Articles
<![CDATA[MENGGUNAKAN CONTOH DALAM PEMBUKTIAN ]]>
<![CDATA[Christina Kartika Sari]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Citra Maharani Ainur]]>;
<![CDATA[Eka Nurhayati Darmaningsih]]>
<![CDATA[ JIPMat Vol 2, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jipmat.v2i1.1475
<![CDATA[Penelitian ini bertujuan mengidentifikasi bukti-bukti yang dihasilkan mahasiswa dalam memecahkan soal-soal Pengantar Analisis Riil, khususnya bukti yang memanfaatkan contoh spesifik. Pendekatan yang digunakan adalah kualitatif. Subyek diambil dari 54 mahasiswa yang menempuh mata kuliah Pengantar Analisis Riil. Seluruh subjek dihadapkan pada dua soal pembuktian. Dari 54 mahasiswa, tidak lebih dari 15% yang mampu menuliskan bukti yang valid. Sekitar 30% masih belum memiliki pengetahuan yang cukup untuk dapat dirangkai menjadi sebuah bukti yang valid, sehingga mereka gagal dalam membuktikan. Hampir 30% mahasiswa tampak berhasil menyelesaikan pembuktian, tapi ternyata bukti tersebut tidak valid, salah satunya Putri. Putri memilih satu contoh spesifik untuk membuktikan suatu pernyataan implikasi yang general. Contoh yang dipilih Putri pun mengabaikan asumsi-asumsi yang diminta oleh soal. Selain itu, Putri tampak mencampuradukkan definisi dan teorema yang sekiranya terkait dengan soal. Oleh karena itu, pembelajaran Pengantar Analisis Riil hendaknya menekankan pemahaman definisi, teorema, lemma, maupun pernyataan matematika lainnya dengan lebih bermakna.]]>
<![CDATA[KESALAHAN PENALARAN DALAM PEMBUKTIAN MASALAH STRUKTUR ALJABAR ]]>
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Christina Kartika Sari]]>
<![CDATA[ JIPMat Vol 2, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jipmat.v2i2.1975
<![CDATA[Penelitian ini mempunyai fokus pada kesalahan yang dilakukan mahasiswa dalam membuktikan suatu masalah dalam struktur aljabar. Secara umum kesalahan yang dilakukan adalah kesalahan penalaran yang terkait dengan cara berfikir mahasiswa. Penelitian ini bertujuan untuk mengetahui dan memetakan kesalahan-kesalahan umum yang dilakukan mahasiswa dalam menyelesaikan masalah dalam aljabar abstrak. Jenis penelitian ini adalah kualitatif deskriptif dengan subyek penelitian yaitu pekerjaan 101 mahasiswa pada mata kuliah Struktur Aljabar Abstrak. Tugas-tugas dan hasil ujian mahasiswa dianalisa setiap langkah pengerjaannya. Beberapa kesalahan penalaran yang ditemuka dikategorikan menjadi empat: (1) Kesalahan penggunaan contoh dalam pembuktian (2) Penggunaan asumsi yang tidak tepat (3) Pembuktian biimplikasi yang tidak lengkap (4) Penggunaan definisi yang tidak tepat.]]>
<![CDATA[The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School ]]>
<![CDATA[Ainun Rahma Firdausy]]>;
<![CDATA[Nining Setyaningsih]]>;
<![CDATA[La Suha Ishabu]]>;
<![CDATA[Mohamad Waluyo]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol 1, No. 2, July 2019 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
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DOI: 10.23917/ijolae.v1i2.8104
<![CDATA[This study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. This type of research is quantitative with the research subjects being all VII grade students of the Muhammadiyah Middle School Surakarta Special Program in 2018/2019. Data collection is done by questionnaire and documentation. The data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. The results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%.]]>
<![CDATA[Penguatan Keterampilan Guru dalam Pemanfaatan GeoGebra sebagai Media Pembelajaran Program Linear ]]>
<![CDATA[Christina Kartika Sari]]>;
<![CDATA[Nida Sri Utami]]>;
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Sri Rejeki]]>;
<![CDATA[Wulan Galuh Rahma Perwita]]>
<![CDATA[ Prima Abdika : Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2022): Volume 2 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende ]]>
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DOI: 10.37478/abdika.v2i2.1782
<![CDATA[To support students facing rapid technological development, teachers must provide real experience in the learning process. Linear programming materials that require visualization in their understanding can be taught by integrating GeoGebra software. This community service aims to strengthen teacher skills in using GeoGebra for linear programming learning media. Community service is carried out through training and mentoring with an active learning participant approach. The activities are carried out through three core stages: teacher training in mastering the GeoGebra interface, assistance in visualizing linear programming problems, and aid in solving linear programs. Although most of the participants stated that GeoGebra could help learn linear programming in the classroom, its implementation needs to consider various aspects, such as the preparation of learning tools and equipment, learning time, and student readiness.]]>
<![CDATA[PREDICTION FOR COOPERATIVE CREDIT ELIGIBILITY USING DATA MINING CLASSIFICATION WITH C4.5 ALGORITHM ]]>
<![CDATA[Yogiek Indra Kurniawan]]>;
<![CDATA[Annastalia Fatikasari]]>;
<![CDATA[Muhammad Luthfi Hidayat]]>;
<![CDATA[Mohamad Waluyo]]>
<![CDATA[ Jurnal Teknik Informatika (Jutif) Vol. 2 No. 2 (2021): JUTIF Volume 2, Number 2, December 2021 ]]>
Publisher : <![CDATA[Informatika, Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jutif.2021.2.2.49
<![CDATA[BMT Artha Mandiri is a cooperative that provides savings and loans services. In providing credit, BMT Artha Mandiri still uses the manual method, namely by looking at the ledger and history of each customer, to find out whether the applicant is worthy or not worthy of credit so that it is not effective and efficient. The purpose of this research is to make an application that can predict whether a prospective customer is eligible or not to be given credit. Predictions are made using the data mining classification method, namely the C4.5 algorithm based on the supporting data each customer has to classify which factors have the most influence on the level of credit payments in the cooperative. In a built application, the C4.5 algorithm produces a decision tree that is easy to interpret based on the existing variables. In the application, there are features that can be used to make decisions about customers who will apply for credit at the cooperative. The blackbox test results on the application show that the application has been able to run as expected, while the results of the algorithm test also show that the application has been able to implement the C4.5 algorithm correctly. In addition, the results of testing for accuracy show that the maximum average value of Accuracy is 79.19%.]]>
<![CDATA[PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN AUGMENTED REALITY (AR) DENGAN SOFTWARE PAINT 3D BAGI GURU MATEMATIKA SMP ]]>
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Sutama Sutama]]>;
<![CDATA[Fhitri Indah Sari]]>
<![CDATA[ Jurnal Terapan Abdimas Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS PGRI MADIUN ]]>
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DOI: 10.25273/jta.v7i2.11772
<![CDATA[Abstract. Augmented Reality (AR) is a technology for implementing 3D objects in real life. 3D objects help students to visualize abstract objects in mathematics so that they are easy to understand. Abstract objects in mathematics that require visualization include geometric material. Software that is easy to use and has a size that is not too large to help visualize abstract objects by creating 3D objects that are Paint 3D. The purpose of the training activities is to improve the competence of mathematics teachers in making learning media with 3D objects. The media created can be a means for teachers to provide understanding for students about geometry material. The target of the training was the mathematics teachers of Muhammadiyah junior high school in Gemolong. The training method used has several stages including problem analysis, preparation, implementation, evaluation, and publication. At the stage of implementing the training using participatory training methods, participants can practice and ask questions related to the obstacles experienced. The results of the training carried out include mathematics teachers who can create learning media in the form of 3D objects and implement them in learning. The results of the post-test of the training activities, 86% of participants clearly understood the delivery of the material presented by the presenters, 94% of the training participants were satisfied with the training activities held. 89% of participants are able to create 3D objects using Paint 3D software based on the delivery given by the presenters and 80% of participants will implement 3D objects in learning. Abstrak. Augmented Reality (AR) merupakan teknologi untuk mengimplementasikan objek 3D dalam kehidupan secara nyata. Objek 3D membantu siswa untuk memvisualisasikan objek-objek abstrak dalam matematika sehingga mudah dipahami. Objek abstrak dalam matematika yang membutuhkan visualisasi diantaranya terdapat pada materi geometri. Software yang mudah digunakan dan memiliki ukuran tidak terlalu besar untuk membantu memvisualisasi objek abstrak dengan membuat objek 3D yaitu Paint 3D. Tujuan dari kegiatan pelatihan untuk meningkatkan kompetensi guru-guru matematika dalam membuat media pembelajaran dengan objek 3D. Media yang dibuat dapat menjadi sarana bagi guru untuk memberikan pemahaman bagi siswa tentang materi geometri. Target dari pelatihan yang dilakukan yaitu guru-guru matematika SMP Muhammdiyah di Gemolong. Metode pelatihan yang digunakan memiliki beberapa tahapan diantaranya analisis permasalahan, persiapan, pelaksanaan, evaluasi, dan publikasi. Pada tahapan pelaksanaan pelatihan menggunakan metode pelatihan partisipatif dengan peserta dapat mempraktekkan dan bertanya terkait kendala yang dialami. Hasil pelatihan yang dilakukan diantaranya guru-guru matematika dapat membuat media pembelajaran berupa objek 3D dan mengimplementasikan dalam pembelajaran. Hasil post-test kegiatan pelatihan yaitu sebanyak 86% peserta memahami dengan jelas penyampaian materi yang disampaikan oleh pemateri, sebanyak 94% peserta pelatihan merasa puas dengan kegiatan pelatihan yang diadakan. Sebanyak 89% peserta mampu untuk membuat objek 3D menggunakan software Paint 3D berdasarkan penyampaian yang diberikan pemateri dan 80% peserta akan mengimplementasikan objek 3D dalam pembelajaran. ]]>
<![CDATA[Android Educational Game “MATHOLIC” Based on Van Hiele’s Geometric Thinking Level on Plane Figures ]]>
<![CDATA[Windu Wiyana]]>;
<![CDATA[Yuniawatika Yuniawatika]]>;
<![CDATA[Tri Murti]]>;
<![CDATA[Mohamad Waluyo]]>
<![CDATA[ Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/ppd.v9i1.16844
<![CDATA[The objective of this study was to produce an educational game based on Van Hiele’s geometric thinking level called “MATHOLIC” on plane figures material in fourth-grade elementary school. This research was Research and Development (RD), which used the ADDIE model. The subjects of this study were fourth-grade students of Tlumpu Blitar State Elementary School. The data collection instruments were interview guidelines and questionnaires. The data was obtained in the form of qualitative data and quantitative data. The results of this study showed that: (1) the material experts gave the level validity of MATHOLIC 95,8%, while media experts gave the validity level of MATHOLIC 94,4%, and the classroom teacher gave the level validity of 98%, which meant that MATHOLIC was very valid; (2 )student responses in small group trials obtained a percentage of the practicality was 95% and in the field trial was 97,7% which meant that MATHOLIC was very practice; (3) the average score was 87,7 in the small group trial and 96,4 in the field trial which meant that the average was already above the Minimum Completeness Criteria score. MATHOLIC was declared valid and practical to be suitably used in learning mathematics. This study showed the validity and practicality of learning media in educational games that use van Hiele's theory. The findings of this study will be a solution for teachers who have difficulty teaching the material of plane figures to make it more effective and easily understood.]]>
<![CDATA[GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning ]]>
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Rafiza Abdul Razak]]>;
<![CDATA[Suliadi Firdaus Sufahani]]>;
<![CDATA[Millenia Hanifah]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i3.18141
<![CDATA[Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.]]>
<![CDATA[PELATIHAN PENGGUNAAN SOFTWARE GEOGEBRA UNTUK GURU-GURU SMA MUHAMMADIYAH SE-SUKOHARJO PADA MATERI TRANSFORMASI GEOMETRI ]]>
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Nugroho Arif Sudibyo]]>
<![CDATA[ KOMMAS: Jurnal Pengabdian Kepada Masyarakat Vol 1, No 3 (2020): KOMMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
Publisher : <![CDATA[KOMMAS: Jurnal Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Media pembelajaran merupakan suatu sarana yang dapat digunakan guru untuk meningkatkan pemahaman siswa mengenai suatu materi. Softaware Geogebra sebagai media pembelajaran dapat membantu guru dalam penyampaian materi kepada siswa. Geogebra merupakan software tak berbayar (free software) juga merupakan software open source dimana user dapat memberikan masukan atau saran dalam penggunaan software Geogebra. Penggunaan software Geogebra memudahkan guru untuk membuat materi dalam hal aljabar, aritmatika, dan geometri transformasi. Geogebra dapat membantu guru-guru untuk memvisualisasikan materi-materi yang ada dalam geometri, khusunya untuk materi Geometri Transformasi SMA. Pengabdian masyarakat ini bertujuan untuk memberikan pelatihan penggunaan software Geogebra pada materi geometri transformasi kepada guru-guru SMA Muhammadiyah di Sukoharjo. Metode yang digunakan yaitu metode presentasi, demonstrasi, dan praktek. Hasil dari pelatihan yang diberikan yaitu guru-guru dapat menggunakan software Geogebra dalam menyampaikan materi kepada siswa. Guru dapat menggunakan software Geogebra untuk mengenalkan visualisasi materi transformasi geometri SMA dalam pembelajaran.]]>
<![CDATA[Analisis Faktor 2-Level dalam Model Persamaan Struktural ]]>
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[A Abdurakhman]]>;
<![CDATA[Z Zulaela]]>
<![CDATA[ Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Model persamaan struktural (SEM) sangat berguna untuk mengetahui apakah suatu model antar variabel laten, variabel indikator fit dengan data yang diperoleh. Ketika data yang diperoleh cukup besar dan berhirarki maka diperlukan analasis penyesuaian dalam model struktural tersebut. Penyesuaian tersebut adalah dengan memasukkan variabel random efek dari tiap tingkatan hirarki. Variabel random untuk 2 level hirarki yaitu variabel random efek level-1 dan level-2. Metode estimasi yang digunakan dalam penelitian ini adalah maksimum likelihood (ML). Penggunaan metode ML ini merupakan metode yang umum dipakai dalam estimasi parameter dalam SEM namun mengalami kendala ketika terdapat data hilang. Sehingga algoritma ekspektasi-maksimasi (EM) diperlukan untuk mengestimasi data hilang.]]>
