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All Journal Jurnal Karya Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Kajian Linguistik dan Sastra MaPan : Jurnal Matematika dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) IRJE (Indonesian Research Journal in Education) Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan dan Kebudayaan Missio SAP (Susunan Artikel Pendidikan) JURNAL PENDIDIKAN MIPA JPMI (Jurnal Pembelajaran Matematika Inovatif) Media Pendidikan Matematika Mandalika Mathematics and Educations Journal Journal of Classroom Action Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Teknologi Informatika dan Komputer Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Griya Journal of Mathematics Education and Application Evolusi: Journal of Mathematics and Natural Sciences Rengganis Jurnal Pengabdian Masyarakat Edumatika MATHEMATIC EDUCATION AND APLICATION JOURNAL (META) Jurnal Riset Pendidikan Matematika Jakarta JDIME: Journal of Development and Innovation in Mathematics Education Jurnal Pendidikan MIPA Media Pendidikan Matematika
Wulandari, Nourma Pramestie
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MINAT-BAKAT, SARANA-PRASARANA DAN MOTIVASI BELAJAR TERHADAP INDEKS PRESTASI KOMULATIF MAHASISWA Novitasari, Dwi; Sanuriza, Irna Il; Triutami, Tabita Wahyu; Wulandari, Nourma Pramestie; Salsabila, Nilza Humaira
Media Pendidikan Matematika Vol 8, No 1 (2020)
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v8i1.2485

Abstract

This study aims to determine the effect of interests and talents, facilities and learning motivation on students achievement (IPK). The population in this study were students of the Faculty of Mathematics and Natural Sciences and students of the Faculty of Health Science in Universitas Nahdlatul Wathan Mataram, Indonesia. Samples used in this study were 33 students who were taken randomly. Data collection instruments using a questionnaire with a Likert scale that has been tested for validity and reliability before. The collected data were analyzed using multiple linear regression. The results show that: 1) learning facilities and motivation have a significant positive effect on student achievement (IPK), 2) interests and talents have no effect on student achievement (IPK), and 3) interests and talents, facilities and learning motivation simultaneously have an effect on significant on student learning achievement (IPK).
Identifikasi Kesalahan Siswa Kelas VII Dalam Menyelesaikan Soal Cerita Geometri Dengan Newman’s Procedure Hadiyanto, Fahrur Rozi; Wulandari, Nourma Pramestie
Mandalika Mathematics and Educations Journal Vol 1 No 2 (2019): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v1i2.1512

Abstract

Errors in solving geometry problems can be used as a reference to find out what difficulties are made by students. One of the efforts in helping students who have difficulty in solving geometry problems, is by identifying the results of students' completion of the given problem. The purpose of this study is to identify student errors in solving geometry problems using Newman’s Procedure. This study uses a mixed approach (fixed method) using test questions instruments. The subjects of this study were 29 students of class VII C of SMP Negeri 8 Kediri. The results of identification of student answers obtained data that errors in reading problems because students are confused about solving the geometry problems. Comprehension errors of what they read happens because students answer broadly when asked is that many tiles are needed. Transformation errors occur because students incorrectly write numbers while working. Errors in process skill in implementing strategies occur because students choose the wrong strategiy in solving problems. Errors in encoding when students write final answers occur because students do not know that writing down the distance unit while working on problems is not allowed and it’s wrong in counting.AbstrakKesalahan dalam menyelesaikan soal geometri dapat dijadikan acuan untuk mengetahui kesulitan-kesulitan apa saja yang dilakukan oleh siswa. Salah satu upaya dalam membantu siswa yang kesulitan dalam menyelesaikan soal geometri, yaitu dengan mengidentifikasi hasil penyelesaian siswa terhadap soal yang diberikan. Tujuan dari penelitian ini adalah untuk mengidentifikasi kesalahan siswa dalam menyelesaikan soal geometri dengan menggunakan Newman’s Procedure. Penelitian ini menggunakan pendekatan campuran (fixed method) dengan menggunakan instrument soal tes. Subjek penelitian ini ada 29 siswa kelas VII C SMP Negeri 8 Kediri. Hasil identifikasi jawaban siswa diperoleh data bahwa kesalahan dalam membaca soal dikarenakan siswa bingung menyelesaikan soal geometri tersebut. Kesalahan dalam memahami apa yang dibaca terjadi dikarenakan siswa menjawab luas pada saat yang ditanyakan adalah banyak ubin yang dibutuhkan. Kesalahan transformasi terjadi dikarenakan siswa salah menulis angka saat mengerjakan. Kesalahan dalam menerapakan strategi terjadi karena siswa salah memilih strategi dalam menyelesaikan soal. Kesalahan menuliskan jawaban akhir terjadi karena siswa tidak tahu bahwa menuliskan satuan jarak saat mengerjakan soal tidak diperbolehkan dan salah dalam menghitung  
Kriteria Buku Referensi Media Pembelajaran Matematika Yang Diperlukan Bagi Guru-Guru SMP Di Mataram Sripatmi, Sripatmi; Azmi, Syahrul; Junaidi, Junaidi; Wulandari, Nourma Pramestie; lu'luilmaknun, Ulfa
Mandalika Mathematics and Educations Journal Vol 3 No 2 (2021): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v3i2.3103

Abstract

The purpose of this study was to determine the criteria for a mathematics learning media reference book that is needed for junior high school mathematics teachers in the city of Mataram. The research begins with a survey on whether learning mathematics requires media, then identifies the frequency with which teachers use media in learning mathematics, as well as the reasons teachers never or rarely use media in learning mathematics. Based on the survey, it was found that teachers need reference books to develop mathematics learning media, so it is necessary to develop the criteria for the required reference books. Furthermore, a literature review was conducted to compare the needs (ideal conditions) for Learning Media reference books with the current state (real conditions). Conclusion The results of the study show that the materials that require media are: arithmetic operations Integers and fractions, Linear Equations, Sets and Venn Diagrams, geometry, Function values, function graph sketches, slopes of lines, Pythagoras, circles, tangents, inner circles and the outer circle of a triangle, the properties of geometric figures, similarity, congruence, cylinders, cones, and spheres. In addition, the media needed are Concept Maps, Informative Power Points, Interactive Power Points, Student Worksheets, Learning Videos, Teaching Aids, and GeoGebra. Furthermore, the criteria for a valid book were developed based on the results of the study which included 4 aspects, namely material aspects, language, presentation of material, and graphics
ANALISIS KEBUTUHAN PENGEMBANGAN VIDEO PEMBELAJARAN MATA KULIAH PROGRAM LINIER Wulandari, Nourma Pramestie; Salsabila, Nilza Humaira; Kurniati, Nani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 7 No. 02 (2021): Volume 07, Nomor 02, Desember 2021
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v7i02.229

Abstract

Linear Programming is a course under the scope of algebra that must be mastered by mathematics education students. The low ability to solve linear programming problems can affect student performance when they become a teacher. This study aims to analyze the need for developing learning videos in Linear Programming courses for students of the Mathematics Education Study Program. The method used is development research which consists of Preliminary Analysis, Product Prototype, and Assessment. The research subjects were 30 students in the 7th semester of mathematics education and had attended online Linear Programming lectures in the previous semester. Data were collected by conducting written tests, questionnaires, and interviews and analyzed quantitatively descriptively. The results of the written test analysis showed that the students' ability to solve linear programming problems was low. Based on interviews, it is also known that students are not enough just to learn through modules and virtual meetings. Students tend to need learning videos/records to repeat explanations when studying the material independently. Therefore, there is a great need for learning videos that can optimize online learning of Linear Programming courses.
ANALISIS KEBUTUHAN PENGEMBANGAN VIDEO PEMBELAJARAN MATA KULIAH PROGRAM LINIER Pramestie Wulandari, Nourma; Humaira Salsabila, Nilza; Kurniati, Nani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 7 No. 02 (2021): Volume 07, Nomor 02, Desember 2021
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v7i02.247

Abstract

Linear Programming is a course under the scope of algebra that must be mastered by mathematics education students. The low ability to solve linear programming problems can affect student performance when they become a teacher. This study aims to analyze the need for developing learning videos in Linear Programming courses for students of the Mathematics Education Study Program. The method used is development research which consists of Preliminary Analysis, Product Prototype, and Assessment. The research subjects were 30 students in the 7th semester of mathematics education and had attended online Linear Programming lectures in the previous semester. Data were collected by conducting written tests, questionnaires, and interviews and analyzed quantitatively descriptively. The results of the written test analysis showed that the students' ability to solve linear programming problems was low. Based on interviews, it is also known that students are not enough just to learn through modules and virtual meetings. Students tend to need learning videos/records to repeat explanations when studying the material independently. Therefore, there is a great need for learning videos that can optimize online learning of Linear Programming courses.
INVESTIGATING THE NUMBER SENSE ABILITY OF PRE-SERVICE MATHEMATICS TEACHERS Nourma Pramestie Wulandari; Vivi Rachmatul Hidayati; Dwi Novitasari; Tabita Wahyu Triutami; Ulfa Lu’luilmaknun
MaPan : Jurnal Matematika dan Pembelajaran Vol 8 No 1 (2020): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.308 KB) | DOI: 10.24252/mapan.2020v8n1a6

Abstract

Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.
ARGUMENTATION PATTERNS OF TOULMIN STUDENTS DURING ONLINE LECTURES IN THE PANDEMIC Mohammad Archi Maulyda; Dudi Septiadi; R Radha; Anton Budiharjo; Nourma Pramestie Wulandari
Kajian Linguistik dan Sastra Vol 6, No 1 (2021)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.772 KB) | DOI: 10.23917/kls.v6i1.12018

Abstract

Student argumentation skills are considered weak during online lectures. The Toulmin Argumentation Model is an excellent model in analyzing argumentation discourse in the Science Classroom. This study aims to describe Toulmin's argumentation patterns during online lectures during the Covid-19 Pandemic. The research method used is a qualitative descriptive method. Data collection techniques used in the form of an open questionnaire. Respondents used in this study were 50 samples. The results showed that the argumentation pattern was divided into 2 categories namely, (1) Category Four Elements and (2) Category Five Elements. The Four Elements category is divided into 2 patterns, namely the C-G-W-B Pattern and the G-C-M-W Pattern. In the CGWB Pattern, the argumentation elements used are a claim (position statement), ground (data or facts), warrant (guarantee), and backing (support), while in the GCMW Pattern the argumentation elements used are ground (data or facts), claim (position statement), Capital Qualifier, and warrant. The Five Elements category forms the G-C-W-B-Pc Pattern. In the G-C-W-B-Pc Pattern, the argumentation elements used are grounds (data or facts), claims (position statements), warrant (s), backing (support), and possible rebuttal (exceptions). In the case of the five-element category, the argumentation pattern does not use a Capital qualifier
PANDANGAN MAHASISWA PENDIDIKAN MATEMATIKA: APAKAH SISWA AKAN MUDAH BELAJAR DENGAN PERMAINAN EDUKASI? Nilza Humaira Salsabila; Nourma Pramestie Wulandari; Ulfa Lu’luilmaknun; Tabita Wahyu Triutami; Rhomiy Handican
Jurnal Karya Pendidikan Matematika Vol 7, No 2 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 2 Tahun 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.7.2.2020.1-5

Abstract

The development of mobile games at this time can be utilized in the field of mathematics education. One of them by using educational games in mathematics learning. Teachers as instructors need to innovate in using learning media. The purpose of this study was to determine the views of students of mathematics education about the ease of students when learning to use math education games. This research is a quantitative descriptive study and the instrument used is a questionnaire about mathematics educational games. The study was conducted in the city of Mataram, West Nusa Tenggara with research subjects who are mathematics education students. There are 48 students; 11 males and 37 females. The results of the study showed that 45 students students agreed that mathematics education games made it easy for students to learn mathematics. As for some of the reasons raised, among others, educational games can increase students' understanding, interest, and enthusiasm for learning in mathematics.
The Construction of Mathematical Communication Schemes Based on Learning Styles Mohammad Archi Maulyda; Muhammad Erfan; Nourma Pramestie Wulandari; Vivi Rachmatul HIdayati; Umar Umar
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (869.203 KB) | DOI: 10.22437/irje.v4i2.9361

Abstract

The purpose of this study was to describe the construction of students’ mathematical communication in solving problems based on students’ learning styles. This research method is qualitative-descriptive. The subjects in this research were three students, each of these students are theoretical, reflective, and pragmatic learning styles. The research instrument used was mathematics problems with a topic similarity. The data obtained were in the form of students’ work and short unstructured interviews. The data were analyzed based on indicators of problem-solving and mathematical communication. The results showed that students with theoretical learning styles could communicate the entire process of the problem-solving well. Students with a reflective learning style could show a good problem-solving process. Even so, mathematical communication is not very clear. Students with a pragmatic learning style had a poor performance in solving problems. The mathematical communication is also not very good.
LITERASI MATEMATIKA CALON GURU SEKOLAH DASAR DALAM MENYELESAIKAN MASALAH PISA KONTEN SHAPE AND SPACE Vivi Rachmatul Hidayati; Nourma Pramestie Wulandari; Mohammad Archi Maulyda; Muhammad Erfan; Awal Nur Kholifatur Rosyidah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 3 (2020): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v3i3.p%p

Abstract

Mathematical literacy is an ability that is needed by students in this changing era. Mathematical literacy can be seen from the ability to formulate contextual problems mathematically; using facts, concepts, and mathematical procedures; as well as interpreting and evaluating mathematical outcomes well. One of the factors that cause students' good mathematical literacy is teacher's good mathematics literacy. The purpose of this study is to describe the mathematical literacy abilities of pre-service elementary school teacher in solving PISA problems about shape and space. This research method is qualitative-descriptive. The subjects of the study were pre-service elementary school teachers, each with high, medium, and low cognitive abilities. The results showed that high-ability pre-service teacher were able to demonstrate good mathematical literacy performance, which was able to fulfil all three aspects namely formulating mathematical problems; use mathematical concepts and procedures well; and interpret mathematical answers well in the context of the problem. Medium-ability pre-service teachers are not able to meet several indicators on aspects of formulating problems and using mathematical concepts and procedures. Low-ability pre-service teachers cannot fulfil all indicators on aspects of using mathematical concepts and procedures properly.
Co-Authors Al Kautsar, Karin Selma Amrullah Amrullah Amrullah Amrullah Anis Suraida Safitri Anjani, Tik Kun Anton Budiharjo Anugrah, Inayah Arjudin Arjudin Arjudin Arjudin Arjudin Awal Nur Kholifatur Rosyidah Baidowi Baidowi Baiq Dian Arianingsih Baiq Rachmawatin Ramadhana Deni Hamdani Dudi Septiadi Dwi Novitasari Dwi Novitasari Faishal Wahiduddin, Faishal Firdaus, Atiqa Hadiyanto, Fahrur Rozi Hapipi Hapipi Hasnawati, Anida Hidayah, Amanatul Hijriati, Awwalus Sanatil Junaidi Junaidi Junaidi Junaidi Junaidi Junaidi KETUT SARJANA, KETUT Kurniawan, Eka Laila Hayati, Laila Lu’luilmaknun, Ulfa Mawarni, Ririn Mohammad Archi Maulyda Muhammad Erfan Muhammad Erfan Nada, Lisa Katun Nani Kurniati Nani Kurniati Ni Made Intan Kertiyani nurhaolida, nurhaolida Nurhikmah Nurhikmah Nurul Hikmah NURUL HIKMAH Nyoman Sridana Nyoman Sridana Primajati, Gilang R Radha Rahmatiah Ardianti, Arifah Ratih Ayu Apsari Ratih Ayu Apsari Ratih Ayu Apsari Renata, Zabina Rhomiy Handican Rosidik, Izam Salsabila, Nilza Humaira Sanuriza, Irna Il Sariyasa . Soepriyanto, Harry Sorayya, Hilalatus Sri Subarinah Sri Subarinah, Sri Sripatmi Sripatmi Sripatmi Sripatmi Sripatmi, Sripatmi Sudi Prayitno Sudi Prayitno Syahrul Azmi Tabita Wahyu Triutami Triutami, Tabita Wahyu Ulfa Lu'luilmaknun Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Umar Umar Vivi Rachmatul HIdayati Vivi Rachmatul Hidayati Wahidaturrahmi, Wahidaturrahmi Wardha Tsabita, Dhyah Windari, Surya Safitri Yandika Pratama Saputra Yuliandini, Audi Yulis Tyaningsih, Ratna