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Ekasatya Aldila Afriansyah

Institut Pendidikan Indonesia

Author-ID : 2526775

Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN AUDITORY INTELLECTUALY REPETITION DAN PROBLEM BASED LEARNING Usman Fauzan Alan; Ekasatya Aldila Afriansyah
Jurnal Pendidikan Matematika Vol 11, No 1 (2017)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.11.1.3890.67-78

Tujuan dari penelitian ini adalah: (1) Untuk mengetahui perbedaan kemampuan pemahaman matematis antara siswa yang mendapatkan model pembelajaran Auditory Intellectualy Repetition (AIR) dengan Problem Based Learning (PBL)?, (2) Untuk mengetahui sikap siswa terhadap mata pelajaran matematika dengan menerapkan model pembelajaran Auditory Intellectualy Repetition (AIR)?, (3) Untuk mengetahui sikap siswa terhadap mata pelajaran matematika dengan menerapkanProblem Based Learning (PBL)?.Penelitian ini merupakan penelitian kuasi eksperimen dengan desain penelitianPretest-Posttest ControlDesign. Populasi pada penelitian ini adalah seluruh kelas VII SMP Negeri 1 Cisurupan dengan mengambil sampelsebanyak dua kelas yaitu kelas VII-A sebagai kelas eksperimen Idan kelas VII-B sebagai kelas eksperimen II.Instrumen penelitian yang digunakan adalah tes kemampuan pemahaman matematis dan angket siswa.Berdasarkan hasil penelitian,diketahui bahwa: (1) Terdapat perbedaan kemampuan pemahaman matematis antara siswa yang mendapatkan model pembelajaran AIR dengan PBL. (2) Sikap siswa yang mendapatkan model pembelajaran AIR menunjukkan sikap dengan interpretasi sangat baik. (3) Sikap siswa yang mendapatkan PBL menunjukkan sikap dengan interpretasi baik.Â DOI:http://dx.doi.org/10.22342/jpm.11.1.3890.67-78

KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE COMPLETE SENTENCE DAN TEAM QUIZ Imas Layung Purnama; Ekasatya Aldila
Jurnal Pendidikan Matematika Vol 10, No 1 (2016)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.10.1.3267.27-42

Jenis penelitian ini adalahÂ penelitian quasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa SMP kelas VII, sampel diambil sebanyak dua kelas (kelas Complete Sentence,Â kelas Team Quiz). Instrumen dalam penelitian ini berupa tes kemampuan komunikasi: uraian dan tes skala sikap. Dari hasil analisis data diperoleh kesimpulan: (1) Terdapat perbedaan kemampuan komunikasi matematis siswa antara yang Mendapatkan Pembelajaran Kooperatif Tipe Complete Sentence dan Tipe Team Quiz. (2) Peningkatan kemampuan komunikasi matematis siswa yang mendapatkan pembelajaran Kooperatif Tipe Complete Sentence berinterpretasi sedang. (3) Peningkatan kemampuan komunikasi matematis siswa yang mendapatkan pembelajaran Kooperatif Tipe Team Quiz berinterpretasi sedang. (4) Sikap siswa kelas VII-A sebagai kelas Complete Sentence terhadap pembelajaran matematika dengan menggunakan pembelajaran Kooperatif Tipe Complete Sentence berinterpretasi baik. (5) Sikap siswa kelas VII-B sebagai kelas Team Quiz terhadap pembelajaran matematika dengan menggunakan pembelajaran Kooperatif Tipe Team Quiz berinterpretasi baik.Â DOI: http://dx.doi.org/10.22342/jpm.10.1.3267.26-41

PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF CONFIDENCE SISWA ANTARA TPS DAN STAD Kiki Nuraeni; Ekasatya Aldila Afriansyah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 13, No 1: Juni 2021
Publisher : Universitas Muhammadiyah Makassar

Low communication skills and self-confidence affect student learning outcomes. Therefore, there is a need for efforts to improve students' mathematical communication skills and self-confidence, one of which is by using the Think Pair Share learning model and the Student Team Achievement Divisions. The purpose of this study was to analyze differences in mathematical communication skills and self-confidence between students who received the Think Pair Share learning model and the Student Team Achievement Divisions, learning model. The research method used was quasi-experimental with a population of all class X students of SMA Negeri 15 Garut. The sampling technique used was purposive sampling by taking a sample of two classes, namely 31 students of class XMIA-8 and 34 students of class XMIA-4. The research instruments used were essay tests and questionnaires. Based on the results of the data analysis, it was concluded that there were differences in mathematical communication skills and self-confidence between students who received the Think Pair Share learning model and the Studen Team Achievement Divisions learning model.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP DI KAMPUNG CIBOGO PADA MATERI SPLDV Anggun Budi Lestari; Ekasatya Aldila Afriansyah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 13, No 2: Desember 2021
Publisher : Universitas Muhammadiyah Makassar

Problem-solving is one of the skills that must be possessed by every student, especially in learning mathematics. By having problem-solving skills, students can solve every problem well in every field. The results of previous studies show that the ability to solve mathematical problems is still low, especially in the SPLDV material. This study aims to determine the mathematical problem-solving ability of junior high school students on the SPLDV material. This research is qualitative research, with the research sample is junior high school students in Cibogo village. Sampling was done randomly and randomly selected four students. The data collection techniques used were observation, tests, and interviews, while the data analysis techniques used data reduction, data presentation, and conclusion drawing/verification. The results showed that students' mathematical problem-solving abilities were still low, seen from the percentage of the results of the analysis of students' mathematical problem-solving abilities, namely the percentage of the first indicator, namely identifying the known elements, which were asked and the adequacy of the required elements, the percentage of the first sub was 100%. While in the second sub, the percentage is 0%. Furthermore, in the second indicator, namely formulating mathematical problems or compiling mathematical models, the first sub percentage is 75% the same as the second sub the percentage is 75%. Then on the third indicator, namely choosing and setting strategies to solve problems inside or outside mathematics, the first sub percentage is 0%, as well as the second sub percentage, is 0%. And in the fourth indicator, namely explaining or interpreting the results according to the original problem and checking the correctness of the results or answers, the first sub percentage is 25%, and in the second sub, the percentage is 25%.

Perbedaan Peningkatan Kemampuan Komunikasi Matematis Siswa antara Model Eliciting Activities dan Discovery Learning Riska Asmara; Ekasatya Aldila Afriansyah
Suska Journal of mathematics Education Vol 4, No 2 (2018)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v4i2.5714

Rendahnya kemampuan komunikasi matematis siswa terhadap materi pembelajaran menjadikan siswa menganggap matematika merupakan pelajaran yang sulit. Aktivitas pembelajaran yang dilakukan hendaknya berpusat pada siswa, agar siswa memiliki kebebasan untuk memperdalam materi dengan pemahamannya sendiri. Dua model pembelajaran yang berpusat pada siswa dipilih sebagai solusi dalam mengatasi rendahnya kemampuan komunikasi matematis yaitu Model Eliciting Activities dan Discovery Learning. Tujuan penelitian ini adalah untuk mengetahui perbedaan peningkatan kemampuan komunikasi matematis siswa antara yang mendapatkan pembelajaran Model Eliciting Activities dengan yang mendapatkan pembelajaran Discovery Learning. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 15 Garut. Sampel dipilih secara acak sebanyak dua kelas yaitu kelas X MIPA 8 sebagai kelas eksperimen I yang berjumlah 32 orang siswa dan kelas X MIPA 7 sebagai kelas eksperimen II yang berjumlah 30 orang siswa. Kelas eksperimen I yaitu kelas yang mendapatkan pembelajaran Model Eliciting Activities dan kelas eksperimen II yaitu kelas yang mendapatkan pembelajaran Discovery Learning. Instrumen penelitian yang digunakan Instrumen tes kemampuan komunikasi matematis berupa soal uraian (Pretest dan Posttest) dan instrumen non tes berupa angket. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa antara yang mendapatkan pembelajaran Model Eliciting Activities dengan yang mendapatkan pembelajaran Discovery Learning. Peningkatan kemampuan komunikasi matematis pada kelas Model Eliciting Activities berada pada intepretasi sedang dan kelas Discovery Learning berada pada interpretasi rendah. Respon siswa terhadap pembelajaran Model Eliciting Activities dan pembelajaran Discovery Learning menunjukkan respon yang baik.

Kemampuan Proses Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Creative Problem Solving dan Resource Based Learning (Studi Eksperimen pada Siswa Kelas X SMK Krija Bhakti Utama Limbangan) Yopi Ahmad Sopian; Ekasatya Aldila Afriansyah
Jurnal Elemen Vol 3, No 1 (2017): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v3i1.317

One of the important aspects in learning mathematics is problem-solving process ability that can be applied in real life. The purpose of this study is to assess the result of differences in the ability of students' mathematical problem-solving process ability that get the Creative Problem Solving and Resource Based Learning model. This research method is a quasi-experimental study; a sample population was students of SMK Bhakti Utama Krija. The results of this study were (1) There were differences students' mathematical problem-solving process ability to get the Creative Problem Solving and Resource Based Learning model. (2) Increasing problem-solving process ability by Creative Problem Solving model was moderate. (3) Increasing problem-solving process ability by Resource Based Learning model was low.

KEMAMPUAN BERPIKIR KREATIF SISWA MELALUI CREATIVE PROBLEM SOLVING Windi Hadianti Tarlina; Ekasatya Aldila Afriansyah
Eduma : Mathematics Education Learning and Teaching Vol 5, No 2 (2016)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Creative thinking ability is the one of important things in mathematics lesson. In developing such creative thinking ability, teachers must be good at giving ideas and issues which are relatively different from before, so that we can find something new. The authors formulate the problem: Do the creative thinking abilities of students who received Creative Problem Solving learning better than students who received conventional learning?Quasi-experimental research with experimental design (Nonequivalent group pretest-posttest design) aims to determine students' achievement of creative thinking abilities through Creative Problem Solving. The benefits of this research are expected to improve the students' creative thinking ability through CPS further in SMPN 2 South Tarogong. The instrument used in this study is a written test form with a description of the subject lines and angles. The population was all students of class VIII SMPN 2 South Tarogong; the sample of the selected class is VII-D and VII-E class. From the analysis of data normality test results of initial tests, obtained a score in the experimental class was not normal, so the test followed by Mann Whitney test, the gain was normalized. These results indicate that: (1) The improvement of students’ creative thinking ability who received Creative Problem Solving learning better than students who received conventional learning, (2) The improvement of students’ creative thinking ability who received Creative Problem Solving learning included into the high category, (3) The students’ attitude of the experiment class on the subjects of mathematics and Creative Problem Solving learning was dominated by a positive attitude. Keywords: Creative thinking ability, Creative Problem Solving, conventional, experimental methods.

KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI PEMBELAJARAN CTL Shinta Sangalia Sukmana Dewi; Ekasatya Aldila Afriansyah
JIPMat Vol 3, No 2 (2018)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jipmat.v3i2.2761

Rendahnya kemampuan komunikasi matematis siswa jarang mendapatkan perhatian dan guru hanya berfokus pada aspek komputasi yang bersifat algoritmik sehingga menjadikan siswa kurang aktif dan cenderung pasif sehingga tidak dapat menyampaikan ide matematiknya. Salah satu strategi yang dapat dilakukan untuk meningkatkan kemampuan komunikasi matematis siswa adalah dengan menggunakan model pembelajaran CTL. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis siswa yang mendapatkan model pembelajaran CTL lebih baik dari pada siswa yang mendapatkan model pembelajaran Konvensional. Populasi dari penelitian ini adalah seluruh siswa kelas XI SMAN 16 Garut dengan sampel sebanyak dua kelas, yaitu: kelas XI-IPS 3 sebagai kelas kontrol yang mendapatkan model pembelajaran Konvensional dan kelas XI-IPS 2 sebagai kelas eksperimen yang mendapatkan model pembelajaran CTL. Materi yang digunakan dalam penelitian ini adalah Statistika. Instrumen penelitian ini berupa tes dengan bentuk uraian yang diberikan pada saat pretest dan postest serta diberikan tes skala sikap siswa. Dari hasil pretest diperoleh Ho Tidak diterima sehingga dapat disimpulkan bahwa tidak terdapat perbedaan kemampuan awal yang signifikan antara kelas yang mendapatkan model pembelajaran CTL dengan siswa yang mendapatkan model pembelajaran Konvensional. Dari hasil postes diperoleh bahwa Ha Tidak diterima sehingga dapat disimpulkan bahwa peningkatan kemampuan komunikasi matematis siswa yang mendapatkan model pembelajaran CTL lebih baik dari pada siswa yang mendapatkan model pembelajaran Konvensionali. Tingkat pencapaian materi siswa yang mendapatkan model CTL lebih baik dari pada siswa yang mendapatkan model pembelajaran Konvensional, tetapi daya serapnya masih rendah yaitu 29,73% yang memenuhi kriteria ketuntasan minimal. Skala sikap siswa diolah dengan menggunakan skala Likert dan dapat disimpulkan bahwa sikap siswa berinterpretasi cukup.Kata Kunci: Kemampuan Komunikasi Matematis, CTL, Konvensional.

Perbandingan Kemampuan Pemecahan Masalah Matematis Siswa antara Problem Centered Learning dan Problem Based Learning Erik Rinaldi; Ekasatya Aldila Afriansyah
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 1 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i1.326

This article is based on the fact that problem-solving is a basic skill that every student should possess. To improve the student`s mindset through the effort to find problem-solving independently, so the learning activities should be centered on the students. The purpose of this study is to determine the comparison and improvement of students mathematical problem-solving abilities, as well as student attitudes toward the learning model problem-centered learning and problem-based learning. The research method used was a quasi-experiment with purposive sampling. The first experimental class that was class VIII I that got problem-centered learning model as much as 31 students, and the second experimental class that was class VIII H who got the problem-based learning model as many as 31 students. From the research and statistical calculations result, obtained the conclusion that the mathematical problem-solving ability students who got the model centered learning problem was better than students who got the model of learning problem-based learning. Meanwhile, for improvement of problem-solving abilities of mathematical students who got the learning model problem-centered learning and problem based learning each intermediate interpretation. And generally, the students’ attitude to the learning of mathematics by using the learning model problem-centered learning and problem-based learning are well interpreted.

Analisis Kemampuan Koneksi Matematis Siswa Menggunakan Pendekatan Pembelajaran CTL dan RME Eneng Diana Putri Latipah; Ekasatya Aldila Afriansyah
Matematika Vol 17, No 1 (2018): Jurnal Matematika
Publisher : Universitas Islam Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jmtm.v17i1.3691

Abstrak. Penelitian ini dilatarbelakangi dari pentingnya kemampuan koneksi matematis terutama di tingkat sekolah menengah pertama. Tujuan penelitian ini adalah untuk mengetahui kemampuan koneksi matematis siswa yang mendapat pendekatan pembelajaran CTL dan pendekatan pembelajaran RME. Serta respon siswa terhadap kedua pendekatan tersebut. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain The Static group pretest-posttest design. Populasi penelitian ini yaitu siswa SMP 2 Cilawu. Sedangkan sampel penelitiannya adalah siswa kelas VII yaitu kelas VII-D sebagai kelas eksperimen 1 sebanyak 31 siswa, dan kelas VII-A sebagai kelas eksperimen 2 sebanyak 30 siswa. Dari hasil penelitian menunjukkan bahwa kemampuan koneksi matematis siswa yang mendapat pendekatan CTL dengan siswa yang mendapat pendekatan pembelajaran RME sama baiknya. Kualitas peningkatan kedua pendekatan tersebut berinterpretasi sedang, dan sebagian besar siswa memiliki interpretasi sikap baik terhadap pembelajaran Matematika dengan menggunakan pendekatan CTL dan sebagian besar siswa memiliki interpretasi sikap cukup baik terhadap pembelajaran Matematika dengan menggunakan pendekatan RME.Kata kunci: Pendekatan CTL, Pendekatan RME, Kemampuan Koneksi Matematis, The Static Group Pretest-Posttest DesignAbstract. (The analysis of students' mathematical connection skills using CTL and RME approaches) This research has background with the important of the mathematics connection ability especially in junior high school. The aim of this research is to know the mathematics connection ability that has got approach CTL and RME. As well as response the students with two learn approaches. The method of this research used Quasi-experimental method with the static group pretest-posttest design. Population of this research is the students of SMPN 2 CILAWU. Whereas the sample of the research is the students class of VII-D as experiment class 1 as many as 31 students and Students class of VII-A as experiment class 2 as many as 30 students. As the result from this research, showed that the students mathematics connection ability who got CTL same good result with the students who got RME. The two approach enhancement has Intermediate interpretation quality, and a lot of the students have a god attitude interpretation with mathematic learning with CTL approach and a lot of the students have well enough attitude interpretation with mathematic learning.Keywords: CTL Approach, RME Approach, Mathematics Connection Ability, The Static Group Pretest-Posttest Design

Co-Authors Ade Mirza Ahmad Zaki Ai Purnamasari Aini, Gita Fitri Anggun Budi Lestari Arnisya, Melinda Fahriani Asep Hidayat Asyari, Lutfi Basuki Basuki Cici Nurulhaq Damayanti, Desi Damayanti, Risda Dea Damianti Deddy Sofyan Deddy Sofyan, Deddy Dedi Dedi Denil Ahmad Firdaus Devi Rahmawati Devi Rahmawati, Devi Dewi, Risky Pitria Dian Mardiani Dian Mardiani, Dian Diar Veni Rahayu Dila Nurhayati Fadilah Dina Nailul Muna Dini Syarifatus Sadiah Edi Supriyadi Efwan, Neng Syntadewi Eneng Diana Putri Latipah Erik Rinaldi Fadilah, Dila Nurhayati Fahmi Abdul Rozi Fajar Arwadi Faturohman, Ikhsan Fera, Fera Fikri Fikri Fudhail, Ahmad Ghina Nadhifah Hadiansyah, Nirwan Halini Halini - Hamid Hamid Hasanudin Hasanudin HASNAWI HARIS, HASNAWI Herikeu Meidia Sari Ikhsan Faturohman Ikhsan, Diar Muhammad Imas Layung Purnama Irena Puji Luritawaty IYAM MARYATI Jarnawi Afgani Dahlan Jarnawi Afgani Dahlan Jejen Jejen, Jejen Kartina, Tina Kiki Nuraeni Latifah, Yusi Lesmana, Andi Lestari, Liya Lilyana Tri Muharomi Linda Linda Liya Lestari M, Liliek Teja Masfufah, Risma Maulandani, Siva Maulany, Daffa Qania Mudzakin, Fikri Muharomi, Lilyana Tri Mulyadi, Redi Muna, Dina Nailul Muna, Dina Nailul Muqopi, Sani Sugih Al Nadhifah, Ghina Nadhifah, Ghina Nisa Sri Rahayu Nita Puspitasasri Nita Puspitasasri Noni Siti Ridia Noordina, Mega Achdisty Nurkamilah, Puji Nurpadillah, Alya Parida Nurfadilah Pasaribu, Revi Lestari Puji Nurkamilah Purnamasari, Ai Puspitasari, Nitta Qolbi, Anisa Nur Rahayu, Diar Veni Rahayu, Diar Veni Rahayu, Nisa Sri Ratu Ilma Indra Putri Reni Nuraeni Reni Nuraeni, Reni Ridia, Noni Siti Rini Fauziah Sari Rini Pitriani Rini Pitriani, Rini Riska Asmara Risky Pitria Dewi Risma Masfufah Rostina Sunday Rostina Sundayana Rypan Supriatna Saepuloh, Ade Rohimat Sama Al-Qonuni Sari, Herikeu Meidia Sari, Rini Fauziah Shinta Sangalia Sukmana Dewi Silfi Zainatu Sholihah Silfi Zainatu Sholihah, Silfi Zainatu Sopian, Yopi Ahmad Sukanto Sukandar Madio Sumia, Sumia Sumiarelati, Sumia Tatang Herman Tatang Herman, Tatang Teli Latifah Teni Sritresna Tiagita Tristiyanti Tina Sri Sumartini, Tina Sri Turmudi Turmudi Turmudi Ulfah Syifa Alamiah Ulfah Syifa Alamiah, Ulfah Syifa Usman Fauzan Alan Usman Fauzan Alan, Usman Fauzan Windi Hadianti Tarlina Yadav, Dharmendra Kumar Yeni Nuraeni Yeni Nuraeni, Yeni Yeni Talia Yoga Pamungkas Yohana, Anggraeni Yayu Yopi Ahmad Sopian Yullia Ningtyas Disparrilla Zakkina Gais Zakkina Gais, Zakkina Zubaidah R Zubaidah R, Zubaidah

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