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Model pembelajaran matematika realistik berbasis teori bruner untuk meningkatkan kemampuan berpikir kritis matematis pada materi bangun datar siswa smp Desi Trisusanti; Evan Farhan Wahyu Puadi; Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Desi Trisusanti (NIM:153223018), Realistic Mathematics Education Based on Bruner’s Theory to Improve Critical Thinking Mathematically geometry of square At Junior High School Students Build Materials (Classroom Action Research at SMPN 2 Cimahi Grades 7B), Department of Mathematics (PMTK), 2017. Capabilities Critical thinking is very important to be possessed by learners. Critical thinking is applied to learners to learn to solve problems systematically, innovatively and designing fundamental solutions. Improvement of critical thinking skills is done through a meaningful learning process for learners. A knowledge will be meaningful for learners if the learning process is implemented in a context or learning using realistic problems. This study aims to improve the critical thinking skills of class 7B students on the material geometry of square through Realistic Mathematical Learning Model-Based Mathematical Learning. This research is a classroom action research with research objects 7B grade students of SMPN 2 Cimahi 2nd semester in the academic year 2016/2017 as many as 26 people. The study was conducted in two cycles, each cycle consisting of 4 stages of planning, action, observation and reflection. The indicator of success of this research is the percentage of critical thinking ability based on KKM more than 71.5% are in high to very high category, Percentage of critical thinking ability of individual mathematical experience from cycle 1 to cycle 2, percentage of classical learning completion at least 80% Students of realistic mathematics learning model based on Bruner's theory are in good category up to very well. Based on the analysis of research data, cycle 1 percentage critical thinking skills of learners reached 69.95% in middle category and the percentage of classical learning completeness reached 69.23%. While on the second cycle of the percentage of the critical thinking skills of students is reached 75.18% at the high category 5:23% or an increase of cycle 1. Percentage of classical learning completeness in cycle 2 reached 84.62%, an increase of 15:39% of cycle 1. Response Learners toward Learning Mathematical Model Realistic-Based Theory Bruner is on the rise and is in good category. From these results it can be concluded that the Realistic Mathematics Instructional Model-Based Theory of Bruner can improve critical thinking skills on the material flat wake mathematical learners 7B classroom SMPN 2 Cimahi.
Meningkatkan kemampuan pemahaman siswa dengan menggunakan metoda penemuan terbimbing pada pembelajaran geometri kelas 8 Sukenda Sukenda; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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The purpose of the study was to investigate whether Guided Finding Methods could improve students' understanding of geometry in class 8. The method used is Classroom Action Research. The research was done at SMP Negeri 2 Ciwaru located at Jl. Raya Sumberjaya, Desa Citikur, Kecamatan Ciwaru, Kabupaten Kuningan. The subjects of the researchs were the students of SMP Negeri 2 Ciwaru class 8 academic year 2016/2017. They were chosen because after consulting with mathematics teachers that this had major problems regarding the comprehension ability of mathematical concepts. Data collection techniques: observation, interview and questionnaire. The research was done in 2 cycles, each cycle was done in 3 sessions. Each session includes 4 stages: planning, action, observation and reflection. The results of the research as follows: Learning with guided discovery method can improve students' understanding 73.82%. With the following details on the first cycle students who reached the KKM 17 students (62.54%) with an average score of 65.74. In cycle II the number of KKM 23 students (85.19%) the average score in cycle II was 79.26. Based on the results of the research it is advisable to use guided discovery methods in improving students' comprehension skills.
Implementasi model pembelajaran konstruktivisme untuk meningkatkan kemampuan pemahaman matematika siswa Jojo Johari; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Observations conducted by researchers in one of class VII showed that the ability of students' understanding in the class is still minus. Whereas in KTSP 2013 mentioned that mathematical understanding is one of the basic competencies that must be owned and developed by students in learning mathematics. Based on the problem, the research was conducted by implementing constructivism model of learning in mathematics learning. Constructivism is one of the learning model where the students are actively mentally build their own knowledge based on the cognitive structure they have. This study is a classroom action research (PTK) carried out at SMPN 1 Lebakwangi. To obtain data in this study, the instruments used are the ability of comprehension test, observation sheet and student response questionnaire. Tests are tested with validity, reliability of difficulty levels and distinguishing power. The collected data is analyzed descriptively and quantitatively. Through the test obtained at each end of the cycle obtained the results of cycle I 45.75%, cycle II 65, 71%, and cycle III 85, 71%. From the results of this study also shows that learning mathematics with constructivism learning model can improve students' understanding ability. The best improvement is achieved on the aspect of the ability to transform a form of representation to another and the ability to recognize the various meanings and interpretations of concepts. This is seen from the calculation of the gain index is 0.29 with the medium category. Besides from result of questionnaire of student response showed positive response from student at learning by using constructivism learning model. This is seen from the results of the questionnaire calculation with the majority of students answered the response agreed 46, 38%.
Penerapan Model Pembelajaran Missouri Mathematics Project (MMP) terhadap Peningkatan Kemampuan Penalaran Matematis Siswa Nia Kurniawati; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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This research presents the findings of a study on the use of learning mathematics by using model Missouri Mathematics Project to increase students' mathematical reasoning abilities. The study involved an experimental class and control class is taken from the eighth grade at SMP Negeri 1 Cimahi in the second semester of the academic year 2015-2016. Research using essay test instruments to evaluate students' mathematical reasoning abilitiy and use students' responses to determine the students' response to learning that is used. To compare the ability of the two classes, the researchers used one-way t test for two independent samples. While to analyze the hypothesis concerning the gain classroom experiments, the researchers used one sample t test. From the results of the pretest known that the mean score of control class of mathematical reasoning is 13,25 while the experimental class is 12,30. Through t test on the value of the note that the value tcount = -0,51. While the degree of freedom df = 5% and 56 known ttable = 2,0042 From both these data we know that - 2,0042
PENGEMBANGAN DESAIN DIDAKTIS PERSAMAAN LINEAR SATU VARIABEL (PLSV) PADA PEMBELAJARAN MATEMATIKA MTsN MODEL CIGUGUR Dani Hidayat; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Mathematic learning problem occur by students because there are learning obstacle in student self. The obstacle is based on didactical obstacle is the less teacher competence in managing dan preparing of learning process and epistimological obstacle, that is beginning knowledge student which can’t be applied in another condition. Therefore, this didactical design research is used as effort to exceed learning obstacle which is felt by student. This research is didactical design research with descriptive quality method use design research is Didactical Design Research (DDR). Data collecting method for this research is question, interview, literature study, and observation. This research held in MTsN Model Cigugur Kuningan at class VII.1 and VII.3. From this research carried out some learning obstacle are 1) epistimological obstacle because student mistake in operating algebra operation and difficulty in intrepreting story problem to model and applied mathematic form, 2) ontogenikal obstacle because the limitedness student in abstract thinking 3) didactical obstacle because the teacher jus using teacher center approach
MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK MELALUI TEKNIK SQ4R DAN PETA KONSEP SISWA SMP Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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This study used experimental design, and chose a research design in the form of pretest-posttest control group design. The subjects of this study were students Middle School, with the research sample being students of SMP Negeri 1 Kabupaten Kuningan which consists of two classes taken randomly. To obtain data research procedures are needed through three main stages, namely the preparation stage, the implementation phase in the class and the data analysis stage. After the data collected, the data were analyzed descriptively and inferentially. From the results of data analysis and The discussion concluded that (1) the quality of the ability of mathematical comprehension of junior high school students increases after students take mathematics learning using the SQ4R technique and the copsep map, (2) the problem solving abilities of junior high school students increase after students take mathematics learning using SQ4R techniques and concept maps, (3) there are significant differences in understanding abilities and mathematical problem solving abilities between students in mathematics learning using the SQ4R technique and concept maps with students in mathematical learning in the usual way; the ability of students in mathematics learning uses SQ4R techniques and concept maps are better than students who are deep mathematical learning in the usual way, (4) student attitudes support learning mathematics with SQ4R techniques and concept maps, and (5) teachers provide positive responses to mathematics learning using SQ4R techniques and concept maps
PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN ANALISIS DESAIN PENGEMBANGAN IMPLEMENTASI EVALUASI (ADPIE) DALAM UPAYA PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA Rika Rostika; Uba Umbara; Inri Rahmawati
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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RIKA ROSTIKA. NIM 123223013. Mathematics Learning With Models Learning Analysis Design Development Implementation Evaluation (ADPIE) Into Improving Ability Students Understanding Math Concepts. Paper, Kuningan: Mathematics Education Program, Muhammadiyah STKIP Kuningan, 2016. This study aims to determine whether there are positive implications between or not students understanding of mathematical concepts with models learning Analysis Design Development Implementation Evaluation (ADPIE. The hypothesis of this study is, “the ability of students understanding of mathematical concepts than students using learning models Analysis Design Development Implementation Evaluation better understanding of mathematical concept than student using conventional learning”. This study was conducted at SMP Negeri 1 Lebakwangi in the second semester of academic year 2015/2016. The selection of a simple random sample is taken to determine the experimental class and the control class. The sample used in eksperimental class as many as 30 students and as many as 29 control class students. Instrument to determine the understanding of mathematical concept by using a test essay, while to determine students responses to the Analysis Design Development Implementation Evaluation learning models by using a questionnair. The instrument tested prior to the 22 student in the population other thab the study sample was obtain 7 valid item description of 10 question. From the results of the test comprehension of mathematical concepts derived average value of the initial test experiment class 18,43 and control class 17,57. While at the end of the test the average value of the experiment class 44,13 and control class 32,33. Analysis using t test for statistical hypothesis testing. From these calculations obtained tcount = 0,589 for the test of equality of two mean, then consulted on ttabel at 5% significance level and 57 degrees of freedom, the value ttable = 2,003 because ttable < tcount < ttable = (2,003 < 0,589 < 2,003) then H0 is accepted, it means there is no difference between the mean value of the initial test experimental class and control class. While the difference in the two mean test values obtain tcount = 3,827 then consulted on ttable at 5% significance level and 57 degress of freedom, the value ttable = 2,003 because tcount > ttable (3,827 > 2,003) then H1 is accepted, it means the ability of students understanding of mathematical concepts that using models Analysis Design Development Implementation Evaluation better the understanding of the ability of students to use mathematical concept of conventional learning.
IMPLIKASI TEORI BELAJAR KONSTRUKTIVISME DALAM PEMBELAJARAN MATEMATIKA Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 1 (2017): Edisi Vol. 3 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Implikasi memiliki tujuan untuk membandingkan hasil penelitian antara yang telah lalu dengan yang baru saja dilakukan. Pada dasarnya implikasi suatu teori dapat didefinisikan sebagai akibat langsung atau konsekuensi atas temuan hasil suatu proses penelitian. Sehingga, munculah berbagai teori hasil penelitian. Teori pembelajaran konstruktivisme ini memberikan pengaruh yang kuat dalam dunia pendidikan. Akibatnya, oreintasi pembelajaran di kelas mengalami pergeseran. Orentasi pembelajaran bergeser dari berpusat pada guru mengajar ke pembelajaran berpusat pada siswa.Siswa tidak lagi diposisikan bagaikan bejana kosong yang siap diisi. Dengan sikap pasrah siswa disiapkan untuk dijejali informasi oleh gurunya. Atau siswa dikondisikan sedemikian rupa untuk menerima pengatahuan dari gurunya. Siswa kini diposisikan sebagai mitra belajar guru. Guru bukan satu-satunya pusat informasi dan yang paling tahu. Guru hanya salah satu sumber belajar atau sumber informasi. Sedangkan sumber belajar yang lain bisa teman sebaya, perpustakaan, alam, laboratorium, televisi, koran dan internet
PERBANDINGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK PESERTA DIDIK YANG PEMBELAJARANNYA MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL DISCOVERY LEARNING (DL) Galuh Oktagina; Evan Farhan Wahyu Puadi; Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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The purpose of this research is to know which ability of creative thinking of mathematic learners better between using Problem Based Learning (PBL) model and Discovery Learning (DL) model. The research method used is experimental research method. Based on the results of research and data analysis, researchers then use the Mann-Whitney Test (U) to examine differences in learning outcomes. From the calculation results obtained value of U = 427,5. Since there are several twin numbers then correction of standard deviation is then used to find the value of z. The value of U is first converted to z value because the research zhitung = 2,93 while ztabel at a significant level of 0,05 is 1,96. When consulted in table z, the z-value is outside the reception area H0. This is because the test used is a one-party test with acceptance criteria is accept H0 if and reject H0 in other situations. As we know that the value of zhitung > z0,475 then accept H1, that is there are differences in the ability of creative thinking mathematic learners using Problem Based Learning model using Discovery Learning model.Student's response to Problem Based Learning model is quite good. If we accumulate 52,6% student answer show response strongly agree and agree that we can translate as positive response, 19,78% neutral response and the rest only 27,61% student disagree and strongly disagree what we mean as negative response.
PENERAPAN METODE HYPNOTEACHING DALAM UPAYA PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA Restu Banu Aji; Uba Umbara; Ricky Yuliardi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Application of Hypnoteaching Method to imrove Communication Skills Mathematical Student. This study aims to determine students’ mathematical communication skills before and after learning mathematical with Hypnoteaching Method. Pretest data analysis results obtained value tcount = −1, 26 , while at the 0,05 significance level and 40 degrees of freedom, obtained value t(0,975)(40) = 0,021 because -2,021 < -1,26 < 2,021 or − < < t t t table count table then Ho is accepted, it means not different as significance between mathematical communication skills early experimental class and mathematical communication skills early control class. While the posttest analysis result obtained value tcount = 2,632 , while at the 0,05 significance level and 40 degrees of freedom, obtained value t(0,95)(40) =1,684 because 2,632 > 1,684 or t t count table > then H1 is accepted, it the ability of students mathematical communication use Hypnoteaching method is better than students mathematical communication who use conventional learning. In addition, the result of the test analysis gain obtained zcount = −6,7 and z z table = = 0,45 1,64 . Because -6,7 < 1,64 then H0 is accepted and it means the experimental students’ ability of mathematical communication isn’t on the high level. In addition, from the result of attitude scale, it is known that the student showed a positive response to Hypnoteaching Method.