Article Per Year (5 Year)
p-Index From 2021 - 2026
2.267
P-Index
This Author published in this journals
All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Gema Pendidikan CESS (Journal of Computer Engineering, System and Science) AlphaMath: Journal of Mathematics Education JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Math Didactic: Jurnal Pendidikan Matematika Theorems (The Original Research of Mathematics) Jurnal Cendekia : Jurnal Pendidikan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Mosharafa: Jurnal Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika JME (Journal of Mathematics Education)
Supratman Supratman
Universitas Siliwangi
Chemistry Computer Science & IT Education Mathematics Social Sciences Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 17 Documents
Search

 1   2 
PHP web-based mathematics learning application: An analysis of student responses Muhammad Harun; Nani Ratnaningsih; Supratman Supratman
Math Didactic: Jurnal Pendidikan Matematika Vol 9 No 1 (2023): Januari - April 2023
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v9i1.2098

Abstract

Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan respon peserta didik terhadap aplikasi pembelajaran matematika berbasis web PHP. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Sampel penelitian adalah 63 orang peserta didik kelas X SMK Al-Ihya Selajambe, Kuningan Jawa Barat. Instrumen penelitian menggunakan angket respon untuk peserta didik. Analisis data yang digunakan adalah analisis deskriptif kuantitatif dalam bentuk persentase. Hasil data berbentuk persentase dideskripsikan menggunakan kriteria interpretasi respon. Berdasarkan hasil penelitian, aplikasi pembelajaran matematika berbasis web PHP mendapatkan persentase respon 87,04 % untuk aspek layout berada pada kriteria interpretasi respon sangat baik, 85,71 % untuk aspek tampilan berada pada kriteria interpretasi respon sangat baik, dan 88,94 % untuk aspek fitur berada pada kriteria interpretasi respon sangat baik. Secara keseluruhan, aplikasi pembelajaran matematika berbasis web PHP mendapatkan persentase respon 87,70% dengan kriteria interpretasi respon sangat baik. Dapat disimpulkan bahwa aplikasi pembelajaran matematika berbasis web PHP mendapatkan respon yang sangat baik dari peserta didik untuk digunakan dalam pembelajaran.
PENGEMBANGAN MEDIA PEMBELAJARAN ARTICULATE STORYLINE UNTUK MENGEKSPLOR KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF REGULATED LEARNING SISWA PESANTREN Rizky Mauldan Muhammad Yusuf Rizky; Supratman Supratman; Puji Lestari
Pedagogy: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2023): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v8i1.2460

Abstract

Pemecahan masalah menjadi kemampuan dasar yang wajib dimiliki siswa dalam bermatematika, kemandirian belajar merupakan aspek afektif penting yang mampu memacu perkembangan berpikir siswa dalam pembelajaran. Berdasarkan fakta di lapangan bahwa ketercapaian kemampuan pemecahan masalah yang dimiliki siswa pesantren masih belum optimal belum mampu untuk mereka menyelesaikan masalahnya sendiri, masih perlunya bimbingan dalam memahami masalah. Metode penelitian (R&D) dengan model ADDIE, bertujuan membahas secara komprehensif mengenai prosedur pengembangan articulate storyline untuk mengeksplor kemampuan pemecahan masalah matematis dan self regulated learning dengan memperhatikan karakteristik siswa pesantren.Instrumen pengumpulan data yaitu lembar validasi, angket respon guru dan siswa, lembar tes, angket self regulated learning. Teknik analisis data yang digunakan analisis kelayakan media dan efektivitas media. Media pembelajaran articulate storyline di validasi oleh 2 orang ahli validator media, lembar tes divalidasi oleh 2 orang ahli validator materi, angket self regulated learning divalidasi oleh 1 orang validator. Uji coba skala kecil kepada 5 siswa pesantren SMA Islam Cipasung untuk melihat kepraktisan media pembelajaran dan revisi sesuai hasil uji coba, serta uji coba skala besar kepada 25 siswa pesantren SMA Islam Cipasung. Hasil validasi media pembelajaran articulate storyline sebesar 84% dengan kategori sangat layak, dan hasil uji coba media pembelajaran articulate storyline dengan kategori sangat baik. Hasil validasi dan uji coba penggunaan media pembelajaran articulate storyline layak dan valid untuk diberikan kepada siswa pesantren
ANALISIS KESULITAN BELAJAR MENURUT COONEY PADA MATERI BENTUK ALJABAR DITINJAU DARI KECEMASAN MATEMATIS PESERTA DIDIK Teni Andriani; Supratman Supratman; Puji Lestari
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 8 No. 1 (2023): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v8i1.7621

Abstract

This study aims to determine and describe learning difficulties according to Cooney on algebraic from material in terms of students’ mathematical anxiety. This research is qualitative descriptive research. The research subjects were selected as many as 5 (five) who met the criteria in accordance with the research objective of 57 students. Based on the results of the study, it is concluded that students experience different mathematical anxiety when working on math problem in each somatic aspect, cognitive aspect, attitude aspect and mathematical knowledge aspect. Learners with different levels of mathematical anxiety have different learning difficulties. Learners with very high anxiety levels and high anxiety levels experience difficulties in each indicator of difficulty. Learners with moderate anxiety levels do not experience difficulties in the use of concepts, but difficulties in the use of principles and solving verbal problems. Learners with low anxiety levels did not experience difficulties in the use of principles and solving verbal problems but sometimes had difficulty in using principles. Learners with very low anxiety levels did not experience difficulties with each indicator. The Factors that cause mathematical anxiety and mathematics learning difficulties arise because students feel nervous about explaining the results of mathematical work in front of the class because they are not sure that the answers given are correct. Keywords: Mathematical Anxiety, Learning Difficulties, Algebra
Digibook Media and Novice Teacher Mathematical Beliefs Puji Lestari; Supratman Supratman; Komara Komara
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i3.2760

Abstract

Belief matematis yang dipahami sebagai keyakinan terhadap mata pelajaran matematika, kenyataannya sangat berpengaruh dalam proses pembelajaran matematika, khususnya terhadap hasil belajar peserta didik. Tujuan penelitian ini adalah menganalisis belief matematis guru pemula dalam mengajar dan belajar matematika, ditinjau dari media Digibook yang telah dikembangkan. Sebanyak 9 guru pemula dengan belief matematis pada aspek belajar matematika yang berbeda menjadi subjek dalam penelitian ini. Penelitian ini termasuk pada deskriptif kualitatif dengan pengambilan data berupa media Digibook yang dikembangkan oleh subjek, angket belief matematis yang sebelumnya telah divalidasi dan wawancara semi terstruktur.  Hasil penelitian ini menunjukkan bahwa guru pemula dengan keyakinan belajar level platonis meyakini bahwa dalam belajar matematika, pemahaman akan konsep merupakan inti dari belajar. Hal ini berdampak pada cara mereka mengajar, meyakinkan siswa bahwa matematika bukan hanya prosedur. Bagi guru pemula dengan keyakinan belajar problem solving, belajar merupakan proses mengeksplorasi pengetahuan dan media pembelajaran berperan sebagai alat bantu, alat komunikasi dan alat pengembangan berfikir matematis. Hasil penelitian ini mengimplikasi bahwa guru pemula dengan semangat belajar dan mengajarnya serta keinginan dalam mengembangkan media pembelajaran mampu menghasilkan media Digibook yang sesuai dengan karakteristik dan kebutuhan siswanya.Mathematical beliefs, which are understood as beliefs about mathematics subjects, are in fact very influential in the process of learning mathematics, especially on student learning outcomes. The purpose of this study is to analyze the mathematical beliefs of novice teachers in teaching and learning mathematics, in terms of the Digibook media that has been developed. A total of 9 (nine) novice teachers with mathematical beliefs in different aspects of learning mathematics became subjects in this study. This research is included in descriptive qualitative with data collection in the form of Digibook media developed by the subject, a mathematical belief questionnaire that has been previously validated and semi-structured interviews.  The results of this study show that novice teachers with platonic level learning beliefs believe that in learning mathematics, understanding concepts is the core of learning. This has an impact on the way they teach, convincing students that math is not just a procedure. For novice teachers with problem solving learning beliefs, learning is a process of exploring knowledge and learning media acts as a tool, a communication tool and a mathematical thinking development tool. The results of this study imply that novice teachers with their passion for learning and teaching and the desire to develop learning media are able to produce Digibook media in accordance with the characteristics and needs of their students.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBANTUAN CANVA FOR EDUCATION DENGAN PENDEKATAN RME UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS Sovi Endah Nurhayati; Supratman Supratman; Diar Veni Rahayu
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 4 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i4.8257

Abstract

Pada era pendidikan abad ke-21, kemampuan literasi matematis menjadi suatu keharusan bagi peserta didik. Sayangnya, kenyataannya, kemampuan literasi matematis di Indonesia masih jauh dari memuaskan. Oleh karena itu, diperlukan inovasi dalam pengembangan media pembelajaran berbasis teknologi guna meningkatkan kemampuan literasi matematis. Penelitian ini menerapkan model ADDIE untuk mengembangkan media pembelajaran interaktif dengan bantuan Canva for Education dan pendekatan Realistic Mathematics Education (RME) yang diharapkan valid, praktis, dan efektif. Penelitian menggunakan instrumen berupa lembar validasi ahli, lembar kepraktisan media, dan lembar keefektifan media. Subjek penelitian terdiri dari 21 peserta didik kelas IX MTs Daarutholibin. Hasil validasi oleh para ahli menunjukkan bahwa materi dan media pembelajaran interaktif berbantuan Canva for Education dengan pendekatan RME dikategorikan sebagai "sangat valid". Respon positif peserta didik pada kelas besar menunjukkan bahwa media ini dapat digunakan dengan praktis. Analisis terhadap peningkatan kemampuan literasi matematis menggunakan metode N-Gain menghasilkan rata-rata skor sebesar 0,68, yang termasuk dalam kategori "sedang". Uji effect size menunjukkan nilai sebesar 14,14, menandakan bahwa penggunaan media ini memiliki efek yang kuat. Dengan demikian, dapat disimpulkan bahwa media pembelajaran interaktif berbantuan Canva for Education dengan pendekatan RME tidak hanya valid dan praktis, tetapi juga efektif dalam meningkatkan kemampuan literasi matematis peserta didik.In the 21st century education era, mathematical literacy skills are a must for students. Unfortunately, in reality, mathematical literacy skills in Indonesia are still far from satisfactory. Therefore, innovation is needed in developing technology-based learning media to improve mathematical literacy skills. This research applies the ADDIE model to develop interactive learning media with the help of Canva for Education and the Realistic Mathematics Education (RME) approach which is expected to be valid, practical and effective. The research used instruments in the form of expert validation sheets, media practicality sheets, and media effectiveness sheets. The research subjects consisted of 21 class IX students at MTs Daarutholibin. Validation results by experts show that interactive learning materials and media assisted by Canva for Education using the RME approach are categorized as "very valid". The positive response of students in large classes shows that this media can be used practically. Analysis of increasing mathematical literacy skills using the N-Gain method produces an average score of 0.68, which is included in the "medium" category. The effect size test shows a value of 14.14, indicating that the use of this media has a strong effect. Thus, it can be concluded that interactive learning media assisted by Canva for Education with the RME approach is not only valid and practical, but also effective in improving students' mathematical literacy skills.
Smart Apps Creator (SAC) Assisted Comic Media Development in Optimizing Visual Spatial Intelligence Asri Wahyuni; Supratman Supratman; Puji Lestari
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 9, No. 1, May 2023
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v9i1.15314

Abstract

This study aims to produce SAC-assisted comic media and analyze the effectiveness and quality of using comics media to optimize students' visual-spatial intelligence. This research is a Research and Development (R&D) research using a 4D development model, which includes four stages: define, design, develop, and disseminate. In the "define" stage, the researcher did observations and interviews and distributed questionnaires to teachers and students. In the "design" stage, the researcher made prototypes of media development and visual-spatial intelligence test questions. At the "develop" stage, small group trials were conducted with three mathematics teachers and five students in class XI. Furthermore, a product revision was carried out, which was then the product of the revised result, which tested again in a large group, namely the class XI students of SMK Islam Madani consisting of 25 people. Finally, in the "disseminate" stage, socialization was carried out with mathematics teachers at the school where the researcher took the subject. The population in this study are mathematics teachers and students of class XI SMK Islam Madani, Kab. Tasikmalaya, West Java, with three mathematics teachers and 25 students of class XI majoring in Multimedia as the subjects. The research instruments used in this study were Teacher and Student Response Questionnaires and Visual Spatial Intelligence Test Questions.  The results showed that the comic learning media is in the category suitable for use by students, with the calculation of the teachers’ and student's response questionnaires having very good interpretations. Furthermore, the quality of the effectiveness of the visual-spatial intelligence of students after using comics learning media on geometry material gets a value of 1.58 with the "strong effects" criteria so that the SAC-assisted comic learning media is effectively used in learning.
THE EFFECTIVENESS OF THE TGT LEARNING MODEL ON LEARNING OUTCOMES ON THE MATERIAL OF RATIONALIZING THE DENOMINATOR OF ROOT FORM Nabila Nurhaliza Ali; Ratna Yestina; Agis Mulyani; Supratman Supratman
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1832

Abstract

Team Games Tournament (TGT) learning is well prepared with the proper procedures. It will be better than conventional methods, such as lectures that tend to be monotonous. This encourages researchers to conduct research withthe title "The Effectiveness of the Team Games Tournament (TGT) Learning Model on Mathematics Learning Outcomes on the Material of Rationalizing Denominators of Root Forms." This study aims to analyze the effect of mathematics learning outcomes of class X IPA 1 MAN 1 Tasikmalaya City on the material of rationalizing the denominator of the root form presented with the Teams Games Tournament (TGT) learning model. The type of research used is pseudo-experiment research. Data collection techniques are done by observation and giving instruments in the form of pre-test and post-test questions and minute papers. The sample was taken with a purposive sampling technique so that 15 students were obtained as research subjects. Before conducting hypothesis testing, data requirements were first tested, including normality testing using SPSS 25 with the Shapiro-Wilk Test and homogeneity testing using SPSS 25 with the Shapiro-Wilk Test. Hypothesis testing using the t-test. The results of this study indicate that student learning outcomes in the material rationalize the denominator of the root form by using the Teams Games Tournament (TGT) learning model. There is a difference between the pre-test and post-test results.
Co-Authors Agis Mulyani Andi Nur Rachman Aripin Aripin Asri Wahyuni Dedi Muhtadi Diar Veni Rahayu Euis Nur Fitriani Dewi Fuji Rianti Jujun Muhamad Jubaerudin Komara Komara Miftahul Jannah Muhammad Arif Nasrulloh Muhammad Harun Muhammad Itang Hidayat Nabila Nurhaliza Ali Nadia Zulfa Kosasih Nani Ratnaningsih Ni'mah, Khomsatun Nur hidayat Puji Lestari Ratna Yestina Redi Hermanto Rizky Mauldan Muhammad Yusuf Rizky Rudi Priyadi Saepuloh Saepuloh Santika, Satya Sovi Endah Nurhayati Sri Tirto Madawistama Teni Andriani Yundari, Yundari