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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Union: Jurnal Ilmiah Pendidikan Matematika SIGMA Kontribusia : Research Dissemination for Community Development Tamaddun : Jurnal Pendidikan dan Pemikiran Keagamaan INNOVATION RESEARCH JOURNAL Didaktika: Jurnal Pemikiran Pendidikan Jurnal Math-UMB.EDU DedikasiMU: Journal of Community Service Postulat : Jurnal Inovasi Pendidikan Matematika JME (Journal of Mathematics Education) Sasambo: Jurnal Abdimas (Journal of Community Service) JME (Journal of Mathematics Education)
Nur Fauziyah
Universitas Muhammadiyah Gresik
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Analysis of Communication in Problem-Based Mathematics Learning through Transcript Based Lesson Analysis (TBLA) Filda Wulan Damayanti; Nur Fauziyah; Syaiful Huda
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1603

Abstract

This study aims to describe communication in problem-based mathematics learning through TBLA and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA). This type of research is descriptive exploratory research with a qualitative approach. The subjects of this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students. The supporting instruments in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it can be seen that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.
Critical Thinking Analysis of Students in Problem Based Mathematics Learning through TBLA Siti Maghfirotun Nikmah; Nur Fauziyah; Syaiful Huda
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1604

Abstract

Mathematics is related to numbers and formulas, as well as its abstract nature. So that understanding it is not by memorizing. It requires the ability to solve mathematical problems. In solving mathematical problems it requires critical thinking skills. Problem based learning is the right way to train students to think critically, so problem-based learning according to the purpose of improving critical thinking. To find out problem based learning is able to improve students' critical thinking skills, the Transcript Based Lesson Analysis (TBLA) learning analysis method is used. This research is an exploratory qualitative research that aims to describe critical thinking and tendencies in problem-based mathematics learning using TBLA for students in class VIII-D at SMP Negeri 1 Gresik. The supporting instrumens in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it appears that students are active in communicating with other students, only occasionally asking the teacher about things that need more explanation. Likewise, the results of the TBLA analysis based on categorization show that students have critical thinking skills, namely students can show 6 critical thinking indicators in this study, namely focus, reason, inference, situation, clarity and overview.
Development Evaluation Tool Two Tier Multiple Choice Using Wondershare Quiz Creator to Identify Mathematical Connection Sri Ayu Lestari; Irwani Zawawi; Fatimatul Khikmiyah; Nur Fauziyah
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1607

Abstract

The research objective is to develop an evaluation tool two tier multiple choice using the wondershare quiz creator to identify students mathematical connection capabilities. The research model uses ADDIE. The test subjects in the study were class VII-D of Islamic Qon Middle School. The research instruments used were interview sheets, validation sheets, test instruments, and questionnaires. Data analysis techniques were carried out quantitatively and qualitatively. The results are: (1) the evaluation tool is feasible because it meets 2 valid and effective criteria. Valid criteria based on the assessment of media experts 94% (very feasible), and 80% material experts (feasible). Effective criteria are seen from the response of students and the quality of the items. The results of the students' responses were 82% (very interesting). While the quality of the items, the validity test contained 1 invalid question. Reliability test, there is 1 unreliable question. The difficulty level test has 7 moderate questions, 3 easy questions, and there are no difficult questions. The distinguishing power test contained 2 very good questions, 6 good questions, 2 enough questions, and not in the bad category. There were 11 distractors at the first level and 6 at the second level who were selected from all students. (2) The percentage of mathematical connections is very high 39.3%, high percentage 46.4%, moderate percentage 3.6%, low percentage 3.6%, and very low percentage 7.1%.
Co-Authors Abdul Rozaq Abdurrahman Faris Indriya Himawan Adiaz Aditya Pratito Ahmad Fauzy Eprilyanto Ainanda Al Fatina Akhmad Wasiur Rizqi Amalia Rahma Andi Husniati Andi Rahmad Rahim Anita Handayani Aries Kurniawan Christiana Siska Sari Churun L. Maknun Churun Lu'lu'il Maknun Darmawan Aditama Deny Andesta Diah Sulistiyowati Dodi Jaya Wardana Edy Safitri Eliyani Eliyani Endang Eka Pratiwi Erisca Dwi Elvira Fahrudin Fahrudin Faizal Amsyari Fatimatul Khikmiyah Filda Wulan Damayanti Gadis Dinda Finissha Ibrahim Masuqi Ika Ainun Munzilin Indi Zahrotul Hafidha Irwan Akib Irwani Zawawi Ismail Marzuki Kristiwati kristiawati M. Khoirun Nasikin Maulidyah Amalina Rizqi Mohammad Ariyanto Mohammad Ghozali Musadhad Mufidatik Mufidatik Muhammad Aufa Muhammad Rizal Usman Mustakim Mustakim Nadhifah Salsabilah Nasrul Hidayat Nikmaturrahma Nina Aini Mahbubah Nisa Fitri Amalia Noor Amirudin Nur Azis Prasetyo Nur Maulida Safitri Nurhayati Nurhayati Nurtalitha Alifia Rochma Pressa Perdana Surya Saputra R. Achmad Djazuli Reni Ariska Putri Ribeh Najib Muhammad Riska Widiyanita Batubara Riskha Aulia Rizqi Awwalia Rochimatul Laili Rohmy Husniah Roikhatul Jannah Roziana Ainul Hidayati Siti Maghfirotun Nikmah Siti Maghfirotun Nikmah Slamet Asari Sri Ayu Lestari Sri Ayu Lestari Sri Suryanti Sri Uchtiawati Suhaili Suhaili Sukaris Sulasih Sulasih Syaiful Huda Syaiful Syaiful Ulfatul Ma’rifah Ulfatul Ulfatul Ma’rifah Umi Chotijah