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PEMBELAJARAN PENGUKURAN WAKTU DENGAN PERMAINAN TRADISIONAL GASING DI SEKOLAH DASAR Anton Jaelani
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan Vol 20, No 2 (2011): Tahun 20, Nomor 2, November 2011
Publisher : Sekolah Dasar : Kajian Teori dan Praktik Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: The purpose of this teaching mathematic research about time measurement was to formulate HLT (Hypothetical Learning Trajectory) described and modified in the research process. The location of the research was at SD Pupuk Sriwijaya Palembang. The subjects were students of third grade elementary school at SD Pupuk Sriwijaya Palembang as a teaching experiment class. Results showed: (1) gasing competition in same time; (2) gasing competition in the shift time; (3) measured gasing's rotation time used watch, (4) measured gasing's duration time used watch, and (5) determined a time before and after event. Abstrak: Design research pembelajaran matematika tentang pengukuran waktu ini bertujuan memformulasikan lintasan pembelajaran atau HLT (Hypothetical Learning Trajectory) yang diuraikan dan diperbaiki selama proses penelitian berjalan. Lokasi penelitian di SD Pupuk Sriwijaya Palembang dengan subyek kelas III SD sebagai kelas teaching experiment. Hasil penelitian menunjukkan lintas pembelajaran pengukuran waktu dengan menggunakan permainan gasing tradisional, meliputi (1) bertanding gasing secara bersamaan, (2) bertanding gasing secara bergantian, (3) mengukur waktu putaran gasing menggunakan jam, (4) menentukan durasi waktu menggunakan jam, dan (5) menentukan waktu sebelum dan sesudah dari suatu kejadian.

Peningkatan Kemampuan Pemecahan Masalah Matematis Mahasiswa melalui Metode Snow Ball Throwing pada Mata Kuliah Teori Graf Lukmanul Akhsani; Anton Jaelani
JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 1: Mei-Oktober 2018
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.2.1.58-71

Pemecahan masalah sebagai pendekatan dalam pembelajaran, digunakan untuk menemukan dan memahami materi atau konsep matematika. Sedangkan sebagai tujuan dalam pembelajaran, merupakan kemampuan yang harus dicapai mahasiswa. penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah mahasiswa melalui metode Snow Ball Throwing semester VII Program Studi Pendidikan Matematika. Rata-Rata skor awal tes kemampuan pemecahan masalah yaitu 1,96, Rata-rata skor tes kemampuan pemecahan masalah pada siklus pertama yaitu 2,1. Skor tersebut masuk pada kategori cukup baik. Rata-rata skor tes kemampuan pemecahan masalah pada siklus kedua yaitu 2,73. Skor tersebut masuk pada kategori cukup baik. Kesimpulan dari penelitian ini adalah kemampuan pemecahan masalah mahasiswa melalui Metode Snowball Throwing pada mata kuliah teori graf meningkat.

Pembelajaran Double Loop Problem Solving di Kelas VII-A MTs Negeri 3 Banyumas untuk Meningkatkan Kemampuan Komunikasi Matematis dan Self-Efficacy Zulaeha Nur Asyifa; Anton Jaelani
AlphaMath : Journal of Mathematics Education Vol 5, No 2 (2019): Journal of Mathematics Education
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v5i2.7346

This study aimed to enhance mathematical communication ability and self-efficacy on seventh-grade students through Double Loop Problem Solving learning at MTs Negeri 3 Banyumas. The subjects was 26 seventh-grade students from MTs Negeri 3 Banyumas in academic year of 2018/2019. This research was a class action research consisting of 3 cycles. The instrument was the test to measure mathematical communication ability and the questionnaire to measure self-efficacy. The results are the average score of mathematical communication ability in cycle I, cycle II, and cycle III respectively are 52,03; 74,02; dan 76,58. In addition, the average score of self-efficacy in cycle I, cycle II, and cycle III respectively are 68,59; 72,80; and 75,64.

KESALAHAN JAWABAN TES TRIGONOMETRI MAHASISWA PENDIDIKAN MATEMATIKA SEMESTER PERTAMA Anton Jaelani
AlphaMath : Journal of Mathematics Education Vol 3, No 2 (2017)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jme.v3i2.2750

Trigonometry was one of the basic topic used for learning advance mathematics. Lecturer borteacher and students often faced difficulties when they learned trigonometri and answeredtrigonometric exercises, moreover when they solved trigonometric problem. This articledescribed the undergraduate students unnecessary mistakes of trigonometric exercises. Theconjectures of mistakes was created based on students mistakes in learning trigonometry. Datacollection conducted from students test result. Data reduction, data display, and conclusiondrawing was used to analyze the data. Test result choosed analyzed based on the conjecturescreated. Research found nine students unnecessary mistakes of the trigonometric exerciseanswer agreed with the conjectures. These were student uncared place of quadrant, studentsgot accidently exchange formula, students created table to help them drawing trigonometricfunction graph, students drew trigonometric function graph in a straight line manner, studentsdid not add period in solution of trigonometric equation, students did not operate to all of thepart of equation, students applied distribution in a wrong place, students applied uncorrectformula, students did not connect between trigonometry other concept in mathematics.Keyword: Trigonometry, Unnecessary Mistake, Students Answer.

Socratic as Mathematics Learning Application for Differential Equations Concept Wanda Nugroho Yanuarto; Anton Jaelani; Joko Purwanto; Mohamad Ikram Zakaria
Hipotenusa : Journal of Mathematical Society Vol 3, No 1 (2021)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v3i1.5309

Technological improvements in the era of the Industrial Revolution 4.0 can be applied to learning mathematics as a medium of improving teacher performance. In addition, a pandemic situation forces teachers and students to implement online learning. One of the learning media that can help teachers in learning mathematics online is Socratic. The Socratic system generally consists of four basic components: acting humanely, thinking humanely, thinking rationally and acting rationally. For example, the Socratic can provide alternative solutions to the differential equations problems. Mathematics problems can be recorded by the Socratic through three main features:1) home screen, which is used to take pictures of solving the problem needed; 2) search results, the image that has been recorded will be searched for a solution through Socratic's artificial intelligence in internet database, and 3) an explanation, the search results that have been obtained, have their own explanation. Teachers and students as users may find the best solution for each explanation by the Socratic. Meanwhile, this study uses four stages of the literature review process:1) search for relevant literature, 2) evaluation and source selection, 3) identification of themes, and 4) outline of the structure of the writing. This paper systematically investigates the use of the Socratic as a technology application that can assist mathematical problems.

Etnomatematika pada Permainan Tradisional Engklek Nur Syamsiyah Harahap; Anton Jaelani
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 15, No 1 (2022): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v15i1.35995

Tujuan penelitian ini adalah untuk menelusuri unsur etnomatematika pada permainan tradisional engklek yang nantinya dapat digunaan untuk media pembelajaran matematika peserta didik. Penelitian ini merupakan penelitian kualitatif dengan menggunakan pendekatan etnografi. Metode pengumpulan data yang digunakan adalah observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa terdapat penerapan konsep-konsep matematika dalam permainan tradisional engklek. Penerapan konsep matematika yang dimaksud terdapat pada media yang digunakan dalam permainan engklek serta proses dalam bermain engklek Konsep matematika tersebut yaitu konsep bangun datar dan kesimetrisan bentuk.Kata Kunci: etnomatematika; permainan tradisional, engklek, konsep matematika

Materi Ibadah Shalat dalam Konsep Matematika Sekolah Prima Honder Alfaindes; Anton Jaelani
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 15, No 1 (2022): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v15i1.35966

Ilmu memiliki arti pengetahuan dan agama Islam memiliki misi untuk menyebarluaskan ilmu pengetahuan. Dalam sudut pandang Islam, ilmu merupakan pengetahuan hasil usaha yang serius dalam segala permasalahan yang bersumber pada Al-Qur’an dan hadīts. Ilmu pengetahuan merupakan hal yang penting dalam kehidupan, salah satunya adalah matematika. Matematika juga tidak jauh dari Al-Qur’an dan hadīts, dimana diketahui banyak ayat-ayat Al-Qur’an yang menjelaskan konsep matematika. Selain itu, terdapat konsep matematika sekolah yang salah satunya ada pada ibadah shalat. Namun dalam matematika sekolah banyak materi yang belum terintegrasi dengan nilai-nilai keislaman. Tujuan penelitian ini adalah menganalisis unsur-unsur matematika dalam ibadah shalat yang bisa digunakan sebagai bahan ajar. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan metode kajian literatur. Hasil dari penelitian ini konsep matematika sekolah dapat dihubungkan dengan materi ibadah shalat yang nantinya bisa digunakan sebagai bahan ajar untuk membantu siswa memahami materi tertentu pada matematika sekolah dan dapat membantu guru untuk mencapai pembelajaran matematika yang terintegrasi dengan nilai-nilai Islam.

A NEW TREND IN INDONESIA: NEWEST CURRICULUM AND ITS’ IMPACT ON MIDDLE SCHOOL LEVEL Wanda Nugroho Yanuarto; Joko Purwanto; Anton Jaelani
JMM (Jurnal Masyarakat Mandiri) Vol 6, No 3 (2022): Juni
Publisher : Universitas Muhammadiyah Mataram

Abstrak: Penerapan revolusi industri 4.0 memberi dampak kepada dunia pendidikan dalam menerapkan teknologi dari segala aspek pembelajaran di sekolah. Making Indonesia 4.0 adalah salah satu upaya pemerintah untuk menyelaraskan kehidupan Indonesia dengan laju teknologi. Salah satu program dalam making Indonesia 4.0 adalah pendidikan 4.0 di Indonesia. Pendidikan 4.0 di Indonesia adalah program yang diciptakan untuk meningkatkan kualitas pendidikan dengan berlandaskan teknologi dalam aktivitasnya di pembelajaran kelas. Tujuan kegiatan ini untuk mengetahui program pendidikan 4.0 di Indonesia dan dampak yang dihadapi dari pendidikan 4.0 di sekolah, khususnya di Muhammadiyah Ajibarang Middle School. Peserta kegiatan ini adalah guru-guru Muhammadiyah Ajibarang Middle School sebanyak 36 orang. Evaluasi yang dilakukan dalam kegiatan ini adalah kuesioner pemahaman pengetahuan pendidikan 4.0. Hasil pelatihan ini adalah pemenuhan pendidikan 4.0 di Muhammadiyah Ajibarang Middle School dengan peningkatan pemahaman pengetahuan pendidikan 4.0 sebanyak 63% dari pengetahuan awal. Diharapkan kegiatan ini dapat menjadi alternatif penyelesaian masalah terkait penerapan pendidikan 4.0 di SMP Muhamamdiyah Ajibarang sebagai upaya terciptanya roadmap making Indonesia 4.0.Abstract: The application of the industrial revolution 4.0 has an impact on the field of education in adopting technology from all aspects of learning in schools. Making Indonesia 4.0 is one of the government's efforts to synchronize Indonesian living with the pace of technology. One of the programs in establishing Indonesia 4.0 is education 4.0 in Indonesia. Education 4.0 in Indonesia is a program established to improve the quality of education based on technology in its activities in classroom learning. The goal of this activity is to find out the 4.0 education program in Indonesia and the impact suffered by 4.0 education in schools, especially at Muhammadiyah Ajibarang Middle School. The participants of this exercise were instructors of Muhammadiyah Ajibarang Middle School as many as 36 people. The evaluation carried out in this activity was a questionnaire on comprehending education knowledge 4.0. The result of this training is the fulfillment of education 4.0 at Muhammadiyah Ajibarang Middle School with an increase in understanding of education 4.0 knowledge as much as 63 percent of starting knowledge. It is hoped that this activity can be an alternative to solving challenges linked to the implementation of education 4.0 at Muhamamdiyah Ajibarang Middle School as an effort to build a roadmap for making Indonesia 4.0.

Identifikasi Kesalahan dalam Asesmen Metode Numerik Anton Jaelani; Lukmanul Akhsani
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 15, No 2 (2022): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v15i2.40512

Metode numerik merupakan mata kuliah wajib pada program studi pendidikan matematika. Identifikasi hasil asesmen metode numerik diperlukan sebagai refernsi penting untuk memperbaiki pembelajaran di waktu yang akan datang. Tujuan dari penelitian ini adalah mendeskripsikan kesalahan-kesalahan mahasiswa dalam menjawab soal-soal metode numerik. Jenis penelitian ini adalah penelitian kualitatif. Subyek dipilih dengan cara purposive sampling. Data diambil dengan data tes, dokumentasi dan catatan lapangan. Analisisnya menggunakan triangulasi, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesalahan-kesalahan tersebut adalah tidak memahami materi, jawaban tidak lengkap, tidak menuliskan dengan benar, kesalahan dalam menerapkan rumus, kesalahan penghitungan, kesalahan penentuan selang terpilih, kesalahan menghitung, dan kesalahan input data. Selain itu, mahasiswa juga rawan dalam melakukan kesalahan penghitungan pada akhir-akhir iterasi.

Development of Numerical Method Course Modules Based on Creative Thinking Ability Lukmanul Akhsani; Anton Jaelani; Agung Purwo Wicaksono
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 6 No 2 (2022): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

The Numerical Method is one of the introductory courses that are useful for students to understand mathematics better. However, the reality on the ground is that students do not understand the material in this course and only use problem-solving methods without understanding its meaning. This research is development research. This research aims to describe the results of the numerical method course module's development, efficiency and effectiveness based on creative thinking. This study uses a modified Thiagarajan development model in three stages: the define, design, and developing stages. This research was conducted with the subjects of fourth-semester students who took the Numerical Method course in the mathematics education study program at the Muhammadiyah University of Purwokerto. This research produces a product from a numerical method course module. Based on the analysis results at the define stage, students still do not interpret the material in the numerical method course, so their creative thinking skills tend to be poorly trained. At the design stage, the module is prepared by training students with creative thinking skills. Finally, at the development stage, the module is validated and tested in the numerical method course. The validation results state that the module is valid and can be used with minor revisions. Furthermore, after being tested, the students' responses were found to be in good criteria, meaning that the module was constructive for students. Then, the results of the creative thinking ability test stated that the results of the creative thinking ability test of students who used the development result module experienced mastery learning. Based on these results, it is concluded that the numerical method course module based on creative thinking skills is valid, practical and effective. Keywords: development, numerical method, creative thinking.

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