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Peningkatan Kemampuan Disposisi Matematika Siswa Melalui Pembelajaran Model STAD Mery Indriyani; Nurma Izzati; Arif Muchyidin
JURNAL PENA EDUKASI Vol 8, No 2 (2021): Oktober 2021
Publisher : JURNAL PENA EDUKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v8i2.663

Abstract

AbstractThe purpose of this study is to determine the ability of students 'mathematical disposition through learning STAD models, to find out the increase in the ability of mathematical disposition through learning STAD models, and to assess whether increasing the ability of mathematical disposition of students through learning STAD models is better than increasing the ability of students' mathematical disposition through conventional learning and to find out students' responses to STAD learning models. This research uses a quantitative approach in the form of quasi experimental research. The experimental design used is the type of Nonequivalent control group design. The design is used to determine the ability of students' mathematical disposition before and after being given the STAD model. Increasing students' mathematical disposition abilities using STAD learning models obtained a percentage increase of 12%. The control class with a total of 31 student scores before treatment was 89.77 and after treatment was 97.26 with an average score difference of 7.49. Increasing the ability of mathematical disposition that uses conventional learning has a percentage increase of 8%. This shows that the mathematical disposition ability of the experimental class students is higher than the control class.Keywords: STAD, mathematical disposition, Nonequivalent control group design AbstrakTujuan dari penelitian ini adalah untuk mengetahui kemampuan disposisi matematika siswa melalui pembelajaran model STAD, untuk mengetahui besar peningkatan kemampuan disposisi matematika melalui pembelajaran model STAD, dan untuk mengkaji apakah peningkatan kemampuan disposisi matematika siswa melalui pembelajaran model STAD lebih baik dari pada peningkatan kemampuan disposisi matematika siswa melalui pembelajaran konvensional dan untuk mengetahui respon siswa terhadap pembelajaran model STAD. Penelitian ini menggunakan pendekatan kuantitatif yang berupa penelitian eksperimen kuasi. Desain eksperimen yang digunakan yaitu jenis Nonequivalent control group design. Desain tersebut digunakan untuk mengetahui kemampuan disposisi matematika siswa sebelum dan sesudah diberikan model STAD. Peningkatan kemampuan disposisi matematika siswa yang menggunakan pembelajaran model STAD didapat prosentase peningkatan sebesar 12%. Kelas kontrol dengan jumlah 31 siswa skor sebelum treatment adalah 89,77 dan sesudah treatment adalah 97,26 dengan selisih skor rata-rata sebesar 7,49. Peningkatan kemampuan disposisi matematika yang menggunakan pembelajaran konvensional memiliki prosentase peningkatan sebesar 8%. Hal tersebut menunjukkan bahwa kemampuan disposisi matematika siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol.Kata kunci: STAD, disposisi matematika, Nonequivalent control group design
Desain Pembelajaran Daring di SMK Ilman Nafi'ah Cirebon Sebagai Upaya untuk Mempersiapkan Siswa Menghadapi Ujian Berbasis Komputer Sirojudin Wahid; Arif Muchyidin; Rais Supriyanto; Wida Wahdatul Fuadah
Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (675.635 KB) | DOI: 10.24235/eduma.v7i2.3401

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Penelitian ini bertujuan untuk menghasilkan bahan ajar dan soal tes berbasis online yang valid dan efektif. Selanjutnya akan digunakan untuk mempersiapkan Siswa menghadapi Ujian berbasis Komputer. Penelitian pengembangan ini menggunakan model pengembangan Dick & Carey. Data penelitian diperoleh melalui lembar validasi perangkat pembelajaran oleh ahli, lembar keterlaksanaan pembelajaran, angket kesiapan siswa, dan tes prestasi belajar. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika valid dan efektif dalam mempersiapkan siswa dalam menghadapi ujian berbasis komputer dan meningkatkan prestasi belajar siswa. Skor penilaian bahan ajar dan tes prestasi belajar oleh ahli pertama sebesar 107, 84 dan skor penilaian oleh ahli kedua sebesar 108, 84 dengan kategori baik untuk masing-masing bahan ajar. Rata-rata skor kesiapan siswa sebesar 83,3 dengan kategori baik. Rata-rata nilai tes restasi belajar siswa kelas sebesar 75,5 dan 75 dengan kategori baik. dan 81% siswa memenuhi nilai KKM.
Pengaruh Penggunaan Media Pembelajaran dengan Software Prezi Terhadap Minat Belajar Matematika Siswa Alviyaturrohmah Alviyaturrohmah; Saluky Saluky; Arif Muchyidin
ITEJ (Information Technology Engineering Journals) Vol 2 No 1 (2017): ELEARNING
Publisher : Pusat Teknologi Informasi dan Pangkalan Data IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/itej.v2i1.12

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The use of media in learning activity can be a solution for teachers to overcome the problems that arise in learning. One of the problem is learning interest. It is important for teachers to cultivate students' learning interests. One of the media that can be used in learning is learning media with Prezi software. Learning media with Prezi software can be inserted with images, videos, music that can stimulate students' interest in learning. Population in this research is all class VIII SMP Negeri 4 Palimanan Kabupaten Cirebon while sampling using cluster random sampling technique and elected class VIII E as experiment class. Based on the results of the data obtained; the results of questionnaire analysis of students' responses to learning mathematics using Prezi software showed strong criteria with an average of 71% and the results of student interest in mathematics questionnaire analysis also showed strong criteria with an average of 80%. Based on the results of the hypothesis, it can be seen that the value of thitung > t_tabel, that is 4.546> 1.7011. Because t_hitung> t_tabel, then the decision to be taken is to reject H0 and accept Ha, it means that the hypothesis is accepted. The writer takes the conclusion that there is significant influence between learning media with Prezi software to the students' learning interest in mathematics.
Analysis of Students Misconception in Completing Mathematical Questions Using Certainty of Response Index (CRI) Elsa Meriani Waluyo; Arif Muchyidin; Hadi Kusmanto
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 4, No 1 (2019): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (729.763 KB) | DOI: 10.24042/tadris.v4i1.2988

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The misconception is a notion of an understanding that is inconsistent with a scientific notion or an interpretation of the relationship of unacceptable concepts. This study conducted to identify the misconception of students of class VIII MTs Negeri 9 Cirebon on the concept of a tangent circle. The research method used is a mixed method. Sampling using random sampling, so that obtained 48 student samples. The instruments used in this study were multiple choice objective tests accompanied by Certainty of Response Index (CRI) method and diagnosis interview. Based on its completeness, the analysis shows that misconceptions appear on sub concepts tangent of the circle of 34,5%, a tangent to two circles of 35,6%, an outer circle and an inner circle of the triangle of 33,3%. On average misconceptions that occur in students that are at sub concepts, tangent two circles on about ten percentage are 43,8%. This analysis shows that misconceptions in the student because students do not understand the concept fully and connecting one concept to another with partial understanding, resulting in the student, makes the wrong conclusions. Based on analysis of these data showed that the CRI effectively used to determine the misconceptions and effective diagnostic interview used in knowing the reason students are causing students had misconceptions.
Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson Laely Mafruhah; Arif Muchyidin
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.26534

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Tujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson dan faktor-faktor yang menyebabkan siswa melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 44 siswa kelas VII MTs Yapik Sindangjawa, Cirebon sebagai subjek penelitian. Data jenis kesalahan dan faktor yang menyebabkan siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika diperoleh melalui tes penyelesaian masalah berbentuk soal cerita matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dalam penelitian ini melakukan kesalahan yang bervariasi dari delapan jenis kesalahan yang ada pada kriteria Watson. Jenis kesalahan yang sering dilakukan oleh siswa adalah Inappropriate Procedure (IP) yaitu prosedur yang digunakan tidak tepat, Omitted Conclusion (OC) yaitu tidak menuliskan kesimpulan, dan Above Other (AO) yaitu kesalahan lainnya seperti tidak mengerjakan soal. Adapun jenis kesalahan yang jarang dilakukan oleh siswa adalah Response Level Conflict (RLC) yaitu siswa berusaha menyelesaikan soal, namun menghasilkan kesimpulan yang kurang logis. Beberapa faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika adalah siswa tidak mengetahui rumus yang akan digunakan, kurangnya waktu dalam mengerjakan semua soal tes, dan siswa menganggap bahwa soal cerita merupakan soal yang sulit untuk diselesaikan. Analysis of students' errors in solving mathematical word problems based on Watson's criteriaAbstractThis study aimed to describe the errors made by students in solving mathematical word problems according to Watson’s criteria as well as factors that cause students to do that errors. This study was a qualitative descriptive study involved 44 seventh graders of MTs Yapik Sindangjawa, Cirebon, Indonesia as the subjects of this study. Data of error types and factors that lead students to do such errors in solving mathematical word problems were collected using the test of solving mathematical word problems and interview guidelines. The results showed that the subjects made various errors from the eight types of errors that exist in Watson's criteria. The types of errors that often made by students were Inappropriate Procedure (IP) namely using inappropriate procedures; Omitted Conclusion (OC) namely students not writing conclusions; and Above Other (AO) namely making other mistakes such as not giving a response towards the given problem. The type of error that was rarely made by students was Response Level Conflict (RLC), where students try to solve the problem but produce less logical conclusions. Some of the factors that cause students to do some errors in solving mathematical word problems namely students do not know the formula to be used to solve the given problems, lack of time to solve all problems of the test, and students think that the mathematical word problem was difficult to be solved.
MISCONCEPTION ANALYSIS IN TERMS OF STUDENT LEARNING STYLES Winda Rahma Fauziah; Arif Muchyidin
MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2021v9n2a1

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This study aims to determine students' misconceptions in social arithmetic material when viewed from student learning styles. The population in this study was 28 students of class VII F MTs Negeri 5 Cirebon. The research form used in this study is qualitative research, with a research strategy that is a case study. Data collection techniques used were 1) the observation method, 2) the tests method, 3) the questionnaire method, 4) the interview method is conducted for students who experience misconceptions after adjusting to the student's learning style. The results of this study are 1) Students who have a visual learning style do not experience misconceptions in mathematical concepts, but students experience misconceptions in the process of counting and translation. 2) Students who have auditorial learning styles, there are no misconceptions in mathematical concepts, but students experience errors in the final calculation process. 3) Students who have kinesthetic learning styles it is suspected that students have conceptual misconceptions because students do not understand the concept of the process including students who do not understand the mathematical formulas and values that must be used and students do not understand calculations. In general, the causes of misconceptions in students who have visual learning styles, auditory and kinesthetic, are derived from student understanding and teacher learning methods.
PENGARUH PENGGUNAAN BAHAN AJAR MATEMATIKA BERSUPLEMEN KOMIK TERHADAP KEMANDIRIAN BELAJAR SISWA mochamad guntur; Arif Muchyidin; widodo winarso
Eduma : Mathematics Education Learning and Teaching Vol 6, No 1 (2017)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (345.821 KB) | DOI: 10.24235/eduma.v6i1.1667

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Mathematics is a lesson that many students do not like, so to change it all required interactive teaching materials that can foster student self-reliance. The purpose of this research is to know whether there is influence of response of the use of mathematics material supplement comic to student self-reliance. The method used in this research is descriptive statistical method with research design The One-Shot Case Study Design. The result of hypothesis obtained Fcount = 17,198 and Ftable = 3,14 based on Ha hypothesis criteria. Keywords: Teaching Materials, Comic Mathematics, Independence.
PERBANDINGAN PEMAHAMAN MATEMATIKA SISWA ANTARA KELAS YANG MENGGUNAKAN METODE STUDENT FACILITATOR AND EXPLAINING DENGAN METODE PEER TEACHING POKOK BAHASAN BANGUN RUANG SISI DATAR iis katika; Arif Muchyidin
Eduma : Mathematics Education Learning and Teaching Vol 3, No 2 (2014)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (773.175 KB) | DOI: 10.24235/eduma.v3i2.57

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Proses pembelajaran merupakan penentu apakah siswa dapat memahami atau tidak tentang materi yang disampaikan. Khususnya dalam bidang matematika, cara mengajar yang diterapkan guru matematika saat ini cenderung kurang kreatif, variatif, dan korektif sehingga, sebagian besar siswa hanya sekedar tahu tentang suatu hal tanpa memahaminya. Salah satu cara yang dapat dilakukan untuk mengatasi hal tersebut yaitu dengan menerapkan metode student facilitator and explaining dengan metode peer teaching pada siswa kelas VIII di SMP Negeri 1 Rajagaluh. Populasi terjangkaunya adalah siswa kelas VIII yang berjumlah 306 dan sampelnya adalah kelas VIII C yang diterapkan metode peer teaching dan VIII H yang diterapkan metode student facilitator and explaining. Pengambilan sampel ini dilakukan dengan cara purposive sampling. Data hasil penelitian ini menunjukan bahwa nilai rata – rata pemahaman matematika siswa yang diterapkan metode student facilitator and explaining pada saat pre test adalah 23,25 sedangkan pada saat pos test adalah 60,08 dengan N-Gain sebesar 49,28. Nilai rata – rata pemahaman matematika siswa yang diterapkan metode peer teaching pada saat pre test adalah 38,03 sedangkan pada saat pos test adalah 72,71 dengan N-Gain sebesar 58,97. Respon siswa terhadap metode student facilitator and explaining dengan metode peer teaching yaitu 73%. Berdasarkan hasil perhitungan uji Mann Whitney (uji non parametric), hasil Asymp.Sig.(2-tailed) 0,091. Karena nilai Sig 0,091 > 0,05 maka hasil ujinya Ho diterima, artinya tidak ada perbedaan pemahaman matematika siswa antara yang menerapkan metode student facilitator and explaining  dengan yang menerapkan metode peer teaching.  Kata kunci : Student Facilitator an Explaining, Peer Teaching, dan Pemahaman
MODEL MATEMATIKA KEARIFAN LOKAL MASYARAKATDESA TRUSMI DALAM MENJAGA EKSISTENSIKERAJINAN BATIK TULIS Arif Muchyidin
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol 2, No 1 (2016): JURNAL EDUKASI DAN SAINS MATEMATIKA
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.303 KB) | DOI: 10.25134/jes-mat.v2i1.268

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Batik as an Indonesian national identity has contributed greatly to the Indonesian economy. However, the value of exports and other economic potentials are not supported by the number of batik, especially batik artisans in the village Trusmi. Trusmi batik artisans in the village is a craftsman who has been there all the time and remain there for generations. The phenomenon that occurs in the craft of batik Trusmi analyzed with mathematical modeling approach, in this case the dynamical system. From the resulting system of differential equations, then analyzed the stability around the critical point. From the resulting model, gained two critical points. The first critical point is a condition where there is no proficient craftmen (not expected), whereas at the second critical point is the potential of batik craftmen and proficient craftmen mutually exist, or in other words batik will still exist. From the results of numerical simulation, if , then batik Trusmi will still exist. However, if , then the number of proficient craftmen would quickly dwindle and slowly batik will be extinct.Key Words : dinamical system, critical points, stability
PERBANDINGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA ANTARA YANG MENGGUNAKAN PENILAIAN TUGAS DENGAN PENILAIAN PORTOFOLIO DALAM PEMBELAJARAN MATEMATIKA yunus sunandar; Arif Muchyidin
Eduma : Mathematics Education Learning and Teaching Vol 5, No 1 (2016)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (376.411 KB) | DOI: 10.24235/eduma.v5i1.682

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This study aimed to determine whether there are significant differences in mathematical thinking ability of students who use the assessment tasks with portfolio assessment. This research was conducted in class VIII B and VIII D SMPN 2 Cirebon. The sampling technique using random sampling techniques, with samples of 45 students for group assessment tasks (X1) and 45 students for portfolio valuation group (X2). The instrument used in this study are shaped test of 10 questions about the description. The results obtained by the mathematical creative thinking ability of students to use the assessment task has an average of 74.31 with a median and mode respectively 74.00 and 70.00. While the ability to think creatively mathematics students using portfolio assessment has an average of 79.69 with a median and mode respectively 80.00 and 82.00. Of hypothesis testing via t-test obtained tcount < ttable ie tcount = -4.557 , while ttable = 1.987, This case shows that there are no significant differences in mathematics creative thinking ability of students between the use of assessment tasks with portfolio assessment in mathematicsKeywords        :Assessment Task , Portfolio Assessment , and Creative Thinking Skills