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<![CDATA[Profil Kemampuan Berpikir Kritis Mahasiswa dalam Menyelesaikan Soal Pemecahan Masalah Matematika Ditinjau dari Jenis Kelamin ]]>
<![CDATA[Dwi Utami Setyawati]]>;
<![CDATA[Baiq Rika Ayu Febrilia]]>;
<![CDATA[Ita Chairun Nissa]]>
<![CDATA[ Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i1.15709
<![CDATA[Critical thinking is a careful and calculated thinking activity using complex reasoning. The purpose of this study is to describe the students' ability to think critically in solving problems based on gender. The research subjects were two second semester students of Mathematics Education Program Universitas Pendidikan Mandalika. The instruments were a mathematics problem-solving sheet and interview guidelines. Data were analyzed qualitatively by three stages: data reduction, data presentation, and concluding. The results of the study found that the two subjects could bring up the five indicators of critical thinking. The male student was better in providing analytical analysis on the further explanation of the solution given, and the female student was better providing a complete, clear and detailed explanation so that it takes a longer time. However, the two students could not accurately draw conclusions and analysis. It is recommended that the lecturer provides various questions with different levels so that students are accustomed to thinking critically and they, later, as teachers also can train students' critical thinking.]]>
<![CDATA[EXPLORING STUDENT MATHEMATICAL ENGAGEMENT USING ADAPTED WATSON’ ANALYTICAL TOOL ]]>
<![CDATA[Baiq Rika Ayu Febrilia]]>;
<![CDATA[Ita Chairun Nissa]]>
<![CDATA[ Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v38i1.21478
<![CDATA[This research was conducted with the aim of describing the engagement of junior high school students in the mathematics learning process measured using an adapted Watson analytical tool. This research is a qualitative study that analyzes video transcripts of a junior high school teacher in West Nusa Tenggara, East Indonesia who are carrying out mathematical teaching on probability. In this study, the teacher carried out mathematics teaching designed by researchers using the ELPSA (Experience, Language, Pictorial, Symbolic, and Application) framework. The learning process was recorded through a video and then transcribed so that it is easily analyzed. The results showed that the dimensions of student mathematical engagement that emerged during the mathematics learning process were dominated by activities comparing/classifying and justifying/reasoning. These results also have a positive impact that by using the adapted of Watson analytical tool to analyze the learning process of mathematics can help teachers to gain deeper insight into students' mathematical engagement. This technique can be used as a reference by the teacher to further analyze so that better teaching actions can be planned.]]>
<![CDATA[Eksplorasi Kemampuan Siswa Memecahkan Masalah Program Linier Grafik dan Soal Cerita ]]>
<![CDATA[Ita Chairun Nissa]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 3, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v3i1.2707
<![CDATA[Linear program has a scope of material that emphasizes the method of determining the optimum value (maximum or minimum). Linear programming problems are generally presented through word problems that involve linear inequalities and straight line graphs, each of which requires different strategies and knowledge. This research was conducted to determine differences in the ability of students who solve linear program problems through word problems and graphical approach. Research subjects were 26 students at 11th grade in SMAN 7 Mataram. The research method used was mixed methods with sequential explanatory design. Quantitative data obtained through tests and qualitative data obtained through interviews. Data analysis with two-tail comparative statistical tests produced tstatistic = 3.63 > tcritical one-tail = 2.05 at α=0.05 which means that H0 is rejected. Then it can be concluded that there were significant differences in the ability of students who solved linear program problems through word problems and graphical approach. The results of this study can be used as a reference for the importance of providing students with consistent, continuous and varied problem solving experiences in their level of difficulty.]]>
<![CDATA[Penerapan Metode Problem Based Learning Untuk Meningkatkan Hasil Belajar Matematika Pada Kelas VII SMP N 2 Praya Barat ]]>
<![CDATA[Ahmad sofyan]]>;
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[Sabrun Sabrun]]>
<![CDATA[ Jurnal Pendidik Indonesia (JPIn) Vol 3, No 2: Oktober 2020 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Intan Cendekia ]]>
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DOI: 10.47165/jpin.v3i2.100
<![CDATA[Abstrak : Masalah dalam Penelitian ini adalah Rendahnya hasil belajar Matematika siswa, hal ini di Sebabkan oleh model pembelajaran yang digunakan guru masih belum dapat melibatkan siswa secara langsung untuk berperan aktif dalam kegiatan pembelajaran Proses pembelajaran lebih didominasi oleh guru. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa pada materi pokok persegi dan persegi panjang tahun ajaran 2019/ 2020,dengan subyek peneliti siswa kelas VII yang berjumlah 13 orang. Jenis penelitian ini adalah penelitian Tindakan Kelas (PTK), Penelitian ini dilakukan dua siklus pembelajaran, setiap siklus terdiri dari tahapan perencanaan, pelaksanaan tindakan,observasi dan refleksi. Berdasarkan hasil analisis data diperoleh hasil belajar siswa meningkat pada siklus. Pada siklus I aktivitas belajar siswa berkategori cukup aktif dan pada siklus ke II Aktivitas belajar siswa berkategori aktif.Sedangkan ketuntasan klasikal siswa pada siklus I mencapai 25% dan pada siklus II sudah dikatakn tuntas dengan presentase ketuntasan Klasikal 76,92%. Penerapan metode pembelajaran Problem Based Learning dapat meningkatkan hasil belajar siswa SMP N 2 Praya Barat Lombok Tengah.Kata Kunci: Problem Based Learning, Hasil Belajar]]>
<![CDATA[Pelatihan Perancangan Perangkat Pembelajaran Daring dan Luring sebagai Pendukung Belajar Dari Rumah ]]>
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[Masjudin Masjudin]]>;
<![CDATA[Ali Sukanta]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 2: November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v6i2.562
<![CDATA[Belajar Dari Rumah merupakan bentuk pembelajaran di masa darurat penyebaran Covid-19 yang diamanatkan oleh Kemendikbud untuk dilaksanakan oleh seluruh jenjang sekolah di Indonesia. Pelatihan ini dilaksanakan untuk mendukung hal tersebut dan bertujuan untuk meningkatkan kemampuan guru merancang perangkat pembelajaran khususnya rencana pembelajaran daring, rencana pembelajaran luring dan kombinasi keduanya. Pelatihan dilaksanakan secara tatap muka di sekolah selama dua hari dengan peserta sebanyak 14 orang guru. Pelatihan hari pertama fokus untuk menyampaikan materi sehingga menggunakan metode ceramah dan diskusi sedangkan hari kedua fokus pada penyajian hasil kerja guru sehingga menggunakan metode presentasi dan tanya-jawab. Selama pelatihan berlangsung, pengambilan data dilakukan menggunakan instrumen lembar pemeriksaan rencana pembelajaran dan kuesioner evaluasi pelatihan. Data dari kedua instrumen tersebut kemudian dianalisa secara statistik deskrikptif. Hasil pelatihan menunjukkan bahwa kemampuan guru dalam merancang RPP berada pada kriteria “Baik” dengan persentase ketercapaian sebesar 85,57% evaluasi pelatihan juga berada pada kriteria “Baik” dengan persentase ketercapaian sebesar 89,14%. Online and Offline Learning Tools Design Training to Support Learning From Home Abstract Learning from Home is a form of learning in the emergency period of the spread of Covid-19 which is mandated by the Ministry of Education and Culture to be carried out by all levels of schools in Indonesia. This training is carried out to support this and aims to improve the ability of teachers to design learning tools, especially online learning plans, offline learning plans, and a combination of both. The training was held face-to-face at the school for two days with 14 teachers participating. The first day of training focused on delivering material using the lecture and discussion method, while the second day focused on presenting the teacher's work using the presentation and question-and-answer method. During the training, data were collected using the learning plan examination sheet instrument and the training evaluation questionnaire. The data from the two instruments were then analyzed descriptively statistically. The results of the training show that the teacher's ability to design lesson plans is in the "Good" criteria with an achievement percentage of 85.57%. The training evaluation is also in the "Good" criteria with an achievement percentage of 89.14%. ]]>
<![CDATA[ANALISIS KETERLIBATAN DAN RESPON MAHASISWA DALAM PEMBELAJARAN DARING MENGGUNAKAN GOOGLE CLASSROOM DI MASA PANDEMI COVID-19 ]]>
<![CDATA[Baiq Rika Ayu Febrilia]]>;
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[Pujilestari Pujilestari]]>;
<![CDATA[Dwi Utami Setyawati]]>
<![CDATA[ FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 6, No 2 (2020): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/fbc.6.2.175-184
<![CDATA[Seluruh negara di dunia termasuk Indonesia terkena dampak virus berbahaya bernama Covid-19. Untuk memberhentikan rantai penyebaran virus ini, pemerintah memberikan kebijakan untuk melakukan aktivitas dari rumah masing-masing. Akibat dari kebijakan ini, mahasiswa haruslah melakukan pembelajaran secara daring. Tujuan penelitian ini untuk menganalisis keterlibatan dan respon mahasiswa dalam pembelajaran daring menggunakan Google Classroom di Masa Pandemi Covid-19. Jenis penelitian ini adalah penelitian kualitatif dengan subjek mahasiswa semester VI Prodi Pendidikan Matematika Universitas Pendidikan Mandalika berjumlah sepuluh orang. Adapun proses pengumpulan data melalui dua macam angket yaitu angket keterlibatan dan respon mahasiswa yang diperkuat dengan hasil wawancara, Untuk analisis data yang digunakan adalah kuantitatif dan kualitatif berdasarkan skor pengisian angket dan hasil wawancara. Hasil dari penelitian ini adalah keterlibatan mahasiswa dalam pembelajaran daring selama masa Covid-19 cukup baik ditandai dengan partisipasi mahasiswa yang cukup tinggi dalam bertanya, menjawab pertanyaan dosen, mengumpulkan tugas sesuai deadline, aktif dalam forum diskusi antar mahasiswa maupun dengan dosen serta munculnya berbagai sikap positif yang ada pada diri mahasiswa. Pelaksanaan perkuliahan dengan menggunakan Google Classroom mendapat respon yang positif serta keterlibatan penuh dari mahasiswa karena memberikan atmosfer baru dalam perkuliahan mereka, memudahkan mereka dalam mengakses bahan perkuliahan kapan dan di mana saja. Meskipun demikian, masih terdapat beberapa kekurangan atas pelaksanaan pembelajaran daring.]]>
<![CDATA[Pelatihan Rich Task Pada Mgmp Matematika SMP Lombok Barat ]]>
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[I Ketut Sukarma]]>;
<![CDATA[Sanapiah Sanapiah]]>;
<![CDATA[Ade Kurniawan]]>;
<![CDATA[Sabrun Sabrun]]>
<![CDATA[ Abdi Masyarakat Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan (LPP) Mandala ]]>
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DOI: 10.36312/abdi.v2i1.1333
<![CDATA[The West Lombok Mathematics’ Teacher Community needs to be improved because of the government's demands on the quality of teaching mathematics in schools. Having good mathematical knowledge and being able to solve real-life problems is an important key for teachers to be able to develop innovative mathematics teaching. But in fact, teacher training that emphasizes aspects of mathematical content is still not widely implemented. This is an important reason for this training. The training is carried out in one day through video screening and rich task modeling. The assessment of this training is measured using a closed questionnaire that asks the teacher's attitude towards statements related to the training material, training methods, the ability of the speakers, and the motivation of the trainees. The training that was carried out succeeded in getting a positive response that most of the teachers gave a very agreeing attitude. The teachers also feel motivated and have good expectations for applying the knowledge and skills gained from training into teaching mathematics in the classroom]]>
<![CDATA[Pengaruh Pemberian Soal Matematika Jenis Open-Ended Problems Terhadap Kemampuan Siswa Memecahkan Masalah Program Linier ]]>
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[Puji Lestari]]>;
<![CDATA[Dian Kumala]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 7, No 2: December 2019 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v7i2.1910
<![CDATA[[Title: The Effect of Open-Ended Problems on Mathematics Problem toward Students' Ability in Solving Linear Program Problems]. The purpose of this study is to determine whether the provision of linear program mathematical problems in the form of open-ended problems can affect students' problem-solving abilities. This research is an experiment with one sample group, 28 students of class XI IPA-2 in SMA Negeri 7 Mataram. Data was collected through tests and interviews that were statistically analyzed both descriptive and inferential. The validity of mathematical problems is based on expert judgment while the reliability is tested using product-moment correlation. Pre-test and post-test data have been tested both homogeneous and normally distributed. The homogeneity test uses the F-test statistics and the normality test uses the interpretation of skewness and kurtosis. The influence test is performed using one-party t-test statistics. Student problem-solving performance was assessed using a holistic rubric. All data is processed using data analysis tools on Microsoft Excel. This experiment showed success by obtaining an average test score of students when the pre-test was 39.58 which then increased when the post-test became 79.76. This increase was statistically significant as evidenced by the one-party t-test where tcount = 37.33> ttable = 1.67 at α = 0.05, which means that Ha was accepted. So it can be concluded that there is an effect of the treatment given a mathematical problem in the form of open-ended problems to the ability of students to solve linear program problems.]]>
<![CDATA[Kemampuan Matematika Dasar Mahasiswa Fisika Ditinjau dari Mathematical Procedural Skills, Conceptual Understanding, dan Algoritmic Problem Solving ]]>
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[Dwi Pangga]]>;
<![CDATA[Baiq Rika Ayu Febrilia]]>
<![CDATA[ JURNAL JENDELA PENDIDIKAN Vol. 2 No. 03 (2022): Jurnal Jendela Pendidikan: Edisi Agustus 2022 ]]>
Publisher : <![CDATA[CV. Jendela Edukasi Indonesia ]]>
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DOI: 10.57008/jjp.v2i03.278
<![CDATA[Beberapa literatur dan penelitian terdahulu menyatakan bahwa masih ada kelemahan dalam menggunakan matematika di kelas sains. Pada saat mahasiswa mengalami kegagalan dalam memecahkan masalah fisika yang melibatkan keterampilan matematika, seringkali kita dihadapkan pada pertanyaan apakah kegagalan tersebut disebabkan karena lemahnya kemampuan matematika dasar atau kurangnya penguasaan konsep fisika itu sendiri. Penelitian ini merupakan suatu deskriptif kuantitatif yang melibatkan mahasiswa tingkat satu yang melaksanakan perkuliahan matematika dasar dan fisika umum. Kemampuan matematika dasar mahasiswa dianalisis menurut tiga aspek penilaian; mathematical-procedural skils, conceptual understanding, dan algorithmic problem-solving. Tes pilihan ganda digunakan sebagai alat pengumpul data primer, sedangkan lembar jawaban tertulis digunakan untuk mendapatkan deksripsi seperti apa argumentasi mahasiswa dan bagaimana cara mereka memecahkan masalah. Skor tes dianalisis menggunakan metode statistik deskriptif untuk membandingkan kemampuan mahasiswa pada tiga aspek tersebut. Hasil akhir dari penelitian ini menunjukkan bahwa mahasiswa memiliki kemampuan yang lebih baik pada mathematical-procedural skils dan algorithmic problem-solving dibandingkan pada conceptual understanding.]]>
<![CDATA[Problem-based learning with role-playing: An experiment on prospective mathematics teachers ]]>
<![CDATA[Ita Chairun Nissa]]>;
<![CDATA[I Ketut Sukarma]]>;
<![CDATA[Sutarto Sutarto]]>
<![CDATA[ Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/betajtm.v13i1.370
<![CDATA[[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermain peran, Calon guru matematika]]>
