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All Journal Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Edukasi Matematika dan Sains Jurnal Elemen Eduma : Mathematics Education Learning and Teaching ITEj (Information Technology Engineering Journals) MaPan : Jurnal Matematika dan Pembelajaran JRPM (Jurnal Review Pembelajaran Matematika) JURNAL PENA EDUKASI Limacon: Journal of Mathematics Education JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities NJMMS Educational Insights Journal of Mathematical Pedagogy (JOMP)

Arif Muchyidin

IAIN Syekh Nurjati CIrebon

Author-ID : 582318

Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Penerapan Model Pembelajaran SSCS (Search, Solve, Create, Share) Terhadap Miskonsepsi Siswa Pada Soal Matematika Bentuk Cerita Alfiani, Desti; Muchyidin, Arif; Izzati, Nurma
Limacon: Journal of Mathematics Education Vol 1, No 2 (2019): Limacon Journal of Mathematics Education
Publisher : Limacon: Journal of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk : (1) memperoleh gambaran miskonsepsi siswa pada soal matematika bentuk cerita yang menerapkan model pembelajaran konvensional; (2) memperoleh gambaran miskonsepsi siswa pada soal matematika bentuk cerita yang menerapkan model pembelajaran SSCS; (3) mengetahui seberapa besar pengaruh penerapan model pembelajaran SSCS terhadap miskonsepsi siswa pada soal matematika bentuk cerita. Penelitian ini menggunakan metode True Experimental Design dengan bentuk posttest-Only Control Design. Instrumen dalam penelitian ini berupa tes miskonsepsi dengan menggunakan tes diagnostik two tier multiple choice disertai certainly response indeks (CRI) dan angket respon siswa. Tes diagnostik berupa tes pilihan ganda dengan alasan terbuka sebanyak 17 pertanyaan. Hasil posttest menunjukkan bahwa persentase rata-rata miskonsepsi pada kelas eksperimen sebesar 29% lebih rendah dibanding persentase rata-rata miskonsepsi pada kelas kontrol. Berdasarkan analisis data menunjukkan terdapat pengaruh penerapan model pembelajaran sscs (search, solve, create, share) terhadap miskonsepsi siswa pada konten matematika soal bentuk cerita. Kata Kunci: miskonsepsi, sscs, two tier multiple choice

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 : Smart Education

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

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 designÂ 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

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

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.

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

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.

Miskonsepsi Siswa pada Pemahaman Konsep Bangun Ruang Arif Muchyidin; Lefi Nurlatif; Indah Nursuprianah
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 5 No. 2 (2020)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2020.5.2.72-86

The purpose of this study is to describe 8th-grade students’ misconceptions in solving surface area and volume of beam and cube problems and their causal factors. This is qualitative descriptive research. Based on the research, students’ misconceptions in solving surface area and volume of beam and cube problems are misconceptions on the concept of a beam, misconceptions on the concept of the cube, misconceptions on the concept of prerequisite material, misconceptions on unit comprehension, misconceptions on the understanding of meaning, and misconceptions on sign and number operations. While the causal factors of misconception are students’ assumptions about the lack of importance of concepts so students only memorize formulas, students are not able to associate one concept with other concepts, lack of understanding concepts in prerequisite material, misunderstanding the meaning of words in a problem, students have difficulty understanding pictures., misunderstanding the difference in the size of area and length.

Pengaruh Penerapan Model Pembelajaran SSCS (Search, Solve, Create, Share) Terhadap Miskonsepsi Siswa Pada Soal Matematika Bentuk Cerita Desti Alfiani; Arif Muchyidin; Nurma Izzati
Limacon: Journal of Mathematics Education Vol 1, No 2 (2019): Limacon Journal of Mathematics Education
Publisher : Limacon: Journal of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk : (1) memperoleh gambaran miskonsepsi siswa pada soal matematika bentuk cerita yang menerapkan model pembelajaran konvensional; (2) memperoleh gambaran miskonsepsi siswa pada soal matematika bentuk cerita yang menerapkan model pembelajaran SSCS; (3) mengetahui seberapa besar pengaruh penerapan model pembelajaran SSCS terhadap miskonsepsi siswa pada soal matematika bentuk cerita. Penelitian ini menggunakan metode True Experimental Design dengan bentuk posttest-Only Control Design. Instrumen dalam penelitian ini berupa tes miskonsepsi dengan menggunakan tes diagnostik two tier multiple choice disertai certainly response indeks (CRI) dan angket respon siswa. Tes diagnostik berupa tes pilihan ganda dengan alasan terbuka sebanyak 17 pertanyaan. Hasil posttest menunjukkan bahwa persentase rata-rata miskonsepsi pada kelas eksperimen sebesar 29% lebih rendah dibanding persentase rata-rata miskonsepsi pada kelas kontrol. Berdasarkan analisis data menunjukkan terdapat pengaruh penerapan model pembelajaran sscs (search, solve, create, share) terhadap miskonsepsi siswa pada konten matematika soal bentuk cerita.Kata Kunci: miskonsepsi, sscs, two tier multiple choice

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

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.

Analysis of Student Misconception on Geometry Concepts Using Three-Tier Diagnostic Test Ratna Istiyani; Arif Muchyidin; Hendri Raharjo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2018, TH.XXXVII, NO.2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract : This study aims to determine (1) the results of students misconception analysis on mathematics subjects on the concept of geometry fields, (2) know the percentage of students who misconception on the concept of geometry using Three-Tier Test. Data collection testicles include interview guides and Three-Tier Test questions. Data analysis was done descriptively quantitative. The results showed that 24.1% of students mastered the concept, while the remaining 6.2% of students guessed or did not believe in the answers, 22.2% of students did not understand the concept and 47.5% of students experienced misconceptions. Students experiencing the lowest misconception on the subconscious solve the problem of triangle proposition and line segment 36,5% and the highest misconception experienced by the student on subconcept describes symmetry and angle 59,5%. While the sequence of the third category of misconception highest to lowest on the concept of Geometry Field that occurred is as follows: pure misconception (22%), false positive (17.9%), and false negative (7.6%).Keywords: misconception, three-tier test, false positive, false negative Analisis Miskonsepsi Siswa pada Konsep Geometri Menggunakan Three-Tier Diagnostic TestAbstrak : Penelitian ini bertujuan untuk mengetahui: (1) hasil analisis miskonsepsi siswa pada mata pelajaran matematika pada konsep geometri bidang, dan (2) mengetahui besar persentase siswa yang mengalami miskonsepsi pada konsep geometri bidang menggunakan Three-Tier Test. Subjek penelitian adalah siswa SMA MIPA kelas X sejumlah 43 orang. Insrumen pengumpulan data meliputi pedoman wawancara dan soal Three-Tier Test. Analisis data dilakukan dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 24,1% siswa menguasai konsep, sedangkan sisanya 6,2% siswa menebak atau tidak percaya diri atas jawaban, 22,2% siswa tidak paham konsep dan 47,5% siswa mengalami miskonsepsi. Siswa mengalami miskonsepsi terendah pada subkonsep menyelesaikan masalah dalil segitiga dan segmen garis 36,5% dan miskonsepsi tertinggi yang dialami siswa pada subkonsep menjelaskan kesimetrian dan sudut 59,5%. Urutan ketiga kategori miskonsepsi tertinggi hingga terendah pada konsep Geometri Bidang yang terjadi adalah sebagai berikut:miskonsepsi murni (22%), false positive (17,9%), dan false negative (7,6%).Kata Kunci : miskonsepsi, three-tier test, false positive, false negative

Menumbuhkan Kemandirian Belajar Matematika Siswa Melalui Mobile Learning Berbasis Android Siti Kurniasih; Darwan Darwan; Arif Muchyidin
JEMS: Jurnal Edukasi Matematika dan Sains Vol 8, No 2 (2020)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v8i2.7041

Kemandirian balajar merupakan suatu sikap siswa yang memiliki inisiatif sendiri untuk belajar, memiliki keinginan untuk menguasai kompetensi, memiliki rasa percaya diri dan juga tanggung jawab terhadap tugasnya sebagai peserta didik serta tidak bergantung pada orang lain. Seiring berkembangnya teknologi, media bukan saja sebagai alat bantu yang dapat membantu dan mempermudah guru dalam menyampaikan materi akan tetapi media pembelajaran juga harus dapat memotivasi dan membangun keinginan siswa untuk belajar. Salah satu media pembelajaran yang dekat dengan dunia anak salah satunya media pembelajaran berbasis android. Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh mobile learning berbasis android terhadap kemandirian belajar siswa. Jenis penelitian yang digunakan dalam penelitian ini yakni pendekatan kuantitatif dengan menggunakan metode eksperimen. Desain penelitian yang digunakan dalam metode eksperimen ini yaitu One-Shot Case Study. Berdasarkan dari hasil penelitian terbukti bahwa penggunaan mobile learning berbasis android berpengaruh terhadap kemandirian belajar matematika siswa, sehingga mobile learning berbasis android bisa menjadi salah satu media pembelajaran bagi guru untuk menumbuhkan kemandirian belajar matematika siswa.

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

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

Co-Authors Affiana Muthik Afkarina Fitri Agus Ahmad Durri ahmad hildan fidian amin Alfiani, Desti Alif Ringga Persada Alviyaturrohmah Alviyaturrohmah Andriani, Lia Arif Abdul Haqq Ayu Tunggal Rahayu Budi Manfaat Dariah Darwan Darwan Desti Alfiani Durrotun Nasihah Dwi Apriliani Elsa Meriani Waluyo Fajar Gayuh Mulyani Firly Hadi Kusmanto hendri raharjo Hendri Raharjo Hendri Raharjo Hernita Octaviani Putri Ian Perasutiyo Ibnu Hasan Bisri Iim Siti Aminah iis katika Indah Nuraena Indah Nursuprianah Ismaniar Hikmatusholikhah Jamali Jamali Sahrodi Jarnawi Afgani Dahlan Khannatus Saâ€™diyah kusniya kusniya Laely Mafruhah Lefi Nurlatif Lia Andriani Masnuah Masnuah Mery Indriyani Mochamad Guntur Muhamad Ali Misri Nanang Priatna nani fitriah Nasifah Nisa Triyatul Fitri Nurma Izzati Pahmi, Samsul Rais Supriyanto Ratna Istiyani Reza Oktiana Akbar Rizky Amalia Ros Kristianti Saluky, Saluky Sirojudin Wahid Siti Kurniasih Tegar Perkasa Wahyusukma Toheri Toheri Toheri Toto Syatori Nasehudin Vivi Fitri Falentina Wida Wahdatul Fuadah Widodo Winarso Winda Rahma Fauziah yunus sunandar

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