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All Journal JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Analisa Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat Gunung Djati Conference Series Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Maps (Manajemen Perbankan Syariah)
Tutut Widiastuti Anisa
UIN Sunan Gunung Djati Bandung
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Pengembangan Bahan Ajar Mata Kuliah Kalkulus Vektor untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Tutut Widiastuti Anisa
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 3 No. 2 (2018)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.118 KB) | DOI: 10.15642/jrpm.2018.3.2.102-113

Abstract

This research aims to get the result of the development of teaching materials valid vector calculus courses and proving the effectiveness of learning. The development model that will be used to develop teaching materials in this study is Four-D Models (Model 4D). The results of the use of teaching materials in the Calculus Vector subjects are stated to be valid and effective. This valid is based on: Meet the validate content and constructs set by experts. Effective learning is stated in the following 4 things. (a) Students who use learning instructional materials developed achieve individual and classical learning, (b) The average student score in the experimental class is better than the control class, (c) The influence of students' attitudes and learning skills on abilities critical thinking, and (d) There is an increase in the ability to think critically in classes that use the development of teaching materials.
Penalaran matematis melalui group to group exchange berbantuan quizizz Nadya Suciati Fauziah; Juariah Juariah; Ida Nuraida; T. Tutut Widiastuti A
Jurnal Analisa Vol 7, No 2 (2021): Volume 7 Nomor 2 Tahun 2021
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v7i2.9601

Abstract

Tujuan dari penelitian ini untuk mengetahui peningkatan kemampuan penalaran matematis peserta didik setelah memperoleh pembelajaran Group to Group Exchange berbantuan Quizizz. Metode yang digunakan adalah kuasi eksperimen dengan desain The Nonequivalent Pretest-Posttest Control Group Design. Sampel diambil dengan teknik purposive sampling, sehingga diperoleh sampel 2 kelas disalah satu SMK di Bandung Barat. Instrumen yang digunakan yaitu tes kemampuan penalaran matematis. Hasil penelitian dan pengolahan data N-Gain, diperoleh bahwa rata-rata peningkatan kemampuan penalaran matematis peserta didik setelah memperoleh pembelajaran Group to Group Exchange berbantuan Quizizz adalah 0,70 dan rata rata N-Gain  pada pembelajaran konvensional adalah 0,50. Disimpulkan bahwa peningkatan kemampuan penalaran matematis peserta didik yang memperoleh pembelajaran Group to Group Exchange berbantuan Quizizz lebih baik daripada konvensional. The purpose of this study was to determine the increase in students' mathematical reasoning abilities after receiving Group to Group Exchange assisted Quizizz learning. The used method is quasi-experimental design with The Nonequivalent Pretest-Posttest Control Group Design. The sample was taken by using the purposive sampling technique, to obtain a sample of 2 classes in one of the Vocational High Schools in West Bandung. The used instrument is test of mathematical reasoning ability. The results of research and processing of data N-Gain, it was found that the average increase in students' mathematical reasoning abilities after receiving Group to Group Exchange assisted Quizizz learning was 0.70 and the N-Gain average in conventional learning was 0.50. It was concluded that the improvement of students' mathematical reasoning abilities who received Group to Group Exchange assisted Quizizz learning was better than conventional.
Meningkatkan kemampuan berpikir kreatif melalui penerapan model pembelajaran JUCAMA Nur Rahmah Wardani; Juariah Juariah; Ida Nuraida; T. Tutut Widiastuti A
Jurnal Analisa Vol 7, No 1 (2021): Volume 7 Nomor 1 Tahun 2021
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v7i1.9904

Abstract

Di abad ini, pendidikan menjadi lebih penting untuk memastikan siswa mendapatkan kreatifiatas maka dalam pengembangan kreatifitas secara umum maupun berpikir kreatif matematis pun menjadi penting. Namun, fakta dilapangan ditemukan kemampuan berpikir siswa masih kurang dan perlu ditingkatkan. Tujuan penelitian ini untuk mengetahui perbedaan peningkatan kemampuan berpikir kreatif matematis siswa setelah memperoleh pembelajaran JUCAMA (Pengajuan dan Pemecahan Masalah) serta perbedaan pencapaian kemampuan berpikir kreatif matematis berdasarkan kategori PAM. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain Non Equivalent Control Group Desain yang sampel nya diambil secara purposive sampling di salah satu sekolah Menengah Pertama di daerah Bandung. Dengan menggunakan instrumen tes PAM dan Tes Kemampuan Berpikir Kreatif ini menghasilkan beberapa temuan, yaitu: terdapat perbedaan peningkatan kemampuan berpikir kreatif matematis siswa yang menggunakan model pembelajaran JUCAMA dengan model konvensional (Pembelajaran langsung), dengan rata-rata N-Gain kelas JUCAMA 0,16 > kelas konvensional 0,10. Model pembelajaran JUCAMA ini berbasis pemecahan dan pengajuan masalah karena keduanya mendorong berkembangnya kreatifitas sehingga mampu meningkatkan kemampuan berpikir kreatif matematis. Dapat disimpulkan setelah siswa memperoleh pembelajaran dengan model pembelajaran JUCAMA lebih baik dari pembelajaran konvensional.Kata kunci: Berpikir Kreatif, JUCAMA, Pemecahan Masalah, Pengajuan MasalahIn this century, education is becoming more important to ensure students get creativity, so in general the development of creativity and mathematical creative thinking is also important. However, the facts in the field found that students' thinking skills were still lacking and needed to be improved. The purpose of this study was to determine the differences in the improvement of students' mathematical creative thinking skills after obtaining JUCAMA (Problem Submission and Solving) learning and the differences in the achievement of mathematical creative thinking abilities based on the PAM category. The research method used is a quasi experimental method with a Non Equivalent Control Group Design whose samples were taken by purposive sampling in one of the junior high schools in the Bandung area. Using the PAM test instrument and the Creative Thinking Ability Test resulted in several findings, namely: there are differences in the improvement of students' mathematical creative thinking skills using the JUCAMA learning model with the conventional model (Direct learning), with an average JUCAMA class N-Gain 0.16 > conventional class 0.10. This JUCAMA learning model is based on problem solving and proposing because both encourage the development of creativity so as to improve mathematical creative thinking skills. It can be concluded that after students get learning with the JUCAMA learning model, it is better than conventional learning.Keywords: Creative thinking skill, JUCAMA, Problem Based, Problem Posing
Pembelajaran Kalkulus Sma Dengan Menggunakan Software Maple 13 T. Tutut Widiastuti; Muhammad Nur Hidayanto
Al-Khidmat Vol 1, No 2 (2018): Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat
Publisher : Pusat Pengabdian kepada Masyarakat LP2M UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jak.v1i2.3339

Abstract

Perkembangan ilmu pengetahuan dan teknologi telah mencapai perkembangan yang sangat luar biasa seiring dengan munculnya komputer. Dalam pemanfaatan teknologi informasi diharapkan tingkat daya pikir serta kreatifitas guru dan siswa serta masyarakat dapat berkembang dengan pesat. Dengan demikian, guru maupun siswanya haruslah mengikuti perkembangan ilmu pengetahuan dan teknologi sebagai penunjang pendidikannya. Salah satu penunjangnya adalah program komputer Maple 13. Maple 13 dapat sebagai penunjang ataupun pelengkap dalam pembelajaran matematika di SMA khsusnya materi kalkulus. Kegiatan ini dilaksanakan dengan acara tatap muka dan praktek penggunaan software Maple 13. Hasil kegiatan ini secara garis besar mencakup beberapa komponen: (1). Keberhasilan target jumlah peserta pelatihan, (2). Ketercapaian tujuan pelatihan, (3). Ketercapaian target materi yang telah direncanakan, dan (4). Kemampuan peserta dalam penguasaan materi. Secara keseluruhan kegiatan pelatihan tentang software Maple 13 ini dapat dikatakan berhasil. Keberhasilan ini selain diukur dari keempat komponen tersebut, juga dapat dilihat dari kepuasan peserta setelah mengikuti pelatihan tentang software Maple 13.
Maple 13 Assisted Problem Based Teaching in Vector Calculus Course T. Tutut Widiastuti A; Rahayu Kariadinata
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 5 No 1 (2021): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1025.227 KB) | DOI: 10.31331/medivesveteran.v5i1.1366

Abstract

The purpose of this study was to obtain learning outcomes by looking at the differences between classes learning of maple 13 application assisted by problem based teaching materials with convensional learning question and answer. The method used in this research is an experimental method with random sampling. The result of thi research are: (a) validation was carried out by competent expert lecturers to assess the feasibility of calculus vector questions to obtain good and very good criteria, so the valid test items were used for research, (b) from the validation results of the test items, 5 questions were used. The research (experiment) of 8 questions was tested, (c) the normality test was carried out on the N-gain and the postest score of class A (experiment), namely the class using Maple 13 application learning assisted by problem-based teaching materials and class B (control class ) by using learning with lectures and questions and answers, obtained a class A posttest score with a sig. 0.03 <0.05 means that class A (experimental) comes from a population that is not normally distributed, then the next test is the average difference test using the Mann Whitney test, (d) the average difference test between class A (experimental), namely the class using learning Maple 13 application assisted with problem-based teaching materials and class B (control class) using learning with lectures and questions and answers obtained from the Mann Whitney test with Asymp. Sig. (2-tailed) = 0.475> 0.05 means that between class A and class B have different averages but have the same level of achievement or there is no difference for the level of achievement of the average increase. Keywords: The Maple 13 Application Assisted By Problem-Based Teaching Materials, Calculus Vector
Self Regulated Learning Mahasiswa pada Mata Kuliah Akuntansi Manajemen dan Biaya T. Tutut Widiastuti A; Tika Karlina Rachmawati; Widiawati Widiawati
Jurnal Maps (Manajemen Perbankan Syariah) Vol. 6 No. 2 (2023)
Publisher : Masoem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/maps.v6i2.696

Abstract

This research is to see the description of Self regulated learning Students of the Faculty of Islamic Economics and Business UIN Sunan Gunung Djati Bandung in the Management and Cost Accounting courses. The research method used is descriptive qualitative. This study shows that self-regulated learning if it is divided into 3 indicators, namely planning, implementation, and evaluation is good. As many as 61.35% of students have Self regulated learning seen in the questionnaire responses to the choices strongly agree and agree. Meanwhile 38.65% of students have not implemented Self regulated learning in Management and Cost Accounting courses. A total of 67.45% of students do planning (forethought), 62.20% carry out implementation (performance/valitional control), and 48.77% of students evaluate learning in Management and Cost Accounting courses.
Model Pembelajaran Teams Games Tournament (TGT) dalam Mengatasi Kecemasan Matematis Siswa Nida Komalasari; T. Tutut Widiastuti A; Sopyan Ali
Gunung Djati Conference Series Vol. 32 (2023): The 5th Conference Series Learning Class: Religious Study, Language, and Education
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penerapan model pembelajaran yang tepat akan mampu meningkatkan hasil belajar siswa dan mengatasi masalah pembelajaran lainnya. Namun, untuk mencapai pembelajaran yang efektif dan tujuan pembelajaran secara optimal, sejumlah aspek harus dipertimbangkan saat memilih model pembelajaran. Pembelajaran matematika seringkali dihindari siswa karena menganggap pembelajarannya membosankan, juga sering merasa khawatir ketika ditunjuk untuk mengerjakan soal matematika. Rasa khawatir tersebut dikenal dengan istilah Math Anxiety. Model pembelajaran Teams Games Tournament (TGT) dapat diterapkan dalam pembelajaran matematika untuk mengatasi kecemasan matematis pada siswa. Tujuan penelitian ini adalah untuk mengetahui bagaimana keefektivitasan model pembelajaran TGT dapat menurunkan tingkat kecemasan matematis siswa. Metode yang digunakan adalah Systematic Literature Review, dengan kriteria sumber yaitu : (1) Terindeks oleh Sinta, (2) Diterbitkan pada rentang waktu 2017 sampai 2023, (3) Secara khusus memuat aspek yang akan diteliti. Hasil penelitian menyimpulkan bahwa model pembelajaran TGT dalam pembelajaran matematika dapat meningkatkan keaktifan, motivasi belajar, dan prestasi belajar siswa. Dengan demikian, ketika keaktifan siswa meningkat maka rasa khawatir, cemas, dan takut dalam belajar matematika akan menurun seiring meningkatnya rasa percaya diri karena siswa merasa senang, santai, dan nyaman saat proses pembelajaran berlangsung
Co-Authors Juariah Juariah Muhammad Nur Hidayanto Nadya Suciati Fauziah Nida Komalasari Nur Rahmah Wardani Nuraida, Ida Rahayu Kariadinata Sopyan Ali Tika Karlina Rachmawati Widiawati Widiawati