Articles
<![CDATA[Misconceptions of Elementary School Students about Fractions ]]>
<![CDATA[Fittriyanti, Fittriyanti]]>;
<![CDATA[Zubainur, Cut Morina]]>;
<![CDATA[Anwar, Anwar]]>;
<![CDATA[Novianti, Novianti]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[Misconception is a serious problem in the teaching and learning process, misconceptions experienced by students will result in concept errors at a later stage. So it will affect student learning outcomes. The purpose of this study was to determine the type of misconception about fractions experienced by elementary school students. This study involved 11 students in grade IV of SD Negeri 9 Jangka, 2018/2019 school year consisting of 5 boys and 6 girls. Student misconceptions are identified through diagnostic tests that are reinforced by interviews. The results showed the types of misconceptions experienced by students, among about 1) Students compare two fractions by comparing the numerator with the numerator and the denominator with the denominator, in this case students have a tendency to transfer the concept of natural numbers into fractions. 2) Students have a misunderstanding when the teacher represents fractions on the number line, The teacher explains that the fraction that is on the left has a smaller value than the fraction on the right, so students think that the fraction is left on the problem always has a smaller value]]>
<![CDATA[Teachers’ understanding about the characteristics of realistic mathematics education ]]>
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Rahmi Hayati]]>;
<![CDATA[M Ikhsan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i3.8458
<![CDATA[The application of Realistic mathematics education (RME) in schools has not satisfied. The efforts of educators to help teachers implement RME are an ongoing process, including by providing examples of learning process through the video lessons. This study aims to investigate teacher understanding of the characteristics of RME through watching video lessons. Three elementary school teachers in Aceh, Indonesia, were involved in this research. Data was collected through questionnaires and semi-structured interviews. Data were analyzed descriptively. The results showed that the teacher did not understand three of the five characteristics of RME. Teachers' understanding of real problems is only limited to the use of concrete objects. The teacher could not identify activities on the video about using models or symbols to scaffold students from concrete to more formal knowledge. The teacher also did not realize that the relationship between mathematical concepts can help students understand mathematics well. The implication of this study is that researchers need to guide the teacher design the learning trajectory before watching learning from other teachers. After watching the whole video lessons, the teacher also needs to be moved to identify important events related to the characteristics of RME in the learning in the video. ]]>
<![CDATA[Miskonsepsi Konsep Prasyarat Aljabar Mahasiswa Pendidikan Guru Madrasah Ibtidaiyah ]]>
<![CDATA[Nurlita Nurlita]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Anizar Ahmad]]>;
<![CDATA[Saiman Saiman]]>
<![CDATA[ Didaktik Matematika Vol 3, No 2 (2016): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The concept of algebra prerequisites that must be understood by primary school teachers (SD) including: (1) concept of numbers and numerical operations, (2) the ratio/proportion, and (3) the order of operations. The third prerequisite concept also needs to be understood as a candidate in primary students in elementary uru. Lack of understanding of the concept of preconditions can lead to misconceptions in students. The researchers aim to analyze the misconceptions of what happens to students in primary prerequisite to the concept of algebra. The study involved five students in primary UIN Ar-Raniry. Data obtained through diagnostic tests and interviews so analyzed descriptively qualitative. The results showed that students in primary experiencing misconceptions on the concept of algebra prerequisites are: the concept of fractions, prime numbers, integers, mixed operations, and operations on fractions. The implication of the study is the need for efforts to improve understanding of student teachers, especially students in primary through appropriate measures. ]]>
<![CDATA[Strategi Mengajar Calon Guru yang Mendapat Pendampingan ]]>
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Dazrullisa Dazrullisa]]>;
<![CDATA[Marwan Marwan]]>
<![CDATA[ Didaktik Matematika Vol 4, No 1 (2017): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v4i1.6901
<![CDATA[Abstract. Pedagogical Content Knowledge (PCK) of teachers is an important aspect of professional teachers. PCK teacher originally developed through a process of education at the Institute of Education of Teaching. In addition to theoretical study, during LPTK prospective teachers are also trained through the Training Field Experience (PPL) to gain concrete experience. Assistance for implementing PPL expected to increase PCK prospective teachers. It is for prospective teachers menjembatanikesenjangan understanding of the theory gained with experience gained. The purpose of research is to analyze the strategies of teaching prospective teachers who get assistance and determine the students' understanding is based on the strategy undertaken by prospective teachers. Subjects were a student of Mathematics Education who are conducting PPL and students in the first semester of the academic year 2015/2016 in SMPN 1 Banda Aceh. Data strategy to teach prospective teachers collected through observation of learning activities and interviews of prospective teachers and tests. Data were analyzed based on indicators PCK through the description of the implementation of learning activities prospective teachers. The result showed that the strategy of teaching prospective teachers who receive assistance are already using learning strategy and approach to scientific, it is in choosing the right strategy, the right to choose the context, effective in using time allocation, has designed activities that are appropriate to present the concept of algebra, linking concepts algebra with everyday life in instruction and implementing the learning process in accordance with the design of learning activities. Student understanding based teaching strategies prospective teachers who received student assistance is easy to understand the material and can solve problems that relate to the material.]]>
<![CDATA[Pengenalan Sifat dan Karakteristik Tabung dengan Pendekatan Matematika Realistik ]]>
<![CDATA[Desi Ariani]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 3, No 1 (2016): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The learning process of mathematics, especially the one related to the characteristic of cylinder, at elementary school or at the other higher level of school only required the students to memorize the concept of it without comprehending its meaning. Based on that reason, it is a need to have an appropriate learning approach to help the students in understanding the characteristics of cylinder. This research aims to describe the learning activity of cylinder characteristic by using Realistic Mathematics Education (RME). There were five students of grade V from SDN 3 Sigli who were involved in this study.Byusing the approach, the students were motivated to learn about cylinder characteristics more meaningfully. The use of the appropriate context that matches with the students’ culture also became a strong foundation for them in possessing a meaningful experience toward the material. It also can lead them to have more formal learning experiences (identifying the characteristics of cylinder). There were three kinds of activities that are conducted in the study and were related to introduction the characteristicsof cylinder. They were glueing by using different colour, drawing a tissue place, and unloading the model of the tissue place. The use of concrete objects that relates to the culture of the students to develop their ability in understanding the material of the cylinder was the first step in learning the cylinder volume concept]]>
<![CDATA[Kemampuan Berpikir Kreatif Siswa SMP melalui Model Problem Based Learning ]]>
<![CDATA[Rika Siviani]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Muhammad Subianto]]>
<![CDATA[ Didaktik Matematika Vol 5, No 1 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i1.10125
<![CDATA[Creative thinking ability of students is still low and less attention in the implementation of the learning of mathematics. Some efforts are needed to foster creative thinking ability because of lack of creative thinking ability in the learning of mathematics. One of effort is applying Problem Based Learning (PBL) Model. The purpose of this research was (1) to describe the creative thinking ability of students during the learning process with PBL Model, and (2) to determine the increase of the creative thinking ability of students after implementation of PBL model. This research used mixed methods with concurrent triangulation strategy. Samples were selected by random sampling from all grade 8 students from one of junior high school at Banda Aceh, those were 28 students in class VIII-3. The instrument used to obtain data of the creative thinking ability of students after learning with PBL Model was test and observation. The instrument used to obtain data to determine the increase of the students’ creative thinking ability after learning with the PBL model were pretest and posttest. Test and observations were analyzed by using an assessment rubric of creative thinking abilities with descriptive qualitative method. The result of pretest and posttest were analyzed by statistical tests using t-test. The results showed that the students were creative in solving problems during the learning process with model of PBL. There was increasing creative thinking abilities of students after learning with PBL Model. The implication of this research indicates that creative thinking abilities of students increase through PBL model.]]>
<![CDATA[Kemampuan Komunikasi Matematis Siswa Madrasah Aliyah melalui Model Pembelajaran Kooperatif Tipe Jigsaw ]]>
<![CDATA[Rahmat Rahmat]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Cut Morina Zubainur]]>
<![CDATA[ Jurnal Peluang Vol 7, No 1 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i1.13890
<![CDATA[The ability of mathematical communication is one of the goals of learning in mathematics. communications skills can be defined as the ability in writing, reading, listening, analyzing, interpreting, and evaluating ideas, symbols, terms, and information mathematics. Therefore, it is necessary that relevant learning model to optimize, improve and develop the students' mathematical communication skills. One model of learning is cooperative learning model Jigsaw. The purpose of this study to determine: (1) Is the improvement of communication capabilities mathematical students taught by cooperative learning model Jigsaw better than that taught conventionally, and (2) the interaction cooperative learning model Jigsaw with prior knowledge of students' mathematical communication students. This research is experimental research design pretest-posttest Control Group Design. The population in this study were all students of class XI MAN Peusangan Bireuen district consists of four classes. While the sample is composed of two classes, namely the experimental class and control class taken by random sampling. The instrument used to obtain research data in the form of mathematical communication ability test. The statistical test used to upgrade data mengalisis mathematical communication skills are a test of Anova two lanes. The results showed that the overall improvement of communication capabilities mathematical students taught by cooperative learning model Jigsaw better than students taught by conventional approach. There is no interaction between cooperative learning model Jigsaw with initial ability of students to the students' mathematical communication skills.]]>
<![CDATA[Validitas Lembar Kerja Siswa pada Pembelajaran Pecahan dengan Pendekatan Matematika Realistik Berbantuan Manuskrip Faraidh ]]>
<![CDATA[Sera Delta Tanjung]]>;
<![CDATA[Anizar Ahmad]]>;
<![CDATA[Cut Morina Zubainur]]>
<![CDATA[ Jurnal Peluang Vol 7, No 1 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i1.13515
<![CDATA[Realistic approach is a learning approach that examines topics / concepts of mathematics through contextual problems. The goal is to create a memorable and meaningful learning through experience. This mathematical experience gained from the experience of mathematics. The experience can be obtained from the culture. Etnomatematika is a form of mathematics were influenced or based on the culture that exists in the community, either in the form of religion, artifacts and customs. One etnomatematika that develops in the people of Aceh and close to the students is about science faraidh (the division of the estate). Faraidh etnomatematika utilization of science is in accordance with the purpose of education in Aceh that are nuanced Islamic education as an area that bersyariat Islam. However, etnomatematika-based learning tools that are not available, so it needs to be an effort to help teachers to develop devices based learning etnomatematika. This study aims to determine the process and outcome-based learning software development etnomatematika valid, practical, and effective. The development method used for unmet valid, practical and effective is the method Plomp, which includes the initial assessment phase, the design / prototyping, and assessment. The subjects were a group of junior high school students in grade VIID Al-Fityan IT as a subject limited test and one class graders from junior IT VIIB Al-Fityan Aceh Besar as subjects to test the practicalities and effectiveness of the learning. The results of this study obtained etnomatematika based learning tools that meet the criteria for a valid, practical, and effective.]]>
<![CDATA[Kompetensi Pedagogik Guru Matematika Sekolah Menengah Pertama Negeri Kecamatan Johan Pahlawan Kabupaten Aceh Barat ]]>
<![CDATA[Fakhrul Jamal]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Anizar Ahmad]]>
<![CDATA[ Jurnal Peluang Vol 7, No 2 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i2.13744
<![CDATA[Certification is the process of granting certificates to the teacher to determine the feasibility of a teacher in carrying out her/his duties as agents of school learning. A certificate is provided to educators who have met the requirements of teacher competency test. The results for the West Aceh district showed that it had not reached the standards set by the government. These results did not demonstrate the competence of teachers for each competency. The purpose of this study was to determine the pedagogic competence and professional competence of teachers of mathematics in junior high school Johan Pahlawan sub-district of West Aceh district. Subjects in this study were 11 middle school mathematics teacher at the First State District of Johan Pahalwan West Aceh district. Data were collected through observation and tests. Data were analyzed qualitatively based on indicators of teachers' pedagogical competence and professional competence. The survey results revealed that the pedagogical competence of teachers in preparing lesson plans, implementation of learning and testing were good. Two out of 11 teachers studied had excellent pedagogical competence. In contrast, ten other teachers are still in the category of good, but the test many teachers did not answer the true with an average of fifteen questions that the answer is correct. Professional competence of teachers is still many teachers who are not able to provide answers to the questions given. However, 11 teachers were able to answer very satisfying to items (2), (3), (5), (10) and (11). As for the other as a matter of no one only four teachers who were able to answer correctly, then to question number 10 only three teachers who answered correctly but for a matter that only eight teachers who answered correctly.]]>
<![CDATA[Kemampuan Berpikir Kreatif dan Pemecahan Masalah Siswa melalui Penerapan Model Project Based Learning ]]>
<![CDATA[Rahmazatullaili Rahmazatullaili]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Said Munzir]]>
<![CDATA[ Jurnal Peluang Vol 7, No 1 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i1.13742
<![CDATA[The purpose of the mathematics learning basically to increase three aspects that are how to thinking and reasoning, to developing the ability of problem solving and to developing the ability of communication. But the fact is many students of Madrasah Tsanawiyah in Banda Aceh haven’t got those three aspects, especially to thinking and to solve the problem. It happens because the mathematics learning that teaches by the teacher didn’t implicate the student actively and didn’t give the chance to the student to solve the problem with some ways to solve, so the ability of creative thinking and the problem solving of the students is not optimal. Cause of that implemented the learning which is help the student in develop the idea or the strategy and increase the activity that is the learning of the project based learning model. The purpose of this research is to knowing the ability of creative thinking and problem solving of the student after applying project based learning model comparing with before applying project based learning model and correlation between the ability of creative thinking and problem solving. This research is the experimental research with the research design one-group pretest-postt test group design. Population of this research is the students of Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, and the sample of this research is the students in grade second-eight (VIII-2). Instrumental of this research consisted the test of the ability of creatively thinking and problem solving. Data Analyze does with quantitative using the t-test which is paired samples T-Test to testing the difference of the score that is got by the students before the test and after the test. The result of this research shows that the ability of the creative thinking and problem solving of the student after applying the project based learning model is better than before applying the project based learning model. Besides that, there is the correlation between the creative thinking abilityand problem solving of the student that is learnt through applying the project based learning. The correlation of ability of creative thinking and problem solving is in sufficient category.]]>
