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<![CDATA[Keefektifan Model CIRC Berbasis Joyful Learning Terhadap Kemampuan Penalaran Matematis Siswa SMP ]]>
<![CDATA[Triastuti, Rian]]>;
<![CDATA[Asikin, Muhammad]]>;
<![CDATA[Wijayanti, Kistina]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 4, No 2 (2013): 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.v4i2.3159
<![CDATA[AbstrakTujuan penelitian ini adalah untuk mengetahui apakah implementasi model pembelajaran CIRC berbasis Joyfull Learning efektif terhadap kemampuan penalaran matematis siswa pada materi Teorema Pythagoras. Pengumpulan data dilakukan dengan metode dokumen-tasi, tes, dan observasi. Berdasarkan hasil penelitian menunjukkan bahwa siswa pada kelas eksperimen telah mencapai ketuntasan klasikal. Hasil uji perbedaan dua rata-rata menun-jukkan bahwa rata-rata hasil tes kemampuan penalaran matematis siswa kelas eksperimen lebih dari rata-rata hasil tes kemampuan penalaran matematis siswa kelas kontrol. Berdasar-kan hasil tersebut dapat diketahui bahwa rata-rata kemampuan penalaran matematis siswa kelas eksperimen lebih baik daripada rata-rata kemampuan penalaran matematis siswa kelas kontrol. Hasil observasi menunjukkan bahwa persentase keaktifan siswa dalam pelaksanaan pembelajaran CIRC berbasis Joyfull Learning lebih tinggi daripada persentase keaktifan siswa pada pembelajaran ekspositori, dan aktivitas guru dalam mengelola pembelajaran CIRC berbasis Joyfull Learning mencapai kriteria sangat baik. Kata kunci:      CIRC; Joyfull Learning; Kemampuan Penalaran Matematis.  AbstractThe purpose of this study was to determine whether the implementation of the CIRC based Joyful Learning models effective against studentâs mathematical reasoning skills on the material Pythagorean Theorem. The population in this study is the eighth grade students of Junior High School of 1 Tlogowungu. Based on the results of the study showed that students in the experimental class have reached the classical completeness. The test results mean the difference of two shows that the average test results of mathematical reasoning skills experimental class students more than the average test results of studentâs mathematical reasoning skills control class. Based on these results it can be seen that the average of studentâs mathematical reasoning skills experimental class was better than average grade studentâs mathematical reasoning skills of control. Based on observations indicate that the percentage of active students in the implementation of CIRC based Joyful Learning models is higher than the percentage of active students in expository teaching and learning activities of teachers in managing the CIRC based Joyful Learning models achieving the criteria very well.  Keywords:         CIRC; Joyful Learning; Mathematical Reasoning Skills.]]>
<![CDATA[Penerapan Realistic Mathematics Education (RME) dengan Konteks Karakter dan Konservasi untuk Meningkatkan Kemampuan Mahasiswa dalam Menyusun Proposal Penelitian ]]>
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Asikin, Muhammad]]>;
<![CDATA[Masrukan, Masrukan]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 6, No 2 (2015): 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.v6i2.4988
<![CDATA[Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik pengembangan karakter dan konservasi pada pembelajaran dengan pendekatan Realistic Mathematics Education (RME) dengan konteks konservasi dan karakter. Penelitian ini merupakan Penelitian Tidakan Kelas (PTK). Subjek penelitian adalah mahasiswa program studi pendidikan matematika yang mengambil mata kuliah Dasar-dasar Penelitian Pendidikan Matematika Tahun Akademik 2014/2015. Hasil penelitian diperoleh bahwa  (1) sekurang-kurangnya 72,22% pada siklus pertama, dan 83,33 % pada siklus kedua kinerja mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik karakter dengan kategori baik dan sangat baik, (2) sekurang-kurangnya 33,33%  dan 72,22% pada siklus kedua kinerja mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik konservasi dengan kategori baik dan sangat baik, dan (3) kesulitan mahasiswa dalam menyusun proposal penelitian dengan topik konservasi antara lain terbatasnya literatur yang mengaitkan matematika dengan konservasi.The purpose of this study was to describe the increase in students ability to develop a mathematics education research proposal with character development and conservation topics on learning apÂproach Realistic Mathematics Education (RME) with a conservation context and character. This research is a Classroom Action Research (CAR). The subjects were students of mathematics eduÂcation are taking courses Dasar-dasar Penelitian Pendidikan Matematika on Academic Year 2014/2015. The result showed that (1) at least 72.22% in the first cycle, and 83.33% in the second cycle the performance of students in mathematics education research proposal on the topic of character with good and excellent categories, (2) at least 33.33% and 72.22% in the second cycle the performance of students in mathematics education research proposal on the topic of conservaÂtion with good and excellent categories, and (3) the difficulty of students to develop a research proposal to the topic of conservation, among others, the limited literature linking mathematics with conservation.]]>
<![CDATA[PENGEMBANGAN MODEL PELATIHAN INNOMATTS UNTUK MENINGKATKAN KOMPETENSI DAN KARAKTER GURU MATEMATIKA ]]>
<![CDATA[Asikin, Mohammad]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Cahyono, Adi Nur]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 32, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpp.v32i2.5713
<![CDATA[This research is a development research which aims to develop a training model which is able to improve mathematics teachersâ competence and character. This research was implemented into two year phase. The first year focused on the exploration study and the model validation. This phase successfully identified the need of the mathematics teachers and generated a valid training model called the Innovative Mathematics Teaching Study (INNOMATTS). The second year focused on the implementation and dissemination of the model. This article aims to describe the practicality and the effectiveness of INNOMATTS training model in improving mathematics teachersâ competence and character as it was developed based on the mathematics teachersâ need, containing mathematics learning innovation and having orientation toward character education. The research follows the Research and Development (R & D) of Gall. The evaluation of the model implementation quality used three criteria: validity, practicality, and effectiveness. The result suggests that the INNOMATTS training model is practical based on the percentage response of the planning, implementation and evaluation. The model is also effective based on the evaluation of lesson plan produced during the training, the learning implemented, and the result of teacherâs competence test.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek ]]>
<![CDATA[Asikin, Muhammad]]>;
<![CDATA[Rochmad, Rochmad]]>;
<![CDATA[Kurniasih, Ary Woro]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 8, No 1 (2017): 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.v8i1.4983
<![CDATA[Tujuan penelitian ini adalah mengetahui bagaimana proses dan hasil pengembangan Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas Dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek. Penelitian ini merupakan penelitian pengembangan. Produk yang dikembangkan dan diuji cobakan dalam penelitian ini adalah   perangkat pembelajaran Telaah kurikulum matematika 1 mengintegrasikan kreativitas dan karakter cerdas melalui pembelajaran kooperatif berbasis asesmen proyek.. Adapun model pengembangan perangkat yang akan digunakan pada penelitian ini adalah model yang dikembangkan oleh Plomp (1997). Perangkat yang dikembangkan kemudian divalidasi ahli dan diujicobakan. Model pembelajaran yang digunakan adalah pembelajaran kooperatif. Subjek penelitian ini mahasiswa Telaah Kurikulum Matematika 1 sebanyak 45 orang.Pengembangan perangkat pembelajaran telaah kurikulum matematika 1 mengintegrasikan kreativitas dan karakter cerdas melalui pembelajaran kooperatif berbasis asesmen proyek mengacu pada teori pengembangan yang dikemukakan oleh Plomp dengan fase-fase (1) investigasi awal, (2) Design, (3) Realisasi, dan (4) Tes, evaluasi, dan revisi. Perangkat yang dikembangkan meliputi penggalan silabus, (2) satuan acara perkuliahan, (3) kontrak perkuliahan, (4) instrumen penilaian kreativitas, (5) angket penilaian diri karakter cerdas, (6) instrumen penilaian pelaksanaan peer teaching, (7) lembar pengamatan kreativitas mahasiswa, (8) asesmen proyek (9) Tes matematika yang sesuai dengan dengan pembelajaran kooperatif dengan integrasi kreativitas dan karakter cerdas pada telaah kurikulum matematika 1 yang mengintegrasikan kreativitas dan karakter cerdas melalui pembelajaran kooperatif berbasis asesmen proyek. Hasil pengembangan Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek diperoleh perangkat yang valid. Implementasi pengembangan Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek menunjukkan praktis dan efektif. ]]>
<![CDATA[Keefektifan Model CIRC Berbasis Joyful Learning Terhadap Kemampuan Penalaran Matematis Siswa SMP ]]>
<![CDATA[Triastuti, Rian]]>;
<![CDATA[Asikin, Muhammad]]>;
<![CDATA[Wijayanti, Kistina]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 4, No 2 (2013): 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.v4i2.3159
<![CDATA[AbstrakTujuan penelitian ini adalah untuk mengetahui apakah implementasi model pembelajaran CIRC berbasis Joyfull Learning efektif terhadap kemampuan penalaran matematis siswa pada materi Teorema Pythagoras. Pengumpulan data dilakukan dengan metode dokumen-tasi, tes, dan observasi. Berdasarkan hasil penelitian menunjukkan bahwa siswa pada kelas eksperimen telah mencapai ketuntasan klasikal. Hasil uji perbedaan dua rata-rata menun-jukkan bahwa rata-rata hasil tes kemampuan penalaran matematis siswa kelas eksperimen lebih dari rata-rata hasil tes kemampuan penalaran matematis siswa kelas kontrol. Berdasar-kan hasil tersebut dapat diketahui bahwa rata-rata kemampuan penalaran matematis siswa kelas eksperimen lebih baik daripada rata-rata kemampuan penalaran matematis siswa kelas kontrol. Hasil observasi menunjukkan bahwa persentase keaktifan siswa dalam pelaksanaan pembelajaran CIRC berbasis Joyfull Learning lebih tinggi daripada persentase keaktifan siswa pada pembelajaran ekspositori, dan aktivitas guru dalam mengelola pembelajaran CIRC berbasis Joyfull Learning mencapai kriteria sangat baik. Kata kunci:      CIRC; Joyfull Learning; Kemampuan Penalaran Matematis.  AbstractThe purpose of this study was to determine whether the implementation of the CIRC based Joyful Learning models effective against student’s mathematical reasoning skills on the material Pythagorean Theorem. The population in this study is the eighth grade students of Junior High School of 1 Tlogowungu. Based on the results of the study showed that students in the experimental class have reached the classical completeness. The test results mean the difference of two shows that the average test results of mathematical reasoning skills experimental class students more than the average test results of student’s mathematical reasoning skills control class. Based on these results it can be seen that the average of student’s mathematical reasoning skills experimental class was better than average grade student’s mathematical reasoning skills of control. Based on observations indicate that the percentage of active students in the implementation of CIRC based Joyful Learning models is higher than the percentage of active students in expository teaching and learning activities of teachers in managing the CIRC based Joyful Learning models achieving the criteria very well.  Keywords:         CIRC; Joyful Learning; Mathematical Reasoning Skills.]]>
<![CDATA[Students’ Mathematical Literacy Based on Self-Efficacy By Discovery Learning With Higher Order Thinking Skills-Oriented ]]>
<![CDATA[Martalyna, Wihdati]]>;
<![CDATA[Isnarto, Isnarto]]>;
<![CDATA[Asikin, Mohammad]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Purposes of this research are to describe the quality of Discovery Learning with higher order thinking skills-oriented to students’ mathematical literacy, to describe students’ mathematical literacy based on their self-efficacy, and to analyze the influence of self-efficacy towards students' mathematical literacy. This research uses mixed method by concurrent embedded design type. The subjects are the students of first grade of SMA Negeri 1 Slawi. Based on the three stages of learning quality, Discovery Learning with higher order thinking skills-oriented is qualified to student's mathematical literacy. In the case of aspect of the process of mathematical literacy, students with high self-efficacy are able to master the four aspects excellently, and they able to master the other three aspects well with some mistakes. Students with medium self-efficacy are mastering one aspect well, and cannot mastering the other six aspects well. Students with low self-efficacy cannot master five aspects maximally, and cannot master two other aspects. Mathematical literacy are influenced by self-efficacy about 34.6%.]]>
<![CDATA[Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient ]]>
<![CDATA[Satrio Ardiansyah, Adi]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Asikin, Mohammad]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Creativity, belief in math, and adversity quotient play a significant role in mathematics. This study aims (1) to know the quality of mathematics learning settings Challenge Based Learning on student’s creative thinking skill and belief in math; (2) to examine the influence of belief in math to creative thinking skill; (3) to describe student’s creative thinking skill in settings Challenge Based Learning viewed by Adversity Quotient; and (4) to describe student’s belief in math in settings Challenge Based Learning viewed by Adversity Quotient. The design of this study was mixed methods of concurent embedded type. The study subjects were students of SMP Negeri 1 Semarang grade VIII who selected by Adversity Quotient. The result showed that (1) mathematics learning setting Challenge Based Learning is qualified to student’s creative thinking skill and belief in math; (2) there was the influence of belief in math to student’s creative thinking skill amount 12,8%; (3) camper’s students were only able to satisfy flexibility and climber’s students were able to satisfy fluency, flexibility, and novelty; and (4) there was a camper’s students was able to satisfy belief about self and climber’s students were able to satisfy belief about mathematics education, belief about the self, and belief about the social context.]]>
<![CDATA[Imitative and Creative Reasoning Abilities Viewed from Locus of Control on Guided Inquiry Model React Strategy ]]>
<![CDATA[Sari, Niken Ramandha Wulan]]>;
<![CDATA[Asikin, Mohammad]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The aims of this study were (1) to know the quality of guided inquiry learning with REACT strategy on imitative and creative reasoning abilities, (2) to describe imitative and creative reasoning abilities viewed by internal locus of control on guided inquiry models REACT strategy, and (3) to describe imitative and creative reasoning abilities viewed by external locus of control on guided inquiry model REACT strategy. This study was a mixed method research with using convergent design. The population was 7th grade students of SMP N 3 Ungaran academic year 2017/2018. The subjects was selected based on internal locus of control and eksternal locus of control. The result showed that (1) guided inquiry learning with REACT strategy towards imitative and creative reasoning abilities was on good quality, (2) imitative and creative reasoning abilities of internal locus of control students can be achieved well, (3) imitative reasoning abilities of external locus of control students can be achieved well on indicators bearing in mind the facts, definitions and formulas used, while other indicators have not been achieved, student’s creative reasoning ability of external locus of control can be achieved well on indicators explaining the reasons for selection procedures . By knowing the locus of control of students, the teacher can design a learning model that is appropriate to the circumstances of the students. The existence of a guided inquiry learning model REACT strategy can train student’s imitative and creative reasoning abilities.]]>
<![CDATA[Problem Solving Ability in the Learning Model of Problem-Based Learning based on Ethnomathematics ]]>
<![CDATA[Purwanti, Devi]]>;
<![CDATA[Zaenuri, Zaenuri]]>;
<![CDATA[Asikin, Mohammad]]>
<![CDATA[ Journal of Primary Education Articles in Press ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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DOI: 10.15294/jpe.v10i1.34303
<![CDATA[This study has the purpose of analyzing the effectiveness of the Problem-Based Learning model based on ethnomathematics with Selotigo batik motifs in improving students' problem-solving abilities. This study was true experimental design research. The sampling technique was done using random cluster sampling. The sample in this study was Public Elementary School Sidorejo Lor 07 Salatiga as an experimental class and Public Elementary School Sidorejo Lor 03 Salatiga as a control class with a total of 74 students. The data collection was done through observation, documentation, and test method. The data analysis was done using One-Sample t-test, Proportion Test, and Independent Sample t-test. The results showed that the PBL model based on ethnomathematics was effective in improving students' problem-solving abilities. This result was indicated by the average score of students' problem-solving ability in the learning using PBL model based on ethnomathematics which was above the Minimum Completeness Criteria (KKM) with KKM of problem-solving abilities of 75, the proportion of students completeness of problem-solving abilities in PBL model based on ethnomathematics was above 75% of the classical completeness, the average problem-solving ability of students in the PBL learning model based on ethnomathematics is better than the average problem-solving ability of students in the PBL model. Based on the result, it can be concluded that problem-solving in a PBL model based on ethnomathematics is effective in improving the problem-solving ability of students.]]>
<![CDATA[PENGEMBANGAN MODEL PELATIHAN INNOMATTS UNTUK MENINGKATKAN KOMPETENSI DAN KARAKTER GURU MATEMATIKA ]]>
<![CDATA[Asikin, Mohammad]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Cahyono, Adi Nur]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 32, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpp.v32i2.5713
<![CDATA[This research is a development research which aims to develop a training model which is able to improve mathematics teachers’ competence and character. This research was implemented into two year phase. The first year focused on the exploration study and the model validation. This phase successfully identified the need of the mathematics teachers and generated a valid training model called the Innovative Mathematics Teaching Study (INNOMATTS). The second year focused on the implementation and dissemination of the model. This article aims to describe the practicality and the effectiveness of INNOMATTS training model in improving mathematics teachers’ competence and character as it was developed based on the mathematics teachers’ need, containing mathematics learning innovation and having orientation toward character education. The research follows the Research and Development (R & D) of Gall. The evaluation of the model implementation quality used three criteria: validity, practicality, and effectiveness. The result suggests that the INNOMATTS training model is practical based on the percentage response of the planning, implementation and evaluation. The model is also effective based on the evaluation of lesson plan produced during the training, the learning implemented, and the result of teacher’s competence test.]]>
