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INSPIRAMATIKA

Inspiramatika
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Published by Universitas Islam Darul Ulum

ISSN : 2477278X EISSN : 25799061 DOI : -

Core Subject : Education,

Education Mathematics

Arjuna Subject : -

Articles 124 Documents

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MODEL PEMBELAJARAN BERBASIS TEORI MULTIPLE INTELLIGENCES: PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA Rizqona Maharani
INSPIRAMATIKA Vol 1 No 1 (2015): Inspiramatika, December 2015
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

The theory of multiple intelligences developed by Howard Gardner who pointed to the existence of various types of intelligence possessed by each individual. This theory is widely used in education, namely as a reference in designing learning activities that can include the diversity of the student's natural ability (intelligence). Gardner proposes nine types of intelligence, namely logical-mathematical, linguistic, interpersonal, intrapersonal, musical, visual-spatial, bodily kinesthetic, existentialist, and naturalist intelligence. Based on the theory of multiple intelligences, educators can choose a model of teaching mathematics that able to accommodate students’ learning needs as well as develop, and optimize the intelligences of the students. One of the model that can be applied is a cooperative learning modified with scientific approach. Some cooperative learning models with scientific approach can be used in teaching mathematics are TSI with scientific approach (TSI-PS), TPS with scientific approach (TPS-PS), TGT with scientific approach (TGT-PS), GI with scientific approach (GI-PS). These models provide a lot of options on mathematics learning activities which are line with characteristics of students’ intelligences.

PROSES BERPIKIR MAHASISWA LAKI-LAKI DAN PEREMPUAN DENGAN GAYA KOGNITIF FIELD INDEPENDENT DALAM MEMECAHKAN MASALAH Khafidhoh Nurul Aini
INSPIRAMATIKA Vol 3 No 1 (2017): Inspiramatika, June 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Penelitian ini dilakukan untuk mendeskripsikan proses berpikir mahasiswa laki-laki dan perempuan dengan gaya kognitif field independent dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif deskriptif dengan subjek penelitian adalah mahasiswa FKIP Universitas Islam Darul Ulum Lamongan. Subjek dipilih berdasarkan tes GEFT. Proses berpikir dilihat dari hasil wawancara dan jawaban tertulis subjek penelitian dalam memecahkan masalah berdasarkan langkah–langkah Polya. Langkah-langkah Polya diantaranya (1) understand the problem, (2) device a plan, (3) carry out the plan, (4) look back. Hasil penelitian menunjukkan bahwa proses berpikir antara mahasiswa field independent perempuan dan laki-laki dalam memecahkan masalah tidak ditemukan perbedaan yang signifikan pada langkah understand the problem. Akan tetapi terdapat perbedan pada langkah device a plan, carry out the plan dan look back.

MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA MELALUI PENDEKATAN OPEN-ENDED Eline Yanty Putri Nasution
INSPIRAMATIKA Vol 3 No 1 (2017): Inspiramatika, June 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Artikel ini merupakan penelitian kuasi aksperimen dengan desain penelitian kelompok kontrol tidak ekuivalen. Tujuan penelitian ini adalah untuk menelaah pendekatan Open-Ended dalam meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini dilaksanakan pada salah satu SMP Negeri dengan populasi seluruh siswa kelas VIII. Dua kelas dipilih dari populasi sebagai sampel penelitian dengan menggunakan teknik purposif sampling. Pembelajaran Konvensional diimplementasikan pada kelas kontrol dan pendekatan Open-Ended diimplementasikan pada kelas eksperimen. Penelitian ini menggunakan tes kemampuan berpikir kreatif untuk melihat peningkatan kemampuan berpikir kreatif siswa. Pengolahan data peningkatan kemampuan berpikir kreatif siswa dilakukan dengan menggunakan uji-t. Pengolahan data peningkatan kemampuan berpikir kreatif siswa berdasarkan kemampuan awal matematis (KAM) dilakukan dengan menggunakan uji ANOVA dua jalur. Berdasarkan hasil analisis data, temuan penelitian ini meliputi: (1) Terdapat perbedaan peningkatan kemampuan berpikir kreatif antara siswa yang memperoleh pembelajaran Open-Ended dengan siswa yang memperoleh Pembelajaran Konvensional ditinjau dari Kemampuan Awal Matematis (KAM); (2) Rata-rata peningkatan kemampuan berpikir kreatif siswa pada kelas eksperimen adalah 0,56 sedangkan rata-rata peningkatan kemampuan berpikir kreatif siswa pada kelas kontrol adalah 0,43; (3) Siswa menunjukkan sikap positif terhadap pendekatan Open-Ended. Kesimpulan penelitian ini adalah peningkatan kemampuan berpikir kreatif siswa dengan menggunakan pendekatan Open-Ended lebih baik daripada dengan menggunakan Pembelajaran Konvensional.

METAKOGNISI DALAM PEMBELAJARAN MATEMATIKA: APA, MENGAPA DAN BAGAIMANA PENGEMBANGANNYA? NUR EVA ZAKIAH
INSPIRAMATIKA Vol 3 No 1 (2017): Inspiramatika, June 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Artikel ini membahas tentang metakognisi siswa dalam pembelajaran matematika.Metakognisi sebagai proses seseorang berpikir tentang berpikir dalam rangka membangun strategiuntuk memecahkan masalah. Metakognisi dapat dilihat dari aktivitas seperti merencanakan bagaimanapendekatan yang diberikan dalam tugas-tugas pembelajaran, memonitor kemampuan dan mengevaluasirencana dalam rangka melaksanakan tugas. Beberapa langkah untuk mengembangkan metakognisidiantaranya: mengidentifikasi “apa yang kau ketahui” dan “apa yang kau tidak ketahui”, berbicaratentang berpikir, membuat jurnal berpikir, membuat perencanaan dan regulasi diri, melaporkankembali proses berpikir, dan evaluasi diri.

PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS MELALUI MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI SEGITIGA KELAS VII MTs MA’ARIF NU SUKODADI Nofitasari Nofitasari
INSPIRAMATIKA Vol 3 No 1 (2017): Inspiramatika, June 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Tujuan penelitian ini adalah untuk mengetahui perbedaan rata-rata peningkatan kemampuan penalaran matematis siswa yang diajar menggunakan model discovery learning dengan pendekatan saintifik dengan pembelajaran konvensional. Penelitian ini dilakukan pada siswa kelas VII di MTs Ma’arif NU Sukodadi dengan sampel 28 siswa kelompok eksperimen dan 29 siswa kelompok kontrol. Instrumen penelitian menggunakan tes berbentuk uraian.Teknik pengumpulan data yang digunakan adalah dokumentasi dari hasil pretes dan postes siswa dalam pembelajaran matematika. Berdasarkan hasil penelitian diperoleh bahwa terdapat perbedaan rata-rata peningkatan kemampuan penalaran matematis melalui model pembelajaran discovery learning dengan pendekatan saintifik dengan model pembelajaran konvesional.

PEMBELAJARAN MATEMATIKA MODEL GENERATIVE LEARNING DENGAN PERFORMANCE ASSESSMENT UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS PADA SISWA KELAS VIII Tutut Widiastuti Anisa; Masrukan Masrukan; Dwijanto Dwijanto
INSPIRAMATIKA Vol 3 No 2 (2017): Inspiramatika, December 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

This study aims to develop the mathematical learning materials with Generative Learning Model with Performance Assessment are introduction, focusing, challenge, and application for materials cube and cuboid, so that a learning becames valid, practical and the study is effective, so that a learning becames valid, practical and the study is effective and using a modified 4-D model. The development of learning outcomes as follows: (1) learning tools developed by the average value of validation of the syllabus 4,74, RPP 4,58, Student Book 4,81, LKS 4,73, and TKBK 4,36. (2) the practical learning with (a) the questionnaire responses of students reached 82%, and (b) the ability of the teacher in the learning management reached 89.25. (3) the process effectively, characterized by (a) the critical thinking abilities to achieve KKM is 70, and the proportion of students who earn a minimum value equal to 70 by 80% , (b) the average class TKBK test device better than the control class, and (c) the effect of attitudes and skills of the students' TKBK to reach 62.3%. It was concluded that the valid, practical use and effective learning

PROFIL KEMAMPUAN PENALARAN DEDUKTIF MAHASISWA PADA MATERI RUANG VEKTOR Palupi Sri Wijayanti
INSPIRAMATIKA Vol 3 No 2 (2017): Inspiramatika, December 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

The aim of this is to determine the profile of students’ deductive reasoning ability on vector space chapter. Students’ deductive reasoning abilities must develop to enhance students’ experiences to prove a theorem that is often found in mathematics teaching and learning. Deductive reasoning is a process of reasoning that begins with the proof of specific statements to take a general conclusion. The type of this research is descriptive quantitative and qualitative. The research was conducted in the first of the year grade in mathematics education study program, PGRI University of Yogyakarta. The instruments of this research use a deductive reasoning test. Analysis of data use descriptive analysis in qualitative and quantitative. The quantitative data is used to find the mean, mode, and percentage of students' competencies. The qualitative data is used to show the categorization of students deductive reasoning ability. The results of this study is the profile of students deductive reasoning ability on vector space chapter is 21% is in low category, 46% is moderate category, and 33% high category.

LAPISAN PEMAHAMAN KONSEP MATEMATIKA DALAM MENYELESAIKAN SOAL TIMSS BAGI SISWA SMP KELAS VIII Antika Muning Dewi Cahyati; Kriswandani Kriswandani
INSPIRAMATIKA Vol 3 No 2 (2017): Inspiramatika, December 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

This qualitative descriptive paper aims to describe layers of conceptual understanding in mathematic for completing TIMSS questions designed for 8th grader students in SMP Negeri 02 Banyubiru Kabupaten Semarang. The understanding level includes 8 points which are Primitive Knowing (Pk), Image Making (Im), Image Having (Ih), Property Noticing (Pn), Formalising (F), Observing (O), Structuring (S), and Inventising (Iv). Five 8th grader students in SMP Negeri 02 Banyubiru consisted as the sample and it was chosen by purposive sampling. The data for the study were collected through task and interview. The writer utilized data reduction, data presentation and conclusion electing to analyze the data. Result showed that: 1) for solving TIMSS questions about natures of geometry regarding angle and geometric shapes, 80% of the participants use F layer, whereas the other 20% use Ih layer. 2) for solving TIMSS questions about equivalence and congruence, 60% of the participants use Iv layer, and the other 40% use O layer. 3) for solving TIMSS questions about relation between two-dimensional and three dimensional figures, 80% of the participants use Iv layers, and the other 20% use Pn layers. 4) For solving TIMSS questions utilizing the appropriate measurement formula to find the length of sides, circumference, area, surface area, and volume, 100% of the participants use Iv layer.

PERSEPSI MAHASISWA CALON GURU MATEMATIKA TERHADAP PENGGUNAAN ALAT PERAGA MANIPULATIF Afit Istiandaru; Vita Istihapsari
INSPIRAMATIKA Vol 3 No 2 (2017): Inspiramatika, December 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

The effective use of manipulatives still become a debate among the mathematics educatos. This research aims to describe the perception of pre-service teacher towards the use of manipulatives in mathematics teaching practice. This research is a qualitative research which focused on the students’ responses of mathematics education department towards the aspect of effectiveness of manipulatives, the aspect of students, the aspect of material, and the aspect of learning strategy through the administration of questionnaire and interview. The research subjects were also involved in developing the manipulative project and used them in a peer teaching session. The result suggested that 83.3% of respondents believed that manipulatives could effectively help students to understand the mathematics concept. There were 50% respondents believed that all students, regardless their level of understanding ability, need a manipulatives-aided learning. However, it was only 20,8% who thought that all mathematics material can be taught using manipulatives and 62,5% thought that teacher needs a special strategy to implement the manipulatives in their learning. The perception reflects that it is still important to develop manipulatives in mathematics learning.

DESKRIPSI KESALAHAN PEMBUATAN RENCANA PELAKSANAAN PEMBELAJARAN DITINJAU DARI TINGKAT RASA PERCAYA DIRI MAHASISWA Anggun Badu Kusuma; Gunawan Gunawan
INSPIRAMATIKA Vol 3 No 2 (2017): Inspiramatika, December 2017
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

This study aims to describe the results of making the implementation plan of learning conducted by students in terms of students' confidence level in the basic course of mathematics learning process students in the third semester of class B Mathematics Education Study Program, University of Muhammadiyah Purwokerto academic year 2016/2017. This research is included in qualitative descriptive research. Data obtained from questionnaires and documentation. Questionnaire data is used to determine students' confidence level. From the results of the questionnaire is then the basis of student grouping. Data data that is RPP result of student work and photo activity. From the student's RPP is then analyzed to produce errors made by students in making RPP. The result of the research shows that (1) the respondents who have low confidence in the form of the content and completeness of the elements of RPP, (2) the confident respondents are lacking in the form of the content of each RPP, and (3) the respondents who have a high confidence can be able to compile and the content of all elements of the appropriate RPP.

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