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META-ANALISIS PENGARUH ALQURUN TEACHING MODEL TERHADAP KEMAMPUAN MATEMATIS Sugeng Sutiarso
HISTOGRAM: Jurnal Pendidikan Matematika Vol 4, No 2 (2020): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v4i2.711

Alqurun Teaching Model (ATM) is a new learning model that has been implemented in several schools (junior and senior high schools). To ensure that ATM has an influence on mathematical ability, a meta-analysis was carried out by calculating the effect size. This descriptive study aims to analyze the effect size of ATM on students' mathematical abilities. The research subjects were 16 research students mathematics education at Faculty Teacher and Training Education, Lampung University. The research data were obtained through observation of 979 students. Data were analyzed descriptively through 3 simultaneous stages, namely (1) identification/coding of data, (2) calculating effect sizes, and (3) interpreting effect sizes according to certain criteria. The results of data analysis show that (1) the overall effect size of ATM on students' mathematical abilities is 1.00 (high) when compared to the problem based learning model of 0.63 (moderate), discovery learning model of 0.76 (moderate), and a project based learning model of 0.63 (moderate), (2) categorically: (i) ATM is predicted to be better implemented at the SMA level than SMP, (ii) ATM is predicted to be better at using LKPD media than teaching materials and PPT media, and (iii) ATM is predicted to provide higher learning outcomes in understanding concepts than communication, representation, and mathematical problem solving. Based on the results of this analysis, it is concluded that ATM can be used as an alternative to the mathematics learning model in the 2013 curriculum

Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking Haninda Bharata; Sugeng Sutiarso
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers’ self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers’ self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers’ self-efficacy also positively affected the freedom of students’ mathematical thinking.

KETERLAKSANAAN PENERAPAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA (STUDI KASUS SMP BANDAR LAMPUNG) Sugeng Sutiarso
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 8, No 2 (2020): JUNI 2020
Publisher : Universitas Lampung

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

This descriptive study aims to analyze the implementation of the 2013 curriculum in scientific approach to mathematics learning in junior high school. The subjects of this study were four mathematics’ teacher of junior high school in Bandar Lampung. Research data obtained through observation and interviews. The data of this study were analyzed with descriptive statistics that focus on teaching activities in applying scientific approaches, including preliminary, core, and closing activities. Based on the results of data analysis, it can be concluded that the implementation of scientific approach in mathematical learning is 26.1% (low), consists of 20% preliminary activities (low), 8.3% core activities (low), and 50% closing activities (low).http://dx.doi.org/10.23960/mtk/v8i2.pp57-67

ANALISIS KESULITAN MENYELESAIKAN SOAL MATEMATIKA BERKATEGORI HIGHER ORDER THINKING SKILLS (HOTS) PADA MATERI KELILING DAN LUAS LINGKARAN MENURUT TAHAPAN POLYA Ernawati Ernawati; Sugeng Sutiarso
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 13, No 2 (2020): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 13 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

ABSTRACTThe purpose of this study is to identify the difficulties faced by students in solving math problems HOTS category subject to circumference and area of the circle. This research is classified into the type of descriptive research with a qualitative approach. In this study thesubjects researchamounted to 165 students, after going through data reduction, the data was focused on 4 students representing high, medium, and low abilities, to precede the process of observing more deeply the process of the problem based on the Polya stage. Data collection techniques in this study were observation, tests, and interviews. In this study, the authors used persistence observation and data triangulation techniques. Based on the results and discussion of the study showed that 63.64% of students had difficulty understanding the problem, 71.52% of students had difficulty thinking of a plan, 80% of students had difficulty implementing the plan, and 84.85% of students had difficulty reviewing. Difficulty factor in solving mathematical problems categorized HOTS in the circumference and area of the circle is that students do not understand what is called a problem, students are not able to absorb information properly, students do not understand the material fully, weaknesses in the concept of prerequisites possessed by students, lack of experience in working HOTS math problems, lack of experience of students in doing story material, and students are not careful and thorough in the process. Keywords: HOTS Problem, Polya theory, circumference and area of circle ABSTRAKTujuan dari penelitian ini adalah untuk mengidentifikasi kesulitan-kesulitan yang dihadapi siswa dalam menyelesaikan soal matematika berkategori HOTS pokok bahasan Keliling dan Luas Lingkaran. Penelitian ini digolongkan dalam jenis penelitian deskriptif dengan pendekatan kualitatif. Dalam penelitian ini subyek penelitiannya berjumlah 165 siswa, setelah melalui reduksi data maka data difokuskan pada 4 siswa yang mewakili kemampuan tinggi, sedang, dan rendah, untuk mendahului proses mengamati lebih dalam pada proses pengerjaan soal berdasarkan tahapan Polya. Teknik pengumpulan data dalam penelitian ini adalah Observasi, tes, dan wawancara. Dalam penelitian ini, penulis menggunakan teknik pengamatan kegigihan dan triangulasi data. Berdasarkan hasil dan pembahasan penelitian menunjukkan bahwa 63,64% siswa mengalami kesulitan mengerti terhadap masalah, 71,52% siswa mengalami kesulitan pemikiran suatu rencana, 80% siswa mengalami kesulitan pelaksanaan rencana, dan 84,85% siswa mengalami kesulitan peninjauan kembali. Faktor kesulitan dalam menyelesaikan soal matematika berkategori HOTS pada materi keliling dan luas lingkaran adalah siswa belum memahami apa yang disebut masalah, siswa tidak mampu menyerap informasi dengan baik, siswa tidak memahami materi sepenuhnya, kelemahan konsep prasyarat yang dimiliki oleh siswa, kurangnya pengalamanoal matematika berkategori HOTS, kurangnya pengalaman siswa dalam mengerjakan materi pelajaran cerita, dan siswa tidak cermat dan teliti dalam proses pengerjaan. Kata Kunci: Soal HOTS, Polya teori, keliling dan luas lingkaran

MENGAPA SULIT MENYELESAIKAN SOAL PECAHAN 2/a+3/b= 2/3 ? Sugeng Sutiarso
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dan guru dalam menyelesaikan soal pecahan, dan mengetahui penyebab sulitnya menyelesaikan soal pecahan tersebut. Subjek penelitian terdiri dari 40 mahasiswa pendidikan matematika dan 30 guru matematika yang berasal dari kota/kabupaten di Propinsi Lampung. Data penelitian dikumpulkan melalui tes dan wawancara. Wawancara dilakukan untuk melengkapi data tentang penyebab sulitnya menyelesaikan masalah pecahan. Data penelitian dianalisis secara deskriftif. Hasil penelitian menyimpulkan bahwa (1) kemampuan mahasiswa dan guru dalam menyelesaikan soal pecahan berada pada level kurang, cukup, dan baik, dan (2) penyebab sulitnya mahasiswa dan guru menyelesaikan soal pecahan tersebut adalah sulitnya menyelesaikan soal dengan variabel lebih banyak daripada persamaan, memisahkan variabel x dan y pada sisi berbeda, dan tidak mendapatkan solusi bulat (real/imaginer). Selain itu, diperoleh temuan penting pada penelitian ini, yaitu masih kelemahan/kekurangan dalam memodifikasi bentuk aljabar, mencari berbagai alternatif penyelesaian soal, dan memisahkan dua variabel (x dan y). Kepada mahasiswa dan guru disarankan memahami konsep dan operasi pecahan lagi, serta melatih diri untuk kritis dan kreatif menyelesaikan soal pecahan. AbstractThis study aims to describe the ability of students and teachers to solve fraction problems, and find out why students or teachers are difficult to solve these problems. The research subjects consisted of 40 mathematics education students and 30 mathematics teachers from cities/districts in Lampung Province. Research data were collected through tests and interviews. Interview to complete the difficulty of solving the problem of fraction. The research data were analyzed descriptively. The results of the study concluded that (1) the ability of students and teachers to solve fraction questions is at a level that is lacking, sufficient, and good, and (2) the reason why it is difficult for students and teachers to solve the fraction problem is the difficulty of solving problems with more variables than quations,separating variables x and y on different sides, and not getting a round solution (real/imaginer). In addition, important findings obtained in this study, namely still weaknesses / deficiencies in modifying the form of algebra, looking for various alternative solutions to the problem, and separating the two variables (x and y). For students and teachers are advised to understand fraction concepts and operations again, and train themselves to critically and creatively solve fraction problems.

Analysis of Students' Thinking Ability in Discovery Learning-Based Worksheets to Improve Mathematical Problem-Solving Ability Eva Fitriani Sari; Sugeng Sutiarso; Sri Hastuti Noer
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.3147

Problem-solving ability is essential in the process of learning mathematics. Looking at students' mathematical problem-solving abilities, which can be seen from the learning outcomes, are still less than the expected average. One of the efforts that can be made to improve students' problem-solving skills is to develop Discovery Learning-based worksheets. This study analysed students' thinking skills to improve their mathematical problem-solving abilities. This study uses a qualitative approach with a case study method that emphasizes real cases. This research was conducted on SMP Negeri 6 Metro class VII students on Quadrilaterals. The research used a purposive sampling technique to study as many as 26 students as subjects. The data analysis process was carried out by describing the results of the analysis of answers in writing and showed the ability to write systematic problem-solving procedures. The study results in show that the developed LKPD is very valid; it can be seen that: (1) the achieving results the high category in the application of the Discovery Learning model, (2) the score of each aspect of problem-solving in mathematics has increased, (3) the final test average score has increased, and (4) the score of each problem-solving indicator in mathematics has increased. This can be seen based on the test, and the results show a significant difference between the average increase in learning outcomes in the experimental class using discovery learning-based worksheets and the control class that does not use discovery learning-based worksheets. So it can be concluded that the developed LKPD based on discovery learning is valid, practical, and effective for improving students' mathematical problem-solving abilities.

Analysis of Students' Thinking Ability in Discovery Learning-Based Worksheets to Improve Mathematical Problem-Solving Ability Eva Fitriani Sari; Sugeng Sutiarso; Sri Hastuti Noer
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.3147

Problem-solving ability is essential in the process of learning mathematics. Looking at students' mathematical problem-solving abilities, which can be seen from the learning outcomes, are still less than the expected average. One of the efforts that can be made to improve students' problem-solving skills is to develop Discovery Learning-based worksheets. This study analysed students' thinking skills to improve their mathematical problem-solving abilities. This study uses a qualitative approach with a case study method that emphasizes real cases. This research was conducted on SMP Negeri 6 Metro class VII students on Quadrilaterals. The research used a purposive sampling technique to study as many as 26 students as subjects. The data analysis process was carried out by describing the results of the analysis of answers in writing and showed the ability to write systematic problem-solving procedures. The study results in show that the developed LKPD is very valid; it can be seen that: (1) the achieving results the high category in the application of the Discovery Learning model, (2) the score of each aspect of problem-solving in mathematics has increased, (3) the final test average score has increased, and (4) the score of each problem-solving indicator in mathematics has increased. This can be seen based on the test, and the results show a significant difference between the average increase in learning outcomes in the experimental class using discovery learning-based worksheets and the control class that does not use discovery learning-based worksheets. So it can be concluded that the developed LKPD based on discovery learning is valid, practical, and effective for improving students' mathematical problem-solving abilities.

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