Articles
<![CDATA[PRE SERVICE TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN MATHEMATIC CLASS ]]>
<![CDATA[Marah Doly Nasution]]>;
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Zulkifley Mohamed]]>
<![CDATA[ Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p109-120
<![CDATA[Project-based learning is one of the 21st-century methods that can increase the students' ability to have useful competence in their knowledge, especially in learning mathematic. Hence, the teachers' perception of the implementation of PBL is essential to know. The purpose of this study was to determine student perceptions about the application of project-based learning models. This research is a survey research with a quantitative descriptive approach. The samples used in this study amounted to 63 students of the sixth semester in the Department of Mathematical Education, Muhammadiyah University North Sumatra. The data collection technique used a questionnaire. The data analysis technique consists of quantitative analysis techniques with a statistical approach. The results of this study indicate that: (1) the students' perceptions of the interaction aspects of students and teachers are in the very good category with a mean score of 85.32%. (2) Students' perceptions of motivation / increasing student interest in learning are in the very high category, with an average score of 85.53%. (3) Students' perceptions on the competency aspect of understanding subject matter are in the very good category with an average score of 85.48%. (4) Students' perceptions of the competency aspects of critical, effective, and efficient thinking are in the category of strongly agree with a mean score of 82.62%. (5) Students' perceptions of good time management competence are in the good category with an average score of 79.10%. (6) Students' perceptions of good student learning outcomes are in the very good category, with a mean score of 82.67%. (7) Students' perceptions of the learning model's conformity aspect with subject characteristics are in the very high category with a mean score of 84.05%.]]>
<![CDATA[ONLINE LEARNING INTERACTION OF MATHEMATICS TEACHER IN JUNIOR HIGH SCHOOL: A SURVEY IN THE COVID-19 PANDEMIC ]]>
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Zulkifley Mohamed]]>;
<![CDATA[Eka Setyaningsih]]>;
<![CDATA[Chumaedi Sugihandardji]]>
<![CDATA[ Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i2.p271-284
<![CDATA[This study aims to determine the online learning interactions carried out by junior high school teachers in the classroom during the COVID-19 pandemic. The quantitative using survey was used as a research methodology. 141 Mathematic Teachers was selected as the subject of this research. A questionnaire of classroom interaction practice in an online class was used as a data collection technique. The result found that mathematic teachers’ interaction activity in online courses has a different level. The interaction process that mathematic teachers use is in preparing the students to join an online course and leading the discussion with the mean of 4.2 and 4.3. In contrast, the lowest interaction happens in interaction in giving feedback and interaction in closing activity with an average of 2.5. the research also found that 78.70% of mathematic teachers always provide direction to the students in starting the online class. 40.30% of them never ask students to correct incorrect assignments during online learning.]]>
<![CDATA[Pengaruh Pembelajaran Kooperatif Tipe Student Facilitator And Explaining Terhadap Kemampuan Komunikasi Matematis Siswa SMP Negeri 2 Somagede ]]>
<![CDATA[Febri Intan Ratmadani]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 5, No 1 (2019): Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v5i1.7492
<![CDATA[This study aimed to detemine whether Student Facilitator And Explaining cooperative learning model affected students mathematical communication skills. The research design used was Posttest Only Control Design. The population in this study was entire seventh grade students in SMP Negeri 2 Somagede. Sampling was determined using Cluster Random Sampling technique. Two classes of sample were obtained. Class VII B, consistend of 23 students, selected as the experimental class which employed cooperative tipe Student Facilitator And Explaining learning model and class VII D, consisted of 23 students, was as the control class which used direct learning. Research results indicated that mathematical communication skills of students who attended Student Facilitator And Explaining learning was better than that of students who attended direct learning. So it can be interpreted that Student Facilitator And Explaining learning cooperative model affected students mathematical communication skills]]>
<![CDATA[PENERAPAN QUANTUM TEACHING UNTUK MENINGKATKAN KECER DASAN EMOSIONAL DAN PRESTASI BELAJAR MATEMATIKA ]]>
<![CDATA[Lutfi Nur Hidayah]]>;
<![CDATA[Tien Rukijah]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v4i1.7653
<![CDATA[This class action research aims to improve the quality of emotional intelligence and mathematics learning achievement of students in class VII-F of SMP Negeri 5 Purwokerto by applying Quantum teaching to mathematics learning. After applying Quantum teaching emotional intelligence and mathematics learning achievement of students increased. This research was conducted in three cycles. Data collection techniques through observation by observers and filling out questionnaires by students, and data analysis was done in the description with scoring techniques. Based on the results of the research that has been done it can be concluded the following matters: 1) There is an increase in students' emotional intelligence in the process of learning mathematics. This can be seen from the increase in the average observations and emotional intelligence questionnaire results of students from cycle I to cycle III. In cycle III, the average results of observation of emotional intelligence were 2.53 with the criteria of emotionally intelligent students and the average results of students' emotional intelligence questionnaire in cycle III was 2.87 with the criteria of emotionally intelligent students. 2) There is an increase in students' mathematics learning achievement in the material lines and angles. This can be seen from the increase in grade point average and mastery learning. The average value of the class before the application of Quantum teaching was 72.21 with a mastery of learning at 54.54% after the implementation of the Quantun teaching completeness of student learning rose to 74.194% with an average grade of 76.548. Thus the application of Quantum teaching in mathematics learning succeeded in increasing emotional intelligence and mathematics learning achievement of VII-F graders of SMP Negeri 5 Purwokerto]]>
<![CDATA[Improving Students’ Creativity In Mathematic Using SAVI (Somatic Auditory Visual Intellectual) Approach ]]>
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Zulkifley bin Mohamed]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 7, No. 1, May 2021 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v7i1.10199
<![CDATA[The low level of student creativity is a reflection of the unsuccessful learning process. Thus, it needs a special treatment to solve it. The study aims to increase student creativity using the SAVI method for 4th semester students of the Mathematic Education Study Program. This research is a classroom action research. Research with a focus on increasing student creativity using the SAVI method was conducted in semester 4 of the Mathematic Education Study Program, with 44 students. This research was conducted in 3 cycles. After observing and evaluating in 3 cycles with the results mentioned above, it can be concluded that the SAVI learning approach can increase the creativity of students of the UMP FKIP Mathematic Education Study Program. It is proven that in cycle I the average response is 33.71%, in cycle II the average response is 49.3%, and in cycle III the average response is 64.9%. With an increase from cycle I to cycle II of 15.59% and from cycle II to cycle III of 15.6%. From the result it can be said that SAVI was effective to increase students creativity in mathematic.]]>
<![CDATA[Penerapan Model Pembelajaran Problem Solving Dengan Pendekatan Saintifik Pada Kemampuan Penalaran Matematis Siswa Kelas VIII B SMP Negeri 1 Padamara ]]>
<![CDATA[Dyah Ayu Nur Khoeriyah]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 6, No. 1, May 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v6i1.7943
<![CDATA[This study aims to improve students' mathematical reasoning abilities in learning mathematics through Problem Solving with Scientific approaches. The subjects in this study were all students of class VIII B, Padamara 1 st junior high school, totaling 33 students. This research was conducted in 3 cycles, each cycle consisting of 2 meetings. Each cycle in this study includes action planning, action implementation, observation and reflection. To measure the ability of mathematical reasoning is evaluated using the mathematical reasoning ability test. Based on the results of the study, the mathematical reasoning ability of the first cycle obtained an average value of 40.9, the second cycle obtained an average value of 60.15, and the third cycle obtained an average value of 63.3. The conclusion obtained from this study is that learning with Problem Solving with the Scientific approach can improve the mathematical reasoning ability of students of class VIII B Padamara 1 N Middle School, especially the subject of Building a Flat Side Room.]]>
<![CDATA[Sistem Penentuan Tingkat Kompetensi Pendidik Menggunakan Fuzzy Inference System Berbasis Web ]]>
<![CDATA[Tito Pinandita]]>;
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Hindayati Mustafidah]]>
<![CDATA[ Generic Vol 9 No 1 (2014): Vol 9, No 1 (2014) ]]>
Publisher : <![CDATA[Fakultas Ilmu Komputer, Universitas Sriwijaya ]]>
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<![CDATA[Kompetensi yang dimiliki oleh setiap pendidik (guru) akan menunjukkan kualitas pendidik dalam menjalankan profesinya. Kompetensi tersebut akan terwujud dalam bentuk penguasaan pengetahuan dan profesionalisme. Sejauh ini belum ada sistem yang bisa digunakan untuk menentukan apakah seorang pendidik telah memiliki kompetensi atau belum seperti yang dituangkan dalam UUGD 2005 yaitu kompetensi pedagogik, kepribadian, sosial, dan profesional sesuai dengan indikatornya. Oleh karena itu, penelitian ini mengembangkan sebuah sistem berbasis WEB dan bersifat online untuk menentukan tingkat kompetensi pendidik. Sistem ini dirancangbangun menggunakan fuzzy inference system yang merupakan salah satu metode dalam bidang logika fuzzy. Tahapan dalam membangun sistem ini adalah fuzzifikasi, inferensi, dan penentuan output. Sistem online ini mempermudah bagi pemakai (guru) untuk mengoperasikan di mana saja dan kapan saja sebagai bahan koreksi dan introspeksi diri akan tingkat kompetensi yang dimilikinya. Dari segi keamanan, sistem ini dilengkapi dengan otorisasi pemakai ID dan password.]]>
<![CDATA[IMPLEMENTASI LESSON STUDY UNTUK MENINGKATKAN MINAT BELAJAR MAHASISWA MELALUI METODE PEMBELAJARAN SEMINAR GROUP ]]>
<![CDATA[Lukmanul Akhsani]]>;
<![CDATA[Kusno Kusno]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2014): Jurnal Ilmiah Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA Universitas Jenderal Soedirman ]]>
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DOI: 10.20884/1.jmp.2014.6.2.2906
<![CDATA[. Lesson Study (LS) is the learning of assessment activities carried out by a group of teachers / faculty collaborative and sustainable to test and improve the effectiveness of learning. In this study, the implementation of lesson study to improve student interest in learning through the learning method Seminars Group. The results obtained by analysis of the average increase student interest in learning. Cycle 1 gained an average interest of students 67, 86 in the category of high interest in learning. In the first cycle of the findings of the observer focused on seating position make it difficult for the observer to move and students still do not concentrate on learning. Seat that is positioned in groups. Cycle 2 gained an average of 70.78 in the category of student interest high interest in learning. In Cycle 2 focused on the position of the seat. Apparently after the seat is positioned to the observer, the motion less students, so many students are easily sleepy and easier to jaw, with no attention to the lecturer. Cycle 3 gained an average of 72.59 students' interest in the category of high interest. In the do cycle 3, the observer gain some findings that many students were late, and there are still some students who own story. This is possible because they are too short presentation and question focus. Suggestions observer, lecturer models the moderator in the learning process. Cycle 4 gained an average of 72.71 in the category of student interest high interest in learning. Learning is in conformity with the plan, but there are still students who do the work of other subjects. This is a model professor responded by asking questions that make students think, re-concentration of students with learning again.]]>
<![CDATA[Mata Kuliah Pendidikan Mitigasi Bencana Berbasis Riset Pencegahan Longsor Lahan dengan Cara Vegetatif ]]>
<![CDATA[Sutomo Sutomo]]>;
<![CDATA[MA. Miftahuddin]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 6 (2022): Proceedings of Pendidikan Geografi Universitas Muhammadiyah Purwokerto ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v6i.460
<![CDATA[This study aims to determine the impact of research-based learning on disaster mitigation education courses for students of the Geography Education study program at the Muhammadiyah University of Purwokerto. The method used is a survey of students both before learning and after learning. While the data analysis technique used qualitative analysis. The results obtained from this study are students can understand knowledge and attitudes in dealing with disasters, can understand disaster policies and guidelines, can understand disaster emergency response plans, and can understand disaster early warning systems.]]>
<![CDATA[PELATIHAN INTEGRASI KEPEMIMPINAN GURU MATEMATIKA DENGAN NILAI-NILAI ISLAM ]]>
<![CDATA[Kusno Kusno]]>;
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Malim Muhammad]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL LPPM UMP PROSIDING SEMINAR NASIONAL LPPM UMP 2021 ]]>
Publisher : <![CDATA[Lembaga Publikasi Ilmiah dan Penerbitan (LPIP) ]]>
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<![CDATA[Nilai-nilai Islam dalam kepemimpinan guru adalah kunci kesadaran moral dan spiritual peserta didik. Tujuan pengabdian ini adalah memberikan bekal kemampuan kepada guru matematika di SMP/MTs Muhammadiyah Purwokerto untuk mengintegrasikan nilai-nilai Islam dalam kepemimpinan guru. Subjek pengabdian adalah guru-guru Matematika di SMP Muhammadiyah Purwokerto yang berjumlah 17 orang yang dipilih secara acak dari sejumlah guru Matematika SMP dan MTs Muhammadiyah Purwokerto. Pengabdian dilakukan dengan menggunakan metode penyuluhan, demonstrasi, diskusi yang dilakukan secara daring. Metode pengumpulan data menggunakan angket dan observasi. Untuk menganalisis data digunakan analisis deskriptif. Respon peserta pengabdian menunjukkan bahwa pelatihan integrasi kepemimpinan guru matematika dengan nilai-nilai Islam sebagai berikut, materi relatif baru (80), sesuai tuntutan abad 21 (90), penting untuk diterapkan di Sekolah (86), mudah di pahami (84), menarik minat untuk menerapkan pendidikan karakter di sekolah (90), menginspirasi guru (86), menyentuh nilai-nilai religuistas (90), dapat menambah wawasan (90), bersifat kontekstual senilai (86).]]>
