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<![CDATA[STUDI KASUS MEDIA PEMBELAJARAN MATEMATIKA BERBASIS POWERPOINT KARYA MAHASISWA SEMESTER 6 PRODI PENDIDIKAN MATEMATIKA UMS ]]>
<![CDATA[Ishartono, Naufal]]>;
<![CDATA[Nurcahyo, Adi]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol 4, No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Lecturer at the Faculty of Education, University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v4i2.6624
<![CDATA[ABSTRAK. Matematika memiliki objek kerja yang bersifat abstrak, oleh karena itu diperlukan sebuah media pembelajaran yang dapat memvisualisasikan objek-objek abstrak dari matematika. Salah satu media visual tersebut adalah PowerPoint. Penelitian ini bertujuan untuk mendeskribsikan kualitas media pembelajaran matematika berbasis PowerPoint yang dikembangkan oleh mahasiswa semester enam Prodi Pendidikan Matematika FKIP UMS. Kriteria yang digunakan dalam menilai kualitas tersebut adalah syarat didaktis, syarak konstruksi dan syarat teknis. Metode yang digunakan dalam penelitian ini menggunakan validasi ahli, deskripsi, dan analisis. Hasil dari penelitian ini adalah bahwa hanya 5% dari total PowerPoint yang dikembangkan oleh mahasiswa memiliki kualitas yang baik. Dari 95% sisanya, mayoritas memiliki kekurangan dalam pemenuhan syarat konstruksi. Dara fakta tersebut, kajian lebih mendalam tentang bagaimana mahasiswa dapat mengembangkan media pembealajaran matematika berbasis PowerPoint yang memiliki kualitas mutu yang baik dipandang perlu untuk dilakukan khusunya pada keterpenuhan syarat konstruksi.]]>
<![CDATA[IMPLEMENTASI PENGGUNAAN MEDIA PEMBELAJARAN ONLINE PADA PEMBELAJARAN DARING MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[Wahyuning Putri Bima]]>;
<![CDATA[Lintang Yanuarita]]>;
<![CDATA[Adi Nurcahyo]]>
<![CDATA[ Buletin Literasi Budaya Sekolah Vol. 3, No. 1, Juli 2021 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.23917/blbs.v3i1.14116
<![CDATA[This study aims to obtain data and information related to the implementation of the use of online learning media in online learning in mathematics. This study uses qualitative research methods through descriptive explanations to find out an overview of the use of online learning media in online mathematics learning. Participants in this study were students of SMP Negeri 1 Juwiring class VIII E, F, G, H and the math teacher in that class. Data collection was carried out by interview, direct observation, learning value, documentation and distributing questionnaires to students. The results of this study are teachers using whatsapp group and google classroom in online learning, unstable internet network, lack of student understanding of the material, and the number of assignments given. Learning online is less effective because the teacher only provides material and assignments. Teachers can increase learning online outcomes with present material through LMS, provide guidance and communication to students in need, and improve teacher skills in learning.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN INTERAKTIF KALKULUS DENGAN WOLFRAM CDF PLAYER PADA KELAS SEMU SCHOOLOGY ]]>
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Nugroho Arif Sudibyo]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i4.3137
<![CDATA[Penggunaan teknologi dengan menerapkan e-learning merupakan hal yang dibutuhkan dalam pembelajaran. Tujuan dari penelitian ini yaitu untuk melihat hasil dari implementasi pembelajaran kalkulus dengan Wolfram CDF ke dalam kelas semu Schoology. Metode perancangan sistem yang digunakan yaitu RAD (Rapid Application Development). Tahapan yang dilakukan meliputi 1) Requirement planning (perencanaan kebutuhan), 2) User design (desain pengguna), 3) Construction (pembangunan sistem), dan 4) Cut over (evaluasi). Teknik pengambilan data yang digunakan berupa observasi, wawancara, dan angket. Subjek penelitian ini yaitu mahasiswa semester satu Program Studi Pendidikan Matematika FKIP UMS tahun ajaran 2018/2019 sebanyak 120 mahasiswa. Hasil dari penelitian ini berupa suatu media pembelajaran interaktif kalkulus dengan kelas semu Schoology. Penerapan teknologi yang dilakukan dengan Wolfram CDF dan Schoology membantu dalam kegiatan pembelajaran. Sebanyak 87 mahasiswa menyatakan media pembelajaran tergolong sangat baik dan 33 mahasiswa menyatakan media pembelajaran tergolong baik. Dengan adanya pembelajaran kelas semu yang digunakan, mahasiswa juga mendapatkan beberapa manfaat lain dalam pembelajaran kelas online diantaranya pemahaman tentang kemampuan informasi dan teknologi. Abstract The use of technology by implementing e-learning is what is needed in learning. The purpose of this study is to see the results of the implementation of calculus learning with Wolfram CDF in the Schoology pseudo-class. The system design method used is RAD (Rapid Application Development). The stages carried out include 1) Requirement planning, 2) User design, 3) Construction and 4) Cutover. The data collection techniques used were observation, interviews, and questionnaires. The subjects of this research were 120 students in the first semester of the Mathematics Education Study Program FKIP UMS academic year 2018/2019. The results of this study were in the form of a calculus interactive learning media with Schoology pseudo-class. The application of technology with Wolfram CDF and Schoology helps in learning activities. A total of 87 students stated that the learning media was very good and 33 students stated that the learning media was good. With the pseudo classroom learning used, students also get several other benefits in online classroom learning including an understanding of information and technology skills.]]>
<![CDATA[STUDI KASUS MEDIA PEMBELAJARAN MATEMATIKA BERBASIS POWERPOINT KARYA MAHASISWA SEMESTER 6 PRODI PENDIDIKAN MATEMATIKA UMS ]]>
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Adi Nurcahyo]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol. 4 No. 2 (2018): November 2018 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v4i2.6624
<![CDATA[ABSTRAK. Matematika memiliki objek kerja yang bersifat abstrak, oleh karena itu diperlukan sebuah media pembelajaran yang dapat memvisualisasikan objek-objek abstrak dari matematika. Salah satu media visual tersebut adalah PowerPoint. Penelitian ini bertujuan untuk mendeskribsikan kualitas media pembelajaran matematika berbasis PowerPoint yang dikembangkan oleh mahasiswa semester enam Prodi Pendidikan Matematika FKIP UMS. Kriteria yang digunakan dalam menilai kualitas tersebut adalah syarat didaktis, syarak konstruksi dan syarat teknis. Metode yang digunakan dalam penelitian ini menggunakan validasi ahli, deskripsi, dan analisis. Hasil dari penelitian ini adalah bahwa hanya 5% dari total PowerPoint yang dikembangkan oleh mahasiswa memiliki kualitas yang baik. Dari 95% sisanya, mayoritas memiliki kekurangan dalam pemenuhan syarat konstruksi. Dara fakta tersebut, kajian lebih mendalam tentang bagaimana mahasiswa dapat mengembangkan media pembealajaran matematika berbasis PowerPoint yang memiliki kualitas mutu yang baik dipandang perlu untuk dilakukan khusunya pada keterpenuhan syarat konstruksi.]]>
<![CDATA[Penguatan Keterampilan Guru dalam Pemanfaatan GeoGebra sebagai Media Pembelajaran Program Linear ]]>
<![CDATA[Christina Kartika Sari]]>;
<![CDATA[Nida Sri Utami]]>;
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Sri Rejeki]]>;
<![CDATA[Wulan Galuh Rahma Perwita]]>
<![CDATA[ Prima Abdika : Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2022): Volume 2 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende ]]>
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DOI: 10.37478/abdika.v2i2.1782
<![CDATA[To support students facing rapid technological development, teachers must provide real experience in the learning process. Linear programming materials that require visualization in their understanding can be taught by integrating GeoGebra software. This community service aims to strengthen teacher skills in using GeoGebra for linear programming learning media. Community service is carried out through training and mentoring with an active learning participant approach. The activities are carried out through three core stages: teacher training in mastering the GeoGebra interface, assistance in visualizing linear programming problems, and aid in solving linear programs. Although most of the participants stated that GeoGebra could help learn linear programming in the classroom, its implementation needs to consider various aspects, such as the preparation of learning tools and equipment, learning time, and student readiness.]]>
<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN TAI AFL TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP PADA MATERI BILANGAN ]]>
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Nugroho Arif Sudibyo]]>
<![CDATA[ Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 1 No. 2 (2020): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/lb.v1i2.24
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran TAI AfL terhadap hasil belajar pada siswa kelas VII dengan materi bilangan. Metode penelitian yang digunakan yaitu eksperimental semu dengan teknik pengambilan data cluster random sampling. Populasi dalam penelitian yaitu siwa kelas VII di SMPN 2 Colomadu tahun ajaran 2018/2019. Sedangkan sampel pada penelitian yaitu siswa kelas VII yang terdiri dari tiga kelas dan berjumlah 90 orang. Pengumpulan data menggunakan metode dokumentasi dan metode tes yang berupa soal pilihan ganda sebanyak 20 soal. Uji prasyarat analisis menggunakan metode Liliefors sebagai uji normalitas dan uji Bartlet sebagai uji homogenitas. Analisis data menggunakan analisis variansi satu jalur dengan sel sama kemudian dilanjutkan uji lanjut pasca anava dengan uji Scheffe. Berdasarkan hasil penelitian didapatkan hasil model pembelajaran TAI AfL lebih efektif daripada model pembelajaran TAI dan model langsung, selain itu juga model pembelajaran TAI lebih efektif daripada model pembelajaran secara langsung.]]>
<![CDATA[The Weaknesses of Euclidean Geometry: A Step of Needs Analysis of Non-Euclidean Geometry Learning through an Ethnomathematics Approach ]]>
<![CDATA[Khathibul Umam Zaid Nugroho]]>;
<![CDATA[Y. L. Sukestiyarno]]>;
<![CDATA[Adi Nurcahyo]]>
<![CDATA[ Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci ]]>
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DOI: 10.32939/ejrpm.v4i2.1015
<![CDATA[Non-Euclidean Geometry is a complex subject for students. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. The starting point of learning must be close to students' local minds and culture. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. This research uses qualitative descriptive methods. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. The researcher acts as a lecturer and the main instrument in this research. Researchers used a spatial ability test instrument to explore qualitative data. The data were analyzed qualitatively descriptively. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. Euclid defined a point as one that has no part. He defined a line as length without width. The words "section", "length", and "width" are not found in Euclidean Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry.]]>
<![CDATA[Green Synthesis of Carbon Nanotubes from Coconut Shell Waste for the Adsorption of Pb(II) Ions ]]>
<![CDATA[Yusuf Zaim Hakim]]>;
<![CDATA[Yoki Yulizar]]>;
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Magun Surya]]>
<![CDATA[ Acta Chimica Asiana Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Chemistry Education Program, the University of Mataram ]]>
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DOI: 10.29303/aca.v1i1.2
<![CDATA[Numerous complex methods have been developed for the preparation of carbon nanotubes (CNT) such as laser vaporization, arc discharge, pyrolysis, and chemical vapour deposition (CVD). In this study, an environmentally friendly and convenient method called one-step water assisted (quenching) synthesis method was conducted from graphite flakes, which were taken from coconut shell wastes to produce carbon nanotubes. Chemical and physical structure of the carbon nanotubes were characterized by FTIR (Fourier Transform Infrared), Scanning Electron Microscope (SEM), and Transmission Electron Microscopy (TEM). Adsorption performance of heavy metals Pb(II) ions by CNTs has been evaluated using the stirring method, and the concentration of Pb(II) ions has been determined using Atomic Absorption Spectroscopy (AAS). The adsorption conditions such as pH and contact time have been obtained. The results showed that carbon nanotubes were a bit successfully formed, in which the tubes distribution are scattered irregularly. The average tube diameter was 123 nm. During the adsorption test, it was found that the adsorption was proportional to the contact time, in which the optimum contact time was 20 minutes. The optimum pH of Pb(II) ions absorption was 5 where the potential for Pb(II) ions absorption was 120 %. The results indicate the true potential of this green chemistry based method, and it opens the chance for possibility to produce carbon nanotubes at a larger scale.]]>
<![CDATA[MATHEMATICS IN THE EMERGENCY PUBLIC ACTIVITY RESTRICTIONS (PPKM): HOW ABOUT SELF-CONFIDENCY OF THE STUDENTS? ]]>
<![CDATA[Widya Ayu Pangestika]]>;
<![CDATA[Adi Nurcahyo]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4222
<![CDATA[The aims of this study to analyze student’s self-confidence in learning mathematics during PPKM. This is descriptive qualitative research, where there are three students who take part in PCGP organized by Universitas Muhammadiyah Surakarta. The auxiliary instruments consist of self-confidence questionnaires, interview guidelines, and field notes. Data collected by distribute questionnaires to research subjects, interviews with parents and teachers, and direct observations. Triangulation of sources and methods used to validate the obtained data. It showed that learning during PPKM did not have a significant effect on student’s self-confidence. The percentage of student's self-confidence in learning mathematics during PPKM was 85%, which was quite good in accordance with the field conditions. Environment become vital role which was very necessary during online learning to assist students in learning.]]>
<![CDATA[GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning ]]>
<![CDATA[Naufal Ishartono]]>;
<![CDATA[Adi Nurcahyo]]>;
<![CDATA[Mohamad Waluyo]]>;
<![CDATA[Rafiza Abdul Razak]]>;
<![CDATA[Suliadi Firdaus Sufahani]]>;
<![CDATA[Millenia Hanifah]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i3.18141
<![CDATA[Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.]]>
