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<![CDATA[PEMBELAJARAN BERMUATAN DISPOSISI MATEMATIKA PADA KELAS X PROGRAM IPS ]]>
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 1 No 2 (2016): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v1i2.27
<![CDATA[The purpose of this study was to determine the effectiveness of the model of Problem Based Learning (PBL) charged disposition of mathematics and mathematical communication skills in class X IPS program. Selection of a random sample run private and X IPS chosen as an experimental class 4 and class X IPS 3 as the control class. Results from this study is there a strong influence among the disposition mathematics and mathematical communication in improving problem-solving skills in students. On average problem-solving abilities higher than the experimental class problem-solving abilities in the control class.]]>
<![CDATA[Pelatihan Google Classroom Bagi Guru Dan Siswa Sekolah Dasar Dalam Pembelajaran Online ]]>
<![CDATA[Ismunandar, Denni]]>;
<![CDATA[Senjaya, Aan Juhana]]>;
<![CDATA[Taufan, Mochammad]]>;
<![CDATA[Nurafifah, Luthfiyati]]>;
<![CDATA[Nurhasanah, Siti]]>
<![CDATA[ Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um050v6i1p35-42
<![CDATA[During the Covid-19 Pandemic every school, especially at the elementary school level, was enforced online learning. Therefore, media are needed that can help teachers and students to keep doing the process of teaching and learning activities. One medium that can help teachers and students interact is google classroom. The purpose of this devotion is to assist teachers and students in using Google Classroom media on online learning. The devotional team uses practice and discussion methods in these training activities. The results of this devotion teachers feel helped because by using google classroom can make it easier for teachers to provide materials, assignments, and facilitate the assessment process. In addition, students feel happy because with google classroom students can ask for material that is not yet understood. Pada masa Pandemi Covid-19 setiap sekolah terutama di tingkat sekolah dasar diberlakukan pembelajaran secara online. Oleh karena itu diperlukan media yang dapat membantu guru dan siswa agar tetap melakukan proses kegiatan belajar mengajar. Salah satu media yang dapat membantu guru dan siswa berinteraksi adalah google classroom. Tujuan pengabdian ini adalah membantu guru dan siswa dalam menggunakan media google classroom pada pembelajaran online. Tim pengabdian menggunakan metode praktek dan diskusi dalam kegiatan pelatihan ini. Hasil pengabdian menunjukkan guru merasa terbantu karena dengan menggunakan google classroom dapat mempermudah guru dalam memberikan materi, tugas, dan mempermudah proses penilaian. Selain itu siswa merasa senang karena dengan google classroom siswa dapat menanyakan materi yang belum dipahami.]]>
<![CDATA[PEMBELAJARAN BERMUATAN DISPOSISI MATEMATIKA PADA KELAS X PROGRAM IPS ]]>
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 1 No. 2 (2016): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
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DOI: 10.31943/mathline.v1i2.27
<![CDATA[The purpose of this study was to determine the effectiveness of the model of Problem Based Learning (PBL) charged disposition of mathematics and mathematical communication skills in class X IPS program. Selection of a random sample run private and X IPS chosen as an experimental class 4 and class X IPS 3 as the control class. Results from this study is there a strong influence among the disposition mathematics and mathematical communication in improving problem-solving skills in students. On average problem-solving abilities higher than the experimental class problem-solving abilities in the control class.]]>
<![CDATA[PENGARUH PEMBELAJARAN BERMUATAN KARAKTER KREATIF TERHADAP KEMAMPUAN KONEKSI MATEMATIK ]]>
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 1 (2018): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v3i1.89
<![CDATA[Tujuan dari penelitian ini adalah mengetahui pengaruh karakter kreatif terhadap kemampuan koneksi matematik siswa kelas XI IPS. Informasi awal dari beberapa guru mata pelajaran matematika di SMA tempat peneliti melakukan penelitian adalah karakter kreatif perlu dimiliki oleh siswa untuk menyelesaikan permasalahan dalam bentuk soal cerita atau soal dalam kehidupan sehari – hari; kurangnya latihan siswa sehingga mengakibatkan siswa cepat lupa dengan rumus yang telah diberikan; guru mata pelajaran matematika sepakat bahwa materi komposisi fungsi merupakan salah satu materi yang dipandang sulit oleh siswa. Penelitian ini dilaksanakan di SMAN 1 Indramayu tahun ajaran 2013/2014. Pemilihan sampel dilakukan dengan random sampling dan terpilih kelas XI IPS 2 sebagai kelas observasi. Metode pengumpulan data menggunakan eksperimen dan observasi. Hasil penelitian adalah karakter kreatif berpengaruh terhadap kemampuan koneksi matematik sebesar 83,4%. Hal ini terlihat dari sig. (2-tailed) menujukkan nilai sig = 0.000 = 0% < , artinya terdapat korelasi antara karakter kreatif dan kemampuan koneksi matematik yang tidak lemah dan Pearson Correlation menunjukkan nilai , artinya terdapat pengaruh yang kuat sebesar 83,4%.]]>
<![CDATA[PERBANDINGAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA ANTARA YANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DENGAN TIPE MARRY GO ROUND ]]>
<![CDATA[Casmunah, Casmunah]]>;
<![CDATA[Hartini, Sri]]>;
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2018): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v3i2.96
<![CDATA[Tujuan penelitian ini untuk mengetahui gambaran kemampuan pemahaman matematis siswa yangpembelajarannya menggunakan model pembelajaran kooperatif tipe Group Investigation dan tipeMarry Go Round, serta kemampuan pemahaman matematis siswa yang menggunakan modelpembelajaran kooperatif tipe Group Investigation lebih baik daripada tipe Marry Go Round.Penelitian ini adalah penelitian eksperimen, dengan populasi seluruh siswa kelas VII SMP Negeri3 Jatibarang Tahun Pelajaran 2017/2018. Sampel kelas diambil sebanyak dua kelas denganmenggunakan teknik cluster random sampling dengan cara diundi. Berdasarkan uji hipotesisdengan menggunakan uji-t, diperoleh bahwa kemampuan pemahaman matematis siswa yangmenggunakan model pembelajaran kooperatif tipe Group Investigation lebih baik daripada tipeMarry Go Round. Dengan demikian, model pembelajaran kooperatif tipe Group Investigationdapat diterapkan oleh guru sebagai alternatif pembelajaran matematika untuk membangkitkankemampuan pemahaman matematis siswa.]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR MATEMATIKA ANTARA SISWA YANG PEMBELAJARANNYA MENGGUNAKAN MODEL GIVING QUESTION AND GETTING ANSWER DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION ]]>
<![CDATA[Eryanti, Eryanti]]>;
<![CDATA[Nandang, Nandang]]>;
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2019): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v4i1.104
<![CDATA[Penelitian ini bertujuan untuk mengetahui hasil belajar matematika siswa yang lebih baik antara yang menggunakan model pembelajaran Giving Question and Getting Answer dengan Student Teams Achievement Division. Penelitian ini adalah penelitian kuantitatif menggunakan metode eksperimen. Populasi dalam penelitian ini adalah seluruh hasil belajar matematika siswa kelas VII SMP Negeri 1 Lelea Tahun Ajaran 2017/2018. Sampel penelitian diambil dengan menggunakan teknik cluster random sampling. Karena kedua sampel dari kedua kelas eksperimen berdistribusi normal dan homogen, maka uji hipotesis menggunakan uji-t. Berdasarkan hasil disimpulkan bahwa hasil belajar matematika siswa yang menggunakan model pembelajaran Giving Question and Getting Answer lebih baik daripada Student Teams Achievement Division]]>
<![CDATA[Student Perceptions of Online Learning: Student Opinions and Expectations: Persepsi Mahasiswa Terhadap Pembelajaran Secara Online: Pendapat dan Harapan Mahasiswa ]]>
<![CDATA[Ismunandar, Denni]]>;
<![CDATA[Primadewi, Ardhin]]>;
<![CDATA[Amalia, Sofri Rizka]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2021): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v6i2.234
<![CDATA[The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies]]>
<![CDATA[The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study ]]>
<![CDATA[Ilmi, Sekar Ananda Nata Tiara]]>;
<![CDATA[Ismunandar, Denni]]>;
<![CDATA[Sudirman, Sudirman]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v9i2.522
<![CDATA[This research aims to examine and describe the obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning, as well as to examine and describe the obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning. The research instruments used in this study include data collection methods such as observation, in-depth interviews, and documentation. During the observation process, the researcher observes students and teachers during mathematics learning activities, while in-depth interviews are conducted to obtain interview results that will be analyzed using the ATLAS.ti 8 application, and documentation is carried out to capture images such as photos or videos during the observation and interview processes. Obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning include: students feeling less focused and concentrated during mathematics learning; students experiencing difficulties in understanding material, calculating, and memorizing mathematical formulas; incomplete and undetailed textbook content; the use of language in textbooks being too advanced; students often feeling sleepy during mathematics learning; students' mood affecting their learning activities; teachers not delivering the material in detail, too quickly, or too elaborately; classrooms being noisy; and inadequate facilities and infrastructure. Meanwhile, obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning include: language used by teachers being difficult for students to understand; low basic skills of students; students having different characteristics; students having low motivation and varying abilities.]]>
<![CDATA[Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Cerita Pada Bab Tree dan Spanning Tree Berdasarkan Prosedur Newman ]]>
<![CDATA[Ismunandar, Denni]]>;
<![CDATA[Nurafifah, Luthfiyati]]>
<![CDATA[ JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 6 No 1 (2021): March - August 2021 ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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DOI: 10.26594/jmpm.v6i1.1675
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kesalahan mahasiswa dalam menyelesaikan soal cerita pada bab tree dan spanning tree berdasarkan Prosedur Newman dalam mata kuliah Matematika Diskrit. Penelitian ini dilakukan untuk mengetahui kesalahan mahasiswa sehingga dapat dilakukan tindakan yang tepat untuk mencegah kesalahan yang sama terjadi kembali. Jenis penelitian ini adalah kualitatif deskriptif. Instrumen pada penelitian ini adalah tes dan lembar pedoman wawancara. Hasil tes dianalisis menggunakan prosedur Newman dan wawancara dilakukan terhadap beberapa mahasiswa berdasarkan hasil tes. Berdasarkan analisis data diperoleh kesimpulan bahwa mahasiswa melakukan kesalahan pada tahap encoding sebagai hasil kesalahan pada proses transformasi dan keterampilan proses. Mahasiswa sering melakukan kesalahan dalam menyelesaikan soal cerita karena terlalu tergesa-gesa, kurang memahami permasalahan yang mengakibatkan kesalahan dalam memodelkan, serta tidak menyimpulkan jawaban.]]>
<![CDATA[Development of Interactive Media Based on Mathflash Applications for Learning Materials of Sequences and Senses ]]>
<![CDATA[Fadhillah, Dinar]]>;
<![CDATA[Gunadi, Farid]]>;
<![CDATA[Ismunandar, Denni]]>
<![CDATA[ Gema Wiralodra Vol. 16 No. 1 (2025): Gema Wiralodra ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/gw.v16i1.820
<![CDATA[This study aims to determine the results of initial observations regarding the material for sequences and series to students and teachers, to explain the identification of the need for Mathflash applications for sequences and series materials and to produce interactive media based on the Mathflash application for sequence materials. and sequences via a viable and effective App Inventor. The type of research used in this study is Research and Development (R & D). Researchers used the development method according to Borg and Gall with 8 stages of development, including: (1) initial observation; (2) plans; (3) making products; (4) product validation test; (5) limited scale test; (6) limited scale test revision; (7) field test ; (8) analysis of field results, with data collection techniques used are interview guidelines and expert questionnaires (observation sheets) and questionnaires for class XI students on a limited scale test, data analysis techniques used are qualitative and quantitative descriptive statistics with using the validity of the Aiken index. Then to analyze the effectiveness of the media with a posttest given to students. Based on the results of the media feasibility test, which was assessed by 5 experts, the overall average score of the three feasibility aspects was 3.53 in the eligible category, and the media assessed by 6 students got the overall average score for the two feasibility aspects of 4.54 in the eligible category. Testing the effectiveness of learning media using a one- sample t-test resulted in tobs = 5.574 and tc= 1.690. So, tobs > tc then reject Ho, so that interactive media based on the Mathflash application material is effectively used in learning.]]>
