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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
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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ARIAS Learning Model (Assurance, Relevance, Interest, Assessment, Satisfaction) And Their Effect on Madrasah Tsanawiyah Student Creativity Iim Siti Aminah; Arif Muchyidin; Reza Oktiana Akbar
Journal of General Education and Humanities Vol. 1 No. 1 (2022): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (199.609 KB) | DOI: 10.58421/gehu.v1i1.4

Abstract

This study aims to determine students' creativity ability using model ARIAS. This study uses quantitative research with an experimental method, with the entire population of students of class VIII MTs Sabilul Chalim Leuwimunding, as many as 136 students. The sample in this study using cluster random sampling was divided into two groups: VIIIC class as the control class with a total of 34, and VIIID class as a class experiment with several students as many as 34 students—research analysis using linear regression. The results showed that students' response to learning by using a model of ARIAS has a strong category with an average of 75.6%, and the creativity of students with models categorized ARIAS as more than enough for the average post-test score of 75.26. In contrast, students' creativity using conventional methods (lectures) was organized less, with an average of 62.97, and the third use of the learning model ARIAS positively affected students' creativity by 20.7%.
The Effectiveness Of Students' Learning Motivation On Learning Outcomes Using The Reciprocal Teaching Learning Model Affiana Muthik; Arif Muchyidin; Alif Ringga Persada
Journal of General Education and Humanities Vol. 1 No. 1 (2022): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (157.657 KB) | DOI: 10.58421/gehu.v1i1.7

Abstract

The purpose of this study was to see the effectiveness of students' learning motivation on learning outcomes using the reciprocal teaching-learning model. The method used in this research is quantitative. In this study, the instruments used are questionnaires and tests, where the independent and dependent variables will use a questionnaire, and learning outcomes will be measured using tests. At the same time, the test is used to determine whether there is a difference in scores before and after using the mathematical learning model and to determine students' learning outcomes. Based on the objectives of the research and discussion that have been adjusted in previous chapters regarding the effectiveness of the application of the reciprocal teaching-learning model on the learning motivation of students in class VIII in one of the MTs in Tegal, the following conclusions are obtained: student motivation in learning by using the model reciprocal teaching-learning on students' learning motivation. The students' motivation to learn mathematics in class VIII C received an average score of 74.84% for all indicators in the good category. On the learning outcomes of students in the experimental class, namely class VIII C, which at the time of learning using the reciprocal teaching-learning model, the average value of the class was 82.22. While in the control class, namely class VIII D, which uses conventional methods at the time of learning, the average score is 69.13. This shows that using reciprocal teaching-learning models can motivate students to learn and ultimately lead to improved learning outcomes.
The Application of The Guided Note-Taking (GNT) Learning Method and its Effect on Student's Understanding of Mathematics Concepts Ayu Tunggal Rahayu; Arif Muchyidin; Budi Manfaat
Journal of General Education and Humanities Vol. 1 No. 1 (2022): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.864 KB) | DOI: 10.58421/gehu.v1i1.8

Abstract

This study aims to determine the effect of applying the Guided Note Taking (GNT) learning method on students' understanding of mathematical concepts. This study uses quantitative methods and is based on the previously discussed results. It can conclude that most students respond positively to the Guided Note Taking (GNT) learning method in learning mathematics because, based on the distribution of questionnaires, they obtained students' responses to the application of the Guided Note Taking (GNT) learning method, the percentage score obtained is 77% which is included in the strong category. In addition, students' understanding of mathematical concepts is included in the good category. The average value of students' mathematical concept understanding test results in the experimental class was 80.44, while the average value of the mathematical concept understanding test results in the control class was 75.67. This shows that the students' ability to understand mathematical concepts in the experimental class is better.
Evaluation of Bilingual Mathematics Learning Program at Al-Azhar Islamic Middle School, South Tangerang Dwi Apriliani; Budi Manfaat; Arif Muchyidin
Journal of General Education and Humanities Vol. 1 No. 2 (2022): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.835 KB) | DOI: 10.58421/gehu.v1i2.15

Abstract

This study evaluates the bilingual mathematics learning program at SMP Islam Al-Azhar 25, South Tangerang. The evaluation model used is CIPP (Context, Input, Process, Product). Data collection techniques using interviews, observation, and document analysis. The evaluation results show that the bilingual mathematics learning program at SMP Islam Al-Azhar 25 South Tangerang has been running well. The program aims to follow the school's "globally competitive" vision. Facilities and infrastructure are categorized as very good, teachers have met the academic qualifications of undergraduate Mathematics Education, students have met the qualifications with tested students through the stages of entering the bilingual class, and the readiness of teachers and students of class VII is categorized as good, and the readiness of teachers and students of class VIII categorized as very good. The mathematics learning process uses the Bilingual Immersion type of learning, with a translation and transcription approach. The average score for daily assignments and tests is above the KKM (Minimum Completeness Criteria). The evaluation component has met the criteria for success, but some need to be improved and developed, such as the availability of a language laboratory and the development of bilingual classes from two classes to all classes so that there are no social gaps.
Student Problems In The Implementation Of The 2013 Curriculum With A Scientific Approach To Mathematics At MTs N 4 Cirebon Ismaniar Hikmatusholikhah; Jamali; Arif Muchyidin
Journal of General Education and Humanities Vol. 1 No. 2 (2022): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.084 KB) | DOI: 10.58421/gehu.v1i2.16

Abstract

This study aimed to explore student problems in implementing the 2013 curriculum with a scientific approach. This study uses a qualitative approach. Based on the results of the discussion, it can be concluded that the factors behind the VIII C grade students of MTs N 4 Cirebon related to the problem of not being able to respond to learning objectives with a scientific approach are: including internal factors, including; (1) lack of readiness to learn for each student, (2) at the stage of asking students are still shy and confused to ask questions related to material that has not been understood, and (3) at the stage of seeking information students feel confused to complete the questions/tasks given. Problems with external factors faced by students, including; (1) the way the teacher teaches that is felt to be in a hurry when delivering the material, (2) the lack of use of learning media by the teacher, and (3) the limitations of school facilities and infrastructure that are less supportive.
Misconception Analysis of Student Teacher Candidates Using Certainty of Response Index (CRI) and Interviews on the Subject of Calculus 1: Mapping by Gender Fajar Gayuh Mulyani; Arif Muchyidin; Toheri
Journal of General Education and Humanities Vol. 1 No. 2 (2022): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.432 KB) | DOI: 10.58421/gehu.v1i2.17

Abstract

This study aims to: 1) identify the misconceptions that occur in prospective students of mathematics teachers on the subject of calculus 1. 2) identify the misconceptions that occur in prospective students of mathematics teachers about the subject of calculus one based on gender. 3) find out the extent to which misconceptions occur in prospective mathematics teacher students on the subject of calculus 1. The research method used is descriptive with a quantitative approach. The population in this study were students majoring in mathematics education at one of the universities in Cirebon. The research instrument used was a written test in the form of essay questions accompanied by a confidence level column (CRI) and interviews. The results of the study found that the percentage of students who experienced misconceptions on the subject of calculus 1 with the limit function and derivative test material was 15.49% and smaller than the percentage of students who did not know the concept who got a rate of 42.76% and students who understood the concept well that is equal to 22.56%. The rest of the students who know the concept but are not sure get a percentage of 8.08%. While the percentage of misconceptions experienced by female students is 16.35%, for male students is 19.048%. The most common misconception among mathematics students is the concept of the derivative chain rules.
ETNOMATEMATIKA TOPENG CIREBON DENGAN PENDEKATAN GOLDEN RATIO Masnuah Masnuah; Arif Muchyidin; Indah Nursuprianah
Nurjati Journal of Mathematics and Mathematical Sciences (NJMMS) Vol 1, No 2 (2021)
Publisher : Jurusan Matematika, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (962.117 KB)

Abstract

Kemajuan zaman memiliki dampak positif dan dampak negatif bagi suatu bangsa. Disatu sisi pendidik dan terdidik semakin mudah memperoleh informasi serta ilmu-ilmu baru, sedangkan di sisi lain tergerusnya jatidiri bangsa. Kearifan budaya lokal (Topeng Cirebon Gaya Losari) menjadi pokok bahasan dalam penelitian ini, dalam matematika disebut Etnomatematika. Tujuan dari penelitian ini adalah untuk mengetahui struktur, perhitungan, serta taraf signifikansi topeng sesuai dengan ketentuan cantik atau tampan dalam Golden Ratio. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan Golden Ratio secara manual dan Spiral sebagai alat untuk mengetahui hubungannya dengan Matematika. Berdasarkan hasil dari penelitian diperoleh bahwa “Topeng Panji” menjadi topeng yang memiliki bagian wajah 1,618, sedangkan “Topeng Panji Sutrawinangun” menjadi topeng paling tampan atau cantik (simetris) serta paling menarik sesuai dengan pengilustrasian dari topeng tersebut yakni memiliki karakter lembut, lungguh, dan kharismatik. Biasanya seseorang yang memiliki wajah seperti itu menjadi sosok yang disegani, dikagumi banyak orang, dan menjadi panutan bagi orang-orang sekitarnya. Akan tetapi, hal tersebut tidak sesuai dengan perbandingan serta perhitungan yang dilakukan karena hasil menunjukkan bahwa “Topeng Klana Bandopati” menjadi topeng yang paling tampan atau cantik diantara kedelapan Topeng Cirebon Gaya Losari walaupun topeng tersebut menggambarkan sifat manusia penuh angkara murka serta congkak yang dimaknai sebagai ilustrasi sifat manusia yang tidak baik
The Comparison of Students Mathematics Learning Outcomes Between Using Performance Assessment and Self-assessment Hernita Octaviani Putri; Jamali; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.886 KB) | DOI: 10.58421/misro.v1i2.20

Abstract

A good assessment covers three aspects: cognitive, affective, and psychomotor. Many teachers tend to assess only the cognitive aspect. This problem requires treatment in the form of appropriate assessment so that the development of student learning outcomes not only covers the knowledge aspect only. This research aims to find out the result of students learning outcomes in a group of mathematic learners after being given treatment in the form of performance assessment and self-assessment and find out which treatment gives better results amongst students who are treated in the form of performance assessment and self-assessment. This research is an experimental study. The population taken is all students in grade X of MA Ash-Siddiqiyyah. The sample was taken based on purpose, namely purposive sampling. The class used as the experimental class I is class X IPA 1, which amounted to 30 students, and class X IPS 2, which amounted to 30 students, is experimental class II. Based on the results obtained, the average student learning outcomes in experimental class I is in the high category with an average number gain value of 0.71. The average student learning outcomes in experimental class II are in the medium category and are shown by the average number of gain values of 0.64. Based on the hypothesis test results, the decision is to reject Ho and accept Ha. Then it can be concluded that the results of student learning in the learning group treated by performance assessment are better than student learning outcomes in the learning group treated with self-assessment.
Analysis of the Geometric Thinking Stage of Madrasah Tsanawiyah Students Based on Van Hiele's Theory Nasifah; Arif Muchyidin; Muhamad Ali Misri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.639 KB) | DOI: 10.58421/misro.v1i2.21

Abstract

In the process of learning mathematics, especially geometry, teachers must pay attention to the level of ability possessed by students. Van Hiele suggests that there are five stages of thinking that students will go through in learning geometry: the visualization stage, the analysis stage, the informal deduction stage, the deduction stage, and the rigor stage. Each stage of thinking will be passed by students sequentially without passing any of the previous stages. This study aimed to identify and describe the geometric thinking stages of high school students. The first is based on van Hiele's theory. The research method used in this research is descriptive quantitative. This research was conducted at MTs (Madrasah Tsanawiyah) An-Nur, Cirebon City, with a population of 318 students and a sample of 72 students selected using a purposive sampling technique. The data collection technique used is in the form of a Van Hiele geometric thinking stage test with 25 multiple choice questions divided into five subtests. The results showed that 29.17% of students were in stage 1 (visualization), 25% of students were in stage 2 (analysis), and 6.94% of students were in stage 3 (informal deduction). There are still students who have not entered the van Hiele geometric thinking stage (at stage 0), namely 13.89%. As for the students who could not determine their van Hiele geometric thinking stage, as many as 25%. The highest stage achieved by students was stage 3 (informal deduction), so no student reached stage 4 (deduction) and stage 5 (rigor). In general, the geometric thinking stage of MTs (Madrasah Tsanawiyah) An-Nur students is at stage 1 of van Hiele's geometric thinking.
Development of Peer-Based Interaction Skills Assessment Instruments in Mathematics Learning Process in Class Indah Nuraena; Budi Manfaat; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.434 KB) | DOI: 10.58421/misro.v1i2.22

Abstract

Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2
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 Sa’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