that the increasing of student’s mathematical problem solving competence with Osborn Learning Model better than the increasing of student’s mathematical problem solving competence with conventional learning. There are differences in the increasing competence on the groups of high capability, middle capability and low capability in osborn class and conventional class. In general, the students give a positive attitude against Osborn Learning Model.
MODEL PEMBERIAN TUGAS RESITASI (M-APOS) YANG DILAKSANAKAN DENGAN BAHASA INGGRIS DALAM MENGEMBANGKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN KEPERCAYAAN DIRI MAHASISWA CALON GURU Elah Nurlaelah
Jurnal Pengajaran MIPA Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i2.36075

Abstract

ABSTRAKMakalah ini menyajikan hasil observasi terhadap pembelajaran Aljabar Matrik yang menggunakan model M-APOS yang dilaksanakan dalam Bahasa Inggris untuk mengembangkan kemampuan komunikasi matematis dan kepercayaan diri mahasiswa calon guru. Implementasi pembelajaran menggunakan siklus ADL yang terdiri dari fase activities, fase class discussion dan fase exercises. Fase activities dalam penelitian dilaksanakan melalui tugas resitasi, dimana mahasiswa menyiapkan presentasi dengan memanfaatkan media power point dan menyajikannya dengan menggunakan bahasa inggris. Hasil pengamatan menunjukkan bahwa proses pembelajaran ini memberikan fasilitas dan kesempatan kepada mahasiswa untuk mengembangkan kemampuan mahaiswa dalam menumbuhkan kemampuan komunikasi matematis, belajar mandiri, menumbuhkan percaya diri dan memiliki tanggung jawab dalam menggali konsep yang harus dikuasainya. Hasil penelitian inipun menunjukkan bahwa aktivitas yang diberikan dapat menumbuhkan keterampilan menyajikan suatu materi dalam bentuk presentasi, memaksa mahasiswa untuk berkomunikasi matematika dengan bahasa inggris, dimana hal ini belum biasa dilaksanakan dalam perkuliahan umum.ABSTRACTThis paper present the result of teaching and learning observation in Matrix Algebra Course by using M-APOS Model. The purpose of using M-APOS model to enhance pre-service students’ comunication and self confidence which conduct in english. Teaching and learning procces implemented by using ACE cycles (activities, class discussion, exercices). Activities fase was implemented by recitation task, in this fase student had to prepare power point media and the students had to presented in english; in class discussion, students had to discuss the related concept which presented in the class; and exercises fase, the students had to do some of problems (they can solve the problems in the class or whereever they can do). The result of the observation found that this teaching and learning process facilalitate and give chancing the students to improve their mathematical communication, self confidence, and responsibility to exploite the concept. And then this teaching and learning process suport the students to presented the concept in english, where this activities have not done before.
Metacognitive Ability of Junior High School Special Intelligent Students in Solving Mathematical Problems Peni Fauziah Puadah; Elah Nurlaelah; Suhendra Suhendra
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.15934

Abstract

Metakognisi adalah suatu tingkatan dalam proses berpikir yang dapat digunakan siswa untuk memecahkan masalah, memiliki kesadaran terhadap proses berpikirnya dan mengontrol cara berpikirnya. Pada pembelajaran matematika di sekolah kita sering menemukan banyak siswa yang mengalami kesulitan dalam memecahkan masalah disebabkan  kurangnya kesadaran dan control dalam diri mereka. Kesulitan ini pun terjadi pada siswa kategori cerdas istimewa yang memiliki IQ di atas 130. Pada penelitian ini, peneliti ingin melihat bagaimana kemampuan yang dimiliki oleh siswa cerdas istimewa dalam memecahkan masalah matematika. Penelitian ini menggunakan metode kualitatif deskriptif. Penelitian ini dilakukan di sebuah SMP di kota Bandung dengan sample sebanyak 13 orang siswa cerdas istimewa. Untuk mengukur kemampuan metakognisi, siswa diberikan soal pemecahan masalah beserta angket metakognisi. Dari hasil penilaian pemecahan masalah, siswa cerdas istimewa memperoleh nilai rata – rata sebesar 59. Secara rinci, kemampuan metakognisi siswa cerdas istimewa berdasarkan angket yang mereka isi berada pada kriteria cukup baik untuk tahap planning, monitoring dan evaluating yaitu berada di kisaran 41% - 60%, dengan presentase berturut – turut 58,46%, 52,56% 53, 64%. turut 58,46%, 52, 56% 53, 64%. Metacognition is a level in the thinking process that students can use to solve problems, have awareness of their thinking processes, and control the way they think. In learning mathematics in schools, we often find many students who have difficulty solving problems due to a lack of awareness and control within themselves. This difficulty also occurs in the special intelligent category students who have an IQ above 130. In this study, the researcher wanted to see how the abilities possessed by special intelligent students in solving mathematical problems. This research is a descriptive qualitative method. This research was conducted in a junior high school in Bandung with a sample of 13 special intelligent students. To measure metacognitive ability, students are given problem-solving questions along with a metacognition questionnaire. From the results of the problem-solving assessment, the special intelligent students got an average score of 59. In detail, the metacognitive abilities of the special intelligent students based on the questionnaires they filled were in the good criteria for the planning, monitoring, and evaluating stages, which were in the range of 41% - 60 %, with a successive percentage of 58.46%, 52.56% 53,4%.
Students’ statistical literacy on junior high school N Mulya; E Nurlaelah; S Prabawanto
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (636.455 KB)

Abstract

Statistical literacy is a key ability expected of citizens in information-laden societies, and is often touted as an expected outcome of schooling and as a necessary component of students' numeracy and literacy. The facts show that the statistical literacy ability of Indonesian students is still in an alarming category and Indonesian students for junior high school have not been able to compete internationally in the statistical literacy. This qualitative descriptive research was conducted to describe junior high school students’ ability and difficulties in basic skills of statistical literacy. Data were collected from 6 students of 8th grade in one of junior high school in Aceh, Indonesia through test and interviews. The results clearly show that students’ statistical literacy are still in low category. Students are good in understanding the data but they have limited understanding of the data presentation concept. Students have difficulty in using the principle of presenting the data into the pie chart. Many steps of presenting the data are not complete. From this study can be concluded that students’ basic skills of statisical literacy has not been satisfied. Therefore, mathematics learning process in data presentation concept should be improved.
Ethnomathematics study: revealing mathematical aspects in determination of a good daily activities in indigenous societies of paseban and cikondang west java I Muhafidin; E Nurlaelah; E Sudihartinih
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (490.897 KB)

Abstract

This study is an attempt to show the relationship between culture and mathematics. Students’ paradigm nowadays considers that Mathematics is an abstract concept; as a result they do not like the subject. In fact, indirectly within a culture or group. The aim of the study is to determine the existence of mathematical aspects in determining a good day of daily activities in indigenous societies of Paseban and Cikondang villages. This study uses a qualitative approach with ethnography method such as observation, interviews, documentation, and field notes. The research is conducted in two places namely Paseban Tri Panca Tunggal Cigugur Village, District Cigugur, Kuningan regency, West Java and Cikondang, Lamajang Village, District Pangalengan, Bandung regency, West Java. The results of the study show that there is the presence of mathematical aspects in determining good day of daily activities in indigenous societies of Paseban and Cikondang villages. This study recommends that mathematics is closely related to culture due to the existence of ethnomathematics.
Improving mathematical communication ability through problems based learning model M Meiriyanti; S Suhendra; E Nurlaelah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (257.678 KB)

Abstract

This study aims to examine the improvement of mathematical communication ability ofstudents who learn with Problem Based Learning and students who learn by Direct learning. Thisstudy is a quasi experiment with a non-equivalent control group design. The population is allstudents of class XI one of Senior High School in Indragiri Hilir regency, Riau by taking sample ofclass XI IPA 3 students as experimental group that get Problem Based Learning (PBL) and XI IPA1 as control group that get Direct learning. The problem studied is the improvement of students'mathematical communication ability. The instrument used is the test of mathematicalcommunication ability. Quantitative analysis uses the Mann-Whitney test. While qualitativeanalysis done descriptively. Based on the data analysis obtained in this study, it is found that themathematical communication ability of students who get Problem Based Learning is significantlybetter than the students who learn by direct learning.
Preliminary study on mathematical problem solving ability of junior high school students on the triangle subject D R Ningsih; E Nurlaelah; A Jupri
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.33 KB)

Abstract

The triangle subject is a part of geometry concept. The subject is important to bemastered if a student wants to develop the geometrical ability. However, in the fact, someresearch reveal that Mathematical problem solving ability of students is still low becausestudents are not yet accustomed to solve mathematical problems yet. The purpose of this studyto determine the ability of mathematical problem solving students in junior high school on thetriangle subject. This study was conducted by using descriptive qualitative method. The samplein this study is consisted of 32 students in the grade IX which was taken with purposivesampling technique. Data were collected through the test which consists of three essayquestions based on the indicators: (1) identify the adequacy of the data; (2) create amathematical model of daily problems and solve it; (3) select and implement strategies to solvemathematical problems; (4) interpret the results according to the origin of the problem and dothe verification. The results of this study indicate that students difficulties in problem solving,and every student has different levels of mathematical problem solving ability.
Co-Authors A Jupri A Kausar Agna Ilma Taofik Ahmad Lutfi Al Jupri Aneu Pebrianti Bana G. Kartasasmita D R Ningsih Dadan Dasari Dadang Juandi Devita Anjarwati Dian Usdiyana Didi Suryadi Dwi Agusantia E Sudihartinih Edy Saputra Eyus Sudihartinih Faizah Nurwita Fardillah, Frena Herizal Herizal HERNANI - I Muhafidin Ida Kaniawati Irfa Ul Umam Irma Eldiyana Jarnawi Afgani Dahlan Jerito Pereira Jozua Sabandar Jozua Sabandar Khairunnisa Harahap Kusnandi Kusnandi Laili Rahmawati Lia Amalia Nurina Luthfiyati Nurafifah M Meiriyanti M. Mitrayana Muhammad Azhari Panjaitan Muhammad Ridha N Mulya Nar Herrhyanto Norma Septiani Nurul Rafiqah Nasution Peni Fauziah Puadah Peni Fauziah Puadah Qania Agustika Siagian R Gusmiyanti Raisya Silvi Abdul Karim Raudiyah Rizki R Reni Nuraeni Ririn Widiyasari Rizki Ramadhani Rizqi Dwi Maharani S Prabawanto Siti Sriyati Sufyani Prabawanto, Sufyani Suhendra, S Sumanang Muhtar Gozali Tatang Herman, Tatang Tedi Ruhyadi Wa Ode Dahiana Wahyudin ,- Yaya S Kusumah Yeni Setyowati*