Articles
<![CDATA[Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach ]]>
<![CDATA[Nufus, Hayatun]]>;
<![CDATA[Duskri, M.]]>;
<![CDATA[Bahrun, Bahrun]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6367
<![CDATA[The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence.   ]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema ]]>
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DOI: 10.15294/kreano.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig <0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig <0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value <0.0001, for self-regulated learning rk = 0.611 and a sig value <0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (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.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig 0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig 0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value 0.0001, for self-regulated learning rk = 0.611 and a sig value 0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[PENGGUNAAN MODEL PEMBELAJARAN BRAIN BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI SISWA MTs ]]>
<![CDATA[Nilawati Nilawati]]>;
<![CDATA[M. Duskri]]>;
<![CDATA[Novi Trina Sari]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 7 No 1 (2019): JUNE ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2019v7n1a7
<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis siswa setelah diberikan pembelajaran Brain Based Learning pada siswa MTs, serta mengetahui perbedaan kemampuan komunikasi matematis setelah diberikan pembelajaran Brain Based Learning dan pembelajaran konvensional pada siswa MTs. Metode penelitian yang digunakan adalah penelitian quasi eksperimen dengan desain control group pretest-posttest design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTsN 2 Banda Aceh. Pengambilan sampel dilakukan dengan menggunakan simple random sampling, yang terdiri dari dua kelas yaitu kelas VIII4 sebagai kelas eksperimen dan kelas VIII2 sebagai kelas kontrol. Pengumpulan data digunakan dengan menggunakan lembar tes kemampuan komunikasi matematis. Teknik analisis data yang digunakan yaitu uji N-Gain, uji-t independen. Dari hasil penelitian diperoleh peningkatan kemampuan komunikasi yang diberikan pembelajaran Brain Based Learning dapat meningkatkan kemampuan komunikasi matematis siswa serta kemampuan komunikasi matematis yang diberikan pembelajaran Brain Based Learning lebih baik daripada kemampuan komunikasi matematis siswa yang memperoleh pembelajaran konvensional. Abstract:This study aimed at determining the improvement of students' mathematical communication skills after the Brain Based Learning model applied in MTs students, and the differences of the mathematical communication skills applied by the Brain Based Learning model and those applied in conventional learning of MTs students. The research method was quasi-experimental research with a pretest-posttest design group control design. The population in this study were all VIII students of MTsN 2 Banda Aceh. Sampling was done by using simple random sampling, which consisted of two classes namely class VIII4 as the experimental class and class VIII2 as the control class. The data collected used a mathematical communication ability test sheet. The data analysis techniques used in this research were N-Gain test, independent t-test. From the research results obtained (1) N-Gain Test with an average value obtained 0.54 with the category "Medium”. So it can be concluded that by applying the Brain Based Learning model can improve students' mathematical communication skills. (2) Based on independent t-test, obtained tcount = 4.32 and ttable = 1.67, then tcount > ttable, this means reject H0 accept H1, it can be concluded that students' mathematical communication skills applied to the Brain Based Learning learning model are more better than students' mathematical communication skills applied to conventional learning.]]>
<![CDATA[ANALYZING CONTENT KNOWLEDGE OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS ON THE MATERIAL OF FRACTIONAL ARITHMETIC OPERATIONS ]]>
<![CDATA[Wirda Safriani]]>;
<![CDATA[Said Munzir]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2021v9n2a12
<![CDATA[Teacher quality is one of the most influential factors in student learning. In-depth material knowledge (content) is very important for prospective teachers who will one day become teachers. Thus, analyzing and describing the Content Knowledge (CK) of prospective teachers needs to be done. The purpose of this study is to describe the CK of prospective elementary school teachers (SD/MI) on the material of fractional arithmetic operations. The subjects of this study were three students from Ar-Raniry State Islamic University of Banda Aceh. This research includes qualitative descriptive research, so that the data were analyzed using qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. Data collection in this study was carried out through tests and combined with interviews so that the instruments used were test questions and interview guidelines. The study results indicate that the content knowledge of the three elementary teacher candidates was still weak, there were teacher candidates who did not understand the arithmetic operation hierarchy and still made carelessness in the concept of fractional arithmetic operations.]]>
<![CDATA[Pemahaman Konsep Operasi Hitung Bilangan Bulat Peserta Didik SMP melalui Brain-Based Learning ]]>
<![CDATA[Raudhatul Jannah]]>;
<![CDATA[Anizar Ahmad]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Jurnal Peluang Vol 7, No 2 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i2.13743
<![CDATA[Curriculum 2013 mandates that learners should be able to understand mathematical concepts well, making it easier for learners to solve the problems of mathematics. However, there are still many students who are not able to understand mathematical concepts well, including the concept of integer arithmetic operations. This is because students think math as a complicated subject, so make the most of students do not like math. Therefore, teachers should be able to create learning that presents a fun and challenging atmosphere that make learners more excited. This study aims to determine the understanding of the concept of integer arithmetic operations of learners after participating in Brain-Based Learning. This type of research is experimental research with quantitative and qualitative approaches. This research was conducted in one of the Year 7 classes in the SMPIT Al-Azhar Banda Aceh. The results showed that the understanding of the concept of learners after participating in Brain-Based Learning (BBL) categorized as good, as seen from the values obtained by the four students were selected as subjects in this study. Learners who initially operate regardless of the sign of the times and to come to understand that multiplication and division should be done first. Likewise, with learners who initially was mistaken in operating the positive and negative integers, once implemented, BBL has been able to do it right and achieve some indicators of understanding of the concept.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS MELALUI MODEL PROJECT BASED LEARNING PADA SISWA SMP/MTs ]]>
<![CDATA[M Duskri]]>
<![CDATA[ Jurnal Peluang Vol 7, No 2 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i2.15100
<![CDATA[Penelitian ini bertujuan untuk mengetahui: 1) peningkatan kemampuan berpikir kritis matematis siswa setelah diterapkan model project based learning (PjBL) pada siswa SMP/MTs; 2) membandingkan peningkatan kemampuan berpikir kritis siswa yang dibelajarkan dengan Model project based learning dan siswa yang dibelajarkan dengan pembelajaran konvensional. Metode penelitian yang digunakan adalah penelitian quasi eksperimen dengan control group pretest-posttest design. Teknik pengumpulan data melalui pree test dan post test tentang kemampuan berpikir kritis matematis, sedangkan teknik analisis datanya menggunakan uji N-Gain dan uji-t independen. Sebagai populasi dari penelitian ini adalah siswa SMPN 6 Banda Aceh, sedangkan sampelnya adalah siswa kelas VIII-5 sebagai kelas eksperimen dan kelas VIII-6 sebagai kelas kontrol. Hasil penelitian menunjukkan: (1) rata-rata nilai siswa kelas eksperimen diperoleh N-Gain 0.52 pada kategori “sedang” dan berdasarkan uji paired sample t testdiperoleh thitung ttabel atau 13.44 1.67, berarti terjadi peningkatan yang signifikan kemampuan berpikir kritis matematis siswa setelah diterapkan model project based learning (PjBL) terhadap siswa SMP/MTs; (2) Hasil dari pengujian dengan uji–t independen, diperoleh dan , atau , dapat disimpulkan bahwa peningkatan kemampuan berpikir kritis matematis siswa yang dibelajarkan dengan menggunakan model pembelajaran project based learning lebih baik dari pada peningkatan kemampuan berpikir kritis matematis siswa yang dibelajarkan dengan pembelajaran konvensional.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING (DLPS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP ]]>
<![CDATA[Hafidz Adlyani]]>;
<![CDATA[M. Duskri]]>;
<![CDATA[Susanti Susanti]]>
<![CDATA[ Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 8, No 2, Oktober (2021) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Muhammadiyah Aceh ]]>
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DOI: 10.37598/pjpp.v8i2, Oktober.1035
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Double Loop Problem Solving (DLPS) terhadap kemampuan pemecahan masalah matematis siswa dan lebih baik dari pada kemampuan pemecahan masalah matematis siswa yang dibelajarkan dengan pembelajaran konvensional. Metode penelitian yang digunakan adalah quasi eksperimen karena peneliti tidak mampu mengontrol variabel lain yang mempengaruhi penelitian saat memberi perlakuan dan pengukuran terhadap sampel. Desain yang digunakan yaitu Control Group Post Test Design dengan kelompok eksperimen dan kelompok kontrol dibandingkan setelah dilakukan treatment. Sampel diambil menggunakan total sampling, karena peneliti menggunakan seluruh populasi menjadi sampel penelitian. Hasil penelitian menunjukan bahwa: (1) model pembelajaran DLPS berpengaruh terhadap kemampuan pemecahan masalah siswa yang dilihat dari hasil uji one sample t-test; (2) model pembelajaran DLPS lebih baik dari pada kemampuan pemecahan masalah siswa yang dibelajarkan dengan pembelajaran konvensional. Diharapkan bagi peneliti yang berniat melakukan penelitian ini lebih lanjut agar dapat menerapkan model pembelajaran DLPS dengan memodifikasi atau menggunakan media pada materi-materi yang lain baik di jenjang yang sama ataupun berbeda.]]>
<![CDATA[Peningkatan Kemampuan Representasi Matematis melalui Model Problem-Based Learning pada Siswa SMP/MTs ]]>
<![CDATA[Susanti Susanti]]>;
<![CDATA[M Duskri]]>;
<![CDATA[Melya Rahmi]]>
<![CDATA[ Suska Journal of mathematics Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/sjme.v5i2.7357
<![CDATA[Berdasarkan hasil penelitian dan pembahasan tentang kemampuan representasi matematis siswa melalui model PBL, maka diperoleh kesimpulan bahwa siswa yang berkemampuan tinggi dan sedang memenuhi ketiga indikator kemampuan representasi matematis yaitu menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata, menyajikan data atau informasi dari suatu masalah ke representasi gambar, diagram, grafik atau tabel , serta menyelesaikan masalah yang melibatkan ekspresi matematis. Siswa berkemampuan rendah memenuhi dua indikator kemampuan representasi matematis yaitu menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata dan menyelesaikan masalah yang melibatkan ekspresi matematis. Disarankan kepada pihak lain untuk melakukan penelitian yang sama pada materi yang berbeda sebagai bahan perbandingan dengan hasil penelitian ini atau materi yang sama namun mendapatan nilai N-Gain dengan kategori “tinggi”.Terima kasih kepada seluruh pihak yang telah ikut serta membantu dan mengevaluasi jurnal ini. terima kasih kepada pembimbing, guru disekolah para dosen dan juga teman-teman semua. Semoga jurnal ini bermanfaat. ]]>
<![CDATA[Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach ]]>
<![CDATA[Hayatun Nufus]]>;
<![CDATA[M. Duskri]]>;
<![CDATA[Bahrun Bahrun]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
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DOI: 10.23917/jramathedu.v3i2.6367
<![CDATA[The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence. ]]>
