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Improving Students' Mathematics Learning Outcomes with the Geogebra Assisted Active Index Card Match Method at the Third Grade SMP Negeri 3 Kolaka Andi Mariani Ramlan; Evi Safitri; Arbain Arbain; Fitriyani Hali
JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

The aim of the study was to improve the learning outcomes of Mathematics through the Geogebra-assisted Active Index Card Match method for students in class VIIIC of SMP Negeri 3 Kolaka. This type of research is classroom-based action research that is conducted collaboratively between teachers, observers, and researchers with research procedures that include planning, implementation, observation, and reflection. The type of data obtained are quantitative data from the results of learning tests and qualitative data through observation sheets. This research was conducted at SMP Negeri 3 Kolaka from 2 to 28 May 2019 in class VIIIC with a total of 26 students. The results of the study refer to the Minimum Completeness Criteria (KKM), that is, 80% of the students obtained a score of 68. The average score of the initial test results is 49.67. After the evaluation of the first cycle of action, the classic completeness reaches 50.00% (mean value 67.12%). This means that the first cycle of action increased from the daily test results of students. According to the results of the second cycle of action tests, the classic completeness was 80.77% (the average value was 76.30). It can therefore be concluded that the Geogebra Active Index Card Match assisted learning method can improve the learning outcomes of Mathematics for the students of class VIIIC of SMP Negeri 3 Kolaka.

Analysis of the Difficulty of Mathematical Education Students in Completing the Geometric Running Problem Based on Van Hiele Theory in Geometry Transformation Andi Mariani Ramlan; Fitriyani Hali
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

The purpose of this study was to: (1) finding out the difficulties experienced by mathematics education students in solving geometric reasoning problems based on van Hiele's theory; (2) identifying the factors causing difficulties experienced by students in solving geometric problems based on van Hiele’s theory; and (3) determining the steps that need to be taken to overcome the students' difficulties in solving geometric reasoning problems based on van Hiele's theory in the Transformation Geometry Course. The students' difficulties in solving geometric reasoning problems based on van Hiele's levels will give an idea of the indicators of geometrical reasoning abilities that are still low, so that the right alternative solutions are obtained. This type of research is descriptive research with a qualitative approach. The research subjects were 28 students who programed geometry transformation courses. The instrument in this study was a test instrument, namely geometric reasoning abilities of students as many as 5 questions consisting of 5 levels of ability, namely visualization, analysis, abstraction, formal deduction, and rigor. While the data analysis techniques in this study used descriptive analysis. Collecting data in this study used interview techniques and written tests. The results showed that from the five indicators of geometric reasoning ability, for the visualization level, there were 26 people who achieved the optimal score with a percentage of 92.9. Seen at the level of analysis still not reached optimally with a percentage of 21.4 or only 6 people who achieved the optimal score, while the level of abstraction, formal deduction, and rigor has not been achieved. Difficulties experienced by students at the level of analysis, abstraction, formal deduction, and rigor. The causal factors experienced by students based on the results of interviews obtained information that students have difficulty answering questions due to several things including; students have forgotten about the material being taught, when they learn they understand but are less interested in developing, feel unsatisfied so they expect concrete media, need to be trained in many questions, and follow up to students. From this information, an appropriate alternative is needed, for example using van Hiele's theory to familiarize students with reasoning skills.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; H. Herlina
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

Analysis of Mathematical Problem Solving Ability Viewed from Student Learning Style Helmi Febrina; Fitriyani Hali
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

This study aims to describe mathematical problem solving abilities in terms of student learning styles. This type of research is descriptive qualitative. The subjects of this study consisted of 24 students of class IX SMP Negeri 16 Konawe Selatan. The research instruments used were: (1) mathematical problem solving ability test questions, (2) interviews, (3) learning style questionnaires. The results obtained information that: (1) From 24 students of class IX SMP Negeri 16 Konawe Selatan obtained information that there are 5 students who have high category mathematical problem solving ability with a percentage of 20.83%. There are 2 students who have the ability to solve mathematical problems in the medium category with a percentage of 8.33%. and as many as 17 students with low category mathematical problem solving abilities with a percentage of 70.83%. (2) The unimodal learning style is dominated by the auditory type as many as 8 students with a percentage of 33.33%, then the visual type as many as 2 students with a percentage of 8.33%, and read/write as many as 1 student with a percentage of 4.17%. Meanwhile, the multimodal learning styles identified in the study were bimodal learning styles consisting of 5 students with a percentage of 20.83%, A-R with a percentage of 2 students with a percentage of 8.33%, A-K with 1 student with a percentage of 4.17%, trimodal learning styles with only A-R-K types as many as 2 students with a percentage of 8.33%, and a quadmodal learning style there is V-A-R-K as many as 3 students, with a percentage (12.50%). (3) The mathematical problem solving ability of students with unimodal learning style Visual (V), Auditory (A) is in the low category and the type of Read/write (R) is in the medium category, mathematical problem solving abilities of students with bimodal learning style type A-R and A-K are in the low category while the V-K type is in the medium category, the mathematical problem solving ability of students with trimodal learning style type A-R-K is in the low category, and mathematical problem solving abilities of students with quadmodal learning style are V-A-R-K (visual-auditory-read/write- kinesthetic) is still in the low category.

Analysis of the Difficulty of Mathematical Education Students in Completing the Geometric Running Problem Based on Van Hiele Theory in Geometry Transformation Andi Mariani Ramlan; Fitriyani Hali
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.834

The purpose of this study was to: (1) finding out the difficulties experienced by mathematics education students in solving geometric reasoning problems based on van Hiele's theory; (2) identifying the factors causing difficulties experienced by students in solving geometric problems based on van Hieleâ€™s theory; and (3) determining the steps that need to be taken to overcome the students' difficulties in solving geometric reasoning problems based on van Hiele's theory in the Transformation Geometry Course. The students' difficulties in solving geometric reasoning problems based on van Hiele's levels will give an idea of the indicators of geometrical reasoning abilities that are still low, so that the right alternative solutions are obtained. This type of research is descriptive research with a qualitative approach. Â The research subjects were 28 students who programed geometry transformation courses. The instrument in this study was a test instrument, namely geometric reasoning abilities of students as many as 5 questions consisting of 5 levels of ability, namely visualization, analysis, abstraction, formal deduction, and rigor. While the data analysis techniques in this study used descriptive analysis. Collecting data in this study used interview techniques and written tests. The results showed that from the five indicators of geometric reasoning ability, for the visualization level, there were 26 people who achieved the optimal score with a percentage of 92.9. Seen at the level of analysis still not reached optimally with a percentage of 21.4 or only 6 people who achieved the optimal score, while the level of abstraction, formal deduction, and rigor has not been achieved. Difficulties experienced by students at the level of analysis, abstraction, formal deduction, and rigor. The causal factors experienced by students based on the results of interviews obtained information that students have difficulty answering questions due to several things including; students have forgotten about the material being taught, when they learn they understand but are less interested in developing, feel unsatisfied so they expect concrete media, need to be trained in many questions, and follow up to students. From this information, an appropriate alternative is needed, for example using van Hiele's theory to familiarize students with reasoning skills.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; H. Herlina
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.842

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

THE EFFECT OF APPLICATION OF PROBLEM BASED LEARNING AGAINST PROPORTIONAL REASONING ABILITY BASED ON VOCATIONAL STUDENTS’ ACHIEVEMENT MOTIVATION Fitriyani Hali
JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v1i2.49

Proportional reasoning abilities of students is still relatively low, as seen from the student is unable to determine strategy which was to solve the problem of disproportionate and students cannot identify relationships that existed at the multiplication of proportional reasoning problems. So the purpose of this study was to: (1) Know the difference effect of the application of the model problem based learning and conventional learning models to proportional reasoning abilities of students; (2) Know the difference effect of the application of the model problem based learning and conventional learning models to special proportional reasoning abilities of students who have high achievement for motivation, medium, and low. The population in this study was all class XI student of SMK Tunas Husada Kendari. The sampling technique inthe study was to directly take the sample without any randomization task because the parameter or population was not homogeny. The treatment and control class were determined based on the number of sample taken and divided in half and half. The results of the analysis of descriptive and inferential analysis using two different test Mean of data of N-gain for proportional reasoning abilities of students can be concluded that: (1) 88.24% of students who have high proportional reasoning ability and 11.767% of students who have the proportional reasoning ability was once taught by learningproblem based learning; (2) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning abilities of students; (3) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning ability, good students with high achievement motivation, medium or low.

Analysis of the Difficulty of Mathematical Education Students in Completing the Geometric Running Problem Based on Van Hiele Theory in Geometry Transformation Andi Mariani Ramlan; Fitriyani Hali
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.834

The purpose of this study was to: (1) finding out the difficulties experienced by mathematics education students in solving geometric reasoning problems based on van Hiele's theory; (2) identifying the factors causing difficulties experienced by students in solving geometric problems based on van Hiele’s theory; and (3) determining the steps that need to be taken to overcome the students' difficulties in solving geometric reasoning problems based on van Hiele's theory in the Transformation Geometry Course. The students' difficulties in solving geometric reasoning problems based on van Hiele's levels will give an idea of the indicators of geometrical reasoning abilities that are still low, so that the right alternative solutions are obtained. This type of research is descriptive research with a qualitative approach. The research subjects were 28 studentswho programed geometry transformation courses. The instrument in this study was a test instrument, namely geometric reasoning abilities of students as many as 5 questions consisting of 5 levels of ability, namely visualization, analysis, abstraction, formal deduction, and rigor. While the data analysis techniques in this study used descriptive analysis. Collecting data in this study used interview techniques and written tests. The results showed that from the five indicators of geometric reasoning ability, for the visualization level, there were 26 people who achieved the optimal score with a percentage of 92.9. Seen at the level of analysis still not reached optimally with a percentage of 21.4 or only 6 people who achieved the optimal score, while the level of abstraction, formal deduction, and rigor has not been achieved. Difficulties experienced by students at the level of analysis, abstraction, formal deduction, and rigor. The causal factors experienced by students based on the results of interviews obtainedinformation that students have difficulty answering questions due to several things including; students have forgotten about the material being taught, when they learn they understand but are less interested in developing, feel unsatisfied so they expect concrete media, need to be trained in many questions, and follow up to students. From this information, an appropriate alternative is needed, for example using van Hiele's theory to familiarize students with reasoning skills.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.842

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

THE INFLUENCE OFINTELLECTUAL INTELLIGENCE AGAINST STUDENTS' ACHIEVEMENTINMATHEMATICS Fitriyani Hali; Muh. Iqbal Heryanto
JME (Journal of Mathematics Education) Vol. 2 No. 1 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i1.263

This study aimed to determine: (1) the level of intellectual intelligence of students. (2) the level of student's mathematics learning achievement. (3) the presence or absence of significant influence of intellectual intelligence on student's mathematics learningachievement. This research was conducted on 12 April until 29 April 2013 which is located at SMP Negeri 2 Wundulako. The population in this study were all students of class VIII SMP Negeri 2 Wundulako Lesson Year 2012/2013 which amounted to 110people, where the samples used by researchers as much as 25% that is 28 people by using random sampling method. Data collection techniques for intellectual intelligence variables using intelligence test results, while for learning achievement variable using the value of report cards. Data analysis techniques used were statistical analysis and inferential statistical analysis. From the results of the study indicated that: (1) No students (0%) had intelligence on intelligent and very intelligent category, 1 student(3.75%) had intelligent intellectual intelligence, 5 students (17,86 %) had intelligent intellectual intelligence, 19 students (67.86%) had moderate intellectual intelligence, 1 student (3.57%) had average intellectual intelligence, 2 students (0% ) had less intellectual intelligence, and no students (0%) had very little intellectual intelligence; (2) The achievement of students' mathematics learning was in good category with the amount of 1 student (3,57%) had high learning achievement of math, 25 students (89,29%) got moderate learning achievement, 2 students 7.14%) got low mathematics learning achievement, and no students (0%) had very low mathematics learning achievement; (3). There was a significant influence between students' intellectual intelligence on mathematics learning achievement of students of grade VIII SMP Negeri 2 Wundulako.

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