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<![CDATA[REKOGNISI DALAM MEREPRESENTASIKAN SIMBOL TURUNAN PARSIAL SEBAGAI METONYMY DAN METAPHOR ]]>
<![CDATA[Zukhrufurrohmah, Zukhrufurrohmah]]>;
<![CDATA[Putri, Octavina Rizky Utami]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol 5, No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Lecturer at the Faculty of Education, University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v5i2.9659
<![CDATA[Representasi simbol melibatkan metonymy dan metaphor. Metonymy sebagai rantai penanda, dalam hal ini simbol, sedangkan metaphor sebagai pemaknaan dari penanda (simbol). Metonymy dan metaphor saling terkait dan terlibat dalam sistem penyimbolan saat seseorang menemukan simbol baru dalam proses pembelajaran matematika. Mahasiswa Teknik Sipil banyak menemukan simbol baru dalam perkuliahan Kalkulus II, seperti simbol fungsi dua variabel atau lebih beserta turunannya. Simbol-simbol tersebut tentunya berbeda dengan simbol fungsi satu variabel dan turunannya yang telah dipelajari pada Kalkulus I semester sebelumnya. Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa Teknik Sipil dalam merepresentasikan simbol sebagai metonymy dan metaphor melalui penyelesaian masalah Turunan Parsial. Penelitian ini merupakan penelitian studi kasus, sebagai salah satu upaya untuk mendeteksi kesulitan mahasiswa dalam belajar Turunan Parsial. Mahasiswa diberi worksheet berisi masalah Turunan Parsial yang difokuskan pada representasi simbol sebagai metonymy dan metaphor. Hasil penyelesaian masalah pada worksheet dianalisis berdasarkan representasi simbol turunan parsial baik dari notasinya maupun makna dari notasi. Hasil yang diperoleh adalah bahwa mahasiswa Teknik Sipil kurang mampu dalam merepresentasikan simbol turunan parsial fungsi f terhadap x maupun y. Mahasiswa mampu menentukan selesaian akhir turunan parsial dengan benar, namun kurang baik dalam penandaan simbol turunan parsial.]]>
<![CDATA[THE EFFECTIVENESS OF IMPLEMENTATION WARMER APPERCEPTION TO CONSTRUCT THE CONCEPTUAL UNDERSTANDING ON THE LEARNING MATERIAL OF VECTOR ]]>
<![CDATA[Rohmah, Riska Nur]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Zukhrufurrohmah, Zukhrufurrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i2.11073
<![CDATA[One of the learning stages is apperception. Warmer apperception is an activity that conducted to make the students? knowledge to be stored in long-term memory. This research aimed at: 1) describing the learning implementation using Warmer apperception to construct a conceptual understanding in the vector material, 2) determining the effectiveness of the implementation of Warmer apperception to construct a conceptual understanding in the vector material. The effectiveness of learning using Warmer apperception could be seen from: 1) the observation of learning implementation using Warmer apperception that indicated a minimum of the sufficient category; 2) the students? response questionnaire indicated a minimum of positive response category; and 3) the test results of students? conceptual understanding indicated a minimum of quite a good category. The subjects of this research were the students of 10th grade of Mathematics and Natural Science (MIA) at Senior High School (SMA) of Muhammadiyah 3 Batu, in which it consisted of 21 students. Based on the research conducted, it was obtained that the observation results of learning implementation using Warmer apperception got a very good category, the questionnaire results obtained a positive response category, and the test results of students? conceptual understanding got a quite good category. Thus, the implementation of Warmer apperception to construct a conceptual understanding of the vector material is effective..]]>
<![CDATA[Peningkatan Aktifitas Kolaboratif Dan Hasil Belajar. Siswa Melalui Guided Discovery Learning Berbantuan Puzzel ]]>
<![CDATA[Awaluddin, Awaluddin]]>;
<![CDATA[Inganah, Siti]]>;
<![CDATA[Jamil, Anis Farida]]>;
<![CDATA[Dintarini, Mayang]]>;
<![CDATA[Zukhrufurrohmah, Zukhrufurrohmah]]>
<![CDATA[ Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 5, No 2 (2018): Jurnal Derivat (Desember 2018) ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/j.derivat.v5i2.140
<![CDATA[Nowadays, the government is promoting the Individual Learning Activity Sheet (UKBM) for the student in mathematics learning. UKBM provides opportunities for students to study independently and provides the chance for students to complete assignments (UKBM) differently for each student in one class. The aim of this study was to increase collaborative activity skills and student’s learning outcomes through puzzle-assisted Guided Discovery Learning learning models. This study was a classroom. action research within two cycles consisting of the planning stage, implementation stage, observation stage, and reflection stage. The instruments used were observation sheets and test sheets. The teaching material is UKBM. The results of a guided discovery learning study assisted by puzzles with UKBM teaching materials there is an increase in student’s collaborative abilities and learning outcomes. Keywords: Guided Discovery Learning, Collaborative Ability, Learning Outcomes, Media Puzzle]]>
<![CDATA[Microsoft Form as a Scaffolding-Based Geometry Learning Media in Online Learning ]]>
<![CDATA[Zukhrufurrohmah, Zukhrufurrohmah]]>;
<![CDATA[Dintarini, Mayang]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 2 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreano.v12i2.30542
<![CDATA[Geometry learning outcomes are lower than other mathematical fields, so media are needed to overcome students' difficulties solving geometry problems. This study aims to produce a product in online learning media for scaffolding-based geometry materials using Microsoft Form. There are three stages of Research and Development research, namely preliminary research, prototyping, and assessment. The validation results show that the scaffolding-based media developed is valid with a percentage of 76%. Field notes show that the scaffolding-based media developed can be used easily and practically by lecturers and students. A positive response was also given by 30 third semester students who used media in learning circle material. The test results showed that 73% of the total number of students scored no less than 70. Therefore, the scaffolding-based media developed was declared valid, practical, and effective in learning circle material.Hasil belajar geometri lebih rendah dibandingkan bidang matematika lainnya, sehingga diperlukan media untuk mengatasi berbagai kesulitan siswa dalam menyelesaikan permasalahan geometri. Penelitian ini bertujuan untuk menghasilkan produk berupa media pembelajaran online materi geometri berbasis scaffolding menggunakan Microsoft Form. Tiga tahapan penelitian Research and Development penelitian ini yaitu penelitian pendahuluan, pembuatan prototipe, dan asesmen. Hasil validasi menunjukkna bahwa media berbasis scaffolding yang dikembangkan valid dengan persentase 76%. Catatan lapangan menunjukkan media berbasis scaffolding yang dikembangkan dapat digunakan dengan mudah dan praktis oleh dosen maupun mahasiswa. Respon positif juga diberikan oleh 30 mahasiswa semester 3 yang menggunakan media pada pembelajaran materi lingkaran. Hasil tes menunjukkan bahwa 73% dari jumlah mahasiswa mendapatkan nilai tidak kurang dari 70. Oleh karena itu media berbasis scaffolding yang dikembangkan dinyatakan valid, praktis dan efektif dalam pembelajaran materi lingkaran.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR BERCIRIKAN PENEMUAN TERBIMBING DAN BERBANTUAN APLIKASI PADA MATERI UNTUK KELAS X SMK ]]>
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>;
<![CDATA[Cholis Sadijah]]>;
<![CDATA[Makbul Muksar]]>
<![CDATA[ Jurnal Kajian Pembelajaran Matematika Vol 1, No 2 (2017): Jurnal Kajian Pembelajaran Matematika ]]>
Publisher : <![CDATA[FMIPA UNIVERSITAS NEGERI MALANG ]]>
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<![CDATA[Tujuan penelitian ini adalah mengembangkan bahan ajar berupa Lembar Kegiatan Siswa (LKS) bercirikan guided discovery dan berbantuan aplikasi grapher pada materi fungsi kuadrat untuk kelas X SMK yang valid, praktis dan efektif. Pengembangan bahan ajar bercirikan guided discovery dipilih karena berdasarkan hasil obsevasi peneliti, kegiatan pembelajaran perlu didukung dengan adanya bahan ajar sehingga siswa dapat aktif dalam pembelajaran. Sedangkan penggunaan aplikasi grapher diharapkan dapat membantu siswa menemukan konsep karakteristik grafik fungsi kuadrat dan mengarahkan hasil kecanggihan teknologi pada pembelajaran. Langkah pengembangan mengacu pada model pengembangan Plomp (2010:15). Langkah pertama, preliminary reseach, dilakukan peneliti dengan melakukan pengamatan kelas hingga diperoleh simpulan perlu adanya bahan ajar becirikan guided discovery dan berbantuan aplikasi grapher pada pembelajaran materi fungsi kuadrat. Langkah kedua, prototyping phase, dilakukan dengan merancang, membuat kemudian memvalidasi LKS, RPP dan instrumen penelitian. Langkah ketiga, assessment phase, dilakukan dengan menguji coba kepraktisan dan keefektifan bahan ajar pada pembelajaran. Berdasarkan hasil pengembangan diperoleh bahan ajar berupa LKS bercirikan guided discovery dan berbantuan aplikasi grapher pada materi fungsi kuadrat untuk kelas X SMK yang valid, memiliki nilai kepraktisan tinggi dan tingkat keefektifan yang baik]]>
<![CDATA[The Effectiveness of Implementation Warmer Apperception to Construct the Conceptual Understanding on the Learning Material of Vector ]]>
<![CDATA[Riska Nur Rohmah]]>;
<![CDATA[Dwi Priyo Utomo]]>;
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol. 3 No. 2 (2019) ]]>
Publisher : <![CDATA[Department of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i2.11073
<![CDATA[One of the learning stages is apperception. Warmer apperception is an activity that conducted to make the students’ knowledge to be stored in long-term memory. This research aimed at: 1) describing the learning implementation using Warmer apperception to construct a conceptual understanding in the vector material, 2) determining the effectiveness of the implementation of Warmer apperception to construct a conceptual understanding in the vector material. The effectiveness of learning using Warmer apperception could be seen from: 1) the observation of learning implementation using Warmer apperception that indicated a minimum of the sufficient category; 2) the students’ response questionnaire indicated a minimum of positive response category; and 3) the test results of students’ conceptual understanding indicated a minimum of quite a good category. The subjects of this research were the students of 10th grade of Mathematics and Natural Science (MIA) at Senior High School (SMA) of Muhammadiyah 3 Batu, in which it consisted of 21 students. Based on the research conducted, it was obtained that the observation results of learning implementation using Warmer apperception got a very good category, the questionnaire results obtained a positive response category, and the test results of students’ conceptual understanding got a quite good category. Thus, the implementation of Warmer apperception to construct a conceptual understanding of the vector material is effective..]]>
<![CDATA[Effectiveness of the application of Quantum Learning Model in terms of students' written mathematical communication skills ]]>
<![CDATA[Dimiati Tari Utari]]>;
<![CDATA[Dwi Priyo Utomo]]>;
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[Department of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v4i2.12228
<![CDATA[AbstractThis research aimed (1) describe the implementation of learning in the classroom with the Quantum Learning model, (2) describe the students' written mathematical communication skills with Quantum Learning, and (3) describe the effectiveness of applying the Quantum Learning model to the written mathematics communication skills of junior high school students class VIII. The research was conducted in the even semester of the 2019/2020 school year in class VIII of SMP Muhammadiyah 2 Malang. This research is a type of descriptive research with quantitative methods. The initial stage of the research is the planning stage starting from determining the location and time of the study up to the validation of the research instruments used. The next stage is the implementation stage which is held three times by giving a description test to measure the ability of written mathematical communication at the third or final meeting. The last step is analyzing data obtained from the field. The data analysis technique used descriptive statistics. The results showed the average overall implementation of learning was in the good criteria of 83.92%. The ability of written mathematics communication in grade VIII A students of SMP Muhammadiyah 2 Malang is a very good criterion of 3.04. Therefore, it can be concluded that the application of the Quantum Learning model is effective to the written mathematics communication of junior high school students, especially in class VIII A.Keywords: Effectiveness, Quantum Learning, The implementation of learning, written mathematics communication.]]>
<![CDATA[The Effectiveness of Problem Based Learning in Terms of Creativity and Learning Outcomes ]]>
<![CDATA[Rohmah Nila Farida]]>;
<![CDATA[Dwi Priyo Utomo]]>;
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[Department of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v4i2.12277
<![CDATA[ This study aims to describe the effectiveness of Problem Based Learning in terms of student creativity and student learning outcomes. This research is located at Prigen Prosperous Middle School in the even / odd semester of the 2019/2020 school year. This type of research uses the type of descriptive research with descriptive qualitative research methods with research subjects VII grade students of Prosperous Prosperous Middle School. The steps in this research are determining the problem, conducting a literature study, determining the location, determining the method, data collection, and data analysis. In this study, the average percentage of the learning achievement in the preliminary activities was 92.21%, the core activities were 96.41% and the closing activities were 81.47% so that overall the learning implementation was categorized as very good. The average percentage of students' creativity is 82.0% with a very good category. The average percentage of student learning outcomes students 81.81% with a very good category. Based on the description, Problem Based Learning is effective in terms of students' creativity and learning outcomes.]]>
<![CDATA[MATHEMATICS COMMUNICATION MISTAKES IN SOLVING HOTS PROBLEMS ]]>
<![CDATA[Lelly Nur Rachmawati]]>;
<![CDATA[Yus Mochamad Cholily]]>;
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>
<![CDATA[ Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p69-80
<![CDATA[Student mistakes in communicating mathematical ideas are still widely practiced. Therefore, it is essential to analyze students' mathematical communication errors in solving mathematical problems so that learning planning can be better. This study aims to describe students' mathematics communication errors in solving higher-order thinking skills in linear algebra and matrix subject. The type of research is a qualitative descriptive study. They were 155 students as subject research. The data analysis started by collecting students' answers and then grouped them according to mathematics communication skills criteria. Later identified and analyzed the errors made by students of each mathematics communication criteria. The results showed that mathematical communication errors on the indicators of writing mathematical situations were concept errors and principle errors. The declaring idea's mathematical communication error is a concept error, a principle error, and an operation error. Furthermore, mathematical communication errors on the indicator state that solving-problem using the language itself is a concept error and operator error.]]>
<![CDATA[ANALISIS PEMBERIAN SCAFFOLDING MELALUI ONLINE FORM UNTUK MENGATASI KESULITAN BERPIKIR SPASIAL MAHASISWA ]]>
<![CDATA[Mayang Dintarini]]>;
<![CDATA[Zukhrufurrohmah Zukhrufurrohmah]]>
<![CDATA[ Delta: Jurnal Ilmiah Pendidikan Matematika Vol 9, No 2 (2021): Delta : Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Pekalongan ]]>
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DOI: 10.31941/delta.v9i2.1414
<![CDATA[Banyak kesulitan dan hambatan yang dihadapi dalam pembelajaran online, termasuk di dalamnya kesulitan berpikir spasial yang muncul pada perkuliahan Geometri. Sehingga perlu adanya bantuan-bantuan yang diberikan dosen ataupun peneliti untuk mengatasi kesulitan tersebut. Salah satu usaha yang dilakukan yaitu dengan menggunakan online form yang memuat scaffolding. Pada penelitian akan dideskripsikan pemberian scaffolding dalam mengatasi kesulitan berpikir spasial mahasiswa melalui media berbasis online form. Penelitian ini merupakan penelitian kualitatif deskriptif. Subyek penelitian merupakan 34 mahasiswa yang mengikuti pembelajaran daring matakuliah Geometri Analitik. Materi yang digunakan pada penelitian ini adalah lingkaran, yang disajikan dalam online form yang sudah dilengkapi dengan scaffolding. Hasil penelitian sekitar 21% mahasiswa mengalami kesulitan berpikir spasial dalam mengerjakan tiap soal geometri, yang kemudian pemberian scaffolding dapat mengatasi kesulitan tersebut. Rata-rata mahasiswa dapat mengatasi kesulitannya pada pemberian scaffolding kedua dan ketiga.]]>
