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Mathematical Reasoning Ability of Junior High School Students Through Problem Based Learning Model with Ethnomathematical Nuance Maidiyah, Erni; Anwar, Nadia; Mailizar, Mailizar; Zaura, Bintang; Suryawati, Suryawati; Harnita, Fahlida
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 2 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v12i2.30497

Utilization of ethnomathematics which is part and one of learning with a contextual approach is expected to maximize students' mathematical reasoning abilities in learning mathematics. The purpose of this study was to determine the increase in students' mathematical reasoning abilities taught by the PBL model with ethnomathematical nuances. This research was an experimental study with a control group design pre-test-post-test. The research instrument used was a test of mathematical reasoning abilities. Data were analyzed using t-test. The experimental class experienced better mathematical reasoning abilities than the control class. This can be seen from the N-Gain average value of the experimental class of 0.54 with moderate criteria but the control class of 0.24 with low criteria. Based on the results of hypothesis testing, H1 was accepted, namely the increase in mathematical reasoning abilities of students who received learning with the ethnomatic nuanced PBL model better than students who received conventional learning.Pemanfaatan etnomatematika yang merupakan bagian dan salah satu pembelajaran dengan pendekatan kontekstual diharapkan dapat memaksimalkan kemampuan penalaran matematis siswa dalam pembelajaran matematika. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan penalaran matematis siswa yang diajar dengan model PBL bernuansa etnomatematika. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol pre-test-post-test. Instrumen penelitian yang digunakan adalah tes kemampuan penalaran matematis. Data dianalisis menggunakan uji-t. Kelas eksperimen mengalami kemampuan penalaran matematis yang lebih baik daripada kelas kontrol. Hal ini terlihat dari nilai rata-rata N-Gain kelas eksperimen sebesar 0,54 dengan kriteria sedang tetapi kelas kontrol sebesar 0,24 dengan kriteria rendah. Berdasarkan hasil pengujian hipotesis, H1 diterima yaitu peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran dengan model PBL bernuansa etnomatik lebih baik daripada siswa yang mendapat pembelajaran konvensional.

STUDENTS' PERCEPTIONS OF USING E-COMICS AS A MEDIA IN MATHEMATICS LEARNING Yulinar Safitri; Mailizar Mailizar; Rahmah Johar
Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p319-330

The development of technology in education greatly influences learning strategies. Thus, teachers must adapt and present interesting and technology-based learning, such as e-comics. Therefore, the teacher must see in advance the extent to which students will accept e-comics for use in learning mathematics. This research aimed to determine students' perceptions of the use of e-comics as a media in mathematics learning. This research implemented a quantitative approach with a survey method. The samples were 124 students of Junior High Schools (SMP / MTs) in Aceh. The research data were obtained from questionnaires filled by students which were collected through the TAM (Technology Acceptance Models) framework which was distributed online. The results showed that students used e-comic as a learning media influenced by their perceived benefits and attitudes towards the use of e-comic. The perceived benefits of students' attitudes have a significant role in their behavioral intention to use e-comic in learning mathematics. This research implies that e-comics has the potential to be used as a media in mathematics learning, especially on material that is considered difficult so that it can attract students' attention.

Model Pembelajaran Kooperatif Two Stay Two Stray untuk Meningkatkan Pemahaman Konsep Pola Bilangan Siswa SMP Dini Yusmika; Mailizar Mailizar; Bainuddin Yani
Jurnal Peluang Vol 8, No 1 (2020): Vol 8, No 1 (2020): Jurnal Peluang
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jp.v8i1.18784

Students must understand mathematical concepts. However, the observations revealed a lack of students' understanding of mathematical concepts because learning conditions remain conventional. The teacher is dominant in conveying information, and students only memorize concepts in the form of formulas without understanding. The Two Stay Two Stray model can increase the understanding of these concepts. This model is applied to the topic of number patterns. This study aimed to examine the achievement of students' minimum criteria of mastery learning (known as KKM in Indonesia)and their improvement in understanding the concept after implementing the model in Year 8 at one of the junior high schools in Aceh Besar, Indonesia. This research is quasi-experiment type using pre-test and post-test. This study selected the population of all Year 8 students of the school studied, and the sample was 20 Year 8 students. Data collection involved giving five short answer questions during the pre-test and post-test. The data were analyzed using the Gain Score and t-test. The results concluded that students could achieve the KKM, and their understanding of the concept was increased to the medium category.

The Power of Relational Algebraic Thinking: a Study of Relational Thinking in Grade 8 in Banda Aceh . Mailizar
Jurnal Peluang Vol 1, No 1 (2012): Volume 1 No.1, Oktober 2012
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (83.31 KB)

AbstractAlgebra is a gateway of technology improvement. It needs students to have good relational thinking in order for algebraic understanding to grow. Relational thinking means that the students develop the concept of a number that can vary, build upon similarities and differences, and appreciate for the equals sign as signifying equivalence of expressions. Three categories of relational thinking will be discussed in this paper: emerging, consolidating and established relational thinking. Analyzing data from some junior high school students in Banda Aceh it can be said that most students are still at the stage of emerging relational thinking. They construct limited responses to given questions. Many consolidating relational thinkers’ students are concerned that the relationships hold only for a specific range of numbers. Established relational thinkers demonstrate good algebraic thinking processes. Three types of sentences have a potential for develop algebraic thinking with respect to equivalence, attention to operations, different numbers, compensation, and generalisation. Having presented students’ responses to these three types of questions, we ask: how can teachers help students to move beyond the partial descriptions that characterize emerging relational thinkers. Key words: Relational thinking, emergent, consolidating, and established

Kemampuan Komunikasi Matematis dan Kemandirian Belajar Siswa Melalui Flipped Classroom-Collaborative Learning Detiana Amir; Rahmah Johar; Mailizar Mailizar
Jurnal Peluang Vol 8, No 1 (2020): Vol 8, No 1 (2020): Jurnal Peluang
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jp.v8i1.20557

This study aimed to describe students' mathematical communication skills, examine their improvement and describe students' learning independence during the learning. This study applied a mixed-method approach with a concurrent embedded strategy. Samples were selected by random sampling, 32 Year 10 students from one of the senior high schools in Banda Aceh, Indonesia. The instrument used to obtain data on students' mathematical communication skills during the learning were a daily test, observations, and interviews. The instrument used to obtain data on the improvement of students 'mathematical communication skills after learning were pretest and posttest. While the instrument used to describe students' learning independence during the learning was a questionnaire. Data analysis was conducted using a rubric to assess mathematical communication skills, a Paired-sample t-test, and descriptive statistics. The results showed that students could communicate mathematically orally and in writing related to the trigonometric function graph material during the learning. Furthermore, there was an increase and a significant effect on students' mathematical communication skills scores. This study also showed that students have independent learning during the learning using Flipped Classroom-Collaborative Learning (FC-CL). Therefore, teachers are expected to expand the application FC-CL to other materials.

Application of dynamic electricity: Series and Parallel learning model with ISLE-based STEM approach for students with disabilities Yuli Andriani; Irwandi Irwandi; Mursal Mursal; Mailizar Mailizar; Elin Yusibani
Journal of Aceh Physics Society Volume 10, Number 1, January 2021
Publisher : PSI-Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jacps.v10i1.18955

Abstrak. STEM Research Center telah mengembangkan beberapa modul dengan pendekatan model STEM berbasis Investigative Science Learning Environment (ISLE) dan telah berhasil mengimplementasikan pada sekolah umum di Aceh. Modul yang telah dikembangkan selanjutnya akan diterapkan kepada siswa penyandang disabilitas tunarungu di SMALB YPAC Kota Banda Aceh. Penerapan model pembelajaran menggunakan STEM berbasis ISLE yakni didasarkan pada kegiatan observasi dan diskusi berkaitan dengan empat bidang disiplin ilmu yakni sains, teknologi, enjinering dan matematika. Modul pembelajaran yang dikembangkan terdapat dua kegiatan belajar, yaitu kegiatan belajar yang berkaitan dengan eksperimen pengamatan dan kegiatan belajar yang berkaitan kegiatan eksperimen sederhana dengan menguji kebenaran hasil prediksi. Rangkaian listrik dinamis yang diberikan adalah rangkaian sederhana yang dipasangkan secara seri dan paralel. Untuk alat peraga listrik dinamis yang digunakan, pengamatan tidak mengalami permasalahan. Siswa dapat mengikuti lembar kerja modul ISLE dengan baik. Proses diskusi dalam kelompok masih dapat dilakukan, namun terdapat masalah dalam hal mengkomunikasikan ide-ide antar kelompok.Abstract. STEM Research Center has developed several modules with the ISLE-based STEM model approach and has successfully implemented them in regular schools in Aceh. The module that has been developed will then be applied to students with hearing disabilities at YPAC High School Banda Aceh City. The application of the learning model uses the ISLE-based STEM which is based on observation and discussion activities related to four fields, namely science, technology, engineering, and mathematics. The learning module developed has two learning activities, namely learning activities related to experimental observations and learning activities related to simple experimental activities by testing the correctness of the predicted results. A given dynamic electric circuit is a simple circuit that is paired in series and parallel. For dynamic electric props used, the observation does not experience any problems. Students can follow the ISLE module worksheets well. The discussion process in groups is still possible, but there are problems in communicating ideas between groups.Keywords: ISLE based STEM module, Deaf, Dynamic electricity

INTEGRATING GEOSPATIAL TECHNOLOGIES IN THE SECONDARY MATHEMATICS CLASSROOM Mailizar
Jurnal Visipena Vol 3 No 2 (2012)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Geospatial technology refers to technology used for visualization, measurement, and analysis of phenomena that occur on the earth. Since features or phenomena that occur on earth relate to mathematical concepts, geospatial technologies have great potential to enhance mathematical learning activities. It is clear that spatial ability is very important in order to succeed in learning mathematics. Geospatial technologies such as Google Earth can facilitate students in enhancing spatial thinking. Moreover Integrating geospatial technology will facilitate learners in making the connection between mathematical concepts and the real world. Finally, the integration will enhance students’ ability in making connections between mathematical concept and their other courses. The integration will face some possible barriers such as limited availability of software and hardware and insufficient ability of the teachers.

Teachers' and Students' Perceptions of Android-based Mathematics Learning Media Development by Integrating GeoGebra Ayu Mastura; M Ikhsan; Mailizar Mailizar
Indonesian Journal of Mathematics Education Vol 5, No 1 (2022): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v5i1.5561

The utilization of technology as a learning resource or media has been widely used as an innovation to promote learning. It is expected to stimulate the thoughts, feelings, interests, and attention of students in learning. The purpose of this study is to find out teachers’ and students’ perceptions of the need for Android-based mathematics learning media on geometry transformation. This research used a descriptive qualitative approach. Data was collected using validated questionnaires for teachers and students. The subjects of this study were mathematics teachers and 2nd-grade students at a senior high school in Aceh, Indonesia. The data was analyzed using descriptive statistical methods. The results showed that the geometry transformation subject was difficult for students. The various formulas and the material's abstractness make understanding the transformation subject challenging. Less attractive learning sources or media and a lack of variety in learning approaches are also influential factors. This study also revealed that teachers were still not optimal in utilizing the various available technological media. Thus, teachers and students need interesting and innovative learning media that can assist students in exploring abstract mathematical concepts, especially geometry transformation. These results became an important reference in the development of Android-based learning media assisted by GeoGebra Software.

Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar Siswa pada Materi Pecahan di SMP Negeri 2 Kejuruan Muda Aceh Tamiang Rezki Ananda Amaliya; Mailizar Mailizar; Syahjuzar Syahjuzar
Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1 (2022): Mei 2022
Publisher : Universitas Syiah Kuala

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Prestasi belajar matematis peserta didik yang rendah diakibatkan berbagai aspek, satu diantaranya pemakaian model pembelajaran yang belum benar pada proses pembelajaran. Penelitian ini dilakukan guna melihat perkembangan prestasi belajar murid yang menerima pembelajaran dengan model Problem based Learning (PBL) dengan murid yang menerima pembelajaran konvensional di topik Pecahan di SMPN 2 Kejuruan Muda Aceh Tamiang. Metode yang diterapkan di penelitian ini yaitu eksperimen yang dibuat dengan bentuk pre-test dan post-test control group. Sampel penelitian meliputi 2 rombongan belajar yakni kelas VII-1 sebagai kelas percobaan dan VII-2 kelas kontrol, setiap kelas memiliki 30 murid. Instrumen yang dipakai yaitu tes prestasi belajar. Data dihasilkan dari tes awal dan tes akhir prestasi belajar. Perhitungan data dilaksanakan memakai uji-t satu pihak, yaitu uji pihak kanan dimana derajat kebebasan (dk) = 58 dan tingkat signifikansi α = 0,05. Menurut hasil perhitungan data dihasilkan thitung = 9,79 dan ttabel = 1,67 atau thitung ttabel, karena itu menolak H0 dan menerima H1 di tingkat signifikansi α = 0,05 akhirnya dibuat kesimpulan bahwa perkembangan prestasi belajar murid yang dibelajarkan dengan model PBL lebih bagus dari murid yang dibelajarkan dengan pembelajaran konvensional. Implikasi kajian yaitu implementasi pembelajaran matematis dengan model PBL bisa ditingkankan ke topik matematika lainnya yang memiliki ciri yang sesuai. Hal ini harus diterapkan guna membimbing murid mengembangkan prestasi belajar serta mereka bisa membuat matematika dekat dengan kehidupannya. Kata Kunci: Problem Based Learning, Hasil Belajar, Pecahan.

Kemampuan Berpikir Kreatif Matematis Siswa SMA Negeri 1 Banda Aceh Tahun Ajaran 2020/2021 Zarina Zarina; R. M. Bambang S; Mailizar Mailizar
Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1 (2022): Mei 2022
Publisher : Universitas Syiah Kuala

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Berpikir kreatif matematis adalah kemampuan yang esensial secara matematis dan wajib dimiliki oleh setiap siswa untuk mengembangkan dan menguasai matematika dalam pembelajaran. Tujuan penelitian ini adalah untuk mengetahui kemampuan berpikir kreatif matematis siswa pada materi barisan dan deret geometri siswa kelas XI IPA 3 SMA Negeri 1 Banda Aceh. Desain penelitian yang digunakan yaitu kualitatif deskriptif. Subjek penelitian yaitu 5 siswa yang dipilih secara acak di kelas XI IPA 3 SMA Negeri 1 Banda Aceh. Instrumen yang digunakan adalah soal tes kemampuan berpikir kreatif dan pedoman wawancara. Pengumpulan data dilakukan melalui soal tes kemampuan berpikir kreatif dan wawancara. Data penelitian dianalisis melalui 3 tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian memperlihatkan bahwa hanya satu siswa mempunyai kemampuan berpikir kreatif, yaitu memenuhi indikator flexibility, fluency dan elaboration. Selain itu dua siswa mempunyai kemampuan berpikir cukup kreatif yang mana satu siswa memenuhi indikator fluency dan flexibility, satu siswa lainnya memenuhi indikator fluency dan elaboration. Kemudian dua siswa mempunyai kemampuan berpikir kurang kreatif dengan satu siswa memenuhi fluency dan satu siswa belum memenuhi satupun indikator. Hasil ini menunjukkan bahwa dibutuhkan tindak lanjut dalam pembelajaran sehingga diharapkan mampu mengoptimalkan kemampuan berpikir kreatif matematis. Kata Kunci: Kemampuan berpikir kreatif, barisan dan deret geometri.

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