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<![CDATA[ANALISIS KEMAMPUAN PENALARAN MATEMATIK SISWA MTs PADA MATERI RELASI DAN FUNGSI ]]>
<![CDATA[Ulfa Septiani]]>;
<![CDATA[Fatimah Fatimah]]>;
<![CDATA[Suswigi Suswigi]]>;
<![CDATA[Risma Amelia]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Journal on Education Vol 1 No 3 (2019): Journal On Education, Vol 1, No 3, April, 2019 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v1i3.162
<![CDATA[This study aims to analyze the mathematical reasoning abilities of MTs students in Cimahi City on material relations and functions. This study uses a descriptive method with a qualitative approach. The subjects in this study were 25 grade VIII students in one of the MTs in Cimahi City. Data retrieval is obtained by giving a test of mathematical reasoning abilities as many as 5 essay-shaped items. Based on the results of the data analysis, the total percentage of item number 1 of 9% was classified as very low, the question number 2 of 31% was very low, the question number 3 of 14% was very low, the question number 4 was 1% and very number 5 of 59% is classified as moderate, it can be concluded that the mathematical reasoning abilities of class VIII students in one of the MTs in Cimahi in the material relations and functions are still very low. Then the students' mistakes in completing the problem are 1) lack of understanding of the concepts students have, 2) wrong or not careful in carrying out the calculation process and 3) less careful in reading the questions so the answer is less complete.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa SMPN 1 Cikancung Melalui Pendekatan Kontekstual ]]>
<![CDATA[Mayang Sinta Frestianti]]>;
<![CDATA[Gagan Aditya Fauzan]]>;
<![CDATA[M. Diki Fadilah]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Journal on Education Vol 2 No 1 (2019): Journal On Education, Volume 2 Nomor 1, 2019 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v2i1.276
<![CDATA[This research was conducted at Cikancung 01 Middle School on class VIII triangle material. This research uses the "Quasi-Experiment" method with the researcher accepting what is the sample with a random class. The research aims to determine the differences in students' mathematical creative thinking abilities between classes that use contextual learning and classes that use normal approaches. This study was applied to 25 students in both the experimental and control classes as a sample with the duration of the study consisting of 6 meetings. Based on the posttest data analysis shows that there are significant differences in mathematical creative thinking abilities where students' mathematical creative thinking abilities with the use of contextual approaches are better than classes with ordinary approaches to learning. This is because the use of contextual approaches provides meaningful learning by seeing, searching, and exploring objects in real life into mathematics learning.]]>
<![CDATA[MENGANALISIS RESPON SISWA TERHADAP PEMBELAJARAN MATERI PERBANDINGAN DAN SKALA MENGGUNAKAN PENDEKATAN KONTEKSTUAL ]]>
<![CDATA[Yogi Mardianto]]>;
<![CDATA[Lilit Abdul Azis]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 5 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i5.10499
<![CDATA[The purpose of this study was to analyze student responses to comparative and scale learning materials using a contextual approach. In this study using descriptive qualitative research methods. The subjects in this research are seventh grade students of Junior High School in one of the State Junior High Schools in Cianjur Regency. The data collection technique used is through a closed student response questionnaire using a Likert scale in its processing based on the characteristics of the contextual approach. There are 6 indicators with ten positive statements and ten negative statements. The questionnaire data processing technique begins with calculating the frequency of respondents choosing SS (Strongly Agree), S (Agree), TS (Disagree), and STS (Strongly Disagree) on each positive and negative statement. After that, add up the scores for each statement and then take the average percentage so that the student response criteria can be determined. The results of this study indicate that student responses to learning comparative and scale materials using a contextual approach are categorized as positive, with an average score of 83%. This result is very visible during the learning process students are more active, have self-confidence, have high enthusiasm and curiosity. ]]>
<![CDATA[ANALISIS KESULITAN BELAJAR PESERTA DIDIK MELALUI LKPD BERBASIS LIVE WORKSHEETS PADA MATERI HIMPUNAN DENGAN PENDEKATAN BERBASIS MASALAH ]]>
<![CDATA[Gina Amanda]]>;
<![CDATA[Rippi Maya]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 5 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i5.10852
<![CDATA[Since online learning began to be implemented, many students have difficulty learning, especially in learning mathematics .The purpose of this study is to describe and analyze of student learning difficulties for class VII students through LKPD based on Live Worksheets of SMP Negeri 2 Cikampek and to examine students' constraints when working on the set of worksheets. Worksheets prepared using a problem-based approach (PBL). This research method uses the description method and the research subjects are 45 students in class VII SMP Negeri 2 Cikampek. The data obtained in the form of student answers and analyzed so that conclusions are obtained in the form of research results.The results of this study indicate that grade VII students of SMP Negeri 2 Cikampek can already distinguish between sets and non-sets, but there are still many students who have difficulty writing set notation. Another obstacle is when using Live Worksheets. .These obstacles include the lack of knowledge of students about e-LKPD, lack of confidence/fear of making mistakes when working through Live Worksheets, pressing the finish button incorrectly when completing the worksheet and obstacles from media/mobile phones that do not support the use of Live Worksheets.]]>
<![CDATA[Faktor-Faktor Kesulitan Belajar Siswa pada Materi Perbandingan dengan Menggunakan Pendekatan Kontekstual ]]>
<![CDATA[Yuni Agnesti]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v10i2.868
<![CDATA[AbstrakMempelajari matematika dianggap sulit oleh mayoritas siswa. Solusinya, peneliti menerapkan sebuah pendekatan pembelajaran kontekstual. Penelitian ini bertujuan untuk menyelidiki faktor-faktor penyebab kesulitan siswa dalam mempelajari materi perbandingan. Penelitian deskriptif kualitatif ini menggunakan instrumen soal cerita berjumlah 3 soal. Subjek penelitian adalah 24 orang siswa yang dipilih secara purposive sampling pada salah satu SMP di Kabupaten Bandung Barat. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian kemudian dianalisis secara deskriptif untuk mencapai tujuan penelitian. Hasil penelitian menunjukkan bahwa siswa SMP Pasundan Rongga belum sepenuhnya mencapai target yang diharapkan. Siswa masih banyak yang mengalami kesulitan untuk menyelesaikan soal cerita. Kesulitan siswa yang dominan dapat dikategorikan ke dalam tiga bentuk, yaitu kurangnya pemahaman konsep, tergesa-gesa menyelesaikan soal, dan kurangnya memahami soal. Berdasarkan hasil wawancara, penyebab kesulitan tersebut karena siswa belum terbiasa diberikan soal berbentuk cerita. Soal cerita perlu lebih sering diberikan kepada siswa guna menambah pengalaman belajarnya. AbstractLearning mathematics is considered difficult by the majority of students. The solution, researchers apply a contextual learning approach. This study aims to investigate the factors that cause students' difficulties in studying comparative material. This qualitative descriptive study used three-story questions as instruments. The research subjects were 24 students who were selected by purposive sampling at one of the junior high schools in West Bandung Regency. Data collection was carried out using tests and interviews. The research results were then analyzed descriptively to achieve the research objectives. The results showed that the students of SMP Pasundan Rongga had not fully achieved the expected targets. There are still many students who have difficulty solving story questions. The students' dominant difficulties can be categorized into three forms, namely a lack of understanding of the concept, rushing to solve the problem, and a lack of understanding the problem. Based on the results of the interview, the cause of the difficulty was because students were not used to being given questions in the form of stories. Story questions need to be given to students more often in order to increase their learning experience.]]>
<![CDATA[Penerapan Pendekatan Kontekstual dalam Menyelesaikan Soal Cerita pada Materi Perbandingan dan Skala terhadap Siswa SMP ]]>
<![CDATA[Yuni Agnesti]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v9i2.748
<![CDATA[AbstrakPenelitian ini dilatarbelakangi oleh pembelajaran yang kurang terhubung dengan kehidupan nyata, sehingga siswa kurang paham dengan pembelajaran. Penyebabnya adalah karena cara mengajar guru yang masih terlalu berpatokan pada buku pelajaran. Solusinya, peneliti menerapkan model pembelajaran pendekatan kontekstual. Pendekatan Kontekstual merupakan pendekatan dengan konsep belajar yang mengaitkan materi dengan kehidupan nyata. Jenis penelitian ini adalah penelitian kualitatif. Tujuan penelitian adalah untuk mengetahui penerapan pendekatan kontesktual terhadap siswa kelas VIII SMP terhadap materi perbandingan dan skala. Sampel penelitian yaitu siswa kelas VIII A SMP Pasundan Rongga 2019/2020. Instrumen penelitian adalah soal tes berbentuk uraian dan pedoman wawancara. Penelitian mengacu pada, siswa dapat menyelesaikan soal cerita dengan langkah-langkahnya, siswa mengerjakan sesuai intruksi.Hasil analisis data wawancara, bahwa penerapan pendekatan kontekstual terhadap siswa kelas VIII SMP Pasundan Rongga masih mengalami kesulitan dalam menyelesaikan soal cerita. AbstractThis research is motivated by learning that is less connected to real life, so students lack an understanding of learning. The reason is because of the way to teach teachers who still rely too much on textbooks. The solution, researchers apply a learning model of contextual approaches. A contextual Approach is an approach to the concept of learning that links material with real life. This type of research is qualitative research. The purpose of this study was to determine the application of the contextual approach to eighth-grade students of SMP on comparison and scale material. The research sample is students of class VIII A, Pasundan Cavity 2019/2020. The instrument in this study was a test item in the form of a description and interview guidelines. Research refers to, students can solve story problems with steps, students work according to instructions. The results of the interview data analysis show that the application of the contextual approach to the eighth-grade students of Pasundan Rongga Middle School still had difficulty in completing story questions.]]>
<![CDATA[MENGANALISIS KEMAMPUANKONEKSI MATEMATIS PADA MATERI BANGUN DATAR SISWA SMPN DI BANDUNG BARAT ]]>
<![CDATA[Nursafitri Nursafitri]]>;
<![CDATA[Novia Handayani]]>;
<![CDATA[Mayasari Mayasari]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 2 No. 3 (2018): December 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v2i3.175
<![CDATA[Penelitian ini bertujuan untuk menganalisis kemampuan koneksi matematis siswa dalam menyelesaikan masalah dengan cara mengaitkan konsep. Analisis koneksi matematik ini diperoleh dari tes instrument kemampuan koneksi matematik siswa yang diberikan kepada siswa sekolah menengah pertamayang berdasarkan indikator 1) Menggunakan koneksi antar topik matematika dengan topik lain. 2) Mencari hubungan berbagai representasi atau gambaran, konsep dan prosedur. 3) Menggunakan matematika dalam bidang studi lain atau kehidupan sehari-hari. Metode penelitian yang digunakan adalah metode kualitatif-deskriptif. subjek penelitian ini adalah 21 siswa kelas VIII B salah satu SMPN di Bandung Barat . Hasil dari penelitian ini menunjukan bahwa yang termasuk kedalam kategori paling rendah yaitu terdapat pada indikator ke-1, Indikator ini tergolong rendah karena siswa karena siswa belum mampu menghubungkan antar gambar bangun datar ke-1 dengan gambar bangun datar ke-2, sehingga siswa kebingungan bagaimana cara menyelesaikannya, Karena siswa terbiasa menyelesaikan soal yang terdiri dari 1 topik.]]>
<![CDATA[ANALISIS KESALAHAN PESERTA DIDIK DALAM MENGERJAKAN SOAL MATERI BRSD DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF REGULATED LEARNING ]]>
<![CDATA[Sheilla Zalzabilla Al-Jabar]]>;
<![CDATA[Risma Amelia]]>;
<![CDATA[Eva Dwi Minarti]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 6, No 3 (2023): Mei ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v6i3.17350
<![CDATA[The purpose of this research is to analyze students' mistakes when working on material problems on flat sided geometric shapes in terms of mathematical problem solving abilities and self-regulated learning. The method used in this research is descriptive analysis method. The data collection technique was taken by giving questions about the mathematical problem-solving ability of the flat-sided geometric material to students and a non-test instrument in the form of a self-regulated learning questionnaire. This research was conducted on 23 students at SMP Negeri 5 Cipongkor, class IX. The results of the study showed that there were students' errors in working on BRSD material questions based on indicators of mathematical problem solving ability; 1) identify the elements that are known, asked, and the adequacy of the required elements, 2) formulate mathematical problems or develop mathematical models, 3) apply strategies to solve various problems within or outside mathematics, 4) explain or interpret the results according to the initial problems, 5) use mathematics meaningfully.]]>
<![CDATA[Pencapaian Kemampuan Pemecahan Masalah Matematik Siswa SMP dengan Menggunakan Pendekatan Open Ended dan Saintifik ]]>
<![CDATA[Risma Amelia]]>;
<![CDATA[Siti Chotimah]]>
<![CDATA[ Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 1 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang ]]>
Publisher : <![CDATA[Urogram Studi Pendidikan Matematika, Universitas IVET ]]>
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DOI: 10.31331/medivesveteran.v4i1.965
<![CDATA[Tujuan dari penelitian ini adalah untuk menelaah pencapaian kemampuan pemecahan masalah matematik siswa SMP yang pembelajarannya menggunakan pendekatan open ended. Subjek Penelitian ini adalah seluruh siswa SMP kelas VIII yang ada di Kabupaten Bandung, sebagai sampelnya ialah salah satu sekolah yang ada di Kabupaten Bandung, kelas VIII A sebagai kelas eksperimen yang memperoleh perlakuan dengan pendekatan open ended dan kelas VIII B sebagai kelas kontrol yang mendapatkan perlakuan dengan pendekatan saintifik. Metode penelitian yang digunakan yaitu metode kuasi eksperimen dengan desain pretes and postes. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan pemecahan masalah matematik berjumlah 5 butir soal uraian. Data diperoleh dari hasil pretes dan postes kemudian diolah dengan menggunakan software microsoft excel. Hasil penelitian menunjukan bahwa pencapaian kemampuan pemecahan masalah matematik siswa yang pembelajarannya menggunakan pendekatan open ended lebih baik dibandingkan dengan yang pembelajarannya menggunakan pendekatan saintifik. Kata kunci: kemampuan pemecahan masalah, pendekatan open ended, pendekatan saintifik. ABSTRACT The aim of this study is to examine the achievement of mathematical problem-solving abilities of junior high school students whose learning uses the open-ended approach. The subjects of this study were all eighth-grade junior high school students in Bandung regency, the sample was one of the schools in Bandung regency, class VIII A as an experimental class that received treatment with an open-ended approach and class VIII B as a control class that received treatment with a scientific approach. The instrument used in this study was in the form of a test of mathematical problem-solving abilities totaling 5 items of description items. Data obtained from the results of the pretest and posttest are then processed using Microsoft Excel software. The results showed that the achievement of students' mathematical problem-solving abilities for learning using the open-ended approach was better than learning using the scientific approach. Keywords: problem solving abilities, open ended approach, scientific approach.]]>
<![CDATA[ANALISIS KESALAHAN PESERTA DIDIK DALAM MENGERJAKAN SOAL MATERI BRSD DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF REGULATED LEARNING ]]>
<![CDATA[Sheilla Zalzabilla Al-Jabar]]>;
<![CDATA[Risma Amelia]]>;
<![CDATA[Eva Dwi Minarti]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 6, No 3 (2023): Mei ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v6i3.17350
<![CDATA[The purpose of this research is to analyze students' mistakes when working on material problems on flat sided geometric shapes in terms of mathematical problem solving abilities and self-regulated learning. The method used in this research is descriptive analysis method. The data collection technique was taken by giving questions about the mathematical problem-solving ability of the flat-sided geometric material to students and a non-test instrument in the form of a self-regulated learning questionnaire. This research was conducted on 23 students at SMP Negeri 5 Cipongkor, class IX. The results of the study showed that there were students' errors in working on BRSD material questions based on indicators of mathematical problem solving ability; 1) identify the elements that are known, asked, and the adequacy of the required elements, 2) formulate mathematical problems or develop mathematical models, 3) apply strategies to solve various problems within or outside mathematics, 4) explain or interpret the results according to the initial problems, 5) use mathematics meaningfully.]]>
