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<![CDATA[PENGGUNAAN KOMIK SEBAGAI MEDIA PEMBELAJARAN TERHADAP UPAYA MENINGKATKAN MINATMATEMATIKA SISWA SEKOLAH DASAR (SD/MI) ]]>
<![CDATA[NEGARA, HASAN SASTRA]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 1, No 2 (2014): TERAMPIL ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri ]]>
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<![CDATA[The condition of Mathematics, whose image is a non-enjoyable subject for students, must be taken into endless reflection by all concerned parties, especially for teachers whose responsibility is to deliver the learning material to the students. Tedious learning material presentation should be anticipated by providing means of material presentation which are innovative, fun, and able to draw studentsâ interest.One of the alternatives in providing innovative material presentation is by using comic as a media. Considering the tendency students posse in having interest toward comic, it can be argued that comic is usable as learning media. By inserting mathematics concepts into comics or explaining learning material in form of comics, it is expected that studentsâ emotional factor and interest are drawn into activities in effort to learn the material. In addition, comic being a visual media is assumed as able to give influence toward the acqusition of knowledge because it can draw studentsâ attention and interest when the information is delivered. Comic is also one of the alternatives in choosing fun and interractive learning media. The writer argues that the use of comic as media can motivate students to learn, so that the negative image of mathematics that students have in their mind as dificult and non-enjoyable subject can be replaced by mathematics as an enjoyable subject which will draw students attention and interest. In result, students achievement in learning mathematics is expected to improve. Moreover, the use of comic as a media can be combined with various learning models as an additional touch in delivering learning material and it can be twisted by inserting small games in the learning process. As a teacher, we are expected to embed good character values into the comics character we make and use.]]>
<![CDATA[Penerapan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) ditinjau dari Multiple Intelligences ]]>
<![CDATA[Septiana, Frika]]>;
<![CDATA[Mujib, Mujib]]>;
<![CDATA[Negara, Hasan Sastra]]>
<![CDATA[ Desimal: Jurnal Matematika Vol 1, No 1 (2018): Desimal: Jurnal Matematika ]]>
Publisher : <![CDATA[UIN Raden Intan Lampung ]]>
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DOI: 10.24042/djm.v1i1.1932
<![CDATA[The purpose of this research is to know if there are: (1) the influence of PMRI approach to the problem-solving ability of mathematical learners; (2) the influence between multiple intelligences capability categories of mathematical problem solving abilities; (3) there is an interaction between PMRI approach with multiple intelligences on mathematical problem solving ability. This research is a quasi-experimental design research with 2 à 3 factorial design. Sampling technique in this research use probability sampling with cluster random sampling. The research instrument used is the test of mathematical problem-solving ability and multiple intelligences questionnaire. The resulting data of mathematical problem-solving test were analyzed by using another test of two different cell paths. The result of the research shows that: (1) there is an influence of PMRI approach to students mathematical problem solving ability; (2) there is influence between categories of multiple intelligences ability in mathematical problem solving ability; (3) there is no interaction between PMRI approach with multiple intelligences on mathematical problem solving ability.]]>
<![CDATA[MENGEMBANGKAN KEMAMPUAN PEMAHAMAN, KONEKSI DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR (SD) MELALUI RECIPROCAL TEACHING ]]>
<![CDATA[NEGARA, HASAN SASTRA]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 2, No 1 (2015): TERAMPIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/terampil.v2i1.1288
<![CDATA[Pemahaman matematis merupakan aspek yang sangat penting dalam prinsip pembelajaran matematika. Siswa dalam belajar matematika harus disertai dengan pemahaman, hal ini merupakan visi dari belajar matematika. Dilihat dari sisi pembelajaran, fakta menunjukkan bahwa pembelajaran matematika dengan hanya menekankan pada aspek pemahaman instrumental memang relatif lebih mudah, keadaan ini bisa berakibat para guru lebih senang dengan cara ini. Strategi pembelajaran reciprocal teaching merupakan salah satu pendekatan pembelajaran yang dapat membantu siswa dalam penguasaan konsep matematika terutama dalam pemahaman, koneksi dan komunikasi matematis. Di samping itu juga siswa dituntut aktif dalam pembelajaran sehingga tercipta pola pikir konstruktif siswa dalam pemahaman dan menghubungkan suatu konsep matematika. Hal ini akan berakibat pada penguatan materi pembelajaran dan siswa lebih terkenang dalam pembelajaran]]>
<![CDATA[ANALISIS PEMBELAJARAN MATEMATIKA PADA SEKOLAH DASAR YANG MENERAPKAN PENDEKATAN PMRI DAN SEKOLAH DASAR YANG TIDAK MENERAPKAN PENDEKATAN PMRI DI KOTA YOGYAKARTA ]]>
<![CDATA[NEGARA, HASAN SASTRA]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 1, No 1 (2014): TERAMPIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/terampil.v1i1.1306
<![CDATA[The aims of this study were describing the process of mathematics learning and its problem solving for primary III students whom school was applying PMRI approach and non applying PMRI approach (Realistic Mathematics Education in Indonesia). This research was a qualitative case study type. The subject of this study divided into 2, which were: subject for searching information about learning process and subject for searching information about problem solving. Subject in this study were 2 primary teachers, 1 teacher from SD âAâ Demangan Baru and 1 teacher from SD âBâ Demangan, another subject were 4 students, 2 students from SD âAâ Demangan Baru and 2 students from SD âBâ Demangan. The data was divided into 2, which were learning process data that contain about teacher and student activities in learning and mathematical problem solving data that contain about information problem solving in mathematics. Learning process data was collected from recording transcription result of learning activities toward two observations, while mathematical problem solving data was collected by using the think aloud method. The results revealed that the teaching and learning process at the school which apply PMRI approach began with providing contextual problems. The student do mathematical mathematization even though with simple language and symbols. Students construct their own knowledge and teacher was as the facilitator. However, the process of interweaving one material to another was still not observed yet. In the process of teaching and learning at non-PMRI school, teacher began the teaching and learning process by explaining homework. There was no activity of solving problems in group. Students solved a problem by using the way that their teacher teaches them and the skill was developed based on the example and exercises. The problem solving skill of students who have high ability at school which applied PMRI approach was better than that of students who have high ability at school which did not apply PMRI approach. However, the problem solving skill of students who have low ability at school which applied PMRI approach is not better than that of students who have low ability at school which did not apply PMRI approach]]>
<![CDATA[ANALISIS TINGKAT KEMAMPUAN BERPIKIR KREATIF MATEMATIS PESERTA DIDIK DITINJAU DARI GAYA BELAJAR KELAS VII SMP ]]>
<![CDATA[Purwanti, Dwi]]>;
<![CDATA[Fakhri, Jamal]]>;
<![CDATA[Negara, Hasan Sastra]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v8i1.1733
<![CDATA[This research is motivated by observations at Muhammadiyah junior high school number 3 in Bandar Lampung that ability of students to solve mathematical problems have different thinking skills, diverse learning styles possessed by students in absorbing and processing information while the learning process is taking place and educators have never tested specifically creative thinking and learning styles. The purpose of this research is to determine the level of mathematical creative thinking abilities of students as seen from the visual, auditory and kinesthetic learning styles by Muhammadiyah junior high school number 3 in Bandar Lampung. Subjects for this research were conducted in VIIB and VIIE classes by taking subjects by purposive sampling, namely 2 subjects of visual learning style, 2 subjects in auditory learning styles and 2 subjects of kinesthetic learning styles. The results of this research is to indicate that students with visual learning styles are classified as level 1 (less creative), students with auditorial learning styles are classified as level 1(less creative) and kinesthetic learning is classified as level 1 (less creative) and as level 3( creative).]]>
<![CDATA[PENGGUNAAN KOMIK SEBAGAI MEDIA PEMBELAJARAN TERHADAP UPAYA MENINGKATKAN MINATMATEMATIKA SISWA SEKOLAH DASAR (SD/MI) ]]>
<![CDATA[NEGARA, HASAN SASTRA]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 1, No 2 (2014): TERAMPIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/terampil.v1i2.1319
<![CDATA[The condition of Mathematics, whose image is a non-enjoyable subject for students, must be taken into endless reflection by all concerned parties, especially for teachers whose responsibility is to deliver the learning material to the students. Tedious learning material presentation should be anticipated by providing means of material presentation which are innovative, fun, and able to draw students’ interest.One of the alternatives in providing innovative material presentation is by using comic as a media. Considering the tendency students posse in having interest toward comic, it can be argued that comic is usable as learning media. By inserting mathematics concepts into comics or explaining learning material in form of comics, it is expected that students’ emotional factor and interest are drawn into activities in effort to learn the material. In addition, comic being a visual media is assumed as able to give influence toward the acqusition of knowledge because it can draw students’ attention and interest when the information is delivered. Comic is also one of the alternatives in choosing fun and interractive learning media. The writer argues that the use of comic as media can motivate students to learn, so that the negative image of mathematics that students have in their mind as dificult and non-enjoyable subject can be replaced by mathematics as an enjoyable subject which will draw students attention and interest. In result, students achievement in learning mathematics is expected to improve. Moreover, the use of comic as a media can be combined with various learning models as an additional touch in delivering learning material and it can be twisted by inserting small games in the learning process. As a teacher, we are expected to embed good character values into the comics character we make and use.]]>
<![CDATA[ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SEBAGAI DAMPAK PEMBELAJARAN SINEKTIK DAN TIPE KEPRIBADIAN ]]>
<![CDATA[Chairul Saleh]]>;
<![CDATA[Hasan Sastra Negara]]>;
<![CDATA[Istihana Istihana]]>
<![CDATA[ Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 8, No 1 (2020): VOLUME 8 NOMOR 1 JUNI 2020 ]]>
Publisher : <![CDATA[IAIN Palangka Raya ]]>
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DOI: 10.23971/eds.v8i1.1757
<![CDATA[Tujuan dari penelitian ini adalah (1) mendeskripsikan pengaruh kemampuan pemecahan masalah matematis antara pembelajaran Sinektik dengan peserta didik yang memperoleh pembelajaran konvensional, (2) mendeskripsikan pengaruh tipe kepribadian peserta didik terhadap kemampuan pemecahan masalah matematis peserta didik, dan (3) mendeskripsikan interaksi antara pembelajaran Sinektik terhadap kemampuan pemecahan masalah matematis ditinjau dari tipe kepribadian peserta didik. Jenis penelitian yang digunakan yaitu quasi eksperimental. Desain penelitian posttest only control design dan kelompok dipilih secara random. Hasil penelitian menunjukkan bahwa terdapat pengaruh pembelajaran Sinektik secara signifikan terhadap kemampuan pemecahan masalah matematis, tidak terdapat pengaruh tipe kepribadian terhadap kemampuan pemecahan masalah matematis secara signifikan, dan terdapat interaksi antara pembelajaran Sinektik dan Tipe Kepribadian terhadap kemampuan pemecahan masalah matematis.]]>
<![CDATA[Analisis kemampuan komunikasi matematis pada pembelajaran Think Pair Share (TPS) berbantu komik matematika ]]>
<![CDATA[susi ana]]>;
<![CDATA[Hasan Sastra Negara]]>;
<![CDATA[Netri Wati]]>
<![CDATA[ AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 10, No 1 (2019): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/aks.v10i1.3326
<![CDATA[The purpose of this study was to find out whether the TPS Learning Model Helped by Mathematical Comics had an effect on the mathematical communication of class VII of Bandar Lampung Middle School 14. Based on data analysis and hypothesis testing that has been carried out that the implementation of the Mathematical comic-assisted TPS Learning Model to the class Experiments on Quadrilateral material has an influence on students' Mathematical Communication skills. This can be seen from the results of calculations using the one sample T-test of tcount (2.870)> t table (, 0452). This indicates that tcount> ttable so Ho is rejected in other words Ha is accepted, so there are influences of TPS learning models aided by mathematical comics . In qualitative analysis for high-ability students able to complete 3 stages including; (1) Written Text (2) Drawing (3) Mathematical Expression for ability students who are only completing 2 stages include (1) Written (2) Mathematical Expression about mathematical communication, while for low ability students only 1 stage (1) Written Text.]]>
<![CDATA[MENGEMBANGKAN KEMAMPUAN PEMAHAMAN, KONEKSI DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR (SD) MELALUI RECIPROCAL TEACHING ]]>
<![CDATA[HASAN SASTRA NEGARA]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 2, No 1 (2015): TERAMPIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/terampil.v2i1.1288
<![CDATA[Pemahaman matematis merupakan aspek yang sangat penting dalam prinsip pembelajaran matematika. Siswa dalam belajar matematika harus disertai dengan pemahaman, hal ini merupakan visi dari belajar matematika. Dilihat dari sisi pembelajaran, fakta menunjukkan bahwa pembelajaran matematika dengan hanya menekankan pada aspek pemahaman instrumental memang relatif lebih mudah, keadaan ini bisa berakibat para guru lebih senang dengan cara ini. Strategi pembelajaran reciprocal teaching merupakan salah satu pendekatan pembelajaran yang dapat membantu siswa dalam penguasaan konsep matematika terutama dalam pemahaman, koneksi dan komunikasi matematis. Di samping itu juga siswa dituntut aktif dalam pembelajaran sehingga tercipta pola pikir konstruktif siswa dalam pemahaman dan menghubungkan suatu konsep matematika. Hal ini akan berakibat pada penguatan materi pembelajaran dan siswa lebih terkenang dalam pembelajaran]]>
<![CDATA[FLIP BUILDER : PENGEMBANGANNYA PADA MEDIA PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Teguh Yunianto]]>;
<![CDATA[Hasan Sastra Negara]]>;
<![CDATA[Suherman Suherman]]>
<![CDATA[ TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 6, No 2 (2019): TERAMPIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/terampil.v6i2.5056
<![CDATA[Perkembangan teknologi dalam era revolusi industri menghendaki adanya inovasi pengembangan media pembelajaran. Sehingga hasilnya dapat dimanfaatkan untuk pembelajaran. Penelitian ini bertujuan untuk mengetahui kevalidan dan respon pendidik terhadap media pembelajaran berbasis flip builder materi bangun datar. Penelitian ini merupakan penelitian pengembangan jenis model Borg and Gall yang dimodifikasi. Hasil penelitian menunjukkan penilaian ahli materi sebesar 85,15% dengan kategori sangat baik, ahli media sebesar 71,66% dengan kategori layak. Ujicoba kelompok kecil diperoleh nilai rata-rata 88,26 % dan hasil uji coba kelas besar dengan nilai rata-rata 89,32 % dengan kriteria interpretasi sangat menarik. Sehingga media pembelajaran berbasis flip builder layak dan sangat menarik digunakan sebagai media pembelajaran matematika.]]>
