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ANALISIS PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS MAHASISWA PTIK MELALUI PEMBELAJARAN BERBASIS MASALAH Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 1 (2016): Edisi Vol. 2 No. 1 Mei 2016
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Kemampuan koneksi matematis mahasiswa mayoritas belum optimal dalammempelajari matematika diskrit yang merupakan salah satu dasar teori yangmendukung ilmu komputer. Sementara itu, mahasiswa Fakultas Ilmu Komputerumumnya masih menganggap bahwa matematika diskrit adalah mata kuliah yangterparsialkan dari ilmu komputer, sehingga untuk mengubah kenyataan tersebut,diperlukan suatu inovasi dalam perkuliahan, salah satunya adalah denganmengaplikasikan pembelajaran berbasis masalah. Penelitian ini bertujuan untukmengetahui apakah peningkatan kemampuan koneksi matematis mahasiswa yangmemperoleh pembelajaran berbasis masalah berbeda dengan mahasiswa yang memperoleh pembelajaran konvensional. Populasi dalam penelitian ini adalah mahasiswa program studi sistem Informasi di Indonesia, yang setingkat mutunya dengan program studi Sistem Informasi Fakultas Ilmu Komputer Universitas Subang jika dilihat dari nilai akreditasi BAN-PT, dan Sampel dalam penelitian ini adalah mahasiswa program studi Sistem Informasi Fakultas Ilmu Komputer Universitas Subang yang mengambil mata kuliah Matematika Diskrit (mata kuliah wajib yang diberikan di semester II). Penelitian ini dilakukan terhadap dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen adalah kelompok mahasiswa yang mendapatkan pembelajaran berbasis masalah sedangkan kelompok kontrol adalah kelompok mahasiswa yang yang diajarkan dengan pembelajaran konvensional. Desain penelitian berbentuk Pre-test Post-test Control Group Design. Data penelitian dikumpulkan melalui tes dan angket. Hasil penelitian ini adalah (1) peningkatan kemampuan koneksi matematis mahasiswa yang mendapatkan perkuliahan dengan pendekatan pembelajaran berbasis masalah berbeda dengan kemampuan koneksi matematis mahasiswa yang mendapatkan pembelajaran konvensional.

PENERAPAN MODEL PEMBELAJARAN SSCS (SEARCH, SOLVE, CREATE AND SHARE) TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Rini Apriyanti; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Rini Apriyanti (NIM : 133223006), Using of SSCS (Search, Solve, Create and Share) Learning Model to Enhancement Mathematical Problem Solving Ability of Middle School Students. This research is based on the effort to improve students mathematical problem solving ability which get the learning model of SSCS (Search, Solve, Create and Share). Through the experimental method obtainded the initial test results of the control class with an average value of 7,20 and the average value of the experimental class 7,64. white in the final test obtained the average value of control class 9,14 and experimental class 13,10. From the results of initial data analysis and final sample data, it can be concluded that mathematics learning using SSCS (Search, Solve, Create and Share) learning model is better than mathematical problem solving ability of students who get conventional learning model. As for enhancement of mathematical problem solving ability of students experimental class is in the medium category. Other then that, from result the questionnaire of student responses known that student show positive response to SSCS learning model.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DALAM UPAYA PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA Deden Safrudin; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 1 No 2 (2015): Edisi Vol 1 No 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Penelitian ini bertujuan untuk mengetahui apakah kemampuan berpikir kreatifmatematis siswa yang menerapkan model pembelajaran kooperatif tipe TeamAssisted Individualization (TAI) lebih baik dari pada kemampuan berpikir kreatifmatematis siswa yang menerapkan pembelajaran konvesional. Penelitian inidilaksanakan di kelas VII SMPN 1 Lebakwangi pada semester 2 tahun pelajaran 2015/2016. Teknik pemgambilan sampel yang digunakan adalah random sampling. Metodepenelitian yang digunakan adalah metode eksperimen. Hasil tes kemampuan berpikirkreatif matematis siswa diperoleh nilai rata-rata tes awal kelas eksperimen 32,83 dannilai rata-rata tes awal kelas kontrol 32,17. Sedangkan nilai rata-rata tes akhir kelaseksperimen 48,25 dan nilai rata-rata kelas kontrol 37,42. Teknik analisis datamenggunakan uji-t untuk menguji hipotesis statistik. Pada uji perbandingan dua ratarata diperoleh nilai thitung = 2,040, nilai ttabel = 1,669, karena 2,040 > 1,669 atau-2,040 < -1,669 maka H1 diterima, artinya kemampuan berpikir kreatif matematissiswa yang menerapkan model pembelajaran kooperatif tipe Team AssistedIndividualization (TAI) lebih baik dari pada kemampuan berpikir kreatif matematissiswa yang menerapkan pembelajaran konvesional.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DALAM UPAYA PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA Deden Safrudin; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Penelitian ini bertujuan untuk mengetahui apakah kemampuan berpikir kreatifmatematis siswa yang menerapkan model pembelajaran kooperatif tipe TeamAssisted Individualization (TAI) lebih baik dari pada kemampuan berpikir kreatifmatematis siswa yang menerapkan pembelajaran konvesional. Penelitian inidilaksanakan di kelas VII SMPN 1 Lebakwangi pada semester 2 tahun pelajaran 2015/2016. Teknik pemgambilan sampel yang digunakan adalah random sampling. Metodepenelitian yang digunakan adalah metode eksperimen. Hasil tes kemampuan berpikirkreatif matematis siswa diperoleh nilai rata-rata tes awal kelas eksperimen 32,83 dannilai rata-rata tes awal kelas kontrol 32,17. Sedangkan nilai rata-rata tes akhir kelaseksperimen 48,25 dan nilai rata-rata kelas kontrol 37,42. Teknik analisis datamenggunakan uji-t untuk menguji hipotesis statistik. Pada uji perbandingan dua ratarata diperoleh nilai thitung = 2,040, nilai ttabel = 1,669, karena 2,040 > 1,669 atau-2,040 < -1,669 maka H1 diterima, artinya kemampuan berpikir kreatif matematissiswa yang menerapkan model pembelajaran kooperatif tipe Team AssistedIndividualization (TAI) lebih baik dari pada kemampuan berpikir kreatif matematissiswa yang menerapkan pembelajaran konvesional.

PENERAPAN MODEL PEMBELAJARAN TEAM GAME TOURNAMENT TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA Ana Ratnasari; Evan Farhan Wahyu Puadi; Abdul Rosyid
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Implementation learning model of Team GameTournament to improve problem solving ability students. This study aims to determinethe problem solving math students with a model of learning Team Game Tournament,to know increase in the problem solving students with a model of learning Team GameTournament, as well as students learn the response to the Team Game Tournamentlearning model. This study using instruments tests description of the ability to evaluateproblem solving math students and use inquiries response students to learn theresponse students of learning applied. The results of the pretest known that wellblended score of problem solving math classes control is 5,8 while the experiment was7. Meanwhile the results of the posttest know that well blended scores problem solvingmath classes control is 18,15 and well blended scores problem solving math classesexperimental is 20,7. The results of the calculations score N-Gain obtained wellblended class experiments 0,68 and class control is 0,56. The result of the test t scoreN-Gain obtained tcount = 1,71. This means that after the treatment an inc experimentsbetter then the control. As an increase in the problem solving math classes experimentwas in the category of high. In addition to the results of the inquiries responsestudents, know that the students show response was positive against a model oflearning Team Game Tournament.

Book of mathematic education (bom-e) : perbedaan peningkatan kemampuan komunikasi matematis siswa Moh Andi Bahtiar; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 2 (2018): Edisi Vol. 4 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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The purpose of this research is to know if there any difference and improvement of students mathematic communication ability by using learning models Teams Games Tournaments that modified by Gallery Walk between the students who used with the students who didn’t used a media device Book of Mathematic Education (BOM-E). Research method that had been used in this research is quantitative description with experimental method. The population of this research is the students of SMK Yamsik Kuningan Class XI as many as 110 students with the total of sample is 55 students. The experiment class is the students who used learning media device Book of Mathematic Education (BOM-E) and the control class is the students who didn’t used learning media device Book of Mathematic Education (BOM-E). The research intrument that had been used by this research is test instrument in the form of pretest and posttest essay questions. Data analysis techniques used Normality test as a prerequisite test, because there is a data that are not normally distributed so the data processing by non-parametric statistics used Kruskal-Wallis H Test. The result of this research showed that in Kruskal-Wallis H Test produces H values as bis as 30,3030 with Chi Square value as bis as 3,8415 and that means there is a differences of improvements in mathematical communication ability. So it can be concluded that in the application of mathematics learning media device Book of Mathematic of Education (BOM-E) has an influence on the differences in the improvement of students mathematical communication ability where the students who used learning media device Book of Mathematic Education (BOM-E) have a significant increase compared to the students who didn’t used learning media device Book of Mathematic Educationn (BOM-E).

Upaya meningkatkan kemampuan koneksi melalui pendekatan contextual pada mata pelajaran matematika Cicih Kurniasih; Evan Farhan Wahyu Puadi; Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Tujuan penelitian ini adalah untuk menguji efektifitas pembelajaran matematika dengan menggunakan pendekatan constextual melalui penelitian tindakan kelas (PTK). PTK ini menyajikan temuan dari penelitian mengenai upaya meningkatkan kemampuan koneksi melalui pendekatan Contextual pada mata pelajaran matematika. Penelitian ini melibatkan kelas tujuh A di SMP Negeri 1 Maleber pada semester genap tahun ajaran 2016-2017. Penelitian menggunakan instrumen tes uraian untuk mengevaluasi kemampuan koneksi matematika siswa serta menggunakan angket respon siswa untuk mengetahui respon siswa terhadap pembelajaran yang diterapkan. Untuk mengetahui kemampuan koneksi matematika siswa, peneliti menggunakan Hasil Belajar Siswa (HBS) yang didasarkan pada Kriteria Ketuntasan Minimum (KKM), dimana KKM yang dipakai adalah 74 . Hasil kemampuan koneksi klasikal siswa perlakuan awal berada pada kategori sangat kurang yaitu sekitar 36.36% dan hasil akhir siklus kedua dan ketiga secara berturutturut adalah 72.72% dan 87.87% yaitu akhir siklus dua berada pada kategori cukup dan akhir siklus tiga pada kategori sangat baik, ini menunjukan adanya peningkatan secara signifikan. Begitupun kemampuan koneksi matematika per indikator mengalami peningkatan. Selain itu dari hasil angket respon siswa, diketahui pada awal siklus pertama respon belajar klasikal siswa hanya mencapai 2.48 yaitu berada pada kategori cukup sedangkan akhir siklus ketiga respon klasikal siswa mencapai 3.43 yaitu berada pada kategori sangat baik. Dari data tersebut bisa disimpulkan bahwa siswa merespon dengan baik terhadap penerapan pembelajaran dengan pendekatan contextual.

Model pembelajaran matematika realistik berbasis teori bruner untuk meningkatkan kemampuan berpikir kritis matematis pada materi bangun datar siswa smp Desi Trisusanti; Evan Farhan Wahyu Puadi; Uba Umbara
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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Desi Trisusanti (NIM:153223018), Realistic Mathematics Education Based on Bruner’s Theory to Improve Critical Thinking Mathematically geometry of square At Junior High School Students Build Materials (Classroom Action Research at SMPN 2 Cimahi Grades 7B), Department of Mathematics (PMTK), 2017. Capabilities Critical thinking is very important to be possessed by learners. Critical thinking is applied to learners to learn to solve problems systematically, innovatively and designing fundamental solutions. Improvement of critical thinking skills is done through a meaningful learning process for learners. A knowledge will be meaningful for learners if the learning process is implemented in a context or learning using realistic problems. This study aims to improve the critical thinking skills of class 7B students on the material geometry of square through Realistic Mathematical Learning Model-Based Mathematical Learning. This research is a classroom action research with research objects 7B grade students of SMPN 2 Cimahi 2nd semester in the academic year 2016/2017 as many as 26 people. The study was conducted in two cycles, each cycle consisting of 4 stages of planning, action, observation and reflection. The indicator of success of this research is the percentage of critical thinking ability based on KKM more than 71.5% are in high to very high category, Percentage of critical thinking ability of individual mathematical experience from cycle 1 to cycle 2, percentage of classical learning completion at least 80% Students of realistic mathematics learning model based on Bruner's theory are in good category up to very well. Based on the analysis of research data, cycle 1 percentage critical thinking skills of learners reached 69.95% in middle category and the percentage of classical learning completeness reached 69.23%. While on the second cycle of the percentage of the critical thinking skills of students is reached 75.18% at the high category 5:23% or an increase of cycle 1. Percentage of classical learning completeness in cycle 2 reached 84.62%, an increase of 15:39% of cycle 1. Response Learners toward Learning Mathematical Model Realistic-Based Theory Bruner is on the rise and is in good category. From these results it can be concluded that the Realistic Mathematics Instructional Model-Based Theory of Bruner can improve critical thinking skills on the material flat wake mathematical learners 7B classroom SMPN 2 Cimahi.

PENERAPAN METODE CROUSE REVIEW HORAY (CRH) DALAM UPAYA PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA Siti Maryam; Evan Farhan Wahyu Puadi; Abdul Rosyid
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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This research was motivated by the importance of understanding students' mathematical abilities in mathematics. The ability of mathematical understanding is one of the most important goals in the attainment of the objectives of the learning of mathematics. Metematis understanding is also an early ability students need to have in order to improve other capabilities in order to achieve educational goals. But the fact metematis student comprehension ability is still very low. This can be seen when the researchers conducted interviews with a teacher of mathematics courses at MTs Negeri Kadugede stating that the resulting value in each exam students are still a lot below average values. It is caused by several factors which include instructional methods used by teachers when teaching. In this study, researchers used a method Course Review Horay (CRH) in each of the learning process. The purpose of this study was to determine whether there is an increased understanding of mathematical ability of students to use methods Course Review Horay (CRH). The research was conducted in classes VII B to the experimental class and class C to class VII MTs Kadugede control in the second semester of the school year 2015-2016. The method of the research used experimental method. Data collection techniques in this study using the test, the student response sheet. The validity of the instrument is checked by means tested. The test was tested with validity, reliability, level of difficulty, and distinguishing features. The data were analyzed descriptively and quantitatively. The analysis technique used is the t-test to test similarity Two average to see that the two classes, namely the experimental class and the control class are in the same circumstances, the t-test for Test Difference Two average to examine the differences between the two classes, a class experiment and a control class that are in different circumstances and test the one hand to determine the increase of the experimental class. Through the experimental method initial test results obtained with the average value of 21.395 experimental class and the average value of 20.5 grade control. While at the end of the test values obtained average grade class experimental and control 76.42 35.81. From the analysis of the initial data and the final data sample can be concluded that the study of mathematics by using method Course Review Horay (CRH) is better than direct instruction to improve mathematical understanding in Kadugede MTs. Besides from analysis of student response sheet reveals the response of students to the study of mathematics by Course Review Horay (CRH) is quite good

Meningkatkan kemampuan pemahaman siswa dengan menggunakan metoda penemuan terbimbing pada pembelajaran geometri kelas 8 Sukenda Sukenda; Uba Umbara; Evan Farhan Wahyu Puadi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

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The purpose of the study was to investigate whether Guided Finding Methods could improve students' understanding of geometry in class 8. The method used is Classroom Action Research. The research was done at SMP Negeri 2 Ciwaru located at Jl. Raya Sumberjaya, Desa Citikur, Kecamatan Ciwaru, Kabupaten Kuningan. The subjects of the researchs were the students of SMP Negeri 2 Ciwaru class 8 academic year 2016/2017. They were chosen because after consulting with mathematics teachers that this had major problems regarding the comprehension ability of mathematical concepts. Data collection techniques: observation, interview and questionnaire. The research was done in 2 cycles, each cycle was done in 3 sessions. Each session includes 4 stages: planning, action, observation and reflection. The results of the research as follows: Learning with guided discovery method can improve students' understanding 73.82%. With the following details on the first cycle students who reached the KKM 17 students (62.54%) with an average score of 65.74. In cycle II the number of KKM 23 students (85.19%) the average score in cycle II was 79.26. Based on the results of the research it is advisable to use guided discovery methods in improving students' comprehension skills.

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