Articles
<![CDATA[The Implementation of Problem-Based Learning (PBL) Model to Improve Creativity and Self-Efficacy of Field Dependent and Field Independent Students ]]>
<![CDATA[Maulidia, Farrah]]>;
<![CDATA[Saminan, Saminan]]>;
<![CDATA[Abidin, Zainal]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2402
<![CDATA[Students’ creativity and self-efficacy in solving mathematical problems remain low. Students with Field Dependent (FD) and Field Independent (FI) cognitive styleshave different creativity and self-efficacy. One learning model that is believed to increase students' creativity and self-efficacyis Problem Based Learning (PBL) model. This study aimed to increase the creativity and self-efficacyof FD and FI students through the application of PBLmodel. This research is an experimental study with pre-test and post-test control group design.The population of this research was grade VIII students in State Islamic School (MTsN) 1 Banda Aceh,while the sample consisted of two classes out of 11 classes. The sampling technique usedrandom samplingwith one experimental class and one control class. Data collection was carried out by using two instruments; a paper-test to measure students’ creativity and a questionnaire to measure students’self-efficacy. The grouping of FD and FI students was based on the results of the Group Embedded Figure Test (GEFT). Furthermore, a paired t-test was conducted to obtain an increase in students' creativity and self-efficacy. At the same time, a correlation test was performed to see the relationship between creativity and the self-efficacy ofstudents. The results of the study revealed that the increase of FD and FI students’ creativity who were taught by the PBL model was better than students taught by conventional methods. The results also reported that the increase of FD and FI students’ self-efficacy who were taught with the PBL model was better than the students who were taught with conventional methods. In addition, there was a significant relationship between FI and FD students' creativity and self-efficacy.]]>
<![CDATA[PENERAPAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SD ]]>
<![CDATA[Jarmita, Nida]]>;
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Nafizaturrahmi, Nafizaturrahmi]]>
<![CDATA[ Jurnal keilmuan dan Kependidikan dasar Vol 11 No 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/primary.v11i02.2298
<![CDATA[Pembelajaran matematika adalah salah satu mata pelajaran yang harus dipahami materinya oleh para siswa, namun siswa masih kesulitan untuk memahami apa yang telah diajarkan, sehingga pada saat diberikan masalah, siswa tidak bisa memecahkannya. Pendekatan pembelajaran yang digunakan dalam penelitian ini adalah Realistic Mathematics Education (RME) yang bertujuan untuk memperbaiki dan meningkatkan pemahaman konsep matematika siswa pada materi jaring-jaring kubus dan balok di kelas V MIN 12 Aceh Timur Tahun Pelajaran 2018/2019. Subjek dalam penellitian ini adalah kelas V-b MIN 12 Aceh Timur yang terdiri dari 30 siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Data dikumpulkan dengan cara memberikan tes pemahaman konsep matematika siswa. Hasil penelitian menunjukkan bahwa persentase pemahaman konsep meningkat, pada siklus I hasil tes yaitu 69,06% (Sedang), mengalami peningkatan pada siklus II yaitu 73,5% (Sedang), begitupun selanjutnya mengalami peningkatan pada siklus III yaitu 81,04% (Tinggi) dan berhenti di siklus III dikarenakan telah mencapai kualifikasi pemahaman konsep yang tinggi dan telah mengalami peningkatan yang signifikan.]]>
<![CDATA[INTUISI SISWA MADRASAH IBTIDAIYAH (MI) DALAM PEMECAHAN MASALAH MATEMATIKA DIVERGEN ]]>
<![CDATA[Abidin, Zainal]]>
<![CDATA[ Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 4, No 1 (2011): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar ]]>
Publisher : <![CDATA[Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jt.v0i0.1442
<![CDATA[Intuition is an immediate cognition received directly (self evident), without a reasoning process in depth, without requiring a jastifikasi or mathematical proof. Intuition plays a role in understanding the mathematical statements. However, intuition is also very involved in solving mathematical problems. Philosopher and educational experts regard intuition as a mental strategy or method that allows one stating the essence / essence of a phenomenon. The purposed of this study were (1) describe the intuition of students in mathematical problem solving divergent. From the results of this study can be summarized as follows: a) in understanding the problem, the kind of intuition that can be used for students classified in this type of intuition affirmatory. b) in planning the solution, intuition is used for students is to try to use division and multiplication. Jenis intuition is classified in this type of anticipatory intuition c) in implementing the solution, intuition is used is by way of trial and error, students tried to halve the amount of money available, and then used to buy a mango half and half to buy guava. Students also use a way of trying to multiply the number of mangoes that will be purchased at the price of one mango fruit and the remainder is used to buy guava and vice versa. Thus the kind of intuition that is used in this type of student is classified as anticipatory intuition d) Looking Back, intuition is used is to add the price of one mango and guava fruit multiplied by the number of mango and guava are purchased. With this type of intuition is used for students classified in this type of intuition affirmatory.Keywords: Intuition, Pemecahan Masalah, Divergen]]>
<![CDATA[Students’ Intuition of Field Independent and Field Dependent in Solving Divergence Mathematical Problem ]]>
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Jarmita, Nida]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 11, No 2 (2020): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema ]]>
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DOI: 10.15294/kreano.v11i2.26804
<![CDATA[In solving divergent mathematical problem, there is a different mental activity of formal cognitition. The activity is wel known as intuitive cognition or intuition. This study aims at exploring students’ intuition styles of Field Independent and Field Dependent when they solve divergent mathematical problems. The subjects of this study were GEEFT-test-selected students of MAN Model Banda Aceh who had intuition styles of Field Independent and Field Dependent. The findings of this study showed that field independent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making plans for solutions, and global anticipatory intuition in solving divergent mathematical problems. On the other hand, field dependent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making problem-solving plans, and anticipatory global intuition in re-examining divergent mathematical problem solving.Penelitian ini bertujuan untuk mengeksplorasi intuisi siswa yang bergaya kognitif Field Independent dan Field Dependent saat memecahkan masalah matematika divergen. Dalam penelitian ini subjeknya adalah siswa MAN Model Banda Aceh yang memiliki gaya kognitif field independent dan field dependent, dipilih menggunakan tes GEEFT. Temuan dalam penelitian ini diperoleh bahwa siswa field independent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencan pemecahan menggunakan intuisi antisipatori bersifat langsung dan global, dan dalam memecahkan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global. Sedangkan siswa field dependent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencana pemecahan masalah menggunakan intuisi antisipatori yang besifat langsung dan global, dan dalam memeriksa kembali pemecahan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global.]]>
<![CDATA[Students’ Intuition of Field Independent and Field Dependent in Solving Divergence Mathematical Problem ]]>
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Jarmita, Nida]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 11, No 2 (2020): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreano.v11i2.26804
<![CDATA[In solving divergent mathematical problem, there is a different mental activity of formal cognitition. The activity is wel known as intuitive cognition or intuition. This study aims at exploring students’ intuition styles of Field Independent and Field Dependent when they solve divergent mathematical problems. The subjects of this study were GEEFT-test-selected students of MAN Model Banda Aceh who had intuition styles of Field Independent and Field Dependent. The findings of this study showed that field independent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making plans for solutions, and global anticipatory intuition in solving divergent mathematical problems. On the other hand, field dependent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making problem-solving plans, and anticipatory global intuition in re-examining divergent mathematical problem solving.Penelitian ini bertujuan untuk mengeksplorasi intuisi siswa yang bergaya kognitif Field Independent dan Field Dependent saat memecahkan masalah matematika divergen. Dalam penelitian ini subjeknya adalah siswa MAN Model Banda Aceh yang memiliki gaya kognitif field independent dan field dependent, dipilih menggunakan tes GEEFT. Temuan dalam penelitian ini diperoleh bahwa siswa field independent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencan pemecahan menggunakan intuisi antisipatori bersifat langsung dan global, dan dalam memecahkan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global. Sedangkan siswa field dependent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencana pemecahan masalah menggunakan intuisi antisipatori yang besifat langsung dan global, dan dalam memeriksa kembali pemecahan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global.]]>
<![CDATA[ANALISIS KESALAHAN MAHASISWA PRODI PENDIDIKAN MATEMATIKA FAKULTAS TARBIYAH IAIN AR-RANIRY DALAM MATA KULIAH TRIGONOMETRI DAN KALKULUS 1 ]]>
<![CDATA[Zainal Abidin]]>
<![CDATA[ Jurnal Ilmiah Didaktika Vol 13, No 1 (2012): Jurnal Ilmiah DIDAKTIKA Agustus 2012 ]]>
Publisher : <![CDATA[Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry ]]>
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DOI: 10.22373/jid.v13i1.472
<![CDATA[There are many students of Mathematic Education Department in Tarbiyah Faculty of IAIN Ar-Raniry got difficulties to learn Calculus I. It is proven by many students fail the Calculus class. One of the causes is they did not really master the concept of trigonometric as one of the prerequisite of calculus I. Therefore, we need to know and analyze the type of mistaken they made and the tendency to produce the mistakes in answering the trigonometric’s question. In this research, data were collected through interview and questionnaire. Then, they were analyzed by using descriptive statistic. The result shows that the mistaken done by students in answering the trigonometric questions as the prerequisite of Calculus 1covers the mistake of facts, skills, concept and principles. Meanwhile, the tendency of doing the mistaken coming from principle misconception due to lack of understanding of trigonometric concept.]]>
<![CDATA[KINERJA DAN DISPOSISI MATEMATIS SISWA MELALUI PENERAPAN MODEL PROJECT-BASED LEARNING ]]>
<![CDATA[Rosnawati Rosnawati]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Jurnal Peluang Vol 7, No 2 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i2.13746
<![CDATA[Performance requires students to be active in working on assignments, as the evaluation is not only on the products but the skills they have. Mathematical disposition of students is vital to consider. Lack of students’ participation in the learning process can lead to low students’ performance and mathematical dispositions. The Project-Based Learning (PjBL) model encourages students productive. They will work on a project whose learning activities are more interesting and tangible so that students can develop their mathematical performance and disposition. This study aimed to analyze the development of student performance in completing group and individual assignments and their mathematical disposition through the application of the PjBL model. This research applied a qualitative study describing the development of student performance and mathematical disposition. The research subjects were 30 Year 7 students from one class of SMP Negeri 3 Unggul Ingin Jaya Aceh Besar. Data collection techniques involved observation, interview and questionnaire. The research results showed that 1) students developed their performance in completing group assignments by conducting all stages of task completion; 2) students developed their performance in completing individual tasks by performing all stages of task completion; 3) the mathematical disposition of students after the learning with the PjBL model had improved, especially on indicators of interest and curiosity.]]>
<![CDATA[Proses Berpikir Siswa SMP dalam Pemecahan Masalah Matematika Soal Cerita Ditinjau dari Gaya Kognitif Reflektif dan Impulsif ]]>
<![CDATA[Fahmi Ramadhan]]>;
<![CDATA[Hajidin Hajidin]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Jurnal Peluang Vol 7, No 1 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i1.13519
<![CDATA[The thought process is very important in learning mathematics, especially in problem solving. By knowing the thought process didwa then the teacher can design an efficient learning model. The purpose of this study was to determine the thinking of students MTsN Rukoh Banda Aceh in solving the problem about the story in terms of cognitive style reflective and impulsive. This study uses a qualitative method. This research was conducted in Banda Aceh MTsN Rukoh in class VII. Sources of data obtained from observation, MFFT, tests and interviews. Examination of the validity of the data is done by triangulation of time. Data analysis was carried out through several stages of data reduction, data presentation and conclusion. Based on the results obtained: (1) the thinking of students who styled cognitive reflective as follows: (a) the students are able to understand the problem; (b) the students have been able to make a plan or a way to solve problems and create a relationship between the known data with data asked in question; (c) the student is capable of running plans have been made, by operating the known data on the matter to the steps that have been made, and then execute the plan. Having obtained the results of the plan and then operate on the issues in question; (d) look back at what has been done or checked back in. (2) the thinking of students whose cognitive style Impulsiveness as follows: (a) the students are able to understand the problem; (b) students make settlement by relying intiusi so that the answer given was one of the students to operate on a mathematical concept; (C) the student is capable of running plans have been made, but in running student plan is still lacking precision in understanding the steps to resolve the matter in question; (d) a student can not make a conclusion on the question of.]]>
<![CDATA[Peningkatan Kemampuan Pemahaman Matematis dan Motivasi Belajar Matematika Siswa Melalui Penerapan Model Discovery Learning Berbantuan Macromedia Flash 8 ]]>
<![CDATA[Ulfa Nuriza]]>;
<![CDATA[Saminan Saminan]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Jurnal Peluang Vol 7, No 1 (2019): Jurnal Peluang ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jp.v7i1.13738
<![CDATA[The purpose of mathematics learning in Permendikbud No. 59 of 2014 requires students are able to understand mathematical concepts, explain the link between concepts and apply concepts or algorithms, are flexible, accurate, efficient, and precise in troubleshooting. But the facts show the students have not been able to understand mathematical concepts well. This condition can be caused by many factors, including students' motivation in learning, models and media used by teachers during the learning process. One model of learning that is presumed to help students to improve understanding and motivation is model of discovery learning aided Macromedia Flash 8. The purpose of this study to determine the increase of understanding mathematical ability and motivation taught with discovery learning aided Macromedia Flash 8 as well as the correlations between mathematical understanding ability and motivation to learn mathematics. This study was an experimental study with pretest-posttest study design group design. The population throughout class XI student of Madrasah Aliyah Negeri 1 Sigli, random sample selection is done to determine the experimental class (XI IPA3) and the control class (XI IPA6). The instrument used in this study consisted of mathematical understanding ability instrument and motivation questionnaire of study mathematics. Based on the results of data analysis using t-test and test of product moment correlation of Pearson gained increased mathematical understanding ability and motivation to learn math through discovery learning model aided Macromedia Flash 8 is better than applying the model of discovery learning but not significant, there is a relationship between the ability of mathematical understanding and motivation through discovery learning model aided macromedia flash 8, the degree of closeness relationship is in enough category.]]>
<![CDATA[ANALISIS STRATEGI NUMBER SENSE SISWA SMK NEGERI PENERBANGAN ACEH ]]>
<![CDATA[Arhamni Arhamni]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 9, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.22342/jpm.9.1.2425.59 - 67
<![CDATA[Belajar matematika, ketika hanya terfokus pada perhitungan angka, akan datar, kehilangan keindahan dan kebermaknaan, terutama angka dan operasinya. Seseorang yang belajar matematika diperlukan adanya kepekaan terhadap angka dan operasinya. Para ahli menyebut jenis sensitivitas sebagai sensitivitas angka. Para ahli mengatakan, jika seseorang memiliki nalar yang baik, matematika akan menjadi indah dan menyenangkan, sehingga konsep itu menjadi lebih baik. Sensitivitas akan angka membantu seseorang untuk melihat logika dari hasil perhitungan, sehingga semangat matematika akan ditemukan, dan matematika akan bermakna bagi siswa. Ada beberapa orang berpendapat bahwa matematika itu membosankan. Kondisi ini memiliki efek negatif pada pemahaman matematika seseorang. Penelitian ini bertujuan untuk melihat bagaimana strategi siswa di SMKN Penerbangan Aceh dalam memecahkan masalah. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan teknik purposive subjek. Subjek tersebut diambil dari siswa yang memiliki kemampuan matematika yang baik berdasarkan skor di semester ketiga. Hal ini bertujuan untuk mendapatkan data yang diharapkan dalam penelitian ini. Hasil diskusi dan analisis data dari tiga belas pertanyaan sensitivitas angka menyimpulkan bahwa: enam siswa tidak memiliki sensitivitas yang baik dari strategi operasi angka. Kata kunci: Sensitivitas angka, Strategi, Sekolah Menengah Kejuruan DOI: http://dx.doi.org/10.22342/jpm.9.1.2425.59 - 67]]>
