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All Journal Jurnal Pengajaran MIPA Jurnal Online Pendidikan Matematika Kontemporer (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
marthen Tapilouw
Program Studi Pendidikan Matematika
Education Mathematics Other

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PENERAPAN MODEL PEMBELAJARAN KONSEPTUAL INTERAKTIF (INTERACTIVE CONCEPTUAL INSTRUCTION) UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP (Penelitian eksperimen terhadap siswa kelas VII di SMP Negeri 29 Bandung) maghfiroh, qori; Tapilouw, marthen; Herrhyanto, Nar
Jurnal Online Pendidikan Matematika Kontemporer Vol 1, No 1 (2013): Jurnal Online Pendidikan Matematika Kontemporer
Publisher : Jurnal Online Pendidikan Matematika Kontemporer

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Abstract

Penelitian ini mengkaji tentang “Penerapan Model Pembelajaran Konseptual Interaktif (Interactive Conceptual Instruction) untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMP”. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen menggunakan desain kelompok kontrol pretes-postes (pretes-postes control group design). Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 29 Bandung, sedangkan sampel yang terpilih adalah kelas VII A sebagai kelas eksperimen dan VII C sebagai kelas kontrol. Pembelajaran di kelas eksperimen dilakukan dengan menggunakan model pembelajaran konseptual interaktif, sedangkan kelas kontrol menggunakan pembelajaran secara konvensional. Instrumen dalam penelitian ini meliputi seperangkat alat tes, angket, dan lembar observasi. Seperangkat alat tes tersebut meliputi soal-soal pretes dan postes mengenai kemampuan pemahaman konsep matematis, sedangkan angket dan lembar observasi dalam penelitian ini digunakan untuk mengetahui sikap siswa terhadap model pembelajaran konseptual interaktif. Hasil penelitian menunjukkan bahwa siswa yang mendapatkan pembelajaran dengan model pembelajaran konseptual interaktif memiliki peningkatan kemampuan pemahaman konsep matematis yang lebih baik daripada siswa yang memperoleh pembelajaran secara konvensional. Hal tersebut dapat dilihat dari rata-rata hasil postes kelas eksperimen yaitu 31,06 sedangkan kelas kontrol yaitu 22,03 dari skol ideal 50. Sedangkan untuk rata-rata nilai indeks gain kelas eksperimen yaitu 0,58 sedangkan rata-rata nilai indeks gain kelas kontrol yaitu 0,37. Berdasarkan rata-rata hasil postes dan indeks gain, terlihat bahwa kemampuan pemahaman konsep matematis siswa kelas eksperimen lebih baik dibandingkan siswa kelas kontrol. Adapun untuk kualitas peningkatannya berdasarkan rata-rata indeks gain kelas eksperimen peningkatannya berada pada interpretasi sedang. Sementara itu, hasil pengolahan angket menunjukkan bahwa hampir seluruhnya siswa memberikan sikap positif terhadap model pembelajaran konseptual interaktif.Kata kunci : pemahaman konsep matematis, konseptual interaktif, konvensional.
MATHEMATICAL COMMUNICATION AND CONNECTIONS STUDENTS’ ABILITY THROUGH PROBLEM-BASED LEARNING Taufiqurrohman, Erik; Sabandar, Jozua; Tapilouw, Marthen
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 2 (2018): Volume 1 Number 2, June 2018
Publisher : IKIP SILIWANGI

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Abstract

The problem in this research is still the low of communication ability and mathematics connection and the independence of student learning MTs. This study aims to determine and examine whether the achievement and improvement of communication skills and mathematical connections and student learning independence using a problem-based approach is better than the learning by using ordinary learning, knowing the association between communication skills with mathematical connections, mathematical communication with learning independence and ability mathematical connection with the independence of learning both groups of students. This research uses quasi experimental research method with non equivalent control group design and using purposive sampling technique. The population of the research were the students of class VIII in one of MTs in Subang. The sample used was the students of class VIII E as the experimental class and VIII G as the control class. The data collection from this research is in the form of test and non-test. Both groups were given pretest and postes the ability of mathematical communication and questionnaires to measure students' learning independence. The form of test used is a test of the ability of communication and mathematical connections while to measure student learning independence using non-test instruments. The results showed that: the achievement and improvement of communication skills and mathematical connections and learning independence of students who received learning by using a problem-based approach is better than students who received regular learning. There is a strong association between communication skills with mathematical connections, mathematical communication with learning independence and mathematical connection ability with learning independence.
PEMBELAJARAN MATEMATIKA BERMUATAN KONSTRUKTIVISTIK UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA Tapilouw, Marthen
Jurnal Pengajaran MIPA Vol 15, No 2 (2010): JPMIPA: Volume 15, Issue 2, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i2.35991

Abstract

It was hope that the improvement of mathematical reasoning should be reach by the students after the mathematics learning process, although it is not easy to reach. This study was carried out in secondary high schools through quasi experiment methods. The aim of this study is to describe: Students‟ achievement after the learning process, and the difficulties factors on learning mathematics, through contextual teaching and learning based on constructivist approach. The conclusions of this study are: The improvement of students‟ mathematical reasoning is quite good. There are also some positive improvements on students‟ autonomous learning, students‟ participation on the class discussion, the students‟ ability on answering the question, and the students can explain to the class how to solve the problems. The obstacle of the learning process is the number of students in the class and the learning schedule. The alternative way to overcome this problem is by giving work sheets to be done as home work or some activities out of the class. It was hope that in the future, the math book should be revised, and being adapted to contextual learning with contextual illustration that is well known and well understood by the learners, so mathematical lesson will be attractive and easy to learn.
Co-Authors Irmawan Irmawan Jozua Sabandar Nar Herrhyanto Nursopiah, Dian Pratama, Pramuditya Rizki qori maghfiroh Retnaningrum, Elly Reviandari Widyatiningtyas, Reviandari Srinita, Nisa Taufiqurrohman, Erik