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All Journal Jurnal Pendidikan Matematika Journal on Mathematics Education (JME) Jurnal Inovasi Pendidikan IPA Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) International Journal on Emerging Mathematics Education Jurnal Basicedu ALGORITMA : Journal of Mathematics Education Hipotenusa : Journal of Mathematical Society Jurnal Pendidikan dan Kebudayaan Jurnal Basicedu Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang JNPM (Jurnal Nasional Pendidikan Matematika) EDUKASI
Kadir, Kadir
UIN Syarif Hidayatullah Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS KEMAMPUAN PROBLEM POSING MATEMATIS SISWA DALAM PEMBELAJARAN MODEL KOOPERATIF NHT Kadir Kadir; Munawir Sadzali
ALGORITMA: Journal of Mathematics Education Vol 1, No 1 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i1.11683

Abstract

Tujuan dari penelitian ini adalah menganalisis pengaruh model pembelajaran kooperatif tipe Number Head Together (NHT) terhadap keterampilan problem posing matematis siswa. Penelitian ini dilakukan di SD Al- Zahra Indonesia, untuk tahun akademik 2014/2015. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan Post-test Only Control Group Design, melibatkan 60 siswa sebagai sampel. Untuk menentukan sampel digunakan teknik cluster random sampling. Pengambilan data menggunakan instrumen seperti tes esai tertulis. Keterampilan problem posing matematis siswa yang mengajar dengan model pembelajaran kooperatif tipe Number Head Together (NHT) lebih tinggi daripada keterampilan problem posing matematis siswa yang diajarkan dengan model pembelajaran klasik (t hitung = 2,01 table t tabel = 2,00 ). Persentase jawaban siswa dari problem posing berdasarkan gambar, tabel dan diagram yang diajarkan dengan model pembelajaran kooperatif tipe Number Head Together (NHT) lebih tinggi daripada siswa yang mengajar dengan model pembelajaran klasik. Kesimpulan hasil penelitian ini bahwa pembelajaran matematika Pecahan dengan model pembelajaran kooperatif tipe Number Head Together (NHT) memiliki pengaruh yang signifikan terhadap keterampilan problem posing matematika siswa.
MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) Catur Budi Pangestu; Kadir Kadir
ALGORITMA: Journal of Mathematics Education Vol 1, No 1 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i1.11686

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model pembelajaran kooperatif tipe Numbered Head Together (NHT) terhadap hasil belajar matematika siswa. Penelitian dilakukan di SDN Ciputat VI pada kelas V. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain penelitian Post Test Only. Hasil belajar matematika siswa diukur dengan menggunakan instrumen tes. Hasil penelitian mengungkapkan bahwa hasil belajar matematika siswa dengan menggunakan model pembelajaran kooperatif tipe Numbered Head Together (NHT) lebih tinggi daripada hasil belajar matematika siswa yang menggunakan pembelajaran konvensional (thitung = 7,49 dan ttabel = 1,67). Dengan demikian model pembelajaran kooperatif tipe Numbered Head Together (NHT) lebih efektif untuk meningkatkan hasil belajar matematika siswa dibanding model pembelajaran konvensional.
PENGEMBANGAN INSTRUMEN DETERMINASI DIRI SISWA DALAM PEMBELAJARAN MATEMATIKA Nurul Fadilah Annisa; Kadir Kadir; Ahmad Dimyati
ALGORITMA: Journal of Mathematics Education Vol 4, No 2 (2022): ALGORITMA Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v4i2.29392

Abstract

The purpose of this research is to develop students' self-determination instruments in learning mathematics. This research is development research with the stages of of define, design, and develop. The research was conducted at a high school in South Tangerang in the 2021/2022 Academic Year involving 368 class XI students as respondents. Data analysis techniques use theoretical validation and empirical validation. Theoretical validation was through expert panelist assessment using the Aiken's V method, while empirical validation was using confirmatory factor analysis techniques. The results of the study revealed: (1) Theoretical validation, obtained 20 valid items with Aiken's V (0.75 - 1.00), p-value <0.05. Empirical validation, obtained 13 out of 20 items declared valid (t-count> 1.96). Reliability is classified as good with Cronbach's Alpha of 0.685, with construct reliability (CR) indicators of autonomy (CR = 0.330), competence (CR = 0.247), and relatedness (CR = 0.714). The self-determination construct model fits the empirical data, with an instrument readability percentage of 95% or very good. (2) Overall self-determination of students in learning mathematics is in the high category (76.23%), consisting of 71.78% autonomous indicators, 73.56% competence, and 81.58% relatedness. There are differences in students' self-determination in learning mathematics in terms of gender, school, major, origin of junior high school, and mother's level of education. The conclusion of this study is that the indicators of autonomy, competence, and relatedness are valid and consistent in measuring students' self-determination in learning mathematics.Tujuan penelitian ini adalah mengembangkan instrumen determinasi diri siswa dalam pembelajaran matematika. Penelitian ini adalah penelitian pengembangan dengan tahapan pendefinisian, perancangan, dan pengembangan. Penelitian dilakukan di suatu sekolah menengah atas di Tangerang Selatan pada Tahun Ajaran 2021/2022 dengan melibatkan 368 siswa kelas XI sebagai responden. Teknik analisis data menggunakan validasi teoretis dan validasi empiris. Validasi teoretis melalui penilaian panelis ahli dengan metode Aiken’s V, sedangkan validasi empiris menggunakan teknik analisis faktor konfirmatori. Hasil penelitian mengungkapkan: (1) Validasi  teoretis, diperoleh 20 butir valid dengan Aiken’s V (0,75 – 1,00), p-value < 0,05. Validasi empiris, diperoleh 13 butir dari 20 butir dinyatakan valid (t-hitung > 1,96). Reliabilitas tergolong baik dengan Cronbach's Alpha sebesar 0,685, dengan construct reliabilty (CR) indikator otonomi (CR = 0,330), kompetensi (CR = 0,247), dan keterkaitan (CR = 0,714). Model konstruk determinasi diri cocok (fit) dengan data empiris, dengan persentase keterbacaan instrumen sebesar 95% atau sangat baik. (2) Secara keseluruhan determinasi diri siswa dalam pembelajaran matematika berada dalam kategori tinggi (76,23%), terdiri dari indikator otonom 71,78%, kompetensi 73,56%, dan keterkaitan 81,58%. Terdapat perbedaan determinasi diri siswa dalam pembelajaran matematika ditinjau dari jenis kelamin, sekolah, jurusan, asal SLTP, dan tingkat pendidikan Ibu. Simpulan penelitian ini adalah bahwa indikator otonomi, kompetensi, dan keterkaitan valid dan konsisten mengukur determinasi diri siswa dalam pembelajaran matematika.  
Penerapan Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Matematika ditinjau dari Minat Belajar Siswa SMP Negeri di Kota Rantepao Baso Intang Sappaile; Nurwati Djaman; Yusem Ba’ru; Kadir Kadir; Muhammad Darwis
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 2 No 2 (2018): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.508 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran discovery learning terhadap hasil belajar matematika ditinjau dari minat belajar siswa. Metode penelitian ini merupakan penelitian eksperimen semu dengan desain 2x2 faktorial. Tempat penelitian dilakukan di SMP Negeri di Kota Rantepao, tahun pelajaran 2014/2015. Populasi penelitian adalah semua siswa kelas tujuh SMP Negeri Rantepao dan sampel diperoleh dengan menggunakan teknik cluster random sampling dengan jumlah anggota sampel sebanyak 78 siswa. Model pembelajaran sebagai variabel bebas, minat belajar sebagai variabel intervening, dan hasil belajar matematika siswa sebagai variabel respon. Model pembelajaran discovery learning digunakan pada kelompok perlakuan, dan model pembelajaran langsung digunakan pada kelompok pembanding. Data dikumpulkan dengan menggunakan instrumen tes hasil belajar matematika dan skala minat belajar dan digunakan ANAVA dua jalan. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran dan minat belajar mempunyai pengaruh terhadap hasil belajar matematika siswa, dan (2) model pembelajaran discovery learning lebih baik daripada model pembelajaran langsung. Kata kunci: model discovery learning, model langsung, minat belajar, hasil belajar matematika siswa. ABSTRACT The major objective of this research was to investigate the effects of applying discovery learning on mathematics achievement in terms of student's learning interest. The research methodology was a quasi-experimental and the design of the research was a 2x2 factorial. The research was conducted in SMP Negeri in Rantepao City in academic year 2014/2015. The population of research was made up of all seventh grade students of SMP Negeri Rantepao from where a sample of 78 students was obtained by using cluster random sampling technique. Learning model as the independent variable, student's learning interest as intervening variable, and mathematics achievement of student as response variable. The treatment class group taught by using Discovery learning model. While the comparison group was taught by Direct Instruction. The data were collected using the mathematics learning test instrument and learning interest scale. The data collected were analyzed with two way ANOVA. The findings showed that: (1) learning model and interest in learning have an effect on student learning outcomes, and (2) Discovery learning model is better than Direct Instruction. Keywords: discovery learning model, direct instruction, student interest, matemathics acievement.
Pemodelan Matematika: Dapatkah Autograph Meningkatkan Representasi Semiotik Matematik Siswa? Afrilia Eka Choiriyaza; Kadir Kadir; Moria Fatma
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 5, No 2 (2021)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1293.231 KB) | DOI: 10.33603/jnpm.v5i2.1210

Abstract

Abstrak. Representasi semiotik matematik merupakan bagian dari representasi matematika yang memegang peranan penting dalam berkomunikasi dan beriinteraksi di era abad digital 4.0.  Penelitian ini bertujuan untuk menganalisis kemampuan representasi semiotik matematik siswa melalui intervensi metode pemodelan matematika berbantuan Autograph. Penelitian dilaksanakan di salah satu sekolah di Tangerang Selatan menggunakan metode kuasi eksperimen dengan randomized control group posttest only design. Sampel sebanyak 64 siswa, kelompok eksperimen 31 siswa dan kelompok kontrol 33 siswa berdasarkan teknik cluster random sampling. Hasil penelitian mengungkap bahwa penggunaan metode pemodelan matematik berbantuan Autograph dapat meningkatkan kemampuan representasi semiotik matematik. Capaian kemampuan representasi semiotik matematik meliputi kemampuan menuangkan gagasan dalam bentuk gambar (ikonik), ekspresi matematik (simbolik), dan kata-kata (indeks). Dari ketiganya, peningkatan representasi simbolik lebih baik dibandingkan ikonik dan indeks.Kata Kunci: Pemodelan matematika, Autograph, Kemampuan representasi semiotik matematik
Students' Thinking Process in Solving Mathematical Literacy Problems in Islamic Contexts Ramdani Miftah; Lia Kurniawati; Tatang Herman; Abdul Muin; Kadir Kadir
Jurnal Pendidikan Matematika Vol 17, No 2 (2023)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.17.2.19042.225-246

Abstract

Islamic contexts help stimulate students' mathematical abilities and develop their religious thinking. Therefore, this research aims to describe students' thinking process in solving mathematical literacy problems adapted from PISA questions using Islamic contexts. This research is qualitative-descriptive in nature with the purposive sampling technique used to select the three best teams competing on the National Mathematics Olympiad organized by the Mathematics Education Study Program of UIN Syarif Hidayatullah Jakarta in 2018. Each school level (Islamic elementary school (MI), Islamic junior high school (MTs), and Islamic senior high school (MA)) was represented by a team of 3 students. Data were collected through tests of mathematical literacy in Islamic contexts that matched PISA contexts and through interviews. Then, the data collected were analysed using triangulation techniques. The results showed that the students' thinking process in solving mathematical literacy problems in Islamic contexts was in accordance with Bayer’s thinking process theory. In general, the students already engaged in a thought process starting from information processing to decision-making. In fact, some MTs students had reached the thinking level of analysing relationships, synthesising problems or arguments, and conducting evaluations using several criteria suitable for the MA level. So it can be concluded that he Islamic contexts used in mathematical literacy questions tend to draw students' attention to the problems and help them solve those problems.
Kinerja Guru dan Kompetensi Supervisi Kepala Sekolah di MTsN 2 Pamulang Kadir Kadir; Mi&#039;raj Mi&#039;raj
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 8, NOMOR 1, APRIL 2010
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v8i1.111

Abstract

The research aims to determine whether there is the correlation between the principal’s supervision competence with the teacher’s performances. the research had been held in September to November 2009 at State Islamic Junior High School 2 Pamulang. the research method which has been used is survey by quantitative approach. the technique for finding samples is purposive sampling. the research instruments which have been used are questionnaire instruments by using a likert scale. the result found in the research that there is the correlation between the principal’s supervision competence with the teacher’s performances.
Meningkatan Metakognisi Siswa dalam Pembelajaran Matematika Melalui Asesmen Kinerja Berbasis Masalah dan Model Pembelajaran Kadir Kadir
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 7 No. 3 (2009): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v7i3.121

Abstract

The study was conducted in SMU in Jakarta. There were 120 first grade students as the sample of the study, selected through multistage random sampling. The data were gathered by using a metacognition scale. Data analysis was done by using the two-way analysis of variance. The results of the study are: (1) In general, problem-based performance assessment effects students’ metacognition in mathematics, (2) Learning models affect the students’ metacognition in mathematics; in which the cooperative learning model is more effective in improving the students’ metacognition than the classical learning model, (3) There is an interaction effect between problem-based performance assessment and instructional models. Such interaction show that problem solving performance assessment is more effective in improving students’ metacognition in mathematics if it is combined with cooperative learning model; while problem posing performance assessment is more effective if it is combined with classical learning model.
Co-Authors Abdul Muin Afrilia Eka Choiriyaza Ahmad Dimyati Ardita Agung Asriani Baso Intang Sappaile Catur Budi Pangestu Eva Musyrifah, Eva Fatimah Fatmawati Gusni Satriawati, Gusni Hastri Rosiyanti Ishak Gary Bachtiar Lia Kurniawati Lucyana Lucyana Masani Romauli Helena Marudut Mi&#039;raj Mi&#039;raj Mi'raj Mi'raj Moria Fatma Muhammad Darwis Munawir Sadzali Nurlaela Rahmawati Nurul Fadilah Annisa Nurwati Djaman Putri Utami Ramdani Miftah Rosiyanti, Hastri Roslani Supinah SUHYANTO, OTONG Tatang Herman, Tatang Vina Iasha Yanti Herlanti Yoppy Wahyu Purnomo Yusem Ba’ru Yusriyyah Febriani Putri