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Konstruksi Forecasting System Multi-Model untuk pemodelan matematika pada peramalan Indeks Pembangunan Manusia Provinsi Nusa Tenggara Barat Sucipto, Lalu; Syaharuddin, Syaharuddin
Register: Jurnal Ilmiah Teknologi Sistem Informasi Vol 4, No 2 (2018): July
Publisher : Information Systems - Universitas Pesantren Tinggi Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/register.v4i2.1263

Penelitian ini bertujuan untuk mengembangkan produk Forecasting System Multi-Model (FSM) guna menentukan metode terbaik dalam sistem peramalan (forecast) dengan mengkonstruksi beberapa metode dalam bentuk Graphical User Interface (GUI) Matlab dengan menghitung semua indikator tingkat akurasi guna menemukan model matematika terbaik dari data time series pada periode tertentu. Pada tahap simulasi, tim peneliti menggunakan data Indeks Pembangunan Manusia (IPM) Provinsi Nusa Tenggara Barat (NTB) tahun 2010-2017 guna memprediksi IPM NTB tahun 2018. Adapun metode yang diuji adalah Moving Average (SMA, WMA dan EMA), Exponential Smoothing Method (SES, Brown, Holt, dan Winter), Naive Method, Interpolation Method (Newton Gregory), dan Artificial Neural Network (Back Propagation). Kemudian model dievaluasi untuk melihat tingkat akurasi masing-masing metode berdasarkan nilai MAD, MSE, dan MAPE. Berdasarkan hasil simulasi data dari 10 metode yang diuji diketahui bahwa metode Holt paling akurat dengan hasil prediksi tahun 2018 sebesar 67,45 Â dengan MAD, MSE, dan MAPE berturut-turut sebesar 0,22654; 0,075955 dan 0,34829.Â Â Â The purpose of this research is to develop a product was called Forecasting System Multi-Model (FSM) to determine the best method in the forecasting system by constructing several methods in the form of Graphical User Interface (GUI) Matlab. It was done by all indicator accuration to find the best mathematical model of time series data in a certain period. In the simulation phase, this research used the Human Development Index (HDI) data of West Nusa Tenggara (NTB) Province in 2010 - 2017 to predict the HDI data of NTB in 2018. The methods tested were Moving Average (SMA, WMA and EMA), Exponential Smoothing Method (SES, Brown, Holt, and Winter), Naive Method, Interpolation Method (Newton Gregory), and Artificial Neural Network (Back Propagation). Then the models/methods were evaluated to see the level of accuracy of each method based on the value of MAD, MSE, and MAPE. Based on data simulation result from 10 tested method known that Holt method is most accurate with prediction result of 2018 equal to 67,45 with MAD, MSE, and MAPE respectively equal to 0.22654, 0.075955 and 0.34829.

Assessment of Teaching Effectiveness, Digital Literacy, and Feedback on Student Assignments using ChatGPT Sucipto, Lalu; Negara, Habibi Ratu Perwira
Ulul Albab: Majalah Universitas Muhammadiyah Mataram Vol 27, No 2 (2023): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jua.v27i2.23330

Abstract: This study aims to evaluate the Teaching Effectiveness, Digital Literacy, and Feedback on Student Assignments using ChatGPT in the context of mathematics education in higher education settings. A quantitative method was employed with a sample of 29 students from various semesters. The research instrument utilized was a questionnaire using the Likert Scale, comprising 10 items to measure Teaching Effectiveness, 9 items for Digital Literacy, and 7 items for Feedback on Student Assignments. Descriptive statistical analysis revealed average scores of 73.586 for Teaching Effectiveness, 73.180 for Digital Literacy, and 73.990 for Feedback on Student Assignments. These findings provide deeper insights into students' perceptions of ChatGPT usage in mathematics education and offer insights into the distribution and characteristics of values obtained from respondents. The implications of this research can be utilized for the development and enhancement of ChatGPT's utilization in providing effective feedback on student assignments in academic environments.

Penggunaan Media Berbasis Android Dalam Pembelajaran dan Penyelesaian Solusi Soal Kalkulus Sucipto, Lalu; Syaharuddin, Syaharuddin
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 10, No 1 (2024)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v10i1.9816

This research aims to evaluate the effectiveness of using Android-based media in calculus learning and problem-solving, considering the differences based on the students' school backgrounds (religious and general). The study involved 83 students, with 45 from religious school backgrounds and 38 from general school backgrounds. The research instrument utilized a Likert Scale questionnaire comprising 13 items, designed to measure students' perceptions and experiences regarding the effectiveness of Android-based media in calculus learning. The data analysis technique employed the t-test. The statistical results revealed a t-test value of 0.006, with a significance level (Sig.) of 0.995. These findings indicate a significant difference in the effectiveness of using Android-based media between students from religious and general school backgrounds in the context of calculus learning. These results contribute to understanding the impact of Android-based media on calculus learning outcomes, particularly considering students' diverse school backgrounds. The practical implications of this research can serve as a guide for designing more effective learning strategies, especially in harnessing Android-based technology within educational environments.

Peran Keterlibatan Siswa dan Kemandirian Belajar terhadap Penalaran Aljabar Syawahid, Muhammad; Sucipto, Lalu; Muttaqiah; Nasrun
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 27 No 2 (2024): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2024v27n2i15

Few studies have examined the affective factors influencing students' algebraic reasoning. This study aims to investigate the effect of student engagement and self-regulated learning on algebraic reasoning. The research employed a quantitative correlational design. Using a cluster sampling technique, 202 students from Islamic State junior high schools in Mataram were selected as participants. Data were collected through tests and questionnaires. The instruments used included an algebraic reasoning test, student engagement questionnaires, and self-regulated learning questionnaires. Data analysis involved both descriptive analysis (categorical and statistical) and inferential analysis (prerequisite tests and hypothesis testing). The results of this study indicate that student engagement has a significant influence on algebraic reasoning (t = 2.418, p = 0.017 < 0.05). However, self-regulated learning did not show a significant effect on algebraic reasoning (t = -0.425, p = 0.671 > 0.05). Additionally, student engagement and self-regulated learning, when considered together, significantly influence algebraic reasoning (F = 3.117, p = 0.046 < 0.05). The study also found that student engagement and self-regulated learning account for 3% of the variance in algebraic reasoning (R² = 0.03), with the regression equation Y = 43.491 + 0.277X₁ - 0.06X₂. These findings suggest that teachers should prioritize fostering student engagement and self-regulated learning in the classroom, emphasizing interactive, collaborative, and contextually relevant algebra instruction. Abstrak: Beberapa penelitian telah mengeksplorasi faktor afektif yang memengaruhi penalaran aljabar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh keterlibatan siswa dan pembelajaran yang diatur sendiri terhadap penalaran aljabar. Jenis penelitian yang digunakan adalah kuantitatif korelasional. Dengan teknik sampling klaster, 202 siswa dari Sekolah Menengah Pertama Negeri di Mataram dipilih sebagai sampel penelitian. Data dikumpulkan menggunakan tes dan kuesioner. Instrumen yang digunakan dalam penelitian ini adalah tes penalaran aljabar, kuesioner keterlibatan siswa, dan kuesioner pembelajaran yang diatur sendiri. Analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif (kategori dan statistik deskriptif) dan analisis inferensial (uji prasyarat dan uji hipotesis). Hasil penelitian ini menunjukkan bahwa keterlibatan siswa berpengaruh terhadap penalaran aljabar (t = 2,418, p = 0,017 < 0,05). Namun, pembelajaran yang diatur sendiri tidak berpengaruh terhadap penalaran aljabar (t = -0,425, p = 0,671 > 0,05). Selain itu, keterlibatan siswa dan pembelajaran yang diatur sendiri secara bersamaan berpengaruh terhadap penalaran aljabar (F = 3,117, p = 0,046 < 0,05). Penelitian ini juga menunjukkan bahwa keterlibatan siswa dan pembelajaran yang diatur sendiri memberikan kontribusi sebesar 3% (R² = 0,03) terhadap penalaran aljabar dengan persamaan regresi Y = 43,491 + 0,277X₁ - 0,06X₂. Temuan ini memberikan implikasi bagi guru untuk memprioritaskan keterlibatan siswa dan pembelajaran yang diatur sendiri di dalam kelas, dengan menekankan pembelajaran aljabar yang interaktif, kolaboratif, dan relevan dengan konteks.

Pengaruh Penerapan model pembelajaran kooperatif tipe think pair share pada pembelajaran matematika di Madrasah Ningsih, Yudia Mahyu; Sucipto, Lalu; Fitriyah, Any Tsalasatul
Jurnal of Math Tadris Vol 1 No 1 (2021): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh penerapan model pembelajaran kooperatif tipe think pair share (TPS) terhadap motivasi belajar matematika siswa kelas VIII MTs Darunnajah Al-Falah Telagawaru. Populasi dalam penelitian ini adalah siswa kelas VIII MTs Darunnajah Al-Falah Telagawaru. Teknik pengambilan sampel yaitu menggunakan teknik sampling jenuh dengan jumlah masing-masing 24 siswa yang terdiri dari 2 kelas dengan total keseluruhan 48 orang. Dalam penelitian ini peneliti memilih kelas VIII B sebagai kelas eksperimen dan kelas VIII A sebagai kelas kontrol. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen dengan pendekatan kuantitatif. Metode pengumpulan data dilakukan dengan menggunakan metode angket, metode observasi, metode wawancara dan metode dokumentasi. Teknik analisis data menggunakan uji-t yang sebelumnya dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Hasil perhitungan uji-t diperoleh nilai t hitung= 4,239 dan ttabel = 2,069 untuk taraf signifikan 5% dengan df = (n–1) = (24–1)=23. Sehingga berdasarkan kriteria pengujian hipotesis dengan menggunakan t-test yaitu jika thitung > ttabel (4,239 > 2,069) maka hipotesis alternatif (Ha yang diterima), karena berdasarkan perhitungan ternyata hasil dari thitung = 4,239 lebih besar dari t tabel = 2.069 maka Ha diterima atau penolakan H0, dengan demikian dapat dikatakan bahwa terdapat perbedaan secara signifikan

Efektivitas Penggunaan Media Geogebra Ditinjau Dari Pemahaman Konsep Matematis Siswa Pada Materi Dimensi 3 Julita, Julita; Sucipto, Lalu; Nasrullah, Ahmad
Jurnal of Math Tadris Vol 2 No 1 (2022): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55099/jmt.v2i1.38

The purpose of this study is to determine the effectiveness of the use of GeoGebra media in terms of understanding students' mathematical concepts in dimension 3 material. This research is a type of quasi-experimental research with a quantitative approach. The research design used is a type of nonequivalent control group design. This research took place at the Abhariyah Islamic High School, West Lombok. The population in this study were students of class X high school. The sample of researchers took all the students of class X sma with a total of 30 students, of which 15 students were used as experimental classes and 15 students in the control class. The instrument used in this study is a test. Hypothesis tests were carried out using an independent samples t test. The results showed that the use of GeoGebra media can help students in understanding mathematical concepts (effectively). With the calculation results obtained are as follows: the average Post-Test of the experiment and control classes is 13.6 and 12.4. With a significant degree of α = 5% = 0.05, db = n – 2 = 30 – 2 = 28. So that t_tabel=t_((0,025;28) )=2,048 with t_hitung=2,738. Post-Test experiment and control classes show that t_hitung>t_tabel then H_0 rejected. So, it can be concluded that post-test experimentation and control have differences. Based on the calculation results of the N-Gain Score test, it shows that the average value of the N-Gain Score for the experimental class is 72.7944 or 73% belonging to the category of quite effective. With a minimum N-Gain Score of 58.14% and a maximum of 88%. And it can be concluded that this means the effective use of GeoGebra media in terms of understanding students' mathematical concepts in dimension 3 material.

Analisis Konten Youtube Sebagai Media Belajar Berbasis E-Learning Pada Materi Pecahan Aulia, Rahmawati; Sucipto, Lalu; Kinasih, Indira Puteri
Jurnal of Math Tadris Vol 2 No 2 (2022): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55099/jmt.v2i2.42

The purpose of this study is to describe the extent to which the concept of fractions is presented in learning video content on four channels in Indonesia including the Le Guru Les, Sigma Smart Study, Math Class Ku, and Pras Academy channels. This study uses a qualitative research approach using content analysis methods. Data were collected through analysis activities on four aspects, namely content aspects, presentation aspects, graphic aspects, and language aspects which contained several indicators in each of these aspects. The results of the study indicate that the Math Class Ku channel can help with learning difficulties in mathematics with fractions because it starts from the content aspect that meets the basic competencies (KD) of the 2013 curriculum so that the learning objectives for fractions material in class VII SMP are achieved, although there are still sub-chapters that have not been discussed. In addition, the presentation and graphic aspects consist of various kinds of attractions in the form of interactive stimuli, pictures, and illustrations in helping students understand fractional material and only two non-standard words were found. The second order of the Sigma Smart Study channels from the aspect of content there is still a KD that is not fulfilled but contains several pictures and illustrations of fractions, but there are clipped sounds and the use of some words is not standard. The third order of the Pras Academy channels from the aspect of content has fulfilled the KD but is more towards solving sample questions and using several solutions. The background of this channel is still monotonous because it lacks the use of attractiveness and there are sentences that are not effective in helping students understand the fraction material. And the fourth channel is Le Guru Les, which fulfills the KD but has not been detailed in discussing the basic concepts of fractions and still really needs interactive stimuli, pictures and illustrations and there are still some ineffective use of words and sentences in helping students understand fraction material.

Functional thinking in Kolb learning style: A causal-comparative study Sucipto, Lalu; Syawahid, Muhammad; Bahurudin Setambah, Mohd Afifi
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.656

[English]: This study aims to elucidate variations in students’ functional thinking across divergent, convergent, assimilator, and accommodator learning styles. A causal-comparative study involving 137 student samples was conducted randomly from 214 students enrolled in grade 8 of junior high schools (MTsN 3) in Mataram, Lombok, Indonesia. Data collection for students’ functional thinking utilized three types of tasks, comprising two linear pattern tasks and one non-linear pattern task. Students’ learning style data were obtained from the Kolb learning style inventory (KLSI), comprising 12 statement items. Descriptive analysis revealed that the distribution of students’ Kolb learning styles was as follows: 29.93% divergent learning styles, 24.82% convergent learning styles, 17.52% assimilator learning styles, and 27.74% accommodator learning styles. On a scale of 0-100, the average functional thinking of students was 67.90, while the average functional thinking of students with divergent learning styles was 73, convergent 64.5, assimilator 69.9, and accommodator 64.2. The ANOVA test results yielded an F test value of 10.297 with a significant value of 0.0, indicating significant differences in students’ functional thinking among students with divergent, convergent, assimilator, and accommodator learning styles. Furthermore, the students with divergent learning styles exhibited the highest mean (m = 73) compared to the other groups. The research outcomes can serve as a basis for mathematics learning design based on students’ learning styles. [Bahasa]: Penelitian ini bertujuan untuk mengetahui perbedaan berpikir fungsional siswa dengan gaya belajar divergen, konvergen, asimilator dan akomodator. Penelitian causal-comparative ini melibatkan 137 sampel siswa yang diambil secara acak dari 214 siswa kelas 8 Madrasah Tsanawiyah Negeri (MTsN) 3 Mataram, Lombok, Indonesia. Data berpikir fungsional siswa dikumpulkan melalui tiga jenis tugas, yang terdiri dari dua tugas pola linier dan satu tugas pola non-linier. Data gaya belajar diperoleh dari Kolb learning style inventory (KLSI), yang terdiri dari dua belas item pernyataan. Analisis deskriptif mengungkapkan bahwa distribusi gaya belajar Kolb siswa adalah sebagai berikut: 29.93% gaya belajar divergen, 24.82% gaya belajar konvergen, 17.52% gaya belajar asimilator, dan 27.74% gaya belajar akomodator. Pada skala 0-100, rata-rata berpikir fungsional siswa adalah 67.90, sedangkan rata-rata berpikir fungsional siswa dengan gaya belajar divergen, konvergen, assimilator, dan akomodator secara berturut-turut adalah 73, 64.5, 69.9, dan 64.2. Hasil ANOVA menunjukkan nilai uji F sebesar 10.297 dengan signifikansi 0.0, artinya terdapat perbedaan yang signifikan kemampuan berpikir fungsional keempat kelompok siswa tersebut. Lebih jauh, kelompok siswa dengan gaya belajar divergen menunjukkan rerata tertinggi (m = 73) dibandingkan dengan ketiga kelompok lainnya. Hasil penelitian ini dapat dijadikan sebagai acuan dalam mendesain pembelajaran matematika berdasarkan gaya belajar siswa.

The Effect of Mathematics Learning Interest and Social Skill on Algebraic Reasoning Sucipto, Lalu; Syawahid, Muhammad; Afika, Dini Safitri Nur; Kasim, Marini
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i2.28245

Algebraic reasoning plays a role in mathematical thinking. Understanding factor affective of algebraic reasoning is essential for improving mathematics education. This study aims to examine the effect of learning interest and social skills on students' algebraic reasoning. We conducted a quantitative study using a correlational design, employing questionnaires and a test as data collection methods. We selected 202 students from the Islamic state of junior high school in Mataram as a research sample using a simple random technique. The study used an algebraic reasoning test, a learning interest questionnaire, and a social skills questionnaire as research instruments. The data was analyzed using descriptive data and inferential analysis. Descriptive data consist of categorical descriptive and statistical descriptive. Inferential analysis used a multiple regression including prerequisite tests (normality, linearity, multicollinearity and heteroscedasticity) and hypothetical tests using t-test for partial and F-test for simultaneous. The result showed that learning interest has no effect on students algebraic reasoning (t-test =0,055, sig. = 0,957 > 0,05). Meanwhile, the social skills have an effect on students algebraic reasoning (t-test =2,943, sig. = 0,004 < 0,05). In addition, learning interest and social skill simultaneously have an effect on algebraic reasoning (F-test = 4,345, sig. = 0,014 < 0,05). The result also confirmed that learning interest and social skills have a 4,2% of contribution to increasing students algebraic reasoning. To improve the students learning interest and social skill, teacher should be encouraged in designing interactive learning and collaborative learning approaches, such as group discussions, peer tutoring, and cooperative problem-solving.

The effect of the numbered heads together cooperative learning model on students’ mathematical understanding in statistic Wahyuni, Dewi Sri; Sucipto, Lalu; Negara, Habibi Ratu Perwira
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2599

Students' low understanding of mathematics is one of the main challenges in the learning process at school. This low understanding is often closely related to the learning methods used by teachers, which are less able to facilitate active involvement and deep understanding of concepts by students. This study aims to analyze the differences in mathematical comprehension abilities between students who learn through the Numbered Heads Together (NHT) cooperative model and conventional learning, and to examine the extent of the influence of the NHT model on students' mathematical comprehension abilities in the experimental class.This study used a quantitative approach with a quasi-experimental method and a nonequivalent pretest-posttest control group design. The population of the study was eighth grade junior high school students, with a cluster random sampling technique. The main instrument was a mathematical comprehension ability test, and the data were analyzed using normality, homogeneity, N-gain, t-test, and paired sample t-test. The results of the study indicate that the Numbered Heads Together (NHT) learning model is more effective in enhancing students' mathematical understanding ability compared to conventional learning.

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