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KEMAMPUAN MENGAJUKAN MASALAH DIRELASIKAN DENGAN KEMAMPUAN BERPIKIR LOGIS MATEMATIK Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol 7, No 1 (2018)
Publisher : Institut Pendidikan Indonesia

AbstrakKajian ini memaparkan tentang kemampuan mengajukan masalah matematis direlasikan dengan kemampuan berpikir logis matematis. Kemampuan mengajukan masalah serta berpikir matematis merupakan kemampuan esensial yang dimiliki dan dikembangkan oleh siswa untuk bisa menghadapi kemajuan IPTEK yang semakin pesat. Karena kedua kemampuan tersebut menjadi hal yang penting, maka diperlukan panduan pengembangan kemampuan tersebut jika dikaitkan satu dengan yang lainnya. Pada kajian ini juga menyajikan bagaimana rubrik penilaian mengajukan masalah direlasikan dengan kemampuan berpikir logis. Hal ini diharapkan dapat menjadi stimulus untuk mengembangkan kemampuan mengajukan masalah matematis secara optimal. AbstractThis study presents a mathematical problem posing ability related to the ability to logical thinking mathematically. The ability mathematical problem posing and logical thinking is an essential capability owned and developed by students to deal with advances in science and technology that rapidly. Since both the ability it becomes important, then needed the capability development guidance if it is associated with the other. In this study also present how the rubric assessment mathematical problem posing to related with the ability logical thinking. It is expected to be a stimulus to develop mathematical problem posing capability optimally.

PENULISAN KARYA TULIS ILMIAH BERBASIS PENELITIAN TINDAKAN KELAS Nitta Puspitasari; Sukanto Sukandar Madio; Deddy Sofyan; Puji Lestari; Rostina Sundayana
Jurnal Pekemas Vol 1 No 1 (2018): Jurnal Pekemas Tahun 2018
Publisher : Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut

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The importance of writing scientific paper based on Action Classroom Research for teachers in schools is the background why this training was carried out, given the number of teachers who make Action Classroom Research is still insignificant. Training carried out for 8 hours starts with a theoretical explanation of what Action Classroom Research is, how came up with an idea to create a Action Classroom Research and continued with assistance to the participants to create a classroom Action Classroom Research framework. The participants amounted to 13 people, consisting of middle and high school /vocational teachers in the Pameungpeuk area and its surroundings. The results showed that the teacher was able to analyze the problems in their respective schools to be used as a background in making a Action Classroom Research and also put forward a solution which later became the title of the Action Classroom Research. The results of this training can be used as a reference in carrying out the actual Action Classroom Research.

PERBANDINGAN PRESTASI BELAJAR ANTARA SISWA YANG MENDAPATKAN PEMBELAJARAN MATEMATIKA BERBASIS KARAKTER DENGAN KONVENSIONAL Hilman Yosa Firmansyah; Nitta Puspitasari
Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 1 (2013)
Publisher : Institut Pendidikan Indonesia

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ABSTRACTIn this paper, we compared two models of learning is a model-based learning and conventional teaching character to see how far these two learning models are instrumental in improving both student achievement or change in the character of students. Researchers want to see whether the learning ability of students get the learning model based character better than those getting conventional model?. Methods that researchers use to determine the extent to which the success of student learning and the changing character of both the gain and the character-based models that get a conventional model

PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIKSISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS DENGAN MODEL PEMBELAJARANGUIDED NOTE TAKING Gesti Pratiwi Sartika; Nitta Puspitasari
Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 2 (2013)
Publisher : Institut Pendidikan Indonesia

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Abstract:Exsperimentwith praeksperiment(the statistic group pretest-posttes design) aimed to find out the defferences ability of mathematic communication student between the students who got “Student Teams Achievement Division” learning model with “Guided Note Taking” learning model. Futhermore, the researcher discovered the attitude of student toward learning mathematics using “Student Teams Achievement Divisions” learning model with “Guided Note Taking” learning model. The result showed that:(1) There is no differences between the communication skills of students mathematic which gain “Student Teams Achievement Divisions”learning model and “Guided Note Taking” learning model, (2) generally students were good using both of learning model. Abstrak:Penelitian eksperimen dengan desain praeksperimen (the statistic group pretest-posttes design) bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking, serta mengetahui sikap siswa terhadap pembelajaran matematika terhadap model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking. Hasil penelitian ini menunjukan bahwa: (1) tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking; (2) sikap siswa terhadap model pembelajaran Student Teams Achievement Divisions dan model pembelajaran Guided Note Taking secara umum siswa bersikap baik terhadap kedua model pembelajaran tersebut.

HIDUP MANUSIA DI DUNIA KONVERGEN KE f (X) = 0 Nitta Puspitasari
Mosharafa: Jurnal Pendidikan Matematika Vol 1, No 2 (2012)
Publisher : Institut Pendidikan Indonesia

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Abstract Mathematics is a discipline that all the concepts, principles, theorems, axioms, rules.It can stand alone or can be connected to the field, the other disciplines. Because mathematics is the queen of sciences. Mathematics is not only connected to other disciplines, but also there is a connection with everyday life. Mathematical concepts with everyday life is a human life. Human life on earth is temporary given time only, whether the people life could not be judge by any one. Thus, analogous to the way of life of each human being is considered as the line function and then each man eventually leading to death or converge to zero in a line function of real numbers, if this function is approaching to zero, its means that one day the peoplelife has ended.

Perbandingan Kemampuan Berpikir Kritis Matematis Siswa antara Model Pembelajaran GI dan PBL Dessy Arisya Sutarsa; Nitta Puspitasari
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i1.1035

Penelitian ini dilatarbelakangi rendahnya kualitas pendidikan matematika di Indonesia terutama terhadap kemampuan berpikir tingkat tinggi. Salah satu model pembelajaran yang dapat diterapkan untuk meningkatkan kemampuan berpikir kritis siswa yaitu modelpembelajaran Group Investigation (GI) dan Problem Based Learning (PBL). Penelitian berbentuk kuasi eksperimen dengan desain The Static Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah siswa SMA Negeri 1 Garut.Sampel penelitiannya yaitu kelas XI MIPA 1 yang mendapatkan model pembelajaran Group Investigation, kelas XI MIPA 2 yang mendapatkan model pembelajaran Problem Based Learning. Hasil penelitian ini menunjukan bahwa kemampuan berpikir kritis matematis siswa dan peningkatannya antara yang mendapatkan model pembelajaran Group Investigation lebih baik dibandingkan dengan model pembelajaran Problem Based Learning.This research is motivated by the low quality of mathematics education in Indonesia, especially for higher order thinking skills. One learning model that can be applied to improve student's critical thinking skills is the Group Investigation (GI) and Problem Based Learning (PBL) learning model. This research was a quasi-experimental study with the design of The Static Group Pretest-Posttest Design. The population in this study were students of SMA Negeri 1 Garut. The research sample is class XI MIPA 1 who gets the Group Investigation learning model, class XI MIPA 2 who gets the Problem Based Learning learning model. The results of this study indicate that the students' mathematical critical thinking skills and the increase between those who get the Group Investigation learning model are better than the Problem Based Learning learning model.

Studi Etnomatematika pada Candi Cangkuang Leles Garut Jawa Barat Fitriyani Nursyeli; Nitta Puspitasari
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i2.1265

Matematika merupakan ilmu universal yang mendasari perkembangan teknologi modern dalam berbagai disiplin ilmu dan mampu mengembangkan daya pikir manusia. Banyak masyarakat yang tidak menyadari bahwa semakin berkembangnya zaman, ilmu matematika selalu digunakan sebagai alat bantu dalam penerapan semua bidang ilmu maupun dalam pengembangan matematika, sehingga hal itu yang menyebabkan matematika sulit dipahami, diperlukan adanya suatu pendekatan budaya atau yang biasa disebut etnomatematika. Salah satu bentuk etnomatematika yang menarik untuk dieksplorasi yaitu pada candi cangkuang. Candi cangkuang memiliki potensi yang bisa dimanfaatkan dikarenakan memiliki nilai historis yang sudah melekat dengan masyarakat, kontekstual dan bisa digunakan dalam memudahkan pemahaman terhadap matematika. Terkhusus pada bentuk dari bagian relief dan stupa candi cangkuang yang erat kaitannya dengan pembelajaran matematika. Hasil dari penelitian ini menunjukan bahwa melalui etnomatematika pada candi cangkuang ini dapat ditemukan konsep matematika, khususnya pada materi geometri. Mathematics is a universal science that underlies the development of modern technology in various scientific disciplines and it can develop human thinking. Many people do not realize that the development of times, mathematics is always used as a tool in the application of all fields of science and development of mathematics so that this is what makes mathematics difficult to understand, it is necessary to have a cultural approach or commonly called ethnomathematics. One form of ethnomathematics that is interesting to explore is the Cangkuang temple. Cangkuang temple has potential that can be exploited because it has historical values that are inherent in society, contextual, and can be used to facilitate understanding of mathematics. Especially in the shape of the relief and stupa of the Cangkuang temple which is closely related to mathematics learning. The results of this study indicate that through ethnomathematics in this Cangkuang temple, mathematical concepts can be found, especially in geometric material.

Kesalahan Siswa dalam Menyelesaikan Soal Matematika Materi Operasi Pecahan Kelas VII di Desa Karangsari Deaniera Dwi Gustiani; Nitta Puspitasari
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 3 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i3.1450

Kesalahan siswa dalam menyelesaikan soal disebabkan oleh kurangnya memahami konsep, menggunakan proses yang keliru, kurang memahami konsep prasyarat dan salah dalam komputasi atau perhitungan. Penelitian ini dimaksudkan untuk mengetahui sejauh mana tingkat kesalahan siswa dalam menyelesaikan soal materi Pecahan pada siswa kelas VII SMP di Desa Karangsari. Metode penelitian menggunakan deskriptif kualitatif. Subjek penelitian sebanyak 6 siswa. Berdasarkan analisis data, wawancara, dan pembahasan, dapat disimpulkan bahwa jenis kesalahan yang dilakukan siswa yaitu: (a) Kesalahan pemahaman konsep meliputi kesalahan dalam memahami setiap butir soal yang diberikan maupun konsep dalam mengerjakan soal cerita; (b) Kesalahan operasi meliputi kesalahan siswa karena ceroboh dalam membaca soal yang seharusnya perjumlahan dalam pecahan ini menjadi perkalian dalam pecahan; (c) Kesalahan fakta meliputi kesalahan siswa dalam menggunakan simbol permil.Students' errors in solving problems are caused by a lack of understanding of concepts, using the wrong process, not understanding the prerequisite concepts, and being wrong in computing or calculations. This study was intended to determine the extent of student error in solving the problem of fraction material in class VII SMP in Karangsari Village. The research method uses descriptive qualitative. The research subjects were 6 students. Based on data analysis, interviews, and discussions, it can be concluded that the types of errors made by students are: (a) Errors in understanding concepts include errors in understanding each item given and concepts in working on story questions; (b) Operational errors include student errors because they are careless in reading the questions that should add up infractions into multiplication infractions; (c) Fact errors include student errors in using permit symbols.

Studi Etnomatematika Rumah Adat Kampung Pulo Desa Cangkuang Kabupaten Garut Wina Fitriani Nurhasanah; Nitta Puspitasari
Plusminus: Jurnal Pendidikan Matematika Vol 2, No 1 (2022)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v2i1.1587

Etnomatematika adalah bentuk matematika yang dipengaruhi atau didasarkan budaya.Dalam aktivitas matematika terdapat konsep-konsep matematika yang bisa diungkap terutama di masyarakat Kampung Pulo, juga bertujuan agar dapat memperlihatkan hubungan timbal balik antara matematika dengan budaya.Penelitian ini bertujuan untuk mendeskripsikan rumah adat Kampung Pulo ke dalam pembelajaran matematika, data yang diperoleh berupa data kualitatif.Instrumen penelitian menggunakan metode wawancara, observasi, dan dokumentasi. Teknik keabsahan data pada penelitian ini dengan cara triangulasi. Hasil penelitian menunjukkan bentuk atap rumah adat, ruangan di dalam rumah adat, motif dinding rumah adat, pondasi rumah adat dan bentuk tiang pada rumah adat Kampung Pulo terdiri dari konsep geometri bangun ruang, bangun datar, sudut, dan garis. Maka dari itu, pembelajaran matematika berbasis budaya sangat dibutuhkan di sekolah karena tidak hanya untuk memahami konsep matematika tetapi peserta didik juga dikenalkan dan mencintai kebudayaan sendiri. Ethnomathematics is a form of mathematics that is influenced or based on culture. In mathematical activities there are mathematical concepts that can be revealed, especially in the Kampung Pulo community, also aiming to show the reciprocal relationship between mathematics and culture. This study aims to describe the traditional house of Kampung Pulo into mathematics learning, the data obtained in the form of qualitative data. The research instrument used the interview, observation, and documentation methods. The data validity technique in this study was triangulation. The results showed that the shape of the roof of the traditional house, the room in the traditional house, the motif of the walls of the traditional house, the foundation of the traditional house and the shape of the pillars in the traditional house of Kampung Pulo consisted of the geometric concepts of building space, flat shapes, angles, and lines. Therefore, culture-based mathematics learning is needed in schools because it is not only to understand mathematical concepts, but students are also introduced to and love their own culture.

Kemampuan representasi matematis siswa pada materi kesebangunan dan kekongruenan di kampung sukawening Suci Marliani; Nitta Puspitasari
Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu Vol 1, No 2 (2022)
Publisher : Institut Pendidikan Indonesia

The ability to mathematical representation is an important aspect that must be learned and mastered by students. The knowledge of mathematical representation helps students in the understanding of concepts, problem-solving, mathematical communication, mathematical connection, and the application of mathematical ideas through modeling. The purpose of this study is to determine the ability of students’ mathematical representation in similar and congruent materials. The type of research used was in the form of descriptive qualitative with the research subjects of four students of junior high school class IX in Sukawening Village. Data collection techniques used include tests, interviews, and documentation. The data analysis techniques used are in the form of data reduction, data presentation, and drawing conclusions. The results showed that students' mathematical representation ability is moderate. The average score obtained from the three measured indicators was 44.8%. The highest score is found in the verbal indicator, which is 50%, followed by the image indicator at 42.5%, and the symbol indicator at 40.62%. Problems faced by students in answering the measured indicators, including low understanding and mastery of mathematical concepts and students' errors in understanding the material. This results in students not being able to represent their mathematical ideas and ideas in the ordered form. Kemampuan representasi matematis merupakan aspek penting yang harus dipelajari dan dikuasai oleh siswa. Kemampuan representasi matematis membantu siswa dalam dalam pemahaman konsep, penyelesaian masalah, komunikasi matematis, koneksi matematis, dan penerapan ide matematis melalui pemodelan. Tujuan penelitian ini adalah mengetahui kemampuan representasi matematis siswa pada materi kesebangunan dan kekongruenan. Jenis penelitian yang digunakan berupa kualitatif deskriptif dengan subjek penelitian empat orang siswa SMP kelas IX yang berada di Kampung Sukawening. Teknik pengumpulan data yang digunakan diantaranya tes, wawancara, dan dokumentasi. Teknik analisis data yang digunakan berupa reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa ada pada kategori sedang. Rata-rata skor yang diperoleh dari ketiga indikator yang diukur sebesar 44,8%. Skor tertinggi terdapat pada indikator verbal, yakni 50%, diikuti oleh indikator gambar sebesar 42,5%, dan indikator simbol sebesar 40,62%. Permasalahan yang dihadapi oleh siswa dalam menjawab indikator yang diukur, diantaranya rendahnya pemahaman dan penguasaan konsep matematis dan kesalahan siswa dalam memahami materi. Hal tersebut mengakibatkan siswa belum mampu merepresentasikan ide dan gagasan matematisnya ke dalam bentuk yang diperintahkan.

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