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<![CDATA[PENERAPAN MODEL PEMBELAJARAN RME BERBASIS ETHNOMATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MAHASISWA CALON GURU PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS BENGKULU ]]>
<![CDATA[Octizasari, Ginta]]>;
<![CDATA[Haji, Saleh]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp1-7
<![CDATA[This study aims to apply the RME-based ethnomatematics learning model to improve problem solving skills of prospective mathematics education teachers at the University of Bengkulu. This research is Classroom Action Research (CAR) with data collection techniques through student observation sheets and learning outcomes tests. Subjects in this study were 2A semester students at the University of Bengkulu in the 2017/2018 school year, totaling 22 people consisting of 6 male students and 16 female students. This study lasted two cycles through the RME-based ethnomatematics learning model with the following phases (1) orienting students to problems; (2) organizing students to study; (3) assisting independent and group investigations; (4) develop and present artifacts (works); (5) process analysis and evaluation. Based on this research, it was concluded before the implementation of the Ethnomatematics-based RME learning model, pre-action tests were conducted which resulted in an average value of 69.00 after the implementation of the ethnomatematics-based RME learning model could improve students' mathematical problem-solving ability with the problem solving ability test results. mathematics students get an increase in the average value of the first cycle of 70.77 to the second cycle of 79.59 and the percentage of mathematical problem solving ability increased from the first cycle of 81.82% to the second cycle of 95.45%]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN KETERTARIKAN BELAJAR MATEMATIKA ]]>
<![CDATA[Dahlan, Akmal Hi]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp8-14
<![CDATA[This study aims to increase students' interest in learning mathematics. Based on the results of the pre-study, it was found that students were less interested in mathematics learning. This is caused by several factors including (1) mathematics learning so far generally lacks opportunities for students to develop strategic thinking skills, teachers only emphasize students to memorize all formulas or concepts without understanding their meanings, (2) learning is centered to the teacher (the use of lecture methods in mathematics learning) so that students are only used as learning objects, (3) in learning teachers rarely deliver material in real forms but only in abstract form. Therefore the learning series is designed using the Indonesian Realistic Mathematics Education (PMRI) learning approach to answer the phenomena that occur in pre-research. This study is a qualitative descriptive study. Subjects in this study were students of grade VII-A SMP Negeri 1 Pulau Morotai, North Maluku Province which numbered 25 people. The instruments used in this study were tests and interviews of teachers and students. The results showed that after the PMRI learning model was applied students felt interested and could improve mathematical knowledge and could also increase students' activeness in delivering ideas. For example, students dare to interact and negotiate between students and students and between students and teachers during the learning process. In addition, the PMRI learning approach can also reduce the level of abstractness of students in solving mathematical problems. This kind of thing does not happen to the learning by the mathematics teacher before. As a suggestion for teachers, in mathematics learning teachers should be able to connect the real world with mathematics learning because that can facilitate students to solve mathematical problems, and can increase students' interest in learning mathematics]]>
<![CDATA[PENGARUH AKTIVITAS BELAJAR DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 21 AMBON ]]>
<![CDATA[Sofyan, Abdul]]>;
<![CDATA[Ratumanan, Tanwey Gerson]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp15-22
<![CDATA[This study is ex-post facto studythat is causal in nature in order to measure the direct and indirect effects of learning and independence of learning activities on learning outcomes. The study was conducted on 151 students of SMP Negeri 21 Ambon. Data was collected using observation, questionnaires, and tests. Data analysis used descriptive statistics and Structural Equation Model (SEM). From this study the results were obtained: (1) There was an effect of learning activities on student self-learning directly by , including the medium category; (2) There is an influence of learning activities on students' mathematics learning outcomes directly by , including the medium category; (3) There is an effect of learning independence on students' mathematics learning outcomes directly by , including the low category; (4) There is an influence of learning activities on student mathematics learning outcomes indirectly through learning independence by , including low categories; (5) Total effect of learning activities to students' mathematics learning outcomes either directly or indirectly through independent learning including the big categories]]>
<![CDATA[PENGGUNAAN STRATEGI THINK DALAM PEMBELAJARAN KOOPERATIF UNTUK MATERI BANGUN RUANG DI KELAS XII SMA NEGERI SIWALIMA AMBON ]]>
<![CDATA[Choesni, Novita Ivonne]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp23-31
<![CDATA[Mathematics learning is generally done teacher-centered, while the 2013 curriculum based on constructivist demands are learner-centered learning. One learning model that is in accordance with the demands of the 2013curriculum is a cooperative learning model using theTHINK strategy. This study aims to develop cooperative learning devices using theTHINK strategy that is good for three dimension material, describes the effectiveness of cooperative learning by using theTHINK strategy for three dimension material, and comparing learning outcomes of students who take cooperative learning using the THINK strategy with students who follow conventional learning for three dimension material. The development of learning devices was carried out using the 4-D model Thiagarajan, et al. Which had been modified through a simplification process? The research data were analyzed descriptively. In addition, at the experimental stage, inferential ANAKOVA analysis was used. The results of the analysis show that (1) the learning devices produced, in the form of: learning plans, teacher manuals, student activity sheets, and learning outcomes tests, have met the criteria for good learning devices; (2) cooperative learning using the THINK strategyis effectiveused to teach three dimension material; (3) the learning outcomes of students who take cooperative learning using the THINK strategy are better than the learning outcomes of students who take conventional mathematics learning]]>
<![CDATA[PROFIL HASIL BELAJAR SISWA PADA MATERI PERBANDINGAN MELALUI PENGGUNAAN MODEL QUANTUM TEACHING DI KELAS VII SMP NEGERI 6 AMBON ]]>
<![CDATA[Lewier, Ferly]]>;
<![CDATA[Mataheru, Wilmintjie]]>;
<![CDATA[Tutuhatunewa, Edith]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp32-40
<![CDATA[The aim of this study is to describe the profile of student learning outcomes in theproportion material using Quantum Teaching model. This type of research is Classroom Action Research. The research subjects were students of grade VII9 of SMP Negeri 6 Ambon. This research data is in the form of learning outcomes tests (quantitative data) and observation sheets of teacher and student activities (qualitative data). Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed by reducing data, describing data, and concluding data. This study produced a profile of student learning outcomes, namely in the first cycle, there were 7 students (24.13%) completed and 22 students (75.87%) were not completed while in the second cycle, there were 23 students (79.31%) completed and 6 students (20.68%) have not completed]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA KELAS XI SMA NEGERI 4 AMBON PADA MATERI IRISAN KERUCUT DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF MELALUI MEDIA PEMBELAJARAN CAI (COMPUTER ASSISTED INSTRUCTION) BERBANTUAN SOFTWARE GEOGEBRA ]]>
<![CDATA[Lekitoo, John]]>;
<![CDATA[Moma, La]]>;
<![CDATA[Ngilawajan, Darma Andreas]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp41-46
<![CDATA[Theaims of this study is to improve the learning outcomes of grade XI students of SMA Negeri4 Ambon in cone slice material using a cooperative learning model through CAI (Computer Assisted Instruction) learning media assisted by geogebrasoftware. Students divided into small groups (3 groups) with each groups consist of 5-6 students who have varied abilities. The results showed that by using the cooperative learning model throughlearning media CAI (Computer Assisted Instruction)assisted by geogebrasoftware, there was an increase in the learning outcomes of grade XI MIA students at SMA Negeri 4 Ambon]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN MATERI PERSEGI DAN PERSEGI PANJANG MENGGUNAKAN STRATEGI REACT ]]>
<![CDATA[Maiviyani, Maiviyani]]>;
<![CDATA[Laurens, Theresia]]>;
<![CDATA[Matitaputty, Christi]]>
<![CDATA[ JUPITEK : Jurnal Pendidikan Matematika Vol 1 No 1 (2018): JUPITEK : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp47-53
<![CDATA[Education in the present has become a necessity, the need for knowledge gained through the learning process both in school and learning from the environment of residence. Mathematical skills are important for everyday life, when students work in activities that are based on everyday life situations; they see ways of applying the mathematical skills they are learning to the real world. Thelearning strategy REACT is one of the learning strategies that use the environment as a source of learning. Besides the teaching learning process with active student learning methods (CBSA) the teacher must be more active in preparing lesson material, planning the process to be carried out such as RPP, preparing evaluation such as LKS and follow-up. From the results of the study the development of learning tools for student activities reached 91.25% and the success rate of students reached 70%. Thus the development of a square and rectangular learning device using theREACTstrategy has a good effect on student activity and student learning outcomes]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN RME BERBASIS ETHNOMATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MAHASISWA CALON GURU PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS BENGKULU ]]>
<![CDATA[Ginta Octizasari]]>;
<![CDATA[Saleh Haji]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 1 No 1 (2018): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol1iss1pp1-7
<![CDATA[This study aims to apply the RME-based ethnomatematics learning model to improve problem solving skills of prospective mathematics education teachers at the University of Bengkulu. This research is Classroom Action Research (CAR) with data collection techniques through student observation sheets and learning outcomes tests. Subjects in this study were 2A semester students at the University of Bengkulu in the 2017/2018 school year, totaling 22 people consisting of 6 male students and 16 female students. This study lasted two cycles through the RME-based ethnomatematics learning model with the following phases (1) orienting students to problems; (2) organizing students to study; (3) assisting independent and group investigations; (4) develop and present artifacts (works); (5) process analysis and evaluation. Based on this research, it was concluded before the implementation of the Ethnomatematics-based RME learning model, pre-action tests were conducted which resulted in an average value of 69.00 after the implementation of the ethnomatematics-based RME learning model could improve students' mathematical problem-solving ability with the problem solving ability test results. mathematics students get an increase in the average value of the first cycle of 70.77 to the second cycle of 79.59 and the percentage of mathematical problem solving ability increased from the first cycle of 81.82% to the second cycle of 95.45%]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN KETERTARIKAN BELAJAR MATEMATIKA ]]>
<![CDATA[Akmal Hi Dahlan]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 1 No 1 (2018): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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Full PDF (337.667 KB)
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DOI: 10.30598/jupitekvol1iss1pp8-14
<![CDATA[This study aims to increase students' interest in learning mathematics. Based on the results of the pre-study, it was found that students were less interested in mathematics learning. This is caused by several factors including (1) mathematics learning so far generally lacks opportunities for students to develop strategic thinking skills, teachers only emphasize students to memorize all formulas or concepts without understanding their meanings, (2) learning is centered to the teacher (the use of lecture methods in mathematics learning) so that students are only used as learning objects, (3) in learning teachers rarely deliver material in real forms but only in abstract form. Therefore the learning series is designed using the Indonesian Realistic Mathematics Education (PMRI) learning approach to answer the phenomena that occur in pre-research. This study is a qualitative descriptive study. Subjects in this study were students of grade VII-A SMP Negeri 1 Pulau Morotai, North Maluku Province which numbered 25 people. The instruments used in this study were tests and interviews of teachers and students. The results showed that after the PMRI learning model was applied students felt interested and could improve mathematical knowledge and could also increase students' activeness in delivering ideas. For example, students dare to interact and negotiate between students and students and between students and teachers during the learning process. In addition, the PMRI learning approach can also reduce the level of abstractness of students in solving mathematical problems. This kind of thing does not happen to the learning by the mathematics teacher before. As a suggestion for teachers, in mathematics learning teachers should be able to connect the real world with mathematics learning because that can facilitate students to solve mathematical problems, and can increase students' interest in learning mathematics]]>
<![CDATA[PENGARUH AKTIVITAS BELAJAR DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 21 AMBON ]]>
<![CDATA[Abdul Sofyan]]>;
<![CDATA[Tanwey Gerson Ratumanan]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 1 No 1 (2018): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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Full PDF (459.019 KB)
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DOI: 10.30598/jupitekvol1iss1pp15-22
<![CDATA[This study is ex-post facto studythat is causal in nature in order to measure the direct and indirect effects of learning and independence of learning activities on learning outcomes. The study was conducted on 151 students of SMP Negeri 21 Ambon. Data was collected using observation, questionnaires, and tests. Data analysis used descriptive statistics and Structural Equation Model (SEM). From this study the results were obtained: (1) There was an effect of learning activities on student self-learning directly by , including the medium category; (2) There is an influence of learning activities on students' mathematics learning outcomes directly by , including the medium category; (3) There is an effect of learning independence on students' mathematics learning outcomes directly by , including the low category; (4) There is an influence of learning activities on student mathematics learning outcomes indirectly through learning independence by , including low categories; (5) Total effect of learning activities to students' mathematics learning outcomes either directly or indirectly through independent learning including the big categories]]>
