Articles
<![CDATA[A case study of misconceptions students in the learning of mathematics; The concept limit function in high school ]]>
<![CDATA[Widodo Winarso]]>;
<![CDATA[Toheri Toheri]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 4, No 1: May 2017 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v4i1.12060
<![CDATA[This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.]]>
<![CDATA[Analisis Profil Guru Matematika dalam Membangun Konsep Diri Siswa ]]>
<![CDATA[Yuliyanti Yuliyanti]]>;
<![CDATA[Widodo Winarso]]>;
<![CDATA[Muhamad Ali Misri]]>
<![CDATA[ JURNAL MATHEMATIC PAEDAGOGIC Vol 3, No 2 (2019): Maret 2019 ]]>
Publisher : <![CDATA[Universitas Asahan ]]>
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DOI: 10.36294/jmp.v3i2.417
<![CDATA[This study aims to analyze the profile of SMPN 1 Lemahabang mathematics teacher implicating or not in developing self-concept of students and how much influence the profile of SMPN 1 Lemahabang teacher in developing self-concept of students. This research is a quantitative study using the One ShotCase Study design, the sampling technique used was purposive sampling and a sample of 5 mathematics teachers and 178 students of Lemahabang Middle School was selected. The research method used is the teacher performance appraisal (PKG) and questionnaire/questionnaire. The results of this study indicate that: (1) the profile of mathematics teachers according to the results of teacher performance evaluations has an average value of 85.43% which falls into the good category. Strengthened by the mathematics teacher's profile according to student perceptions of an average score of 73.86% which is included in the medium category (2) students' self-concept has an average value of 65.23% which is included in the medium category (3) based on Data analysis shows that the mathematics teacher's profile has implications in building students' self-concepts. This can be seen from the price of t count = -0.836 with a significance value of -0.836 <0.05, so Ho is rejected and Ha is accepted, which means that there are implications for the teacher's profile in developing students' self-concept]]>
<![CDATA[Terapi Behavioral Dengan Teknik Desensitisasi untuk Mengatasi Kecemasan dalam Menyelesaikan Masalah Matematika ]]>
<![CDATA[Sri Fuji Astuty]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ Indonesian Journal of Educational Science (IJES) Vol 4 No 1 (2021): Indonesian Journal of Educational Science (IJES) ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/ijes.v4i1.1043
<![CDATA[Fenomena kecemasan dalam penyelesaian matematika dikalangan siswa kerap terjadi, namun penyelesaian permasalahan tersebut belum banyak menjadi perhatian para guru matematika. Penelitian ini bertujuan mengatasi kecemasan siswa dalam menyelesaikan masalah matematika dengan menerapkan terapi behavioral menggunakan teknik desensitisasi sistematis sebagai upaya penangananya. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan desain penelitian studi kasus. Adapun instrumen yang digunakan dalam penelitian ini yakni skala kecemasan menggunakan skala T-MAS, wawancara dan dokumentasi. Penelitian dilakukan pada 25 siswa kelas X AKL-1 SMK Islamic Centre Cirebon. Tiga tahapan analsisi data yang terdiri reduction, display dan conclusion drawing atau verification dilakukan dalam penelitian ini. Adapun hasil penelitian ini mendapati 3 siswa yang tidak mengalami kecemasan, 5 siswa yang mengalami kecemasan ringan, 12 siswa mengalami kecemasan sedang, 4 siswa mengalami kecemasan berat dan 1 siswa mengalami kecemasan panik. Sedangkan terdapat 9 tahapan dalam terapi yakni pengkondisian, rasionalisasi, latihan relaksasi, menyusun hierarki, diskusi gambaran hal yang menyenangkan bagi konseli, relaksasi, memunculkan hierarki kecemasan dan mengamatinya serta melakukan evaluasi tindakan. Selanjutnya, berpedoman pada standar uji perilaku tingkat keberhasilan penerapan terapi behavioral dengan teknik desensitisasi sistematis menunjukkan persentase 66% gejala tidak pernah dilakukan seperti posisi duduk yang gelisah dan tangan yang berkeringat dimana 60% < x < 75% dikategorikan cukup berhasil. Sehingga terapi behavioral dengan teknik teknik desensitisasi sistematis berimplikasi dalam menurunkan tingkat kecemasan siswa dalam penyelesain matematika.]]>
<![CDATA[Berpikir kritis siswa ditinjau dari gaya kognitif visualizer dan verbalizer dalam menyelesaikan masalah geometri ]]>
<![CDATA[Widodo Winarso]]>;
<![CDATA[Widya Yulistiana Dewi]]>
<![CDATA[ Beta: Jurnal Tadris Matematika Vol. 10 No. 2 (2017): Beta Nopember ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/betajtm.v10i2.109
<![CDATA[[Bahasa]: Strategi siswa dalam menyelesaikan masalah matematika tentunya tidak lepas dari cara siswa menerima dan mengolah informasi yang disebut sebagai gaya kognitif. Siswa mempunyai gaya kognitif yang berbeda ketika belajar. Ada siswa memiliki gaya kognitif visualizer dan ada juga yang memiliki gaya kognitif verbalizer. Perbedaan gaya kognitif tersebut akan memicu kemampuan berpikir kritis siswa. Penelitian ini dilakukan di Madrasah Tsanawiyah Daru’l Hikam Kota Cirebon dengan menggunakan metode kuantitatif jenis kausal-komparatif. Teknik pengambilan sampel menggunakan cluster random sampling, dengan jumlah sampel sebanyak 45 siswa, yaitu 24 siswa visualizer dan 21 siswa verbalizer. Hasil penelitian menunjukkan bahwa siswa visualizer memperoleh nilai rata-rata sebesar 50,15 sedangkan siswa verbalizer memperoleh nilai rata-rata 40,05. Apabila dilihat dari rata-rata persentase hasil tiap aspek berpikir kritis, siswa visualizer dapat dikategorikan cukup baik, sedangkan siswa verbalizer dapat dikategorikan kurang. Hal ini menunjukan bahwa terdapat perbedaan berpikir kritis antara siswa dengan gaya kognitif visualizer dan siswa dengan gaya kognitif verbalizer dalam menyelesaikan masalah geometri. Kata kunci: Berpikir Kritis; Gaya Kognitif; Pemecahan Masalah; Geometri [English]: Student's strategy in solving mathematics problem cannot be separated from the way students receive and process the information which is called as cognitive style. Students have different cognitive styles as they learn. They tend to have visualizer cognitive style and the others have verbalizer. The different cognitive styles will trigger students' critical thinking skills. This research was conducted in Madrasah Tsanawiyah Daru'l Hikam Cirebon using the quantitative method of a causal-comparative. The sampling technique used cluster random sampling, with a total sample of 45 students, 24 students are visualizer and the remaining is verbalizer. The results showed that the visualizer students obtained an average score of 50.15, while the verbalizer students got 40.05. Viewing from the average percentage of the results of each aspect of critical thinking, visualizer students can be categorized quite well, while the verbalizer students can be categorized less. This research implies that there are differences in critical thinking between students with visualizer cognitive style and students with verbalizer in solving geometry problems. Keywords: Critical Thinking; Cognitive Style; Problem-solving; Geometry]]>
<![CDATA[Authentic assessment for academic performance: study on the attitudes, skills, and knowledge of grade 8 mathematics students ]]>
<![CDATA[Widodo Winarso]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v1i1.579
<![CDATA[The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.]]>
<![CDATA[Perilaku Belajar Efektif Terhadap Kemampuan Kognitif Psikomotorik Siswa Dalam Pembelajaran Matematika ]]>
<![CDATA[Sriyana Sriyana]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v1i2.2548
<![CDATA[The research was conducted to learn about the effect of effective learning behavior on students' cognitive-psychomotor skills in class IX mathematics learning at MTs Ash-Shiddiqiyyah Sumber Cirebon. This method of research is quantitative research. The population of this research is composed of all students of class IX MTs Ash-Shiddiqiyyah, The sample of this research is class IX B with a total of 24 students taken from Cluster Random Sampling. The data collection techniques used are 2, ie questionnaires for effective behavioral data and test data for the cognitive-psychomotor skills of students. The technique of data analysis for hypothesis testing is a simple regression analysis technique. The result of this research shows that the result of t-count = 7.522 is greater than t-table = 0.404 so it means that there is an influence between an effective learning behavior towards the ability cognitive-psychomotor of the student in mathematics]]>
<![CDATA[PENGGUNAAN BAHAN AJAR BERBASIS MULTIMEDIA INTERAKTIF TERHADAP HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Ahmad Gufron]]>;
<![CDATA[Darwan Darwan]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ INSPIRAMATIKA Vol 4 No 2 (2018): Inspiramatika, December 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum ]]>
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DOI: 10.52166/inspiramatika.v4i2.889
<![CDATA[Mathematics is a lesson that most students do not like. This, resulting in low mathematical learning outcomes. Therefore, in order to optimize the results of learning mathematics is required interactive and innovative teaching materials. The utilization of teaching materials based on interactive multimedia is an alternative solution that is needed to the problem. So the purpose of this study is to analyze the influence of the use of interactive multimedia-based teaching materials to the results of learning mathematics. The measured mathematical learning results include affective, psychomotor and cognitive spheres. The method used in this study is a qualitative research design with One-Group Pretest-Posttest Design. The study population used class VII in MTsN 8 Losari. With class study sample VII A by random sampling. Data collection was done before and after being treated which was obtained through math test, then analyzed using linear regression test. it was found that interactive multimedia usage response was in a good category with 74% percentage. In the affective domain is in the good category with a percentage of 74%. While in the psychomotor realm is in a good category by obtaining 77.5% percentage. In addition, the results of pretest (33.22) and posttest (85.84) averaged, then an increase of 44%. When viewed from hypothesis test by using regression test; 1) ineffective learning result, interactive multimedia influence 15,5%, 2) learning result of the psychomotor domain, multimedia affects 15,8%, and 3) in multimedia cognitive domain influence 11,4%. This shows that there is the influence of interactive multimedia usage to the three aspects of student learning result of mathematics]]>
<![CDATA[Profil Critical Thinking Skill Siswa pada Pembelajaran Matematika Ditinjau dari Perbedaan Gaya Kognitif dan Gender ]]>
<![CDATA[Fitri Fadilah]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ Suska Journal of mathematics Education Vol 7, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/sjme.v7i2.13996
<![CDATA[Keterampilan berpikir kritis diperlukan dalam kegiatan pembelajaran matematika diera abad 21. Profil keterampilan berpikir kritis siswa bergantung pada gaya kognitif yang terdiri dari Field Dependent (FD) dan Field Independent (FI). Selain itu perbedaan gender juga memberikan ragam profil keterampilan berpikir kritis siswa. Tujuan penelitian ini untuk mendeskripsikan profil keterampilan berpikir kritis siswa pada pembelajaran matematika yang ditinjau dari perbedaan gaya kognitif dan gender. Penelitian deskriptif kualitatif dengan desain studi kasus digunakan pada penelitian ini. Simple random sampling dan stratified sampling digunakan dalam penentuan subjek penelitian pada siswa MTs Salafiyah Bode. Teknik pengumpulan data terdiri dari angket GEFT, tes kemampuan berpikir kritis, dan wawancara. Hasil menunjukan bahwa kemampuan berpikir kritis siswa dengan gaya kognitif field independent lebih unggul jika dibandingkan dengan kemampuan berpikir kritis siswa dengan gaya kognitif field dependent. Pada setiap kelompok gaya kognitifnya, keterampilan berpikir kritis siswa perempuan lebih unggul jika dibandingkan dengan keterampilan berpikir siswa laki-laki.]]>
<![CDATA[Teaching-Material of Elementary Social Studies; Constructing a Powerful Approach to Local Wisdom in Indonesia ]]>
<![CDATA[Aris Suherman]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ International Journal of Education and Humanities Vol. 1 No. 1 (2021): International Journal of Education and Humanities (IJEH) ]]>
Publisher : <![CDATA[Ilmu Inovasi Nusantara ]]>
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DOI: 10.58557/ijeh.v1i1.12
<![CDATA[Learning is a process of active behavior, interactive and constructive. The learning process is used as a social context that needs attention. Social studies learning must be able to become and strengthen the values of local wisdom as a symbol of the character's identity of students. Then there needs to be an analysis of the development pattern of social science learning material materials based on local wisdom to shape student character. This study aims to describe the development of social science teaching materials based on local wisdom. The resulting teaching material products are developed by following Borg & Gall's. Product feasibility is measured through product validity, product practicality, and product effectiveness. The data collection techniques of this research were interviews, questionnaires, observations, tests, and documentation. The research results show that the development of social science learning materials based on local wisdom can help teachers in their efforts to understand students and connect learning material with the potential of the region. The development of social studies learning material based on local wisdom can help students understand their area's potential. This is based on the average pre-test score of 33,70 to 55,80. The average post-test score increased by an average score of 0.35, in the moderate category]]>
<![CDATA[Improving Students' Physics Learning Outcomes Through Implementation of Peer Teaching Method ]]>
<![CDATA[Yeni Nuriyani]]>;
<![CDATA[Widodo Winarso]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol 10, No 1 (2021): June ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
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DOI: 10.18592/tarbiyah.v10i1.4165
<![CDATA[Classroom action research using peer teaching methods to improve learning outcomes in physics subject circular motion. This study's subjects were students of class X MIPA 3 SMA Negeri 4 Cirebon, Cirebon City, West Java Province, totaling 32 students. The data collection technique is done by test and observation. The research process was carried out in two cycles, each cycle consisting of four stages, namely: (1) action planning, (2) action implementation, (3) observation and interpretation, and (4) analysis and reflection. Based on the research that has been done, it can be concluded that there is an increase in learning outcomes in physics subject of student circular motion through the use of the Peer Teaching method. Pre-cycle data with a class average of 60.94 with a percentage of 28.13% complete learning or 9 students out of 32 students. The first cycle increased to 72.19% or 17 students completed with an average student grade of 53.13%, but this score had not yet reached the KKM that had been agreed upon. The second cycle increased to 81.25%, or 26 students completed with an average student score of 84.84. Thus, the peer teaching method's application can improve learning outcomes in the Physics subject of circular motion so that it is feasible to be applied in SMA Negeri 4 Cirebon]]>
