cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hamdan Sugilar
Contact Email
Hamdan Sugilar
Phone
-
Journal Mail Official
pmtk@uinsgd.ac.id
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
Jurnal Analisa
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25495135     EISSN : 25495143     DOI : -
Core Subject : Education,
Education
Journal Analysa Is a Journal published by Department Mathematics Education Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung, Starting Year 2013. Emphasizing On Aspects Related to Mathematics Learning Include: Curriculum, Strategy / Method, Learning Media, Evaluation, Psychology of Mathematics Learning, Didactical Mathematics , Thinking Process and Development of Mathematics, History / Philosophy of Mathematics and Other Mathematics Education. Journal Analysa is published twice a year in June and December with 5 articles per number or 10 articles per year. Copyright Department of Mathematics Education UIN Sunan Gunung Djati Bandung.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022" : 7 Documents clear
Means End Analysis (MEA) Learning Model in Developing Algebraic Reasoning Ability: a Literature Study Aflich Yusnita Fitrianna; Jarnawi Afgani Dahlan
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.10677

Abstract

Penelitian ini merupakan studi literatur mendeskripsikan model pembelajaran Means Ends Analysis (MEA) dalam mengembangkan kemampuan penalaran aljabar. Kemampuan penalaran aljabar adalah suatu kemampuan berpikir matematika dengan melibatkan proses representasi, penalaran, analisis dalam sebuah situasi sehingga diperoleh sebuah pola yang menuju pada generalisasi. Kemampuan ini penting untuk dimiliki siswa karena penalaran aljabar dalam penggunaannya dapat mengeksplorasi struktur matematika.  Salah satu model pembelajaran yang dapat diimplementasikan untuk mengembangkan kemampuan penalaran aljabar adalah model pembelajaran Means End Analysis (MEA). Pada penelitian mengkaji sumber data berupa 1 buku dan 22 artikel yang relevan dengan kemampuan penalaran aljabar dan model pembelajaran MEA. Teknik analisis data yang digunakan adalah analisis isi. Berdasarkan hasil kajian diperoleh bahwa Model MEA mendukung dalam mengembangkan kemampuan penalaran aljabar. Langkah-langkah pada pembelajaran MEA mendukung untuk setiap indikator dari kemampuan penalaran aljabar.This research is a literature study to describe the Means Ends Analysis (MEA) learning model to developed algebraic reasoning ability. Algebraic reasoning ability is the ability to think mathematics by involved the process of representation, reasoning, analysis in a situation so that a pattern that leads to generalization is obtained. This ability is important for students to have because, it use can explore the mathematical structures. One of the learning models that can be implemented to develop algebraic reasoning ability is the Means End Analysis (MEA) learning model. In this study, the data sources were examined in the form of 1 book and 22 articles relevant to algebraic reasoning ability and the MEA learning model. The data analysis technique used is content analysis. Based on the results of the study, it was found that the MEA Model supports the development of algebraic reasoning ability. The steps in the MEA learning support for each indicator of the algebraic reasoning ability.
Pair Check and Mathematics Representation Asep Jihad; Nunung Sobarningsih; Hamdan Sugilar; Azizatulatifah Azizatulatifah; Rini Choerani; Shena Sylviana Dewi; Tanti Noviyanti; Yulyanti Yulyanti
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.4840

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya meningkatkan kemampuan representasi matematis siswa. Karena itu penelitian bertujuan untuk mengetahui peningkatan kemampuan representasi siswa yang menggunakan pembelajaran Pair Check dengan pembelajaran konvensional berdasarkan PAM. Penelitian menggunakan metode kuasi eksperimen , sampel terdiri dari satu kelas eksperimen  dan satu kelas control di salah satu MTs Negeri Kota Bandung. Instrumen dalam penelitian ini adalah tes dan nontes, tes  berupa tes pemahaman awal, pretest dan posttest sementara nontes berupa lembar observasi dan kuesioner skala sikap. Analisis kuantitatif dilakukan dengan menggunakan uji ANOVA dua jalur dengan bantuan SPSS. Hasilnya menunjukkanterdapat peningkatan gambaran aktivitas guru menggunakan model pembelajaran tipe pair check pada pertemuan kedua dan gambaran aktivitas siswa meningkat setiap pertemuan, kemampuan representasi matematis siswa yang menggunakan pembelajaran pair check mengalami peningkatan dengan tingkat interpretasi sedang sementara kemampuan representasi matematis siswa yang menggunakan pembelajaran konvensional mengalami peningkatan dengan tingkat interpretasi rendah, peningkatan kemampuan peningkatan matematis siswa di kelas eksperimen tidak lebih baik daripada kelas konvensional berdasarkan tingkat PAM, siswa memberikan sikap positif terhadap pembelajaran matematika dengan menggunan model pembelajaran pair check.  This research is motivated by the importance of increasing students' mathematical representation abilities. Therefore, the study aims to determine the increase in the representation ability of students who use Pair Check learning with conventional learning based on EMK. The study used a quasi-experimental method, the sample consisted of one experimental class and one control class in Islamic Junior High Schools Bandung. The instruments in this study were tests and non-tests, tests in the form of initial comprehension tests, pretests and posttests while non-tests were in the form of observation sheets and attitude scales. Quantitative analysis was conducted using the two-way ANOVA test with the help of SPSS. The results showed an increase in the picture of teacher activity using a Pair Check type learning model at the second meeting and an overview of student activity increased at each meeting, the mathematical representation ability of students using Pair Check learning increased with a moderate level of interpretation while the mathematical representation ability of students using conventional learning increased with a low level of interpretation. The increase in students' mathematical enhancement abilities in the experimental class is no better than the conventional class based on the level of EMK. Students give a positive attitude towards learning mathematics by using the Pair Check learning model.
Development of Islamic Value-Based Mathematics Teaching Materials to Improve Students' Understanding of Mathematical Concepts Ani Choirunnisa; Nurhanurawati Nurhanurawati; Syarifuddin Dahlan; Choirudin Choirudin; Muhammad Saidun Anwar
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.17073

Abstract

Penelitian ini bertujuan untuk menghasilkan media dalam modul berbasis Islam pada materi Aritmatika Sosial dalam meningkatkan pemahaman konsep matematika siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE. Tahapan yang dilakukan adalah Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Data penelitian diperoleh dengan menggunakan kuesioner, wawancara, dan tes khusus. Hasil penilaian berdasarkan angket validasi ahli materi untuk modul ini termasuk dalam kategori “Valid” dengan skor rata-rata 83%. Penilaian ahli media memperoleh skor rata-rata 87% dalam kategori “Valid”. Pada uji coba lapangan skala besar diperoleh rata-rata 83% dengan kriteria “Menarik”. Kualitas keefektifan produk dilihat dari tes hasil belajar. Hasil analisis data dengan menggunakan uji-t pembelajaran menggunakan modul matematika berbasis Islam yang diterapkan di kelas VII 1 lebih efektif daripada di kelas VII 2 yang pendidikannya tidak menggunakan modul matematika berbasis Islam. Hasil analisis menggunakan N-Gain adalah peningkatan pemahaman konsep matematika siswa. Berdasarkan hasil tersebut dapat disimpulkan bahwa modul berbasis Islam adalah valid (layak), menarik, praktis untuk digunakan sebagai sumber belajar, dan dapat meningkatkan pemahaman konsep matematika siswa.  This study aims to produce media in Islamic-based modules on social arithmetic material in improving students' understanding of mathematical concepts. The study method used is Research and Development (R&D) with the ADDIE development model. The stages carried out are Analysis, Design, Development, Implementation, and Evaluation. The research data was obtained using questionnaires, interviews, and special tests. The assessment results based on a material expert validation questionnaire for this module are included in the "Valid" category with an average score of 83%. The media expert's assessment obtained an average score of 87% in the "Valid" category. In a large-scale field trial, an average of 83% was obtained with the "Attractive" criteria. The quality of the product's effectiveness is seen from the learning outcomes test. The results of data analysis using t-test learning using Islamic-based mathematics modules that are applied in class VII 1 are more effective than in class VII 2, whose education does not use Islamic-based mathematics modules. The analysis results using N-Gain are an increase in students' understanding of mathematical concepts. Based on these results, it can be concluded that Islamic-based modules are valid (feasible), attractive, practical to be used as learning resources, and can improve students' understanding of mathematical concepts.
Development of Derivative and Integral Module as Calculus Lecture Support Tika Karlina Rachmawati; T. Tutut Widiastuti A
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.15365

Abstract

Penelitian ini bertujuan untuk mengetahui pengembangan modul materi Turunan dan Integral ditinjau dari tingkat validitas, kepraktisan, efektivitas modul sebagai penunjang perkuliahan mahasiswa prodi Pendidikan Matematika yang dinilai oleh ahli materi dan ahli media serta perbedaan peningkatan kemampuan pemecahan masalah matematis antara kelas yang menggunakan modul Turunan dan Integral dengan kelas yang tidak menggunakan modul Turunan dan Integral. Pengembangan modul Turunan dan Integral yang diperuntukkan untuk mahasiswa prodi Pendidikan Matematika dilakukan melalui beberapa tahap dalam model Research and Development (RnD) yang meliputi research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation. Hasil pengembangan modul Turunan dan Integral menunjukkan valid, praktis dan efektif sehingga layak digunakan pada pembelajaran Kalkulus.  The purpose of this study was determine the development of the Derivative and Integral material module in terms of the level of validity, practicality, and effectiveness of the module as a lecture support for students of the Mathematics Education study program assessed by material experts and media experts as well as differences in increasing mathematical problem solving abilities between classes using module Derivatives and Integrals with classes that do not use the Derivatives and Integral modules. The development of the Derivative and Integral module which is intended for students of the Mathematics Education study program is carried out through several stages in the Research and Development (RnD) model which includes research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation. The results of the development of the Derivative and Integral module show that this module is valid, practical and effective so that it is suitable for use in Calculus learning.
Description of Mathematical Representation Ability Through HOTS-Oriented Learning Model: a Systematic Literature Review Agna Ilma Taofik; Dadang Juandi
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.17915

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hasil deskripsi kemampuan representasi matematis melalui model pembelajaran berorientasi HOTS dari tahun publikasi, level indeks jurnal, jenjang pendidikan, banyak sampel, demografi, metode dan materi yang dibahas. Melalui metode Systematic Literature Review (SLR), penelitian ini didukung oleh beberapa referensi terdahulu mengenai analisis kemampuan representasi matematis dengan berbagai macam model pembelajaran pada kurun waktu 2016-2022. Artikel yang digunakan sebagai referensi adalah artikel yang telah terpublikasi dengan subjek penelitian jenjang pendidikan SD, SMP, SMA sederajat hingga Perguruan Tinggi. Berdasarkan hasil penelitian, didapatkan artikel relevan yang terpublikasi pada Google Scholar sebanyak 44 artikel kemampuan representasi matematis melalui 3 jenis model pembelajaran berorientasi HOTS. Tercatat bahwa artikel paling banyak adalah terindeks Sinta 4 dengan demografi tertinggi di Pulau Sumatera pada tahun 2019 serta metode kuantitatif adalah metode paling sering dijumpai. Jenjang pendidikan terbanyak adalah tingkat menengah pertama dengan sampel lebih dari sama dengan 30 siswa.  This study aims to describe the results of the description of mathematical representation abilities through the HOTS-oriented learning model from the year of publication, journal index level, education level, many samples, demographics, methods, and materials discussed. Through the Systematic Literature Review (SLR) method, this research is supported by several previous references regarding the analysis of mathematical representation abilities with various learning models in the 2016-2022 period. The articles used as references are articles that have been published with research subjects at elementary, junior high, high school, and university levels. Based on the results of the research, it was found that 44 relevant articles published on Google Scholar were mathematical representation abilities through 3 types of HOTS-oriented learning models. It was noted that most articles were indexed by Sinta 4 with the highest demographics on Sumatra Island in 2019 and the quantitative method was the most frequently encountered method. The highest education level is junior secondary level with a sample of more than 30 students.
Metacognitive Ability of Junior High School Special Intelligent Students in Solving Mathematical Problems Peni Fauziah Puadah; Elah Nurlaelah; Suhendra Suhendra
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.15934

Abstract

Metakognisi adalah suatu tingkatan dalam proses berpikir yang dapat digunakan siswa untuk memecahkan masalah, memiliki kesadaran terhadap proses berpikirnya dan mengontrol cara berpikirnya. Pada pembelajaran matematika di sekolah kita sering menemukan banyak siswa yang mengalami kesulitan dalam memecahkan masalah disebabkan  kurangnya kesadaran dan control dalam diri mereka. Kesulitan ini pun terjadi pada siswa kategori cerdas istimewa yang memiliki IQ di atas 130. Pada penelitian ini, peneliti ingin melihat bagaimana kemampuan yang dimiliki oleh siswa cerdas istimewa dalam memecahkan masalah matematika. Penelitian ini menggunakan metode kualitatif deskriptif. Penelitian ini dilakukan di sebuah SMP di kota Bandung dengan sample sebanyak 13 orang siswa cerdas istimewa. Untuk mengukur kemampuan metakognisi, siswa diberikan soal pemecahan masalah beserta angket metakognisi. Dari hasil penilaian pemecahan masalah, siswa cerdas istimewa memperoleh nilai rata – rata sebesar 59. Secara rinci, kemampuan metakognisi siswa cerdas istimewa berdasarkan angket yang mereka isi berada pada kriteria cukup baik untuk tahap planning, monitoring dan evaluating yaitu berada di kisaran 41% - 60%, dengan presentase berturut – turut 58,46%, 52,56% 53, 64%. turut 58,46%, 52, 56% 53, 64%. Metacognition is a level in the thinking process that students can use to solve problems, have awareness of their thinking processes, and control the way they think. In learning mathematics in schools, we often find many students who have difficulty solving problems due to a lack of awareness and control within themselves. This difficulty also occurs in the special intelligent category students who have an IQ above 130. In this study, the researcher wanted to see how the abilities possessed by special intelligent students in solving mathematical problems. This research is a descriptive qualitative method. This research was conducted in a junior high school in Bandung with a sample of 13 special intelligent students. To measure metacognitive ability, students are given problem-solving questions along with a metacognition questionnaire. From the results of the problem-solving assessment, the special intelligent students got an average score of 59. In detail, the metacognitive abilities of the special intelligent students based on the questionnaires they filled were in the good criteria for the planning, monitoring, and evaluating stages, which were in the range of 41% - 60 %, with a successive percentage of 58.46%, 52.56% 53,4%.
Computational thinking process of high school students in solving sequences and series problems Nurul Izatul Azizah; Yenita Roza; Maimunah Maimunah
Jurnal Analisa Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v8i1.17917

Abstract

Kemampuan berpikir komputasi merupakan keterampilan berpikir yang dibutuhkan pada abad 21. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir komputasi siswa SMA/MA dalam menyelesaikan masalah barisan dan deret. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dilakukan dengan tes dan wawancara. Subjek dalam penelitian ini adalah siswa kelas XI IPA MA Muhammadiyah Kota Pekanbaru sebanyak 15 orang. Analisis terhadap kemampuan berpikir komputasi siswa dilihat melalui indikator. Hasil analisis menunjukkan bahwa siswa yang berkemampuan tinggi berada dalam kategori sangat baik pada indikator dekomposisi (87,5%) dan abstraksi (97,5%), kategori baik pada indikator berpikir algoritma (65%) dan kategori cukup pada indikator pengenalan pola (50%). Siswa berkemampuan sedang dalam kategori baik pada indikator abstraksi (62%), kategori cukup pada indikator dekomposisi (51,5%), kategori rendah pada indikator pengenalan pola (33,5%) dan berpikir algoritma (39%). Siswa berkemampuan rendah berada dalam kategori rendah untuk tiga indikator yaitu dekomposisi (38,3%), abstraksi (33,3%), berpikir algoritma (21,7%), dan kategori sangat rendah pada pengenalan pola (11,67%). The ability of computational thinking is logical thinking that is needed in the 21st century. This research aims to describe the process of computational thinking in the Senior High School students in completing the problem of arithmetic sequence and series. This research is descriptive research using a qualitative approach. The data collection technique uses tests and interviews. Furthermore, the subject of the research is 15 students of class XI IPA at MA Muhammadiyah Pekanbaru. The students’ computational thinking could be seen through decomposition indicators, pattern recognition, abstraction, and algorithmic thinking. The results of the analysis indicate that students with high abilities are in a very good category on the decomposition indicators (87.5%) and abstraction (97.5%), good categories on the algorithmic thinking indicator (65%), and, the moderate category on the indicators. pattern recognition (50%). For students with moderate abilities, they are in a good category on the abstraction indicator (62%), sufficient category on the decomposition indicator (51.5%), the low category on the pattern recognition indicator (33.5%), and algorithmic thinking (39%). Meanwhile, low-ability students are in the low category for three indicators, namely decomposition (38.3%), abstraction (33.3%), algorithmic thinking (21.7%), and very low category on pattern recognition indicators (11.67%).

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol 9, No 1 (2023): Volume 9 Nomor 1 Tahun 2023 Vol 8, No 2 (2022): Volume 8 Nomor 2 Tahun 2022 Vol 8, No 1 (2022): Volume 8 Nomor 1 Tahun 2022 Vol 7, No 2 (2021): Volume 7 Nomor 2 Tahun 2021 Vol 7, No 1 (2021): Volume 7 Nomor 1 Tahun 2021 Vol 6, No 2 (2020): Volume 6 Nomor 2 Tahun 2020 Vol 6, No 1 (2020): Volume 6 Nomor 1 Tahun 2020 Vol 5, No 2 (2019): Volume 5 Nomor 2 Tahun 2019 Vol 5, No 1 (2019): Volume 5 Nomor 1 Tahun 2019 Vol 4, No 2 (2018): Volume 4 Nomor 2 Tahun 2018 Vol 4, No 1 (2018): Volume 4 Nomor 1 Tahun 2018 Vol 3, No 2 (2017): Volume 3 Nomor 2 Tahun 2017 Vol 3, No 1 (2017): Volume 3 Nomor 1 (2017) Vol 2, No 3 (2016): Volume 2 Nomor 3 Terbit Bulan September Tahun 2016 Vol 2, No 2 (2016): Volume 2 Nomor 2 Terbit Bulan Juni Tahun 2016 Vol 2, No 1 (2015): Volume 2 Nomor 1 Terbit Bulan Juni Tahun 2015 Vol 1, No 2 (2014): Volume 1 Nomor 2 Terbit Bulan Juni Tahun 2014 Vol 1, No 1 (2013): Volume 1 Nomor 1 Terbit Bulan Juni Tahun 2013 More Issue