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All Journal KADIKMA Jurnal Karya Pendidikan Matematika AlphaMath: Journal of Mathematics Education AL ISHLAH Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika Journal of Natural Science and Integration Formatif: Jurnal Ilmiah Pendidikan MIPA Indonesian Journal of Mathematics Education Delta: Jurnal Ilmiah Pendidikan Matematika Arithmetic : Academic Journal of Math Range : Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Journal of Mathematics Education and Science Journal of Instructional Mathematics MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Tesseract: International Journal of Geometry and Applied Mathematics
Zuida Ratih Hendrastuti
Pendidikan Matematika, Universitas Tidar
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Analisis Kesalahan Mahasiswa Program Studi Pendidikan Matematika Ditinjau dari Hasil Belajar Mahasiswa pada Mata Kuliah Aljabar Hendrastuti, Zuida Ratih
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2019: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (561.57 KB)

Abstract

Tujuan penelitian ini adalah untuk mengetahui jenis kesalahan yang dialami oleh mahasiswa semester satu program studi pendidikan matematika ditinjau dari hasil belajar mahasiswa pada mata kuliah aljabar di Universitas Tidar Tahun Ajaran 2018/2019. Jenis penelitian ini adalah penelitian deksriptif dengan peserta sebanyak 29 mahasiswa. Teknik pengumpulan data menggunakan metode tes yang berbentuk uraian dan wawancara. Teknik analisis data untuk metode tes dilakukan dengan cara mengidentifikasi kesalahan mahasiswa dan dicari prosentase tiap jenis kesalahan mahasiswa, yang terdiri dari kesalahan konsep, kesalahan menginterprestasi bahasa, kesalahan perhitungan, kesalahan data, dan penyelesaian tidak diperiksa kembali, sedangkan untuk metode wawancara, hasil wawancara ditranskrip dan dianalisis untuk mengetahui penyebab kesalahan mahasiswa dalam belajar mata kuliah aljabar. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa masih melakukan kesalahan dalam memahami konsep aljabar, seperti konsep dasar persamaan kuadrat, konsep dalil sisa, dan konsep persamaan eksponen; kesalahan dalam melakukan perhitungan, seperti kurang teliti (ceroboh); kesalahan dalam menginterprestasikan bahasa, seperti mengubah bahasa sehari-hari ke dalam matematika; dan kesalahan data, seperti mengabaikan data penting yang diberikan dan mengartikan informasi yang tidak sesuai dengan teks yang sebenarnya/ salah menyalin soal.
Pengaruh Model Pembelajaran Teams Games Tournament (TGT) Berbantuan Kahoot terhadap Kemampuan Komunikasi Matematis Siswa Wulandari, Anisa; Hendrastuti, Zuida Ratih; Krisma, Dita Aldila
Journal of Mathematics Education and Science Vol. 7 No. 2 (2024): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/james.v7i2.3026

Abstract

Tujuan penelitian ini yaitu untuk menelaah ketuntasan klasikal kemampuan komunikasi matematis siswa yang diterapkan model TGT berbantuan Kahoot, menelaah ketuntasan klasikal kemampuan komunikasi matematis siswa yang diterapkan model pembelajaran langsung dan menelaah kemampuan komunikasi matematis siswa yang diterapkan model TGT berbantuan Kahoot lebih baik dari model pembelajaran langsung. Metode penelitian ini yaitu quasi experiment dengan teknik cluster random sampling. Sedangkan pengumpulan data dilakukan dengan observasi, wawancara, tes serta dokumentasi. Didapatkan hasil dari penelitian ini yaitu kemampuan komunikasi matematis siswa yang diterapkan model pembelajaran TGT berbantuan Kahoot dan kemampuan komunikasi matematis siswa yang diterapkan model pembelajaran langsung mencapai ketuntasan klasikal sebesar 90%. Sementara itu kemampuan komunikasi matematis siswa yang diterapkan model pembelajaran TGT berbantuan Kahoot lebih baik dibandingkan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran langsung dengan nilai t_hitung = 2,230 > t_tabel = 1,671.
Development of Mathematics Teaching Materials for Junior High School Based on Etnomathematics Franita, Yesi; Hendrastuti, Zuida Ratih; Pamungkas, Megita Dwi; Chasanah, Aprilia Nurul; Rahmawati, Fadhilah; Adna', Syita Fatih; Wicaksono, Arief Budi
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 2 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v14i2.28002

Abstract

In the world of education is required to be able to equip students with 21st century skills in order to achieve learning goals and be able to compete. One important component that supports learning activities is through teaching materials. Teaching materials will be meaningful if they are related to real life contexts and take advantage of local potentials that exist in the surrounding environment. This study aims to develop ethnomathematics-based mathematics teaching materials for junior high school students. This research was a research development. The research stages used refer to the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Based on the needs analysis of teaching materials that has been carried out in the first year of research, students need ethnomathematical-based teaching materials. The type of development research used in this research was intended to produce mathematics teaching materials, in the form of e-modules, based on ethnomathematics for junior high school students, especially on the material of flat-sided geometry. Data collection techniques used validation sheets, questionnaires, and test instruments. Data analysis in this study was carried out with the aim of getting an overview of the e-modules of good quality, namely meeting the aspects of validity, practicality, and effectiveness. The results of data analysis showed that based on the aspect of validity, the module was included in the very valid category, based on the student response questionnaire the module was practical and the posttest results showed that learning with the module was effective.
Analysis of The Need for The Development of Ethnomathematics-Based Teaching Materials for Junior High School Students Chasanah, Aprilia Nurul; Wicaksono, Arief Budi; Rahmawati, Fadhilah; Pamungkas, Megita Dwi; Franita, Yesi; Hendrastuti, Zuida Ratih; Gunawan, Gunawan
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 2, November 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i2.23414

Abstract

This research aims to analyze the ethnomathematics-based mathematics teaching materials for junior high school students. This analytical research uses a descriptive qualitative method. The subjects are junior high school mathematics teachers and students in Magelang. The objects include teachers’ and students’ responses to teaching materials and the learning process. The data are collected using a questionnaire sheet, observations, and interviews. The data are analyzed using the Miles-Huberman Interactive Analysis, which consists of data reduction, presentation, and conclusion. The results show that (1) teaching materials are available for the learning process; (2) teaching materials often used are textbooks and videos; (3) all teaching materials follow core (KI) and essential competencies (KD); (4) the students find it challenging to understand the materials contained in the available teaching materials; (5)the teaching materials need to be improved by providing concrete examples; (6) ethnomathematics-based learning models have not been implemented optimally, and; (7) the students agree to the development of ethnomathematics-based textbooks as the learning resources which makes them easier to understand the materials. The results of literature and field studies show that students need ethnomathematical-based teaching materials to improve their understanding. The cultural products that will be used in this research are the products of Magelang culture.
Development of Interactive Multimedia Based on ISpring Suite with Corrective Feedback to Improve Student’s Conceptual Understanding Ability Fajar Kurnia Awala; Yesi Franita; Zuida Ratih Hendrastuti
RANGE: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2024): Range Juli 2024
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v6i1.5520

Abstract

The ability to understand mathematical concepts are one of the abilities that must be achieved. Based on the results of the initial test, the conceptual understanding ability of class IX students at one of schools in Magelang are relatively low. The aim of this research was to produce iSpring Suite-based learning multimedia products with valid, practical and effective corrective feedback in improving students' concept understanding abilities. The research belongs to research and development using the Borg and Gall model. The results of the validity test were 88.44% by material experts in the "very valid" category, and 80.77% by multimedia experts in the "very valid" category. The results of the practicality test were based on the results of the student response questionnaire with an average score percentage of 90% in the "very practical" category, then based on the teacher response questionnaire with a percentage of 88% in the "very practical" category, and based on learning implementation questionnaire, the score was 93.33% with the "very good" category. The results of the test involving 32 students based on the N-Gain were 0.71 in the high improvement category, and the Wilcoxon test obtained Z = -4.941. So, interactive multimedia based on ISpring Suite with Corrective Feedback are valid, practical and effective to improve junior high school students' concept understanding skills in quadratic equation material.
THE EFFECT OF THE STAD LEARNING MODEL WITH THE RME APPROACH ON THE MATHEMATICAL REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS FLAT SIDE SPACE BUILDING MATERIALS Pandega, Siwi Nur; Hendrastuti, Zuida Ratih; ‘Adna, Syita Fatih
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 2 (2024): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v2i2.34

Abstract

This study aims to analyze the classical mastery of mathematical reasoning abilities in the STAD learning model with the RME approach and the direct learning model. Another goal is to analyze the comparison of mathematical reasoning abilities with the STAD learning model and the RME approach with the direct learning model. This is a quantitative study with a quasi-experimental design in the form of a posttest-only control design. The population is class VIII students of SMPN 3 Mertoyudan. Using the cluster random sampling technique, two classes were obtained as research samples, with class VIII C consisting of 32 students as the experimental class and class VIII D consisting of 26 students as the control class. The data analysis technique used is the Z test and the independent sample T test. The test results with the Z test, in the experimental class and control class, is accepted, meaning that the two classes have completed classically. The test results with the T test in both classes, obtained    then is rejected meaning that there is a difference in the mathematical reasoning abilities of the experimental class and control class students. After further analysis, the average value of the experimental class was while the average value of the control class was. Based on the results of the study, it can be concluded that: 1) the mathematical reasoning abilities of students who apply the STAD learning model with the RME approach achieve classical mastery; 2) the mathematical reasoning abilities of students who apply direct learning models achieve classical mastery; and 3) the mathematical reasoning abilities of students who apply the STAD learning model with the RME approach are better than students who apply the direct learning model.
Pengaruh Model Pembelajaran Missouri Mathematic Project (MMP) Berbantuan Geogebra terhadap Kemampuan Pemecahan Masalah Matematika Siswa Sariputta, Arya Dhamma; Hendrastuti, Zuida Ratih; Nurjanah, Arifta
MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Vol. 6 No. 1 (2025): MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/mathlocus.v6i1.4470

Abstract

Tujuan penelitian adalah untuk menganalisis pencapaian ketuntasan kemampuan pemecahan masalah matematika siswa dengan menggunakan model pembelajaran Missouri Mathematics Project (MMP) berbantuan Geogebra secara klasikal dan untuk menganalisis kemampuan pemecahan masalah matematika siswa dengan model pembelajaran Missouri Mathematics Project (MMP) berbantuan Geogebra dibandingkan siswa yang menerima model pembelajaran langsung pada materi Teorema Pythagoras. Metode penelitian menggunakan kuantitatif dengan desain eksperimen semu yaitu pretest-posttest control group design. Populasi dalam penelitian ini adalah siswa kelas VIII semester genap di salah satu SMP Negeri di Kabupaten Magelang, Jawa Tengah. Terdapat kelas eksperimen dan kelas kontrol yaitu kelas VIII C dan VIII H. Pemilihan sampel menggunakan cluster random sampling. Pengambilan data menggunakan observasi, wawancara, tes, dan angket. Uji hipotesis pertama dengan uji proporsi diperoleh  Zhitung = 0,210 kurang dari sama dengan Ztabel = -1,645  sehingga H0 diterima. Pada pengujian hipotesis kedua menggunakan uji  Independent Sample t-Test diperoleh  Thitung = 2,167 kurang dari Ttabel = 2,001 sehingga H0 ditolak. Hasil penelitian ini adalah kemampuan pemecahan masalah matematika siswa dengan menerapkan model pembelajaran Missouri Mathematic Project (MMP) berbantuan Geogebra  mencapai ketuntasan secara klasikal. Lebih lanjut, kemampuan pemecahan masalah siswa yang diajarkan dengan model pembelajaran Missouri Mathematic Project (MMP) berbantuan Geogebra lebih baik dibandingkan siswa yang diajarkan dengan model pembelajaran langsung.
Pengaruh Model Pembelajaran Realistic Mathematics Education (RME) Berbantuan LKPD terhadap Kemampuan Koneksi Matematis pada Materi Bangun Ruang Sisi Datar Adawiyah, Sherla Salsabila; Hendrastuti, Zuida Ratih; Franita, Yesi
MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Vol. 4 No. 2 (2023): MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/mathlocus.v4i2.4223

Abstract

Tujuan penelitian yaitu (1) untuk menganalisis tingkat ketuntasan kemampuan koneksi matematis peserta didik yang diajar menggunakan model pembelajaran RME; (2) untuk menganalisis tingkat ketuntasan kemampuan koneksi matematis peserta didik yang diajar menggunakan model pembelajaran langsung; dan (3) untuk menganalisis perbandingan kemampuan koneksi matematis peserta didik yang diajarkan dengan model pembelajaran RME berbantuan LKPD dengan kemampuan koneksi matematis peserta didik yang diajarkan dengan model pembelajaran langsung. Penelitian ini memakai pendekatan penelitian kuantitatif berjenis quasi experiment design berbentuk post-test only control group design dengan populasi penelitian ialah peserta didik kelas VIII SMP Negeri 3 Magelang tahun pelajaran 2022/2023. Sampel dipilih dengan teknik cluster random sampling, dan didapatkan kelas VIII C menjadi kelas eksperimen, sedangkan kelas VIII A menjadi kelas kontrol. Data penelitian didapatkan melalui tes kemampuan koneksi matematis peserta didik. Berdasarkan hasil penelitian, diperoleh bahwa kemampuan koneksi matematis peserta didik di kelas eksperimen mencapai ketuntasan. Sementara kemampuan koneksi matematis peserta didik di kelas kontrol belum mencapai ketuntasan. Sementara itu, rata-rata kemampuan koneksi matematis peserta didik yang menerapkan model pembelajaran RME berbantuan LKPD lebih baik daripada kemampuan koneksi matematis peserta didik yang diajar dengan model pembelajaran langsung.
Pengaruh Model Problem Based Learning Berbantuan LKPD terhadap Kemampuan Berpikir Kritis Matematis Ditinjau dari Self-Efficacy pada Peserta Didik Kelas VIII Adawiyah, Sherli Salsabila; 'Adna, Syita Fatih; Hendrastuti, Zuida Ratih
MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Vol. 4 No. 2 (2023): MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/mathlocus.v4i2.4235

Abstract

Temuan tes kemampuan awal berpikir kritis matematis peserta didik di SMP Negeri 9Magelang yang menghasilkan skor 25,81 dari skor maksimum 100 menjadi pendorong untukpeneliti. Keterlibatan dan keaktifan peserta didik kurang ketika pembelajaran berlangsung.Tujuan penelitian ini untuk mengetahui pengaruh model Problem Based Learning (PBL)berbantuan LKPD terhadap kemampuan berpikir kritis matematis ditinjau dari self-efficacy padapeserta didik kelas VIII. Dalam penelitian ini digunakan pendekatan kuantitatif dengan metodepenelitian quasi experiment design. Variabel bebas pada penelitian ini yaitu model pembelajaran dan self-efficacy, sedangkan variabel terikat penelitian ini yaitu kemampuan berpikir kritis matematis. Sampel yang digunakan dalam penelitian ini sebanyak 62 peserta didik dari kelas VIII C dan kelas VIII D. Analisis data yang digunakan antara lain uji normalitas, uji homogenitas, uji-t, uji anava dua jalan, dan uji pasca anava yaitu uji scheffe. Berdasarkan hasil penelitian diperoleh: (1) kemampuan berpikir kritis matematis peserta didik yang mengikuti pembelajaran dengan model pembelajaran PBL berbantuan LKPD lebih baik daripada peserta didik yang mengikuti pembelajaran pada model pembelajaran langsung; (2) peserta didik dengan self-efficacy kategori tinggi memiliki kemampuan berpikir kritis matematis sama baiknya dengan peserta didik yang memiliki self-efficacy kategori sedang; peserta didik dengan self-efficacy kategori sedang dan tinggi memiliki kemampuan berpikir kritis matematis lebih baik daripada peserta didik yang memiliki self-efficacy kategori rendah; dan (3) tidak terdapat interaksi antara model pembelajaran dan self-efficacy terhadap kemampuan berpikir kritis matematis.
Effectiveness of Problem Based Learning Models Assisted by Worksheets on Students' Critical Thinking Ability Budi, Sulistio; Franita, Yesi; Hendrastuti, Zuida Ratih
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1682

Abstract

This study aims to describe the effectiveness of the Problem Based Learning (PBL) model assisted by worksheet on the critical thinking ability of students. This quasi-experimental study employs the nonequivalent posttest-only control group design with the cluster random sampling technique. The study sample consists of students from classes VII B and VII C in one of the Public Junior High Schools in Magelang, Central Java, Indonesia. The research instruments used are learning tools in the form of worksheet and critical thinking ability tests. The results of this research are; 1) students who are taught using the PBL learning model assisted by worksheet against critical thinking ability are said to be effective by obtaining learning completion has reached 75%, 2) students who are taught using the direct learning model against critical thinking ability are said to be ineffective by obtaining learning completion has not reached 75%, 3) critical thinking ability of learners taught using the worksheet-assisted PBL model more effective than using the direct learning model. This study implies differences in students' critical thinking abilities when comparing the worksheet-assisted PBL learning model to the direct learning model. Education needs to apply appropriate learning models to develop students' critical thinking skills.
Co-Authors 'Adna, Syita Fatih Adawiyah, Sherla Salsabila Adawiyah, Sherli Salsabila Adna', Syita Fatih Aprilia Nurul Chasanah Ariana Dwi Hidayati Arief Budi Wicaksono Bagas Ardiyanto Bella Nurbaiti Purwandini Budi, Sulistio Chasanah, Aprilia Nurul Chasanah, Aprilia Nurul Fadhilah Rahmawati Fadhilah Rahmawati Fajar Kurnia Awala Fina Al Fatikhiah Fitria, Rofiqotul Fitriani, Elis Franita, Yesi Gunawan Gunawan Gunawan Gunawan Khoirun Nisa Asna Krisma, Dita Aldila Lusida Kiswari Lutfi Marfuah Lutvia Nurul Afwah Nur Indah Fauziah Nurizkytha, Ervinna Nurjanah, Arifta Nurvian Santri Alim Pamungkas, Megita Dwi Pandega, Siwi Nur Rahayu, Destia Dwi Rizki Sariningtias Safi'i Rais Saniatun Nafisah Sariputta, Arya Dhamma Setiawan, Rifqi Ahlul Siswanto Siswanto Syita Fatih 'Adna Syita Fatih 'Adna Visi Ornawati Wahyu Prihatiningrum Wulandari, Anisa Yesi Franita ‘Adna, Syita Fatih