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<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA ]]>
<![CDATA[Bilda, Westi]]>;
<![CDATA[Mardiyana, Mardiyana]]>;
<![CDATA[Iswahyudi, Gatut]]>
<![CDATA[ Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Matematika ]]>
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<![CDATA[Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward studentsâ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence.]]>
<![CDATA[Development E-Book Learning Media Based on Kvisoft Flipbook Maker ]]>
<![CDATA[Fadillah, Ahmad]]>;
<![CDATA[Nopitasari, Dian]]>;
<![CDATA[Bilda, Westi]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 2 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreano.v12i2.31684
<![CDATA[The main purpose of this research is to produce a kvisoft flipbook maker-based ebook learning media product on root material, rank, and logarithms. The research carried out is development research (Development Research) with the ADDIE model. The sample in this study was a student of class X SMK Avicena Rajeg Tangerang Regency in 2021. The data in the study was collected using questionnaires, which consist of expert validation questionnaires, and student response questionnaires. Based on the results of the analysis of research data conducted obtained a value of 76% for media experts and 75.75% for material experts with good categories. The next stage is a practicality test and questionnaire on a small scale and obtained a score of 75.25% with good and practical categories. So it was concluded that the kvisoft flipbook maker-based ebook learning medium is feasible and practically used in math learning.Tujuan utama penelitian ini adalah untuk menghasilkan produk media pembelajaran ebook berbasis kvisoft flipbook maker pada materi akar, pangkat, dan logaritma. Penelitian yang dilaksanakan adalah penelitian pengembangan (Development Research) dengan model ADDIE. Sampel pada penelitian ini adalah siswa kelas X SMK Avicena Rajeg Kabupaten Tangerang tahun 2021. Data dalam penelitian ini dikumpulkan dengan menggunakan angket, yang terdiri dari angket validasi ahli, dan angket respon siswa. Berdasarkan hasil analisis data penelitian yang dilakukan diperoleh nilai 76% untuk ahli media dan 75,75% untuk ahli materi dengan kategori yang baik. Tahap berikutnya adalah tes kepraktisan dan kuesioner dengan skala kecil dan memperoleh nilai 75,25% dengan kategori baik dan praktis. Jadi disimpulkan bahwa media pembelajaran ebook berbasis kvisoft flipbook maker layak dan praktis digunakan dalam pembelajaran matematika.]]>
<![CDATA[ANDROID-BASED MATHEMATICAL LEARNING MEDIA: ONLINE LEARNING ALTERNATIVES IN THE TIME OF THE COVID-19 PANDEMIC ]]>
<![CDATA[Westi Bilda]]>;
<![CDATA[Ahmad Fadillah]]>;
<![CDATA[Dian Nopitasari]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4357
<![CDATA[The main purpose of this research is to produce android-based learning media products. The research carried out is development research with 4D models (define, design, dvelopment, dessimination). The sample in this study was a student of class X SMK Avicena Rajeg Tangerang Regency in 2021. The data in the study was collected using a questionnaire, which consists of an expert validation questionnaire, and a student response questionnaire as a user. Based on the results of the analysis of research data conducted obtained a value of 75.50% for media experts and 75.60% for material experts with good categories. The next stage is a practicality test and questionnaire on a small scale and obtained a score of 75.17% with good and practical categories. So it was concluded that android-based learning media is feasible and practically used in mathematical learning.]]>
<![CDATA[PENDIDIKAN KARAKTER TERENCANA MELALUI PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Westi Bilda]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v2i1.215
<![CDATA[ABSTRAK Pendidikan karakter telah menjadi pembahasan menarik bagi pelaku pendidikan semenjak zaman Ki Hajar Dewantara. Referensi mengenai pendidikan karakter tidak berhenti diterbitkan, begitu juga jurnal-jurnal pendidikan yang mengupasnya kemudian mempublikasikannya dengan tujuan pelaku pendidikan tidaklah lagi merasa awam terhadap pendidikan karakter. Namun sejauh ini, penanaman karakter kepada peserta didik di sekolah, masih berupa wacana yang pada akhirnya tujuan pendidikan yang tertera pada Undang-Undang nomor 20 tahun 2003 serta cita-cita bangsa belumlah terwujud. Berbagai permasalahan di luar yang berhubungan dengan moral peserta didik, masih terus ada dan menjadi isu yang biasa didengar. Kajian ini membahas mengenai penanaman karakter diri peserta didik melalui pembelajaran matematika di sekolah yang tentunya dikembalikan dengan kesesuaian tujuan pendidikan dan cita-cita bangsa. Kajian ini juga mengarah pada pendidikan karakter yang direncanakan secara terstruktur oleh pelaku pendidikan agar pendidikan karakter dapat dilakukan secara konsisten. KATA KUNCI: pendidikan karakter, pembelajaran matematika]]>
<![CDATA[Implementasi Lembar Aktivitas Berbasis Pendekatan Saintifik untuk Meningkatkan Penalaran Spasial dan Self Esteem pada Mahasiswa Matematika ]]>
<![CDATA[Westi Bilda]]>;
<![CDATA[Dian Nopitasari]]>;
<![CDATA[Desty Haswati]]>
<![CDATA[ Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
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DOI: 10.25217/numerical.v3i2.544
<![CDATA[Activity sheet is one of the tools that can be used in the learning activities by applying the desired learning steps. The aim of this study is to find out there is an increase in spatial reasoning and self esteem of students after using a scientific-based activity sheet on Geometri Analitik Datar subject. This type of research is one-group pretest-posttets design conducted by researchers before and after scientific-based activity sheets as treatment of this research. The subjects of this study were the second semester students who are learning Geometri Analitik Datar course consisted of 30 students. The research instruments used ware spatial reasoning test in the form of multiple choice tests and a self esteem questionnaire. The technical analysis used were a descriptive analysis and N-Gain analysis. The result of the research on spatial reasoning shows the pretest average score is 58.83 and the posttest average score is 76.17. It means that there is a significant increasing result between pretest and posttest that is 17.34. While the result of self esteem shows the pretest average score is 52.07 and the posttest average score is 73.60. It means that there is a significant increasing result in self esteem result that is 21.53. The results of the spatial reasoning and self esteem gain distribution range, both of them included medium criteria, that is 80%. Thus it can be concluded that the spatial reasoning and self esteem of students increases after applying learning using a scientific approach based activity sheet.]]>
<![CDATA[An Analysis of Students in Independent Learning of Analytic Geometry During the COVID-19 Pandemic ]]>
<![CDATA[Westi Bilda]]>;
<![CDATA[Ahmad Fadillah]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 4, No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v4i2.2575
<![CDATA[The purpose of this study is to analyse the independence of students learning on the flat analytic geometry of the Covid-19. This research was conducted on students in the second semester with 72 resopondents consisting of 15 males and 52 females. Data retrieval is carried out using a self-sufficiency study poll as many as 20 items of statements that have been compiled based on learning independence indicators. The scale used in this study was the Likert scale. Data analysis to know the independence of learning students used descriptive analytical techniques with the ideal criteria namely the ideal mean and the ideal deviation standard. Based on data analysis obtained by the results of independence of learning with indicators: a self- confident is good enough (31.75%), the activeness is quite good (37.50%), discipline is good (52.10%), and responsibility is good (64.57%).]]>
<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA ]]>
<![CDATA[Westi Bilda]]>;
<![CDATA[Mardiyana Mardiyana]]>;
<![CDATA[Gatut Iswahyudi]]>
<![CDATA[ Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Matematika ]]>
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<![CDATA[Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward students’ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence.]]>
<![CDATA[ASOSIASI PENALARAN SPASIAL DAN SELF ESTEEM MAHASISWA PADA MATA KULIAH GEOMETRI ANALITIK DATAR ]]>
<![CDATA[Dian Nopitasari]]>;
<![CDATA[Westi Bilda]]>
<![CDATA[ Teorema: Teori dan Riset Matematika Vol 4, No 2 (2019): September ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/teorema.v4i2.2446
<![CDATA[Penelitian ini adalah penelitian deskriptif korelasi dengan pendekatan cross section design yang bertujuan untuk mengetahui asosiasi antara kemampuan penalaran spasial matematis mahasiswa dan self esteem matematis mahasiswa, khususnya mahasiswa semester 2 pada mata kuliah geometri analitik datar. Data yang dianalisis adalah data kuantitatif dan data kualitatifberupa hasil tes kemampuan penalaran spasial matematis dan skala self esteem mahasiswa. Subjek penelitian terdiri dari 30 orang dengan teknik pengambilan sampel menggunakan purposive sampling. Hasil penelitian menunjukkan terdapat asosiasi antara kemampuan penalaran spasial matematis mahasiswa dan self esteem matematis.]]>
<![CDATA[DESIGN OF INTERACTIVE LEARNING MEDIA IN THE COVID-19 PANDEMIC TIME USING ISPRING ]]>
<![CDATA[Ahmad Fadillah]]>;
<![CDATA[Westi Bilda]]>;
<![CDATA[Hairul Saleh]]>;
<![CDATA[Yenni Yenni]]>
<![CDATA[ Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/prima.v5i1.3260
<![CDATA[The learning process is a systematic activity deliberately designed by educators in order for the desired learning objectives to be achieved. One of the factors that affects the process of learning is a learning medium. Learning media is a tool that used by educators so that the concept or material to be delivered on target and meaningful for learners. This research was conducted at Universitas Muhammadiyah Tangerang in the mathematics education study program. The purpose of this research is to develop Ispring interactive media design. The methods used in this study are research and development with ADDIE (Analysis, Design, Development, Implementation, Evaluation) models. The stages include analysis, design, development, and implementation. Based on the validation results of the experts by getting scores of 80.34% and 80% respectively with proper criteria, and the results of small-scale trials got score of 85% and 88.34% respectively which was feasible and usable.]]>
<![CDATA[ANALYSIS OF STUDENTS' CREATIVE THINKING SKILLS IN LINEAR ALGEBRA COURSES DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Hairul Saleh]]>;
<![CDATA[Dian Nopitasari]]>;
<![CDATA[Ahmad Fadillah]]>;
<![CDATA[Westi Bilda]]>
<![CDATA[ Prima: Jurnal Pendidikan Matematika Vol 6, No 1 (2022): Prima : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/prima.v6i1.5266
<![CDATA[The purpose of this study is to analyze students' creative thinking skills in linear algebra courses in the Covid-19 period. This research was conducted in students of the third semester of the academic year 2021/2022 using 28 respondents. Data collection is done using a creative thinking questionnaire of 30 statement items that have been compiled according to indicators of creative thinking ability. The scale used in this study is the Likert scale. Data analysis to find out the ability to creatively think students used narrative analysis techniques with ideal criteria, namely ideal mean and ideal deviation standards. Based on data analysis obtained as a result of using indicators: fluency (72.50), elaboration (78.00), Flexibility (72.00), originality (70.00). So it can be concluded that the creative thinking ability of students in linear algebra courses is in a moderate category with an average score of 73.13.]]>
