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<![CDATA[PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN SAINTIFIK SEBAGAI UPAYA PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Asep Ainuropik]]>;
<![CDATA[Inri Rahmawati]]>;
<![CDATA[abdul rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[This thesis presents the findings of a study of the scientific approach to students' mathematical communication skills. The study involved an experimental class and control class taken from 6 grade at SMP Negeri 1 Cigugur. Studies conducted using essay test instruments for evaluating mathematical communication skills and a questionnaire to determine the students' response to the scientific approach. From the results of the posttest data analysis by t test, obtained t_hitung = 6.88 and with t_tabel = 1.686. Because 1.686 <6.888, the H1 is accepted. This shows that the mathematical communication skills students acquire the learning of mathematics with scientific approach better than students who received conventional learning. Begitupulla improvement of communication capabilities mathematical experimental class is better than the control class. In addition, the results of questionnaire responses students note that the students showed a positive response to scientific learning.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN TEAM GAME TOURNAMENT TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA ]]>
<![CDATA[Ana Ratnasari]]>;
<![CDATA[Evan Farhan Wahyu Puadi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Implementation learning model of Team GameTournament to improve problem solving ability students. This study aims to determinethe problem solving math students with a model of learning Team Game Tournament,to know increase in the problem solving students with a model of learning Team GameTournament, as well as students learn the response to the Team Game Tournamentlearning model. This study using instruments tests description of the ability to evaluateproblem solving math students and use inquiries response students to learn theresponse students of learning applied. The results of the pretest known that wellblended score of problem solving math classes control is 5,8 while the experiment was7. Meanwhile the results of the posttest know that well blended scores problem solvingmath classes control is 18,15 and well blended scores problem solving math classesexperimental is 20,7. The results of the calculations score N-Gain obtained wellblended class experiments 0,68 and class control is 0,56. The result of the test t scoreN-Gain obtained tcount = 1,71. This means that after the treatment an inc experimentsbetter then the control. As an increase in the problem solving math classes experimentwas in the category of high. In addition to the results of the inquiries responsestudents, know that the students show response was positive against a model oflearning Team Game Tournament.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN COOPERATIVE-MEANINGFUL INSTRUCTIONAL DESIGN (C-MID) TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Komariah komariah]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Zuli Nuraeni]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of Cooperative-Meaningful InstructionalDesign (C-MID) Learning Model to Improve Student Mathematical CommunicationSkill. This study aims to examine the improvement of students' mathematicalcommunication skills with Cooperative-Meaningful Instructional Design learningmodel. This research involves experimental class and control class which is takenfrom class VII (Seven) SMP Negeri 4 Kuningan academic year 2016/2017. Theinstruments used in this study are test and questionnaire. Through experimentalmethod of pretest result it is known that the average score of mathematicalcommunication ability of control class is 31,36 while experiment class is 27,15. Andresult of posttest known that average score of communication of control class is 37,17and mean score of mathematical communication of experiment class is 43,08. Fromthe calculation of N-Gain score, the average of experimental class is 0,45 and thecontrol class is 0,26, it shows that after being given treatment of improvement ofmathematical ability of experiment class communication better than improvement ofmathematical communication ability of control class. The improvement ofmathematical communication skills of the experimental class is in the mediumcategory. In addition, from the result of questionnaire of student response, it is knownthat the students showed a positive response to the C- Cooperative-MeaningfulInstructional Design (C-MID) learning model.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS ETHNO MATHEMATICS TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA ]]>
<![CDATA[Jaja Rusja]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Uba Umbara]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Implementation of Contextual Teaching and Learning(CTL) Model Based on Ethno Mathematics on Students' Mathematical CreativeThinking Skill, Mathematics Education Study Program STKIP MuhammadiyahKuningan, 2017. Lack of creative thinking ability in learning process causes thedevelopment of the child's mindset becomes shackled and can decrease the creativityof students, whereas the ability to think creatively mathematically students is one ofthe abilities that must be possessed in learning mathematics. From the results it isknown that the mean of the control class score is 76.24 and the experimental class is81.24. Through t test on the value is known that the value of t count = 2.28. While at5% freedom level is known ttabel = 1,998. From both data we know that thitung>ttabel is 2.28> 1.998, then H1 accepted. This means that the average final test resultbetween the experiment class and the control class is different. This means that afterthe treatment of mathematical creative thinking ability of the experimental classstudents is better than the control class. The ability to think creatively mathematicallyexperimental class students are in the high category.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE DALAM UPAYA PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Tina Suci Susilawati]]>;
<![CDATA[Ricki Yuliardi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application Of Cooperative Learning ModelType Think Talk Write In An Effort To Increase Mathematical Communication Skill.This study aims to examine the improvement of students' mathematicalcommunication skills with Think Talk Write model. This research involvesexperimental class and control class which is taken from class VII (Seven) SMPNegeri 1 Lebakwangi academic year 2016/2017. From the results of the pre-testknown that mean score of the control class was 9,53 while the experiment class is16,85. While the result of the post-test show that the mean of the control classes skorare 26,12 then the mean of the experiment classes score 29,75. The data that gettingfrom post-test doesn’t come from the normal distribution, so this dara was comparedby using Mann-Whitney (U) test for large samples. From the analyze, we know thatzcount = 0,43 dan ztable = 1,64. From both of data we know that 0,43 < 1,64. It meansthat after treatment the experiment classes student’s of mathematical communicationmore than control classes. The improvement of the mathematical communicationability of the classroom is not in addition to the result of the student responsequestionnaire, it is known that the students show neutral response to the learningmodel Think Talk Write.]]>
<![CDATA[PENERAPAN PENDEKATAN MODEL-ELICITING ACTIVITIES TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP ]]>
<![CDATA[Fadhiya Fadhiya]]>;
<![CDATA[Ricky Yuliardi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of The Approach of Model-Eliciting Activities To Improved Mathematical Problem Solving Ability The Students SMP. The purpose of study is to improve the students mathematical problem solving by using Model-Eliciting Activities. the result of the initial test indicates that the average value of experimental class is 13,83 and the average value of control class is 16,01. Meanwhile the result of the final test shows that the average value 47of experimental class is 28,46 and theaverage value of control class is 25,08. Based on the outcome of the initial and final data analysis, it can be concluded that students mathematical problem solving by the learning Model-Eliciting Activities is better than konvensional learning. However, the increase of mathematical problem solving by the learning Model-Eliciting Activities is better than konvensional learning. Beside that, Model-Eliciting Activities showed a positive response from about half of students.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING TERHADAP PENINGKATAN KEMAMPUAN PENALARAN MATEMATIKA SISWA ]]>
<![CDATA[Atik Apriati]]>;
<![CDATA[Irfan Habibi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of Problem Posing Learning Design of Mathematics Reasoning Ability Improved Student. This research was motivated by an effort to improve students' mathematical reasoning using problem posing learning design. The results obtained through experimental method pretest control group with an average value of 11.23 and the average value of the experimental group was 13.05. While the posttest results obtained by the average value of the control groupwith an average value of 18.89 and the average value of the experimental group was 13.05. From the analysis of the pretest and posttest samples can be concluded that the mathematical reasoning ability students use problem posing learning design better than mathematical reasoning abilities of students who use conventional learning design. As for the increase in mathematical reasoning ability students experimental group gained an average value is 0.48 with mathematical reasoning ability improvement criteria being and the control group gained an average value is 0.18 with the criteria of low math reasoning ability improvement. So that the analysis results can be concluded that the increase in mathematical reasoning ability students use problem posing learning design is better than the increase in mathematical reasoning abilities of students who use conventional learning. In addition, from the results of student questionnaire responses, it is known that the students showed a good response and positive impact on the problem posing learning design]]>
<![CDATA[PENERAPAN METODE CROUSE REVIEW HORAY (CRH) DALAM UPAYA PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA ]]>
<![CDATA[Siti Maryam]]>;
<![CDATA[Evan Farhan Wahyu Puadi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[This research was motivated by the importance of understanding students' mathematical abilities in mathematics. The ability of mathematical understanding is one of the most important goals in the attainment of the objectives of the learning of mathematics. Metematis understanding is also an early ability students need to have in order to improve other capabilities in order to achieve educational goals. But the fact metematis student comprehension ability is still very low. This can be seen when the researchers conducted interviews with a teacher of mathematics courses at MTs Negeri Kadugede stating that the resulting value in each exam students are still a lot below average values. It is caused by several factors which include instructional methods used by teachers when teaching. In this study, researchers used a method Course Review Horay (CRH) in each of the learning process. The purpose of this study was to determine whether there is an increased understanding of mathematical ability of students to use methods Course Review Horay (CRH). The research was conducted in classes VII B to the experimental class and class C to class VII MTs Kadugede control in the second semester of the school year 2015-2016. The method of the research used experimental method. Data collection techniques in this study using the test, the student response sheet. The validity of the instrument is checked by means tested. The test was tested with validity, reliability, level of difficulty, and distinguishing features. The data were analyzed descriptively and quantitatively. The analysis technique used is the t-test to test similarity Two average to see that the two classes, namely the experimental class and the control class are in the same circumstances, the t-test for Test Difference Two average to examine the differences between the two classes, a class experiment and a control class that are in different circumstances and test the one hand to determine the increase of the experimental class. Through the experimental method initial test results obtained with the average value of 21.395 experimental class and the average value of 20.5 grade control. While at the end of the test values obtained average grade class experimental and control 76.42 35.81. From the analysis of the initial data and the final data sample can be concluded that the study of mathematics by using method Course Review Horay (CRH) is better than direct instruction to improve mathematical understanding in Kadugede MTs. Besides from analysis of student response sheet reveals the response of students to the study of mathematics by Course Review Horay (CRH) is quite good]]>
<![CDATA[PENERAPAN STRATEGI PEMBELAJARAN MEANS ENDS ANALYSIS (MEA) TERHADAP PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS SISWA ]]>
<![CDATA[Yuyu Hayunah]]>;
<![CDATA[Ricki Yuliardi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of Learning Strategies Means Ends Analysis (MEA) To Increase Students Critical Thinking Skill Mathematically. The background of this research is two improve student critical thinking mathematically using learning strategies Means Ends Analysis. From the result of the pretest known that the mean score of critical thinking mathematically control class is 16.04, and the experimental class is 18.275. Meanwhile, it is known that the result of the posttest mean score of critical thinking mathematically control class is 62.03 and the mean score critical thinking mathematically experimental class is 78.5. From the analysis of pretest and posttest samples can be concluded that the study of mathematics by using learning strategies Means Ends Analysis is better than the ability of critical thinking mathematical students by using conventional learning strategies. The increased ability to think critically mathematical experimental class in middle category]]>
<![CDATA[Efektivitas penggunaan metode cooperative learning type make a match terhadap pemecahan masalah siswa dalam pembelajaran matematika ]]>
<![CDATA[Rita Rosita]]>;
<![CDATA[Ricki Yuliardi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Student problem solving on learning mathematics in Class X SMK YAMSIK Kuningan is still low. This is because the implementation of conventional learning model that less develop the ability to learn and build individuals. Conventional learning tends to minimize student involvement so teachers seem to be more active. The habit of being passive in the learning process can cause most students to be afraid and embarrassed to ask the teacher about the less interesting material. One of the learning models tried through this research is the Make A Match learning model. The purpose of this research is to know the effectiveness of Make A Match method in learning mathematics. The population of this research is students of class X SMK YAMSIK Kuningan. Sampling in this research using Cluster Random Sampling technique with M-G pattern that is using balancing technique average pretest value of control group and experiment group. There are 2 (two) variables in this research, namely: (1) Make A Match Learning Model with conventional learning model, and (2) Problem solving student. Data collection techniques used are documentation, tests, and questionnaires. Instrument test results (validity test, level of difficulty, distinguishing power) consisting of 5 items and used for pret test and post test are 5 items. Based on the results of instrument reliability test for pretest, postes, and questionnaires obtained the whole instrument is reliable and can be used for data collection. The test result difference of two average pret test (t is in the acceptance area of Ho) concluded there is no difference between the experimental group and the control group. Test of difference of post experiment group average and control group was found that experimental group was better than control group. Average estimation in control group with mean of student learning result 35.92 meanwhile experimental group average estimation with mean of result of learning 37.94 mean control group result of problem solving at learning of mathematics lower than experiment group, hence there is influence between effectiveness The model of Make A Match learning in mathematics learning in grade X students of SMK YAMSIK Kuningan. Based on the results of the study concluded that learning by using Make A Match model socialized and used as an alternative in learning mathematics in school. In addition to further research as the development of other research. Based on the results of the study it is suggested that the application of Make A Match learning model is socialized and used as an alternative in learning mathematics in schools to improve student learning outcomes. In addition, in the application of this model a teacher should always keep an eye on the class to motivate students' activeness and provide individual and group guidance. Further research needs to be done as self-development so as to develop research in a wider scope.]]>
