Article Per Year (5 Year)
p-Index From 2021 - 2026
1.503
P-Index
This Author published in this journals
All Journal Jurnal Infinity Jurnal Pedagogik EDUKASI SAINTIFIK@ : Jurnal Pendidikan MIPA BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Scientechno: Journal of Science and Technology Jurnal Infinity
Wahid Umar
Program Studi Pendidikan Matematika FKIP Universitas Khairun Ternate
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
MEMBANGUN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA Wahid Umar
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.39 KB) | DOI: 10.22460/infinity.v1i1.p1-9

Abstract

Until now, the role of teachers in building students' mathematical communication skills, especially in mathematics is still very limited. Communication skills are a very important aspect that needs to be owned by students who want to succeed in their studies. Similarly, according to Kist (Clark, 2005) effective communication skills is an ability that needs to be owned by the students for all subjects. Mathematical communication skills (mathematical communication) in the learning of mathematics is very necessary to be developed. This is because through mathematical communication students can organize mathematical thinking both orally and in writing. In addition, students are also able to provide an appropriate response among students and media in the learning process. Even in the association community, someone who has good communication skills will tend to be more adaptable to anyone where it is located in a community, which in turn will be a success in life.In this paper, the author presents the notion of mathematical communication skills, with coverage of two things: the ability of students to use mathematics as a tool of communication (language of mathematics), and the student's ability to communicate mathematics is learned as the content of the message should be delivered. How and why communication is important to build a mathematical community through open communication in the classroom. 
Means Ends Analysis untuk Mengembangkan Kemampuan Berpikir Kritis Matematis dan Disposisi Matematis Siswa SMP Wahid Umar
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 7 No. 1 (2021): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v7i1.967

Abstract

Artikel ini menyajikan hasil penelitian kuasi eksperimen dengan posttest control group design yang mengkaji model pembelajaran Means Ends Analysis (MEA) terhadap kemampuan berpikir kritis matematis dan disposisi matematis siswa. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri yang ada di Kota Tidore provinsi Maluku Utara. Sampel yang melibatkan adalah sebanyak 158 siswa kelas VIII dari dua SMP level sekolah tinggi dan sedang. Instrumen yang digunakan adalah tes kemampuan awal matematis, tes kemampuan berpikir kritis matematis dan skala disposisi matematis. Analisis data menggunakan uji Non Parametrik Mann-Whitney dan uji beda lanjut atau post hoc dari One-Way ANOVA. Hasil penelitian menunjukkan bahwa siswa yang mendapatkan model MEA lebih unggul secara signifikan terhadap peningkatan kemampuan berpikir kritis matematis dibanding siswa yang mendapatkan model pembelajaran konvensional (PKV). Hasil penelitian ini, juga menemukan bahwa tidak terdapat interaksi antara kemampuan berpikir kritis matematis dengan disposisi matematis siswa.
PROSES BERPIKIR SISWA SEKOLAH DASAR DALAM PEMECAHAN MASALAH MATEMATIS PADA MATERI OPERASI HITUNG CAMPURAN Wahid Umar; Pamuti Pamuti
EDUKASI Vol 19, No 1 (2021): Edisi Mei 2021
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v19i1.3202

Abstract

This research includes qualitative research. Qualitative research is research that examines phenomena in a state of potency and attempts to describe these phenomena. The phenomenon studied in this study is the way of solving and thinking processes of students in mathematical problem solving related to mixed arithmetic operations by fourth grade elementary school students. The method of solving the problem will be studied according to the four steps of Polya's problem solving, namely: (a) understanding the problem; (b) planning solutions; (c) solving problems; (d) re-examine the results of the work. In this paper, we will discuss how to solve a student's problem and his thinking process in solving mathematical problems related to mixed arithmetic operations.
KEMAMPUAN MULTIPEL REPRESENTASI MATEMATIS MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK (PMR) PADA MATERI PECAHAN Wahid Umar; Pamuti Pamuti
EDUKASI Vol 20, No 1 (2022): EDISI MEI 2022
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v20i1.4436

Abstract

This research is focused on elementary school students multiple mathematical representations through realistic mathematics education on fractions lesson. The problem that will be solved is "what is the ability of multiple mathematical representations of fourth grade elementary school students through realistic mathematics education on the concept of fractions and equivalent fractions?" This research was conducted at public school 1 Ternate City. The research subjects were 4 students, one high-ranking student, two medium-ranking students, and one low-ranking student. The research was conducted in two learning actions. The results of data analysis found: (1) high-ranking students (S1), from the beginning of first action to the end of second action, liked to study in groups. In the first action the percentage of mathematical representation ability to the ideal maximum score is 100% both when working on the LKPD and in the final test of first action. The mode of representation ability level is at level 4 (creating and using representations correctly); (2) students of moderate rank (S2 and S3), enjoy working in groups. The average percentage of achievement of the mathematical representation ability score by masters working on the LKPD is 94% and at the end of the action test it is 100%. The percentage of achievement of the mathematical representation ability score by S3 doing LKPD is 99.5% and at the end of the action test is 96%. S2 and S3 mathematical representation ability level mode is at level 4; (3) low-ranking students (S4) who like to work alone. The average percentage of achievement scores of mathematical representation abilities by S4 working on LKPD is 72% and on the final test of action 78%; (4) students enjoy learning the concept of fractions and equivalent fractions through realistic mathematics education. The use of bread model props for the concept of fractions and or equivalent fractions makes students actively work in pairs and enjoy learning; (5) students are able to use props to solve problems, (6) students are able to manipulate images to solve problems.
REPRESENTASI KONSEP PECAHAN DAN OPERASINYA DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR Wahid Umar; Samsu Somadayo; Bety Miliyawati
SAINTIFIK@: Jurnal Pendidikan MIPA Vol 7, No 2 (2022): SAINTIFIK@: Jurnal Pendidikan MIPA EDISI OKTOBER 2022
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1232.643 KB) | DOI: 10.33387/saintifik.v7i2.5500

Abstract

Pecahan merupakan salah satu bahan ajar yang sangat penting untuk dikuasai siswa sekolah dasar. Namun kenyataan yang terjadi di SD bahwa selalu menjadi tantangan bagi siswa dalam mempelajari materi pecahan dan operasinya. Hal ini tidak dapat dipungkiri bahwa objek dalam matematika itu semuanya abstrak sehingga untuk mempelajari dan memahami ide-ide abstrak itu tentunya memerlukan representasi. Representasi terjadi melalui dua tahapan, yaitu representasi internal dan representasi eksternal. Wujud representasi eksternal antara lain: verbal, gambar dan benda konkret. Berpikir tentang ide matematis yang memungkinkan pikiran seseorang bekerja atas dasar ide tersebut merupakan representasi internal. Penelitian ini merupakan penelitian kualitatif dengan pendekatan medote dekriptif analisis berdasarkan studi literatur. Tujuan dari penelitian ini adalah untuk mendeskripsikan cara representasi model pecahan dengan konsep bagian keseluruhan (part-two-whole concept) dengan menggunakan pendekatan kontekstual melalui beberapa model alat peraga konkret. Untuk dapat mengetahui pemahaman siswa terhadap materi pecahan, maka perlu mempresentasikan beberapa model alat peraga yang terkait dengan konsep pecahan dan operasinya, yang dapat membantu siswa untuk mengkustruksi dasar yang kuat, menyiapkan mereka untuk keterampilan yang nantinya dibangun dari ideide ini, serta operasi, tambah, kurang, kali, dan bagi pada pecahan. Hal ini, karena pembelajaran pecahan bukan hanya semata-mata anak dapat melakukan prosedur operasi pada pecahan tapi lebih pada beragam contoh/model pecahan yang sedang diajarkan, atau yang oleh Bezuk dan Cramer disebut “model fisik”. Model fisik ini akan membantu siswa mengkonstruksi skema mental mereka tentang pecahan. Dimulai dengan menghubungkan suatu topik matematika dengan kehidupan nyata, yang sekarang disebut dengan istilah pembelajaran dengan pendekatan kontekstual. Siswa membangun konsep-konsep matematika mereka sendiri. Akan lebih efektif jika pengajaran ini di”setting” sedemikian rupa sehingga menyenangkan, siswa belajar dengan gembira. Karena itu, fokus dalam kajian literatur ini adalah bagaimana mempresentasikan konsep pecahan dan operasinya dalam pembelajaran matematika di sekolah dasar. Melalui kajian ini, diharapkan para guru matematika SD dapat memperkaya khasana pengetahuan matematika dan lebih khusus pada materi konsep pecahan dan operasinya.
Pengembangan Lingkungan Belajar Menggunakan Siklus Pembelajaran Activities, Class Discussion, Exercise Sebagai Upaya Meningkatkan Kemandirian Belajar Mahasiswa Bety Miliyawaty; Wahid Umar
EDUKASI Vol 21, No 1 (2023): EDISI MEI 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v21i1.5887

Abstract

The design of this research is classroom action research (CAR), following the Kemmis & Mc model. Taggart. The aim is to improve the learning abilities and independence of students of the Unsub mathematics education study program using the ACE (activities, class discussion, exercise) learning cycle in the Introduction to Algebraic Structure (PSA) course. The research subjects were 5th semester students (odd) who contacted the PSA course. The procedure for collecting data is through observation, independent learning questionnaires, interviews, and learning outcomes. Furthermore, the data were analyzed qualitatively following the flow model, with the stages of reducing data, presenting data, and drawing conclusions and verification. The results showed that the PSA lectures used the ACE learning cycle showing that: (1) in the activities phase; students in groups carry out activities outside the classroom; discuss the problems contained in the LKM well, (2) in the class discussion phase, students in groups carry out discussions in the classroom based on problems shared outside the previous class, then present the results, and (3) in the exercise phase ; the lecturer gives practice and test questions to complete. The results of the final tests, observations, and interviews showed that student learning independence increased from 62.15% (cycle I) to 86.05% in cycle II. In conclusion, the application of the ACE learning cycle in the Introduction to Algebraic Structures course can improve the ability and independence of student mathematics teacher candidate learning.
Penggunaan Multimedia Matematika Interaktif untuk Meningkatkan Kemampuan MCPS dan Mathematical Habits of Mind Siswa Sekolah Dasar Wahid Umar; In Hi Abdullah; Hasanuddin Usman
EDUKASI Vol 21, No 1 (2023): EDISI MEI 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v21i1.5907

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan Mathematical Creative Problem Solving (MCPS) melalui penggunaan multimedia matematika interaktif bagi siswa SD. Penelitian kuasi eksperimen dengan posttest control group design ini melibatkan 136 siswa kelas IV dan V dari dua jenjang Sekolah Dasar Negeri di Kota Tidore Kepulauan, yang masing-masing terdiri dari satu kelas eksperimen dan satu kelas kontrol. Instrumen yang digunakan meliputi: butir soal tes kemampuan MCPS dan mathematical habits of mind (MHM). Data penelitian untuk skor tes awal, tes akhir, dan gain ternormalisasi kemampuan MCPS dianalisis dengan menggunakan ANOVA dua jalur dan Mann-Whitney. Berdasarkan hasil analisis data, ditemukan bahwa terdapat perbedaan peningkatan kemampuan MCPS dan disposisi MHM secara signifikan antara siswa yang mendapat pembelajaran menggunakan multimedia matematika interaktif (kelas eksperimen) dan siswa yang mendapat pembelajaran konvensional (kelas kontrol) berdasarkan kedua level sekolah (tinggi dan sedang). Hasil Penelitian ini disimpulkan bahwa peningkatan kemampuan MCPS siswa SD yang mendapatkan pembelajaran menggunakan multimedia matematika interaktif lebih baik dibandingkan dengan pembelajaran konvensional ditinjau dari kedua level sekolah.
HILIRISASI PENGGUNAAN OPERASI SUKU ALJABAR DALAM PEMBELAJARAN MATEMATIKA DI SD Wahid Umar; Bety Miliyawati
PEDAGOGIK Vol 11, No 1 (2023)
Publisher : PEDAGOGIK

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

Abstract

Mathematics as one of the sciences has an object of study in the form of abstract ideas and concepts and their relationships, the development of which is structured in a structured and logical process using special terms and symbols. Mathematical concepts can be utilized not only by mathematics itself but can be used or applied to other sciences. The purpose of learning mathematics in schools is to provide opportunities for students to be able to think systematically, critically, logically and creatively. For this reason, students need to be trained to be able to apply the concepts learned in mathematics in relation to everyday life. One of these efforts is by linking the concept of algebraic operations to learning mathematics in elementary schools. The application of this concept is directed at solving math problems in elementary school. This study is a literature review related to downstream learning processes and mathematical thinking habits of elementary school teacher and student prospective teachers. This is closely related to the characteristics of mathematics as a science and human activity, namely that mathematics is a pattern of thinking and/or a means to train thinking skills carefully, clearly and accurately. Therefore, the question in this research is: how to provide additional insight for elementary school teacher and student prospective teachers in creatively utilizing their existing knowledge to teach mathematics to elementary school students? The results of downstreaming the use of algebraic operations are considered appropriate, can provide additional insight to teachers and prospective elementary school students by constructing mathematical concepts through the habit of thinking mathematically.
The Influence of a Realistic Mathematics Approach Based on Local Wisdom on Improving Elementary School Students' Mathematical Numeracy Ability Sangadji, Indira; Umar, Wahid
Scientechno: Journal of Science and Technology Vol. 3 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i1.790

Abstract

The aim of this research is to comprehensively describe the influence of a realistic mathematics approach based on local wisdom on elementary school students' mathematical numeration abilities. The research method used was quasi-experimental, with a posttest control group research design design. The population in this study were all state elementary school students in class V odd semester of the 2022/2023 academic year in Ternate City. The sample involved 124 students spread across two elementary schools based on experimental and control levels and classes. The instruments used include mathematical numeracy ability test items and student attitude scale guidelines. Data analysis was carried out quantitatively and the statistical tests used were the t-test, Mann-Whitney test , and two-way ANOVA test. Next, to find out the average increase in students' mathematical numeration abilities, namely by using the mastery level and normalized gain test (N-Gain). Based on the results of data analysis, it shows that learning factors have an influence on increasing students' mathematical numeration abilities, namely where the normalized gain test (N-Gain) was obtained at 0.58 with a class average value of (62.82%), but there was no interaction between the learning approach and the students' KAM (initial mathematical ability) category. When viewed from Meltzer's classification, the overall increase in students' mathematical numeracy abilities is included in the high category. The conclusion is that there is an increase in the achievement of each indicator of students' mathematical numeracy abilities through a realistic mathematics approach (RML) based on local wisdom (LW) which is better than conventional/usual learning.
MEMBANGUN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA Wahid Umar
Jurnal Infinity Vol 1 No 1 (2012): Jurnal Infinity Volume 1 No 1
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v1i1.p1-9

Abstract

Until now, the role of teachers in building students' mathematical communication skills, especially in mathematics is still very limited. Communication skills are a very important aspect that needs to be owned by students who want to succeed in their studies. Similarly, according to Kist (Clark, 2005) effective communication skills is an ability that needs to be owned by the students for all subjects. Mathematical communication skills (mathematical communication) in the learning of mathematics is very necessary to be developed. This is because through mathematical communication students can organize mathematical thinking both orally and in writing. In addition, students are also able to provide an appropriate response among students and media in the learning process. Even in the association community, someone who has good communication skills will tend to be more adaptable to anyone where it is located in a community, which in turn will be a success in life.In this paper, the author presents the notion of mathematical communication skills, with coverage of two things: the ability of students to use mathematics as a tool of communication (language of mathematics), and the student's ability to communicate mathematics is learned as the content of the message should be delivered. How and why communication is important to build a mathematical community through open communication in the classroom. 
Co-Authors Bety Miliyawati Bety Miliyawaty Hasanuddin Usman In Hi Abdullah Pamuti Pamuti Samsu Somadayo, Samsu Sangadji, Indira