Articles
<![CDATA[Pendekatan Saintifik untuk Meningkatkan Kelancaran Prosedur Matematis Siswa ]]>
<![CDATA[Ilham, Ridwan Maulid]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Inayah, Sarah]]>
<![CDATA[ xxxx-xxxx ]]>
Publisher : <![CDATA[IAPM UNSUR (Ikatan Alumni Pendidikan Matematika Universitas Suryakancana) ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengkaji apakah dengan pendekatan saintifik kemampuan akhir kelancaran prosedur matematis siswa lebih baik dari pada kemampuan awal kelancaran prosedur matematis siswa, serta untuk mengetahui bagaimana sikap siswa terhadap pembelajaran dengan pendekatan saintifik. Populasi yang diambil dalam penelitian ini adalah seluruh siswa kelas VIII MTs. Islamiyah Sayang Cianjur tahun pelajaran 2017/2018. Sedangkan sampel yang digunakan sebanyak satu kelas yaitu kelas VIIIA dan dipilih berdasarkan sampling purposive atau pengambilan sampel dengan pertimbangan tertentu. Kelas sampel diberikan perlakuan dengan menggunakan pendekatan saintifik. Hasil penelitian menunjukkan bahwa dengan menggunakan pendekatan saintifik kemampuan akhir kelancaran prosedur matematis siswa lebih baik dari pada kemampuan awal kelancaran prosedur matematis siswa, serta hasil angket skala sikap menghasilkan pada umumnya sikap siswa terhadap pendekatan saintifik adalah positif.]]>
<![CDATA[Analisis Kemampuan Penalaran Matematis pada Materi Bangun Ruang Ditinjau dari Gaya Kognitif Siswa SMP ]]>
<![CDATA[Rohmah, Widya Noor]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Inayah, Sarah]]>
<![CDATA[ PRISMA Vol 9, No 2 (2020): PRISMA Volume 9, No 2 Tahun 2020 ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v9i2.1043
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran matematis siswa kelas VIII-J Sekolah Menengah Pertama Negeri 1 Cipanas ditinjau dari gaya kognitif reflektif dan impulsif dalam menyelesaikan masalah bangun ruang sisi datar. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitian dua siswa reflektif dan dua siswa impulsif. Penelitian ini mengguanakan instrumen tes dan wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data menggunakan triangulasi sumber. Dari analisis data dapat disimpulkan bahwa kemampuan penalaran matematis siswa mencapai 60% dengan kategori sedang. Siswa dengan gaya kognitif reflektif memiliki karakteristik teliti dalam menjawab sehingga frekuensi jawaban sedikit dengan waktu pengerjaan soal yang lama, sedangkan siswa impulsif cenderung ceroboh dalam menjawab soal, kemudian cenderung terburu – buru dalam mengerjakan soal, sehingga frekuensi jawabannya banyak dengan waktu pengerjaan yang cepat. Kemampuan penalaran matematis siswa reflektif lebih baik daripada siswa impulsif, karena siswa reflektif dapat mencerna materi pembelajaran, menjawab dengan teratur disertai jawaban yang logis sehingga hasilnya relatif benar, dan interaktif, namun kurang tangkas dalam merespon pertanyaan, sedangkan siswa impulsif kurang mencerna materi pembelajaran, menjawab pertanyaan tidak secara mendetail, tangkas dalam menjawab pertanyaan, serta kurang interaktif. Adapun penemuan di luar dugaan adalah tidak semua siswa reflektif teliti dalam mengerjakan soal disebabkan penguasaan materi awal yang belum baik.]]>
<![CDATA[PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBASIS MACROMEDIA FLASH PADA MATERI BANGUN DATAR ]]>
<![CDATA[Septian, Ari]]>;
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Pelani, Jeni Irpan]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol 2 No 2 (2021): RANGE Januari 2021 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
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DOI: 10.32938/jpm.v2i2.697
<![CDATA[Tujuan penelitian ini Macromedia flash dapat digunakan sebagai multimedia pembelajaran. Akan tetapi masih jarang guru yang menggunakan aplikasi tersebut Macromedia flash dapat dibuka menggunakan komputer, laptop dan handphone. Sebagai multimedia pembelajaran. Penelitian ini bertujuan mengembangkan pembelajaran matematika di SMP dalam materi bangun datar dan mengetahui kelayakan multimedia pembelajaran dari berbagai validasi ahli media dan ahli materi dari dosen pendidikan matematika FKIP UNSUR serta Guru pendidikan matematika. Dalam multimedia pembelajaran tersebut disajikan materi , contoh soal, kuis dan gambar. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Macromedia flash ini dikembangkan menurut validasi ahli media dan ahli materi. Berdasarkan hasil penelitian diperoleh bahwa multimedia pembelajaran matematika berbasis Macromedia flash menurut ahli media memenuhi kategori Layak dengan persentase mencapai 78%. Sedangkan menurut ahli materi memenuhi kategori Layak dengan persentase mencapai 73% Secara rata – rata keseluruhan, multimedia pembelajaran matematika berbasis Macromedia flash ini memenuhi kategori Layak dengan persentase mencapai 76% sehingga efektif sebagai multimedia pembelajaran matematika berbasis Macromedia flash dan bisa digunakan kapanpun.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN REPRESENTASI MULTIPEL MATEMATIS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KUANTUM ]]>
<![CDATA[Sarah Inayah]]>
<![CDATA[ KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 1 (2018): KALAMATIKA April 2018 ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/KALAMATIKA.vol3no1.2018pp1-16
<![CDATA[Mathematical problem solving and multiple representation ability is essential to develop. So it needs a study to facilitate the students to be active, interesting and challenging for students to think and therefore contributes to the students ability to represent, understand the material during learning process and solve mathematical problems. Quantum learning model puts students on comfortable and pleasant condition so that students can play an active role in the learning process and student expected to get the flexibility to bring their own representation and easy to solve the problem. The main objective of this study was to determine the improvement in the mathematical problem solving and multiple representation of students who obtain quantum learning model and students who received conventional learning, as well as to determine the relationship between the mathematical problem solving and multiple representations. This research is a quasi experimental with non equivalent control group design. The population of this study are all students of class VII with two classes of them as samples. The research data obtained through problem-solving ability and multiple mathematical representations test. The results showed that: (a). Quantum learning model can improve the mathematical problem solving and multiple representations ability, (b). there is a relationship between the mathematical problem solving and multiple representations ability.]]>
<![CDATA[Efektivitas Model Flipped Classroom Berbasis Problem Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis Mahasiswa ]]>
<![CDATA[Sarah Inayah]]>;
<![CDATA[Ari Septian]]>;
<![CDATA[Elsa Komala]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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<![CDATA[The purpose of this study is to test the effectiveness of the Flipped Classroom Model Based on Problem Based Learning to improve students' critical thinking skills whose learning device have been developed. The learning device are implemented in the mathematics education study program in the Faculty of Teacher Training and Education, Suryakancana University. Critical thinking is one of the 21st century skills. To improve critical thinking skills, it can be done by choosing the right learning model. The learning model is Problem Based Learning (PBL). The flipped classroom model is also suitable for developing the skills needed to face the industrial revolution or better known as the 21st century skills. This research was conducted specifically for the Data Processing course in the Mathematics Education study program, FKIP Suryakancana University. The research carried out refers to the Research and Development (R&D design) design from Borg and Gall. The results of the implementation show that the Flipped Classroom Model Based on Problem Based Learning is effective in improving critical thinking skills.]]>
<![CDATA[Efektivitas program pembekalan kemampuan calon guru matematika dalam bidang penilaian ]]>
<![CDATA[Sarah Inayah]]>
<![CDATA[ Jurnal Analisa Vol 5, No 1 (2019): Volume 5 Nomor 1 Tahun 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia ]]>
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DOI: 10.15575/ja.v5i1.4209
<![CDATA[This study aims to develop learning programs and effectiveness in order to improve the ability of prospective mathematics teachers in the field of assessment. This type of research is research and development design (R & D design). This study consists of four stages, namely preliminary studies, program planning, program development and program validation. Preliminary studies were carried out during the initial research activities using various sources in the field and literature review. Program design is done by preparing learning programs in the form of syllabus, Semester Learning Plans , teaching materials, media and evaluation tools. The program that was designed was then developed by means of judgment, trial and revision. From the results of the development then a hypothetical product program is obtained which will be tested for its effectiveness. Effectiveness testing is carried out in program validation activities through the implementation of hypothetical product programs. The results of the study showed that it was effective and efficient in improving the mastery of the theory and practice of evaluating mathematics learning]]>
<![CDATA[Analisis kemampuan koneksi matematis siswa SMK pada materi trigonometri ]]>
<![CDATA[Widiyawati Widiyawati]]>;
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>
<![CDATA[ Jurnal Analisa Vol 6, No 1 (2020): Volume 6 Nomor 1 Tahun 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia ]]>
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DOI: 10.15575/ja.v6i1.8566
<![CDATA[Kemampuan koneksi matematis merupakan salah satu kemampuan yang sangat penting dan merupakan salah satu standar proses pembelajaran matematika yang dirumuskan oleh NCTM. Apabila siswa tersebut mampu mengaitkan ide-ide yang ada dalam matematika maka pemahaman terhadap matematikanya akan bertahan lama dan semakin mendalam. Begitu pentingnya kemampuan koneksi matematis terhadap suatu pembelajaran, maka dilakukanlah sebuah penelitian dengan tujuan untuk mengetahui kemampuan koneksi matematis siswa serta kesalahan apa saja yang sering dilakukan oleh siswa terkait soal koneksi matematis terhadap materi trigonometri. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitiannya adalah siswa kelas salah satu SMK di Cianjur sebanyak 29 orang. Bentuk pengambilan datanya yaitu dengan pemberian soal tes uraian tertulis sebanyak 5 butir soal. Berdasarkan hasil analisisnya, didapatkan bahwa kemampuan koneksi matematis siswa di jenjang SMK pada materi trigonometri tergolong rendah. Hal ini terlihat dari rata-rata kemampuan koneksi matematis siswa dari setiap indikatornya. Rendahnya kemampuan koneksi matematis tersebut karena ada beberapa kesalahan yang sering dilakukan oleh siswa diantaranya yaitu kesalahan konsep, kesalahan keterampilan komputasi, dan kesalahan interpretasi bahasa]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR BERBANTUAN GOOGLE CLASSROOM PADA MATERI BANGUN RUANG ]]>
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>;
<![CDATA[Ihsanu Nasihin]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 9, No 4 (2021): DESEMBER 2021 ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this study was to develop teaching materials assisted by Google Classroom in the form of mathematical material about building cubes and blocks, examples of math problems, and practice math problems. Developed as empirical evidence of the effectiveness of Google Classroom-assisted teaching materials on building materials. The method used in this study is research and development (Research and Development) with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). These teaching materials were developed through a questionnaire and assessed from several expert validations including media experts and material experts. Based on the results of the media expert validation, the average score percentage was 78.3% and was included in the Eligible category. Meanwhile, based on the results of material expert validation, the average score percentage is 82.6% and is included in the Very Eligible category. Thus, overall Google Classroom-assisted teaching materials on this spatial building material have a percentage of 80.4% and fall into the Very Eligible category. so that it is effective as a Google Classroom-assisted teaching material on building materials and can be used anytime. Keywords: build space; google classroom; teaching materials DOI: http://dx.doi.org/10.23960/mtk/v9i4.pp482-490]]>
<![CDATA[PENGARUH KEMAMPUAN REPRESENTASI MATEMATIS SISWA TERHADAP KEPERCAYAAN DIRINYA ]]>
<![CDATA[Sarah Inayah]]>;
<![CDATA[Gia Adilah Nurhasanah]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 12, No 1 (2019): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 12 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v12i1.4852
<![CDATA[The purpose of this research is to know: (1) Mathematical representation ability and self confidence owned by VII-7 class students of SMP Negeri 2 Cianjur; (2) The Influence of mathematical representation ability on their self confidence of VII-7 class students of SMP Negeri 2 Cianjur. Subjects in this study were 35 students of VII-7 class students of SMP Negeri 2 Cianjur. The research method used in this research is correlation analysis which is causal research by using quantitative approach. Test and non-test data used in data collection technique. Test data were obtained by measuring student’s mathematical representation abilities while non-test data were obtained through questionnaires of self confidene. The correlation coefficient r = 0.761, r2 = 0.579 and the coefficient of determination is 57,9%. Based on it is known that mathematical representation ability give positive influence to self confidene equal to 57,9% while 42.1% influenced other factor not measured in this research. Keywords: Mathematical Representation Ability, Self Confidence]]>
<![CDATA[SELF-EFFICACY GURU MATEMATIKA DALAM MENGHADAPI DINAMIKA PEMBELAJARAN DI MASA PANDEMI COVID 19 ]]>
<![CDATA[Sarah Inayah]]>;
<![CDATA[Dadang Juandi]]>;
<![CDATA[Rizki Dwi Siswanto]]>;
<![CDATA[Shelly Morin]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 2 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i2.10012
<![CDATA[The purpose of this research is to reveal and describe how the self-efficacy of mathematics teachers in Cianjur towards the dynamics of learning during the Covid-19 pandemic. The research was conducted in Cianjur Regency. The methodology used is descriptive quantitative method. The technique of collecting data is through questionnaires given by purposive and snowball sampling techniques. Data analysis uses descriptive statistics which do not aim to make conclusions about the entire population but rather help understand the details of the sample. The results showed that the overall self-efficacy of Mathematics Teachers in Cianjur was in the moderate category. Likewise, four of the seven constructs on teacher self-efficacy are Mathematics Knowledge Self-efficacy (KS), Instructional Self-efficacy (IS), Outcome Expectancy (OE) and Technology Literacy (TL) in the medium category. This means that teachers believe they have the ability to carry out their duties in the midst of a pandemic even though they still need development related to the four constructs. However, the other constructs namely Motivational Self-efficacy (MS), Engagement Self-efficacy (ES), and Disciplinary (as in classroom management) Self-efficacy (DS) are in the high category. This condition shows that teachers are able to provide motivation, students can be actively involved in learning and learning continues to be carried out conducive even though learning is carried out in the midst of a pandemic condition.]]>
