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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Search results for , issue "Vol 8, No 3 (2019)" : 15 Documents clear
Analisis Kesalahan Siswa SMK Dalam Menyelesaikan Soal Kecakapan Matematis Pada Materi Bangun Ruang Masta Hutajulu; Eka Senjayawati; Eva Dwi Minarti
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1673.755 KB) | DOI: 10.31980/mosharafa.v8i3.505

Abstract

AbstrakLatar belakang penelitian ini adalah siswa SMK membutuhkan suatu keahlian, kemampuan atau kecakapan untuk mengaplikasikan setiap kompetensi termasuk kecakapan matematis dalam dunia kerja. Kecakapan matematis dinilai sangat penting dan dibutuhkan dalam meningkatkan kualitas dirinya. Tujuan penelitian ini untuk melihat hasil analisis kesalahan siswa SMK dalam menyelesaikan soal kecakapan matematis pada materi bangun ruang. Subyek yang digunakan adalah 5 orang siswa kelas XII di SMK TI Pembangunan Cimahi. Bentuk pengambilan data yaitu pemberian soal tes dengan indikator berbeda pada setiap butir soal. Penelitian ini merupakan sebuah studi pendahuluan. Dari rekapitulasi perhitungan yang telah dilakukan, didapat bahwa persentase kesalahan yang paling banyak dilakukan siswa yakni 80 % pada indikator adaptive reasoning (penalaran adaptif), dimana siswa masih melakukan kesalahan dilihat dari aspek konseptual sebesar 30%, aspek prosedural juga 30% serta aspek teknik 20%. Sedangkan persentase kesalahan yang paling sedikit dilakukan siswa yakni 20 % pada indikator procedural fluency (kelancaran prosedural), dimana siswa tidak melakukan kesalahan dilihat dari aspek konseptual, tetapi pada aspek prosedural melakukan kesalahan 10% serta aspek teknik juga 10%.Kata Kunci: Analisis Kesalahan, Kecakapan Matematis, Bangun Ruang. Error Analysis of Vocational High School Students in Resolving Mathematical Proficiency Problems on Three-Dimensional Geometry AbstractThe purpose of this study was analyzing the answers of Vocational students on a mathematical proficiency test in three-dimensional geometry. The subjects of this study were 12th-grade students in SMK TI Pembangunan Cimahi. The data obtained from giving a test with indicators of students' mathematical proficiency that is different in each item question. This is a preliminary study. Based on the recapitulation of the results in the analysis and calculations that have been made, it was found that the most percentage of errors made by students is 80% on adaptive reasoning indicators, where students still make mistakes seen from conceptual aspects by 30%, procedural aspects also 30% and technical aspects 20%. While the least percentage of errors is 20% on procedural fluency indicators, where students do not make mistakes on conceptual aspects, but on procedural aspects and technical aspects make mistakes of 10%.Keyword: Error Analysis, Mathematical Proficiency, Three-dimensional Geometry.
Pengembangan Perangkat Pembelajaran Matematika melalui Pendekatan Scaffolding Berbasis Karakter Hendri Handoko; Winarno Winarno
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (135.479 KB) | DOI: 10.31980/mosharafa.v8i3.553

Abstract

AbstrakPersoalan di lapangan menunjukkan banyak guru yang belum mampu mengembangkan perangkat pembelajaran sesuai dengan kemampuan siswa. Hal tersebut menyebabkan fungsi guru yang seharusnya inovatif, kreatif, mengarahkan, membimbing dan memberikan solusi terhadap permasalahan yang dihadapi siswa tidak berjalan dengan maksimal. Penelitian pengembangan ini bertujuan menghasilkan perangkat pembelajaran yang valid, praktis dan efektif melalui pendekatan scaffolding berbasis karakter mengacu model Thiagarajan. Instrumen yang digunakan yaitu lembar pengamatan karakter kemandirian, keterampilan berpikir kreatif, kemampuan guru mengelola kelas, angket respon siswa, validasi perangkat pembelajaran, dan instrumen TKBK. Subjek penelitian adalah siswa SMAN 1 Tanjung kelas X.MIPA 2 berjumlah 33 orang. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan valid, pembelajaran matematika dinyatakan efektif dengan ketuntasan rata-rata kelas 76,70 dan ketuntasan klasikal 85%, adanya pengaruh positif karakter kemandirian dan keterampilan terhadap kemampuan berpikir kreatif sebesar 0,782, serta adanya perbedaan signifikan kemampuan berpikir kreatif kelas eksperimen dengan rata-rata 76,70 lebih baik dari kelas kontrol sebesar 70,24.kata kunci: pendekatan scaffolding, karakter, berpikir kreatif. Development of Mathematics Learning through Character-Based Scaffolding Approach AbstractThe problem in the field shows that many teachers have not been able to develop learning tools that are adapted to students' abilities. so the teacher's function that should be innovative, creative, directing, guiding and providing solutions to problems faced by students cannot run optimally. This development study aims to produce valid, practical and effective learning tools through character-based scaffolding approaches referring to the Thiagarajan model. The instruments used were independent character observation sheets, creative thinking skills, teacher's ability to manage classrooms, student response questionnaires, validation of learning devices, and TKBK instruments. The research subjects were 33 students of SMAN 1 Tanjung class X.MIPA 2. The results showed that the learning tools developed were valid, positive response of students 87%, Mathematics learning is declared effective by (1) completeness of class average 76.70 and achieving classical completeness 85%, the positive influence of the character of independence and skills on the ability to think creatively by 0.782,  and there is a significant difference in the creative thinking ability of the experimental class with an average of 76.70 better than the control class of 70.24Keywords: scaffolding approach, character, creative thinking.
Kemampuan Literasi Matematis Siswa melalui Model Pembelajaran Problem Based Instruction Vika Conie Fatwa; Ari Septian; Sarah Inayah
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1566.181 KB) | DOI: 10.31980/mosharafa.v8i3.535

Abstract

AbstrakLatar belakang penelitian ini yaitu masih rendahnya kemampuan literasi matematis. Penelitian ini bertujuan mengetahui apakah model pembelajaran Problem Based Instruction (PBI) yang juga sebagai alternatif solusi permasalahan dapat meningkatkan kemampuan literasi matematis siswa. Metode penelitian adalah kuasi eksperimen dengan desain Nonequivalent group pretest-postest design. Instrumen berbentuk tes literasi matematis berupa tes awal (pretest) dan tes akhir (posttest). Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 5 Cianjur tahun ajaran 2018/2019 yang tersebar dalam sembilan kelas, sedangkan sampelnya dipilih dengan teknik purposive sampling sebanyak dua kelas yaitu kelas VIII D sebanyak 27 siswa sebagai kelas eksperimen yang diberikan perlakuan dengan menggunakan model pembelajaran Problem Based Learning (PBI), dan VIII C sebanyak 25 siswa sebagai kelas control dengan pembelajaran biasa. Berdasarkan penelitian diketahui bahwa terdapat peningkatan kemampuan literasi matematis siswa dengan model pembelajaran Problem Based Instruction (PBI).  Peningkatan tersebut lebih baik jika dibandingkan dengan peningkatan pada siswa dengan pembelajaran biasa.Kata Kunci: Kemampuan Literasi Matematis, Problem Based Instruction, PBI.  Mathematical Literacy Ability Students through Problem Based Instruction Learning ModelsAbstractThe background of this research is low mathematical literacy ability. The purpose of this research is to find out the differences in increasing students’ mathematical literacy ability between those who use the Problem Based Instruction (PBI) learning model as an alternative solution to the problem and who use ordinary learning. A method in this research is quasi-experimental with nonequivalent group pretest-posttest design. The instruments are a mathematical literacy instrument consisting of the initial test (pretest) and the final test (posttest). The population in this study were all students at SMP Negeri 5 Cianjur in year 2018/2019 that spread into 9th grade, while the samples chosen with purposive sampling technique were two classes, namely VIII D class as the experimental class which is given Problem Based Learning (PBI) and VIII C as the control class with ordinary learning. Based on the tests of mathematical literacy abilities that have been analyzed it is found that there are differences in mathematical literacy skills students who applied the Problem Based Instruction (PBI) learning model is were better than ordinary learning. The increase is better when compared to the increase in students with ordinary learning.Keywords: Mathematical literacy ability, Problem Based Instruction, PBI.
Perbandingan Kemampuan Pemahaman Matematis Siswa melalui Auditory Intellectualy Repetition dan Student Teams Achievement Division Noni Siti Ridia; Ekasatya Aldila Afriansyah
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1816.563 KB) | DOI: 10.31980/mosharafa.v8i3.509

Abstract

AbstrakKondisi pembelajaran saat ini cenderung kurang melibatkan siswa dalam proses pembelajaran meskipun siswa tampak mengikuti pembelajaran matematika dengan baik serta kemampuan pemahaman matematis siswa masih tergolong rendah. Strategi yang dapat melibatkan siswa dan meningkatkan kemampuan pemahaman dalam pembelajaran diantaranya model pembelajaran Auditory Intellectually Repetition dan Student Teams Achievement Division. Penelitian ini menggunakan metode penelitian kuasi eksperimen dengan desain Nonequivalent control group design. Sampel penelitian yang diambil sebanyak 59 orang dari dua kelas, yaitu kelas VII-D menggunakan model pembelajaran Auditory Intellectually Repetition sebanyak 29 orang dan kelas VII-E menggunakan model pembelajaran Student Teams Achievement Division sebanyak 30 orang. Instrumen yang digunakan yaitu tes kemampuan pemahaman matematis dan angket skala sikap. Hasil penelitian menunjukkan bahwa kemampuan pemahaman matematis siswa yang mendapatkan model pembelajaran Auditory Intellectually Repetition tidak lebih baik daripada siswa yang mendapatkan model pembelajaran kooperatif tipe Student Teams Achievement Division.Kata Kunci: kemampuan pemahaman matematis, Auditory Intellectually Repetition, Student Teams Achievement Division, kuasi eksperimen. Comparing Students' Understanding Abilities through the Auditory Intellectually Repetition and the Student Teams Achievement Division AbstractThe current learning conditions tend to involve fewer students in the learning process even though students seem to follow mathematics learning well and the students' mathematical understanding ability is still relatively low. Strategies that can involve students and improve the ability to understand in learning include the Auditory Intellectually Repetition learning model and Student Teams Achievement Division. This research method uses quasi-experimental research with Nonequivalent control group design. The research sample was taken as many as 59 people from two classes, namely class VII-D using the Auditory Intelligence Repetition learning model as many as 29 people and class VII-E using 30 students Teams Achievement Division learning model. The instrument used is a mathematical understanding ability test and attitude scale questionnaire. The results showed that the students' mathematical comprehension ability who received the Auditory Intellectually Repetition learning model was no better than the students who received the cooperative learning model of Student Teams Achievement Division. Keywords: Mathematics Understanding Ability, Auditory Intellectually Repetition, Student Teams Achievement Division, quasi-experiment.
Pengaruh Penggunaan Konteks Daun terhadap Hasil Belajar Siswa Lisnani Lisnani
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1832.21 KB) | DOI: 10.31980/mosharafa.v8i3.555

Abstract

AbstrakLatar belakang penelitian yaitu kesulitan dalam mempelajari materi pecahan, dengan tujuan mengetahui pengaruh penggunaan konteks daun sebagai solusi permasalan materi pecahan terhadap hasil belajar pecahan siswa SD Kelas IV. Jenis penelitian adalah penelitian eksperimen. Populasi dalam penelitian ini berjumlah 76 orang yang terdiri 3 kelas yaitu IV A, IV B, dan IV C. Sampelnya berjumlah 50 orang yang terdiri dari kelas IV A dan IVB masing-masing berjumlah 25 orang. Penelitian ini dilakukan di SD Negeri 42 Palembang. Teknik pengumpulan data menggunakan wawancara yang dilakukan terhadap guru terkait dengan penggunaan konteks daun pada materi pecahan, tes untuk mengukur hasil belajar siswa, dan dokumentasi. Teknik analisa data menggunakan uji normalitas, uji homogenitas, dan independent sample t-test melalui SPSS. Hasil dari penelitian ini adalah adanya pengaruh penggunaan konteks daun terhadap hasil belajar pecahan siswa SD kelas IV. Penggunaan konteks daun sangat membantu siswa dalam pembelajaran matematika pada topik pecahan.Kata Kunci: konteks, daun, pecahan, dan hasil belajar.  The Effect of Use of Leaf Context on Students’ Learning Outcomes AbstractThe background of this study is the difficulty in studying fracton material, with purpose about the use of leaves on the learning outcomes of elementary school students' fractional grades IV. This type of research used in this study is research. The population in this study was 76 people consisting of 3 classes namely IV A, IV B, and IV C. The samples were collected 50 people consisting of classes IV A and IVB, each of which could be taken, 25 people. This research was conducted at 42nd SD Negeri Palembang. Data collection techniques using interviews conducted with teachers related to the use of context in fraction material tests to measure student learning outcomes and implementation. Data analysis techniques using homogeneity test, normality test, and independent sample t-test through SPSS. The results of this study are the results of the use of leaf interactions on the learning outcomes of elementary school students' fractional grades IV.Keywords: context, leaves, fractions, and learning outcomes
Analisis Kemampuan Literasi Matematis Siswa Ahmad Muzaki; Masjudin Masjudin
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1689.159 KB) | DOI: 10.31980/mosharafa.v8i3.557

Abstract

AbstrakTuntutan kemampuan siswa dalam matematika tidak sekedar memiliki kemampuan berhitung saja, akan tetapi mampu menggunakannya dalam pemecahan masalah sehari-hari. Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematis siswa kelas XI SMAN 1 Kediri. Metode penelitian yang digunakan adalah deskriptif kualitatif. Subjek penelitian terdiri dari 6 siswa dari 26 total siswa dalam 1 kelas. Penelitian ini memperhatikan faktor kemampuan awal matematis siswa (KAM). Berdasarkan hasil penelitian, 19% siswa tergolong kategori KAM tinggi dapat menyelesaikan soal rutin, menginterpretasikan masalah dan menyelesaikannya dengan rumus, melaksanakan prosedur dengan baik, mampu untuk mengatasi situasi yang kompleks serta menggunakan penalarannya dalam menyelesaikan masalah, serta siswa mampu bekerja secara efektif serta menginterpretasikan representasi yang berbeda kemudian menghubungkannya dengan dunia nyata (Level 4).Siswa yang tergolong kategori KAM sedang (66%)dapat menyelesaikan soal rutin, menginterpretasikan masalah dan menyelesaikannya dengan rumus, serta melaksanakan prosedur dengan baik (Level 3). Siswa dengan kategori KAM rendah (15%) hanya mampu menyelesaikan soal rutin (level 1).Kata Kunci: Kemampuan awal matematis, kemampuan literasi matematis, deskriptif kualitatif. Analysis of Mathematical Literacy Ability of Students  AbstractDemands on the ability of students in mathematics cannot just have the ability to count alone, but they can use it in solving everyday problems. This study aims to analyze the mathematical literacy ability of students at grade XI of SMAN 1 Kediri. The research method used was descriptive qualitative. The research subjects consisted of 6 students from 26 total students in 1 class. This study pays attention to the student's initial mathematical ability (IMA) factor. Based on the results of the study, 19% students who had high IMA could solve routine problems, interpreted problems and solved them with formulas, carried out procedures well, we're able to overcome complex situations and used reasoning in problem-solving, and they were able to work effectively and interpreted representations that were different then connected it to the real world (Level 4). Students who had medium IMA (66%) were able to solve routine problems, interpreted problems and solved them with formulas, and carried out procedures well (Level 3). While students who had low IMA (15%) were only able to solve routine problems (level 1).Keyword: 
Model Accelerated Learning Cycle dalam Pembelajaran Pertidaksamaan Linear dan Nilai Mutlak Dian Mardiani
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1513.407 KB) | DOI: 10.31980/mosharafa.v8i3.537

Abstract

AbstrakPenelitian ini dilatarbelakangi oleh tantangan tentang bagaimana membelajarkan matematika kepada suatu kelas di jurusan biologi di sebuah Institut sehingga pembelajaran menjadi bermakna dan efektif. Tujuan peneltian adalah untuk mengeksplorasi bagaimana kemampuan bermatematika mahasiswa biologi setelah mendapatkan pembelajaran dengan menggunakan model ALC. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian berjumlah 25 mahasiswa tingkat 1 jurusan Biologi di suatu Institut di provinsi Jawa Barat. Instrumen yang digunakan adalah lembar observasi, pedoman wawancara, dan tes. Hasil penelitian menunjukkan bahwa 92% subjek penelitian berhasil mencapai nilai tes di atas standar yang ditentukan. Hanya 8% yang masih belum terbantu dengan menggunakan model ini. Berdasar hasil observasi, model ALC secara bertahap mampu membawa suasana pembelajaran lebih kondusif, yang awalnya subjek belajar banyak diam dan tegang dalam kegiatan pembelajaran, menjadi lebih terbuka, mau bertanya dan berusaha memahami apa yang dibelajarkan secara mandiri. Berdasar hasil wawancara model ALC bagi beberapa subjek mampu membuat mahasiswa yang malas membuka buku menjadi mau membuka dan mempelajari buku matematika di rumah, mengerjakan soal soal latihan yang diberikan, belajar matematika di rumah lebih dari biasanya.Kata Kunci: model ALC, nilai mutlak, pertidaksamaan linear. Accelerated Learning Cycle Model in Learning Linear Inequality and Absolute ValueAbstractThis research is motivated by the challenges of how to teach mathematics to a class in the biology department at an Institute so that learning becomes meaningful and effective. The purpose of this research is to explore how the mathematical abilities of biology students after learning by using the ALC model. This is descriptive research. Research subjects numbered 25 levels 1 student majoring in Biology at an Institute in the province of West Java. The instruments used were observation sheets, interview guidelines, and tests. The results showed that 92% of research subjects managed to achieve test scores above the specified standard. Only 8% have still not been helped by using this model. Based on the results of observations, the ALC model is gradually able to bring a more conducive learning atmosphere, which initially subjects learning a lot of silence and tension in learning activities, becoming more open, willing to ask questions and try to understand what is being taught independently. Based on the results of the ALC model interviews for some subjects, it can make students who are lazy to open books to be willing to open and study mathematics books at home, do the practice questions given, learn mathematics at home more than usual.Keywords: ALC model, absolute value, linear inequality.
Pengaruh Pembelajaran Problem Based Learning dengan Pendekatan Metakognisi terhadap Kemampuan Pemecahan Masalah Matematis Geni Sri Elita; Mhmd Habibi; Aan Putra; Nelpita Ulandari
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1626.601 KB) | DOI: 10.31980/mosharafa.v8i3.517

Abstract

AbstrakSiswa mengalami kesulitan dalam menyelesaikan soal cerita, mengajukan pertanyaan, membuat langkah-langkah penyelesaian, serta menyelesaikan permasalahan yang diberikan. Tujuan penelitian ini adalah untuk mengetahui pengaruh model problem based learning dengan pendekatan metakognisi terhadap kemampuan pemecahan masalah matematis siswa. Jenis penelitian yang digunakan adalah penelitian eksperimen dengan menggunakan pendekatan kuantitafif. Instrumen yang digunakan adalah tes uraian. Populasi dalam penelitian ini adalah siswa kelas VIII MTs Negeri Semerah Kerinci dengan jumlah 84 orang. Pengambilan sampel dilakukan secara simple random sampling. Kelas VIII D dan VIII A masing-masing terpilih sebagai kelas eksperimen dan kelas kontrol. Analisis data kemampuan pemecahan masalah dilakukan menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran problem based learning dengan pendekatan metakognisi terhadap kemampuan pemecahan masalah matematis siswa.Kata Kunci: Kemampuan Pemecahan Masalah Matematis, Pendekatan Metakognisi, Problem Based Learning. The Effect of Problem Based Learning with Metacognition Approaches on Mathematical Problem Solving SkillAbstractStudents have difficulty in solving story problems, asking questions, taking steps to solve, and solving the problems given. The purpose of this study was to determine the effect of problem-based learning models with metacognitive approaches to students' mathematical problem-solving abilities. This type of research is an experimental study using a quantitative approach. The instrument used was a description test. The population in this study was eighth-grade students of MTs Semerah Kerinci with a total of 84 people. Sampling is done by simple random sampling. Class VIII D and VIII A were respectively chosen as the experimental class and the control class. Data analysis of problem-solving ability is done using the t-test. The results showed that there was an influence of the problem-based learning model of learning with a metacognition approach to students' mathematical problem-solving abilities.Keywords: Mathematical Problem Solving Ability, Metacognition Approach, Problem Based Learning.
Desain Modul Berbasis Model Discovery Learning untuk Kemampuan Pemahaman Matematis Siswa Ida Arimurti; Ena Suhena Praja; Fahrudin Muhtarulloh
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1771.594 KB) | DOI: 10.31980/mosharafa.v8i3.459

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan learning obstacle, mendesain bahan ajar yang valid, dan mendeskripsikan learning obstacle setelah implementasi bahan ajar. Metode yang digunakan pada penelitian ini adalah metode kualitatif dan kuantitatif. Metode kualitatif untuk analisis learning obstacle dan bahan ajar, sedangkan metode kuantitatif untuk mengetahui keseragaman pendapat. Subjek dalam penelitian ini adalah 31 siswa kelas VIII C SMP Negeri 1 Plered untuk identifikasi learning obstacle awal dan 32 siswa kelas IX A SMP Negeri 1 Plered untuk identifikasi learning obstacle dan kemampuan pemahaman matematis siswa. Desain penelitian yang digunakan berupa desain didaktis (Didactical Design Research). Hasil penelitian ini menunjukan bahwa terdapat 8 learning obstacle siswa terkait materi operasi bentuk aljabar. Validasi bahan ajar modul matematika dilakukan oleh 5 validator (3 dosen FKIP Universitas Swadaya Gunung Jati dan 2 guru matematika). Berdasarkan hasil validasi tersebut dapat disimpulkan bahwa bahan ajar modul operasi bentuk aljabar berbasis kemampuan pemahaman matematis siswa dengan model discovery learning diperoleh bahan ajar siswa layak digunakan dalam proses pembelajaran, serta bahan ajar pedoman guru layak digunakan pula.Kata Kunci: Learning obstacle, aljabar, kemampuan pemahaman matematis, desain didaktis. Designing Module Based on Discovery Learning Models for Students' Mathematical Understanding AbilityAbstractThis study aims to describe learning obstacle students, designing instructional materials, and describing learning obstacle students after the implementation of teaching materials. The method used in this study is qualitative and quantitative methods. Qualitative methods for the analysis of obstacle learning and teaching materials, while the quantitative method to find out the uniformity of opinion. The subjects in this study were 31 students of class VIII C of SMP 1 Plered to identify the initial obstacle learning and 32 students of class IX-A of SMP 1 Plered to identify obstacle learning and students' mathematical understanding skills. The research design used is in the form of didactic design (Didactical Design Research). The results of this study indicate that there are 8 learning obstacle students related to algebraic form operating material. Validation of mathematics module teaching materials was carried out by 5 validators (3 lecturers of FKIP Swadaya Gunung Jati University and 2 mathematics teachers). Based on the results of the validation, it can be concluded that the algebraic form operating module teaching materials based on students' mathematical understanding ability with discovery learning models obtained that they are suitable for learning, and the teacher's guideline teaching material also.Keywords: Learning obstacle, algebraic, mathematical understanding ability, Didactical Design Research.
Pendekatan Open-Ended dalam Membelajarkan Kemampuan Koneksi Matematis Siswa Roslian Lubis; Toharuddin Harahap; Dwi Putria Nasution
Mosharafa: Jurnal Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1584.736 KB) | DOI: 10.31980/mosharafa.v8i3.547

Abstract

AbstrakMasalah dalam penelitian ini adalah rendahnya Kemampuan Koneksi Matematis (KKnM) siswa dan pembelajaran terlaksana cenderung bersifat konvensional. Suatu alternatif mengoptimalkan kemampuan bermatematika siswa dan perbaikan proses pembelajaran yaitu mempertimbangkan penerapan pendekatan pembelajaran dengan pendekatan open-ended. Penelitian ini bertujuan untuk mendeskripsikan apakah terdapat interaksi Kemampuan Awal Matematika (KAM) dan gender dengan pendekatan pembelajaran dalam membelajarkan KKnM siswa. Penelitian merupakan penelitian eksperimen semu dengan rancangan Nonequivalent Control Group Design. Instrumen yang digunakan adalah essay test KKnM siswa. Populasi penelitian adalah siswa kelas VII SMP Negeri 5 Padangsidimpuan sebanyak 9 rombongan belajar dan sampel penelitian adalah siswa kelas VII-5 dan VII-6 yang masing-masing kelas berjumlah 28 siswa. Hasil penelitian melalui uji hipotesis dengan anava dua jalur menunjukkan tidak terdapat interaksi antara KAM dengan pendekatan pembelajaran dalam membelajarkan KKnM siswa dan tidak terdapat interaksi antara gender dengan pendekatan pembelajaran dalam membelajarkan KKnM siswa.Kata Kunci: Open-ended, KKnM, Pendekatan Pembelajaran, KAM, Gender. The Open-Ended Approach in Learning Mathematical Connection Ability of Middle School StudentsAbstractThe problem in this study was the low of students' Mathematical Connection Ability (MCA) and learning that tends to be conventional. An alternative to optimizing students' mathematical abilities and improving the learning process is to consider the applying of a learning approach to the open-ended approach. This study aims to describe is there any interaction between the Mathematical Prior Ability (MPA) and gender with the learning approach in teaching the students’ MCA. The research was quasi-experimental research with Nonequivalent Control Group Design. The used instrument was the students’ mathematical connection ability essay test. The population of the research was 7th-grade students of SMP Negeri 5 Padangsidimpuan with 9 groups study and the sample of the research were students of grades VII-5 and VII-6, where the number of each class was 28 students. The research results by hypothesis testing with two-way Anava showed that there was no interaction between the MPA with the learning approach in teaching the students’ MCA and there was no interaction between gender with the learning approach in teaching the student’ MCA.Keyword: Open-ended, MCA, Learning Approach, MPA, Gender.

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