ANARGYA: Jurnal Ilmiah Pendidikan Matematika
“Anargya: Jurnal Ilmiah Pedidikan Matematika” is a journal aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles and case studies focused on mathematics education as well as related topics. All papers are peer-reviewed by at least two referees. “Anargya: Jurnal Ilmiah Pedidikan Matematika” is managed to be issued twice in every volume. The scope of “Anargya: Jurnal Ilmiah Pedidikan Matematika”.
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<![CDATA[PENINGKATAN PROSES DAN HASIL BELAJAR MATERI SISTEM PERSAMAAN LINIER DUA VARIABEL (SPLDV) MODEL PEMBELAJARAN TWO STAY TWO STRAY (TSTS) DI SMP 3 BAE ]]>
<![CDATA[Eny Kusrini]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5592
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya sikap selama proses pembelajaran dan hasil belajar siswa kelas VIIIE SMP 3 Bae Kudus. Penelitian bertujuan untuk mengetahui peningkatan sikap dalam proses dan hasil belajar siswa kelas VIIIE SMP 3 Bae Kudus pada materi Sistem Persamaan Linier Dua Variabel (SPLDV) dengan menerapkan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS). Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri atas dua siklus. Penelitian dilaksanakan di kelas VIIIE SMP 3 Bae Kudus. Jumlah siswa 28 orang terdiri 20 orang siswa putri dan 8 orang siswa putra. PTK dilaksanakan dalam dua siklus yang masing-masing terdiri atas 4 tahap yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi terhadap hasil tindakan. Dari hasil tindakan sikap tanggung jawab, kerja sama, menghargai pendapat dan percaya diri siswa pada siklus I rata-rata mencapai 43% dan meningkat pada siklus II menjadi 68%. Sementara itu hasil belajar siswa dalam pembelajaran juga mengalami peningkatan. Pada siklus I hasil belajar siswa mencapai rata-rata 58 dengan siswa tuntas belajar sebanyak 54% dan pada siklus II hasil belajar siswa mencapai rata-rata 77 dengan siswa tuntas belajar sebanyak 78,6%. Kesimpulan yang dapat diambil dari penelitian ini adalah penerapan model pembelajaran Kooperatif Tipe TSTS dapat meningkatkan sikap dan hasil belajar siswa pada materi Sistem Persamaan Linier Dua Variabel dikelas VIIIE SMP 3 Bae Kudus.]]>
<![CDATA[Kemampuan Siswa untuk Menghasilkan Gagasan Konsep Matematika Melalui Pedekatan SAVI Siswa Madrasah Ibtidaiyah ]]>
<![CDATA[Samsul Bahri]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.4812
<![CDATA[The ability of students to produce the idea of mathematical concepts is one of main objectives of mathematics education and important. This research is based on the problem of low students' ability in generating mathematical concept ideas. As an alternative to the problem, this research is conducced through the application of SAVI approach in mathematics learning. The idea of fundamental mathematical concepts used by students in finding formal mathematical forms are the context of fact and science through the SAVI approach (Somatics, Auditory, Visual, Intelectual). The purpose of this research is to know the ability of students to build ideas for mathematical concepts in fractional materials. The type of research used is descriptive qualitative research. Based on the results of the experiment the idea of mathematical concepts was used by students in MI in producing the idea of mathematical concepts on the operation of summation and fraction reduction. The this study found that of the study Show (1) showing every activity that has been designed, students use the idea of mathematical concepts in the learning process. (2) The application of SAVI learning approach has been able to improve the ability of MI students to produce the idea of mathematical concepts in fractional material. (3) The idea of mathematical concepts in the students was an earlycapacity of 85.4%, while the students had an early initial of 61.7%, while students campaigsed for a low increase in the idea of the mathematical concept not increasing.]]>
<![CDATA[Mathematical Representation Ability and Mathematics Self Efficacy in CORE Learning Models with Open-Ended Approach ]]>
<![CDATA[Veni Saputri]]>;
<![CDATA[Rizal Kamsurya]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5353
<![CDATA[Mathematical representation ability is a cognitive ability that must be possessed by students. However, the reality on the field is in contrast to that. Students' mathematical representation ability are still relatively low, so special measures are needed to improve them. Therefore, the application of connecting-organizing-reflecting-extending (CORE) learning models with an open-ended approach is chosen as a particular action to improve mathematical representation ability. The purpose of this study is to compare the improvement and attainment of mathematical representation ability and selfefficacy mathematics between conventional, core, and core class students with an open-ended approach. This research is quasi-experiment research using a modified pretest-postest design. The population of this study is all grade X students in Pondok Melati Senior High School, Bekasi. The sample of this study was students of Grade X of Sandikta High School and Nasional I High School who were taken in a cluster random sampling. The data collection techniques used are test and nontest techniques. Data analysis is conducted using the One Way Anova test. Based on data analysis, it is shown that: (1) there are significant differences in the improvement and attainment of mathematical representation ability between conventional, core, and core class students with an open-ended approach; and (2) there are significant differences in self-efficacy mathematics attainment between conventional, core, and core students with an open-ended approach.]]>
<![CDATA[Misinterpretasi Mahasiswa pada Representasi Histogram dan Box Plot ]]>
<![CDATA[Intan Sari Rufiana]]>;
<![CDATA[Wahyudi Wahyudi]]>;
<![CDATA[Dwi Avita Nurhidayah]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5324
<![CDATA[Mathematical representation is the center of mathematics learning. However, is the student's ability to interpret the form of representation good? In this study, we adapted multiple choice questions from the LOCUS assessment to describe how 30 semesters III students interpreted the bar chart and box plot. The students answered this multiple choice question by including the reasons. The results showed that 50% of the 30 students gave correct responses regarding the boxplot. These fifteen students stated that the box plot cannot be used to calculate a lot of data. However, these 15 students were unable to come up with reasons why the box plot could not be used to calculate a lot of data. The remaining 50% of students stated that other diagrams such as scatter plots, histograms and bar charts cannot be used to calculate a lot of data, but box plots can be used to calculate the amount of data. As many as 40% of students are not able to distinguish a bar chart from a histogram. They assumed that qualitative data could be described using a histogram instead of a bar chart. The results of this study are explained by the dual-process theory.]]>
<![CDATA[Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah HOTS Ditinjau dari Gaya Kognitif ]]>
<![CDATA[Siti Amina]]>;
<![CDATA[Enny Listiawati]]>;
<![CDATA[Moh Affaf]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5230
<![CDATA[The purpose of this study was to describe students' creative thinking skills in solving HOTS problems in terms of cognitive style. The subjects in this study were 2 female students of grade VII SMP consisting of 1 student with a field-independent cognitive style and 1 student with a field-dependent cognitive style. The research instrument consisted of GEFT test questions to determine students' cognitive style, HOTS math questions in the form of description questions on triangular flat shapes, and interview guidelines. The data collection technique used technical tests followed by semi-structured interviews to confirm students' creative thinking abilities. Test data credibility by triangulation, while the technical analysis of data through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the subject with the field-independent cognitive style met the indicators of creative thinking fluency and flexibility, and was at the level of creative thinking level 3 with the creative category. While the subject with the field-dependent cognitive style does not meet the three indicators of creative thinking fluency, flexibility, and novelty, so the subject is at level 0 creative thinking with the uncreative category]]>
<![CDATA[Pengaruh Pembelajaran Berbasis Masalah dengan Penilaian Diri terhadap Efikasi Diri dan Hasil Belajar Mahasiswa ]]>
<![CDATA[Gusti Ayu Mahayukti]]>;
<![CDATA[Putu Kartika Dewi]]>;
<![CDATA[I Gusti Nyoman Yudi Hartawan]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5069
<![CDATA[The aim of this research was studying whether problem based learning with self assestment affect student self efication and their learning outcome. The population of this research is student of mathematics education department, Sciences Fakulty of Undiksha academic year 2019/2020. The post test only control group design was used for this experimental design. The questioner and test were used gahthering the data, which valid. It’s data the analyzed by using MANOVA. The research showed that silmutaneously there weren’t deference self efication and leaning outcome of differencial calculus between student who learned by problem based learning with self assestment and who learned by conventional learning. But, the analyzed of student worksheet was showed that 83.43% failed in solving HOTS problem in expereiment group, and the other group failed 83.41%. In addition, the results of the open questionnaires related to the use of PBM with self-assessment showed positive results, namely that 87.88% of students said they were happy with PBM with self-assessment, and only 12.12% stated that they were not happy because they had not been able to do their own assessments.]]>
<![CDATA[Kemampuan Pemahaman Konsep pada Materi Sistem Persamaan Linear Dua Variabel Berdasarkan Teori APOS Bagi Siswa SMP ]]>
<![CDATA[Ferdi F Kadafuk]]>;
<![CDATA[Kristoforus Djawa Djong]]>;
<![CDATA[Irmina Veronika Uskono]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.4901
<![CDATA[his research is a qualitative research that aims to analyze the understanding of mathematical concepts of students of one of the yunior high school in Kupang city in problem solving on the material system of two-variable linear equations. The subjects in this study were three students of class VIII who had high ability, medium ability, and low ability. The selection of subjects were based UTS results and discussions with mathematics teacher. Data collected in the form of data on the results of problem solving tasks and the results of interviews based on indicators of understanding of the concept. Data analysis includes data reduction, data presentation, and drawing conclusions. Checking the validity of the data using time triangulation. After the data is presented and analyzed, it can be concluded that (1) Students with high ability results are able to solve the given problems and meet the indicators of the ability to understand concepts based on APOS theory. (2) Students with medium ability results are fulfilling the ability to understand concepts based on APOS theory. (3) While students with low ability results do not meet the indicators of the ability to understand concepts based on APOS theory.]]>
<![CDATA[Korelasi Kemampuan Berpikir Kritis dan Kreatif Matematis dengan Kemampuan Pemecahan Masalah Matematis Materi Bangun Ruang ]]>
<![CDATA[Rizki Dwi Siswanto]]>;
<![CDATA[Rega Puspita Ratiningsih]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5197
<![CDATA[This research is a quantitative correlational study which aims to determine the contribution of students' mathematical creative and critical thinking skills in solving mathematical problems in building materials. The sample of this study were students of class VIII SMP Negeri 1 Warunggunung in the even semester of the 2019/2020 school year totaling 30, consisting of 8 male and 22 female who were determined by random sampling technique. The instrument used was a questionnaire of mathematical critical thinking skills, mathematical creative thinking skills and mathematical problem solving skills that had been tested for validity and reliability. The prerequisite test used is the normality test using the Kolmogorov-Smirnov method, the multicollinearity test and the heteroscedasticity test. Data analysis using simple and multiple linear regression analysis with a significant level of 5%. hypothesis testing using t-test. The results that obtained: 1) there is a contribution of critical thinking skills to problem solving abilities, and 2) there is a contribution of creative thinking skills to problem solving abilities.]]>
<![CDATA[Pengaruh Kompetensi Sosial dan Kemampuan Menyusun Perangkat Pembelajaran terhadap Kompetensi Pedagogik dan Profesional ]]>
<![CDATA[Yulia Aulia Rahmah]]>;
<![CDATA[Budiyono Budiyono]]>;
<![CDATA[Teguh Wibowo]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.4925
<![CDATA[This study was used to determine the effect of social competence and the ability to compile learning devices on pedagogical and professional competencies of students in the Mathematics Education Study Program. This research leads to the problem of social competence towards pedagogic and professional competence, the ability to develop learning tools towards pedagogic and professional competence. This type of research is associative quantitative. The research was carried out in high school / vocational high school as a place for students of Mathematics Education Study Program FKIP Muhammadiyah University Purworejo 2019/2020. The sample used in this study was 32 students. The method of data collection uses documentation of the value of apprenticeship 1, 2 and 3. Data processing techniques use product moment correlation test and simple regression analysis. As a prerequisite test, normality and homogeneity tests were performed. For the requirements analysis, a significance test and linearity test were performed. The results of this study are (1) there is a positive and significant influence between social competencies on pedagogical and professional competencies; (2) there is a positive and significant influence between the ability to compile learning devices on pedagogical and professional competence]]>
<![CDATA[Penerapan Model Pembelajaran TGT (Teams Games Tournament) dengan Permainan Ludo terhadap Hasil Belajar Siswa ]]>
<![CDATA[Uswatun Hasanah]]>;
<![CDATA[Rica Wijayanti]]>;
<![CDATA[Metty Liesdiani]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v3i2.5334
<![CDATA[The purpose of this study is to describe student learning outcomes after the teacher applies the TGT (Teams Games Tournament) learning model with ludo games. This research was conducted at MA Raudlatul Ulum Klampis on class X-MIA students, amounting to 24 even semester students. This research is quantitative descriptive. For data collection using research instruments in the form of student learning outcomes test sheets. The data collected in this study were test data on student learning outcomes after participating in the learning process using the test method. After the data was obtained, the data that had been collected were analyzed using descriptive analysis techniques, namely the analysis of student learning outcomes tests which were analyzed using the completeness of individual learning outcomes and classical learning outcomes. Students are said to be complete individually if they get a value of ≥65 and a class is said to be classically complete if they get KKM in the class totaling ≥65%. The conclusion of this study is that the application of the TGT learning model with the game of Ludo has an effect on student learning outcom]]>
