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ANARGYA: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Muria Kudus
ISSN : 26154196     EISSN : 26154072     DOI : -
Core Subject : Education,
Education Mathematics
“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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Articles 13 Documents
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Search results for , issue "Vol 4, No 2 (2021)" : 13 Documents clear
Pengembangan Bahan Ajar Matematika Terhadap Penalaran Matematis Pada Materi Teorema Phytagoras Khania Raveliya Putri Anasis; Fitri Alyani
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 4, No 2 (2021)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v4i2.6742

Abstract

The research to develop mathematics teaching materials in digital form that are used to measure the level of reasoning of students on the Pythagorean theorem material. The research method used is development research (R and D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in this research were students of grade VIII Junior High School which consisted of 24 students who were selected by purposive sampling. The results of the study were mathematics teaching materials in digital form to measure mathematical reasoning. Measure the level of mathematical reasoning of the Pythagorean theorem material. A feasibility test of mathematics teaching materials was carried out by material experts with a percentage of 90.63% and a very good category, while from media experts, the percentage was 82.50%  and a good category, mathematics teaching materials were declared eligible to be used as teaching materials for students' independent study. Trial of mathematics teaching materials to measure the level of mathematical reasoning of students who use mathematics teaching materials so that the results obtained are 4 students have low mathematical reasoning, 12 students have moderate mathematical reasoning, and as many as 8 students have high mathematical reasoning.
Pembelajaran Matematika Berbantuan LKS Berbasis Discovery Learning dengan Pendekatan Kontekstual terhadap Kemampuan Komunikasi Matematis Siswa Kelas VIII Aprioda Aprioda; Irwan Setiawan; Rosmaiyadi Rosmaiyadi; Citra Utami
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 4, No 2 (2021)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v4i2.6953

Abstract

Tujuan penelitian ini untuk: 1) mengetahui apakah kemampuan komunikasi matematis siswa yang diajarkan dengan menggunakan LKS berbasis discovery learning dan pendekatan kontekstual melebihi dengan yang diajarkan menggunakan LKS berbasis langsung; 2) mengetahui KKM siswa melalui LKS berbasis discovery learning dan pendekatan kontekstual; 3) mengetahui keterlaksanaan proses pembelajaran dengan menggunakan LKS berbasis discovery learning dan pendekatan kontekstual; 4) mengetahui self-confidence siswa ketika diajarkan dengan menggunakan LKS berbasis discovery learning dan pendekatan kontekstual. Deasin Penelitian True Eksperimental Design dan Posttest-Only Control Design. Teknik analisis yang digunakan berupa uji-t dua sampel independen, uji-t satu sampel, uji proporsi satu sampel, rata-rata presentase keterlaksanaan, dan rata-rata skor self-confidence siswa. Populasi penelitian merupakan seluruh siswa kelas VIII SMPN 17 Singkawang. Sampel penelitian yaitu kelas VIII A (eksperimen) dan  kelas VIII B (kontrol). Hasil penelitian berupa: 1) kemampuan komunikasi matematis siswa yang diajarkan dengan LKS berbasis discovery learning dan pendekatan kontekstual lebih baik dari yang menggunakan LKS berbasis langsung; 2) ketuntasan nilai belajar mencapai KKM; 3) keterlaksanaan proses belajar terlaksana sangat baik; 4) self-confidence siswa tergolong tinggi
Kompetensi Strategis Siswa Tipe Melankolis dalam Menyelesaikan Masalah Matematika pada Kesebangunan Laikha Sari; Tatag Yuli Eko Siswono; Manuharawati Manuharawati
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 4, No 2 (2021)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v4i2.6856

Abstract

This study aims to describe the strategic competence of students in solving story problems in Congruence. This research uses descriptive qualitative research method with 15 students in class IX-A as the subject. The subject selection test used is a personality test of students who have a melancholic type which is adapted directly from the instrument that has been compiled by Florence Littauer. From the sampling of melancholic type students, strategic competencies will be analyzed in solving math problems on the similarity material. The results of personality tests for students in grades IX-A are 2 students who are melancholic type, 4 students are choleric type, 4 students are phlegmatic type, 5 students are sanguinis type. Two students, namely 2 males with a melancholic personality type, were selected as research subjects for a strategic competency test and continued with interviews based on strategic competency indicators. The results of data analysis showed that 2 students met the indicators of strategic competence in solving mathematical problems in the Comparison material. Melancholy type students fulfill strategic competence indicators, namely understanding the situation and conditions of a problem, finding key words and ignoring irrelevant things from a problem, presenting problems mathematically in various forms, choosing the appropriate presentation. to help solve problems, choose an effective solution method in solving a problem and find a solution to the given problem. These findings indicate the need for further research on learning styles.

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