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Jurnal Daya Matematis

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Published by Universitas Negeri Makassar

ISSN : 23547146 EISSN : 25414232 DOI : -

Core Subject : Education,

Mathematics

Daya Matematis: Jurnal Inovasi Pendidikan Matematika is a journal that provides an authoritative source of scientific information for researchers and academics, research institutions, government agencies, and teacher education.

Arjuna Subject : -

Articles 290 Documents

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PROBLEM-BASED INTERACTIVE MEDIA ON CIRCLE’S TANGENT BY USING ADOBE FLASH CS6 Kintoko Kintoko
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 3 (2017): Desember
Publisher : Universitas Negeri Makassar

This research is a developmental research, the purpose of this research is to produce a problem based mathematic learning media with Tangent Line to Circle for VIII grade Junior High School student by utilizing Adobe Flash SC6 on a Compact Disc (CD). This research was conducted to determine the quality of mathematics learning media in accordance with a good learning media which based on three aspects; Validity, Practicality an Effectiveness. The procedure of this research was using ADDIE model; Analysis, Design, Development, Implementation and Evaluation. The result of this research shown that Problem Based Interactive Mathematics Learning Media on Tangent Line to Circle for VIII Grade Junior High School fulfilled the criteria of good media quality. On validity aspect, the media got “Valid” category with average score 3,307 by material expert and got “Very Valid” category with average score 3,877 by media expert. On practicality aspect, validator determined that the media was applicable with minimal revision, teacher response to the media shown “Very Good” category with average score 3,404 and media learning implementation observation sheet analysis shown “Good” category with average score 3,333. On effectiveness aspect, students’ test result shows 85,19% student “Passed”, students’ mathematic solving ability shows “Good” category with average score 80,09 and also students’ positive response with 81,25% response

THE INFLUENCE OF LEARNING APPROACH AND MOTIVATION ON MATHEMATICS LEARNING RESULTS OF CLASS V STUDENT AT SD IN BULUKUMBA DISTRICT Nur Hidayah Basri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 2 (2016): Juli
Publisher : Universitas Negeri Makassar

The research is experiment which aims to discaver: (i) the influence of approach, learning, and interaction collaboratively on learning result, (ii) the difference of mathematics learning results of the student who were taught by employing Realistic Mathematic Education (RME) approach and problem posing approach, (iii) the difference of mathematics learning results of students who have very high and high motivation, (iv) the interaction influence of learning approach with motivation on mathematics learning result, (v) the difference of mathematics learning results of the students who were taught by employing RME approach with very high and high motivation, (vi) the difference of mathmatics learning results of the studentswho were taught by employing problem posing approach with very high and high motivation, (vii) the difference of mathematics learning results of the student who have very high motivation taught by employing RME approach and problem posing approach, and (viii) the difference of mathematics learning results of the student who have high motivation taught by employing RME approach and problem posing approach of class V student at SD in Bulukumba District. The populations of the research were all class V students at SD in Bulukumba District of Academic Year 2015/2016. From the populations, two classes were chosen by using cluster random sampling method as the sample. The instruments of the research after validated covered learning implementation observation, motivation questionnaire, test, and observation sheets. Then, it was analyzed by using descriptive analysis and ANAVA. The results of the research reveal that (i) there is inflence of approach, learning, and interaction collaboratively on the students’ learning results, (ii) there is no difference of mathematics learning results of the student who were taught by employing RME approach and problem posing approach, (iii) there is a difference of mathematics learning results of the students who have very high and high motivation, (iv) there is interaction influence of learning approach with motivation on mathematics learning result, (v) there is no difference of mathematics learning results of the students who have very high and high motivation taught by employing RME approach, (vi) there is a difference af mathematics learning results of the student who have very high and high motivation taught by employing problem posing approach, (vii) there is no difference of mathematics learning results of the student who have very high motivation and taught by using RME approach and problem posing approach, and (viii) there is no difference of mathematics learning results of the students who have high motivation and taught by using RME approach and problem posing approach

QUALITY IMPROVEMENT ON TRANSFORMATION GEOMETRY COURSE THROUGH THE IMPLEMENTATION RECIPROCAL TEACHING MODEL AT MATHEMATICS EDUCATION STUDY PROGRAM IN CHRISTIAN UNIVERSITY OF TENTENA Natan Mentaruk
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 3, No 2 (2015): Juli
Publisher : Universitas Negeri Makassar

The study aims at improving the coerse quality by implementing Reciprocal Teaching model to students of Mathematics Education Department in Christian University of Tentena of academic year 2012/2013. The course using Reciprocal Teaching model implements summarizing strategi, questions, clarifying and predicting. At this cours, students conducted those four strategies in a small group determined by the lecturer. The lecturer acted as the facilitator in this course.Based on the observation by the observer, the lecturer and students’ activities are in goog category; whereas, the result of final test of students is also in good category. Based on those findings, it is concluded that the course procedures of Transformation Geometry by implementing Reciprocal Teaching model are (1) students in group conducted summarizing which summarized the material of LKM, (2) students in group conducted questioning which arranged the questins and answers based on the material of LKM, (3) students in group conducted clarifying which clarified the summary, questions or answer from class presentation, (4) students in group conducted predicting which made prediction concerning Transformation geometry. The implementatin of Reciprocal Teaching model can improve the course and learning outcomes of students. The learning process of students improves from fair category to good category; whereas, students’ learning outcomes improve from 52,38% to 80,95%. Students’ response is stated as positive toward the learning activities which implemented Reciprocal Teaching model because 76% students gave positive response toward 97% of the aspects stated

THE PROFILE OF STUDENTS MISTAKES IN ANSWERING FUNCTION LIMIT QUESTIONS AND ALTERNATIVE SOLUTION TO OVERCOME THE PROBLEMS Sudirman Sudirman
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 1, No 2 (2013): Juli
Publisher : Universitas Negeri Makassar

This is an explorative research which explores profile of students’ mistake in answering function limit questions at SMA Negeri 15 Makassar. Subject of the research consisted of 20 students divided in 5 student on hight group, 10 students on fair group and 5 students on low group. The aimed of this research showed that the kinds of mistakes is the error on concept included error on function limit. The error principles whish existed were the errors on the usage of limit theory, the usages of trigonometry formula, the usage of conjugate multiplication principle, and error on the usage of write off principle. The errors os strategy included the fault on the steps to solve the function limit question. The technical errors included counting error, did not follow the instruction of questions, error of factoring, and the used calculator. The reasons of the error were: (1) the used of calculator in calcilating, (2) mistakes in understanding the theory, (3) influenced on the steps to solve yhe unction limit quetions, (4) did not understand certain form, (5) presumed a concept of principle based on experiences, (6) did not read and give attention to the intruction of the question, (7) fault on generalizing limit theory, (8) forgrt on such formula or feature, (9) did not comprehend the conjugate multiplication principle, (10) did not comprehend the write off principle on fraction, calculation, multiplication, and subtraction, (11) difficult to do factoring, (12) did not comprehend steps in solving the limit quetions, (13) mistakes on calculating, and (14) nerousness in doing the questions due to the time loss. Alternative to overcome the mistakes by students was by communicate their mistakes through interview by: (1) reminding students things they already forget, (2) explaining things that they did not undertand, (3) giving a concrete example disclaim the usage of wrong concept or principle, and (4) giving them advice to inprove their study. The result of Chi Square revealed that there is no correlation between the level of students’ ability with the kids of mistakes in answering questions of function limit of class XI-IA students at SMA Negeri 15 Makassar

MENINGKATKAN PEMAHAMAN MATEMATIKA SISWA MELALUI PENERAPAN PENDEKATAN MATEMATIKA REALISTIK PADA KELAS VI SD INPRES MALLENGKERI BERTINGKAT KOTA MAKASSAR Wiantik Aksari Basri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 1 (2016): Maret
Publisher : Universitas Negeri Makassar

Penelitian ini merupakan penelitian tindakan kelas dengan teknik pengumpulan data menggunakan lembar observasi, tes hasil belajar, dan angket respons siswa. Pada penelitian ini telah dilaksanakan proses pembelajaran dengan menerapkan pendekatan realistik dan model pembelajaran kooperatif yang dilaksanakan sebanyak 2 (dua) siklus dengan masing-masing disajikan selama 4 kali tindakan dan 1 kali pemberian tes hasil belajar. Hasil penelitian ini menunjukkan bahwa penerapan pendekatan matematika realistik dapat meningkatkan pemahaman matematika siswa kelas VI SD Inpres Mallengkeri Bertingkat Kota Makassar dengan indikator sebagai berikut: (1) terjadi peningkatan rata-rata skor hasil belajar matematika yang dicapai 32 siswa dari sebelum pelaksanaan tindakan ke setelah pelaksanaan tindakan pada siklus I dan siklus II; (2) persentase siswa yang tuntas belajar sudah memenuhi target minimal ketuntasan klasikal 75% siswa mencapai KKM; (3) rata-rata aktivitas siswa pada setiap aspek yang diamati menunjukkan bahwa aktivitas siswa dikatakan memenuhi kriteria efektif; (3) aktivitas guru menunjukkan bahwa kemampuan guru mengelola pembelajarn sudah berada pada kategori “sangat tinggi”; (4) secara keseluruhan komponen yang direspons mendapat respons positif dari siswa dengan persentase di atas 70%. Kata kunci: Pemahaman Matematika, Pendekatan realistic

THE INFLUENCE OF MATHEMATICAL REASONING AND COGNITIVE STYLE TOWARD STUDENT’S COMUNICATION AND CONNECTION ABILITY TO THE STATISTICAL TOPIC IN CLASS XI EXACT OF PUBLIC SENIOR HIGH SCHOOL PALU Nurul Inayah
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 1 (2017): Maret
Publisher : Universitas Negeri Makassar

The research is an expost facto research which aims to discover there is influence of mathematical reasoning ability and cognitive style toward student’s communication and connectionability to the statistical topic in class XI Exact of public senior high school in Palu. The population of the research was all of the students of class XI Exact of Public Senior High Schools in Palu of academic year 2015/2016. The sample was selected by two-stage proportional stratified simple random sampling. The sample of the research was students of XI IPA-1 in SMAN 1 Palu, XI IPA-1 in SMAN 3 Palu, XI IPA-2 in SMAN 4 Palu, XI IPA 1 in SMAN 6 Palu, and XI IPA in SMAN 8 Palu. The number of sample was 138 students. The instrument of the research were mathematical reasoning test, Group Embedded Figures Test (GEFT), Communication ability to the statistical topic test, and Connection ability to the statistical topic test. The data obtained were analyzed by using descriptive statistical and inferensial statistical analysis with Multivariate Analysis of Analysis of Variance (MANOVA). The results of the research show that: (1) there is no interaction between mathematical reasoning ability and cognitive style toward students’ communication and connection ability to the statistical topic, (2) there is no difference of communication ability to the statistical topic between students with FI style and students with FD style, (3) there is no difference of the connection ability to the statistical topic between students with FI style and students with FD style, (4) there is a difference of communication ability to the statistical topic between students with high mathematical reasoning and students with low mathematical reasoning, and (5) there is a difference of connection ability to the statistical topic between students with high mathematical reasoning and students with low mathematical reasoning

EXPLORATION OF STUDENTS KNOWLEDGE CONSTRUCTION PROCESS ON GEOMETRY THROUGT RANDOM THINKING STYLE AND SPATIAL ABILITY OF MENTAL ROTATION LEVEL Dedy Setyawan
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 2 (2017): Juli
Publisher : Universitas Negeri Makassar

The purpose of the study was to determine students’ knowledge construction process in random thinking style including concrete random (CR) and abstract random (AR) where spatial ability was at the mental rotation level in resolving non-routine issues related to the block geometry. This was an exploratory study with a qualitative approach, in which the researcher himself was the main instrument. Data ware collected through the provision of math construction tes (MCT) and unstructured interviews. The subjects of the study consisted of two students, one concrete random (CR) and one abstract random (AR). The subjects were chosen by testing the thinking style and spatial ability tests. The results of the study showed that (1) CR in problem identification indicator was able to understand the problem well and gave clear verbal response and had a process of assimilation for a long time in understanding the information, relations, and brought the situation of the problem in the form of images; whereas, the indicator of the problem solving process could be completed well but it had accommodation when determining the completion and fnding the value of unknown variable. This accommodation process lasted longer and let to the completion and the right answers as well as using procedural and meta-cognition knowledge to solve the problem; (2) AR in problem identification indicator was able to understand the problem well and gave clear verbal response and had a process of assimilation in understanding the information, relations, and brought the situation of the problem into a more complex form; whereas, the indicator of the problem solving process could be complete well in number 1 question and different assimilation process occurs in number 2 question. The accommodation process occurred on the phases of information simplification into the form of equations and finding the variable value by means of substitution between exsisting equations. This accommodation process lasted longer and led to the completion and the right answers as well as used factual and conceptual knowledge to solve the problem

THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGIES ON LEARNING OUTCOMES Mustafatin Janatun A.R.A; Rahma Dwi Andini
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 6, No 2 (2018): Juli
Publisher : Universitas Negeri Makassar

The purpose of this study was to influence of active knowledge sharing strategies on learning outcomes on limas and prisma. This type of research is experimental study with kuantitatif approach. Desain is a Posttest Only Control Group Design with active knowledge sharing strategies models on experimental class and conventional models on control class. Sampling with purposive sampling technique, while the determination of experimental class and control class at cluster random sampling, so that VIII-A is a experimental class and VIII-B is a control class. Data collection technique is direct observation techniques, test nultiple choice and dokumen akademik. Data were analyzed by t test where t (count) = 3,175 and t (table) = 2,025 means thitung > ttabel hypothesis H1 accepted. It can be concluded that there are significant use of Active Knowledge Sharing models for matematics student learning outcomes. Recommended to teachers can use Active Knowledge Sharing Model in the learning process

DEVELOPMENT OF MATHEMATIC LEARNING QUALITY THROUGH THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL BY USING STRUCTURED SCAFFOLDING TO GRADE VIII-1 STUDENT AT SMPN 3 MAKASSAR Nur Hasmah Hasan
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 3 (2016): Desember
Publisher : Universitas Negeri Makassar

This research is a classroom action research that aims to improve the quality of learning mathematics through problem based learning model application using scaffolding structured learner VIII-1 SMP Negeri 3 Makassar. What is meant in this case is (i) To improve the quality of mathematics learning process through the implementation of problem based learning models using structured learner scaffolding VIII-1 SMP Negeri 3 Makassar; (Ii) To improve the quality of learning mathematics through problem based learning model application using scaffolding structured learner VIII-1 SMP Negeri 3 Makassar. Data collection techniques used through observation sheets, learning achievement test and questionnaire responses of learners. Provision of actions conducted in two cycles. Data analysis was done by the analysis of quantitative and qualitative data. The results of this study indicate that (i) adoption of a model problem based learning by using scaffolding structure can improve the quality of the learning process of mathematics learners VIII-1 SMP Negeri 3 Makassar with the achievement of the following indicators: (1) Increased percentage of activity learners from before implementation to the first cycle of 71.25% is in the category fairly and to the second cycle of 83.25% are in either category; (2) The increase in the change of attitude of learners prior to the implementation of the first cycle with a score of 2.41 are in good category and to the second cycle with a score of 3.43 in the category very well. (Ii) adoption of a model problem based learning by using scaffolding structure can improve the quality of mathematics learning on the learner VIII-1 SMP Negeri 3 Makassar are already shown by the increasing mathematics achievement of students before action to the first cycle with the percentage of completeness in the classical amounted 38.46% are in the poor category with an average score of 69.92 learners ideal score of 100 and is in a category simply by standard deviation of 15.10 to the second cycle with the classical completeness percentage of 79.49% in the good category with an average score of 78.77 learners ideal score of 100 and are in categories with a standard deviation of 11.78

QUALITY LEARNING THROUGH COOPERATIVE LEARNING MODEL BASED ON CASES Muhammad Nurhusain
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 2 (2017): Juli
Publisher : Universitas Negeri Makassar

This study aims to improve the quality of mathematics learning which includes process quality and learning outcomes through case-based cooperative learning model. The type of research is classroom action research with subject of student of class VII.2 MTs.S Ujung Jampea counted 19 people. The results of research related to quality of learning include process quality and quality of results. (1) The quality of the process shows improvement, namely: (a) Student Activity of Cycle I, there are still some aspects of student activity in active enough category so it still needs to be improved / improved. While Cycle II, all aspects of student activity have been at least in the category of active so that can be maintained. (B) The ability of teachers to manage Cycle I learning, there are still some aspects of the ability of teachers to manage learning, are in good enough category that still needs to be improved / improved. While Cycle II, all aspects of the ability of teachers to manage the minimal learning has been in the good category so it can be maintained. (C) Student response cycle I, as much as 78.95% who gave a positive response. While Cycle II, as many as 89.47% which gives positive response. (2) The quality of learning result shows that: (a) Cycle I, the average score of student learning outcomes is 75.1579 with the standard deviation of 9.5699. While Cycle II, the average score of students is 80.8421 with a standard deviation of 6.13064. (B) Classical completeness of Cycle I, students who complete the study individually as many as 12 people or 63.16%. While Cycle II, students who complete the study individually as many as 17 people or 89.47%. Based on the quality of process and learning outcomes can be concluded that the implementation of cooperative learning model based case can improve the quality of learning in students of class VII.2 MTsS Ujung Jampea

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