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All Journal Gamatika Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) KALAMATIKA Jurnal Pendidikan Matematika Pi: Mathematics Education Journal JTAM (Jurnal Teori dan Aplikasi Matematika) JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Jurnal PRINSIP Pendidikan Matematika AL-ISHLAH: Jurnal Pendidikan Islam

Buhaerah

IAIN Parepare

Author-ID : 2692598

Arts Humanities Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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IMPLEMENTATION OF METACOGNITION QUESTIONS THROUGH THE IMPROVE METHOD TO TRAIN STUDENTS’ MATHEMATIC CRITICAL THINKING ABILITY Ika Damayanti; Gusniawati; Buhaerah
Jurnal Prinsip Pendidikan Matematika Vol 3 No 1 (2020): Jurnal Prinsip Pendidikan Matematika November 2020
Publisher : Prodi. Pendidikan Matematika, FKIP, Universitas Riau

The ability to think critically is one of the very important abilities that students have and improve in learning mathematics. This ability is very necessary to solve daily problems and problems that will come. One of the efforts made to improve critical thinking skills in learning mathematics is by using the IMPROVE method. In the IMPROVE method, the question of metacognition is the main key that must be presented by educators in this method. This question aims to improve the ability to understand, analyze, and self-regulate the application of problem solving, and make connections between initial knowledge and new knowledge. The purpose of critical thinking is to be able to test an opinion or idea, including making considerations or thoughts based on the opinions proposed. Developing one's critical thinking skills can help in making conclusions by considering data and facts that occur in the field. Critical thinking allows students to find the truth amidst the flood of events and information that surrounds them every day (Johnson E, 2002). The calculation of the research result of learning mathematics at SMA Negeri 2 Barru using the IMPROVE method on the Linear Program material obtained the average value is 57.35, the mode value is 54.15, the median is 56.7, the standard deviation is 10.70, the maximum value is 87, the minimum value is 45.

MEMBANGKITKAN KEPERCAYAAN DIRI PESERTA DIDIK DALAM PEMBELAJARAN MATEMATIKA MELALUI STRATEGI EVERYONE IS A TEACHER HERE PADA MATERI PROGRAM LINEAR DI SMAN 5 PINRANG Dewi Anggreni; Buhaerah; Usman
Jurnal Prinsip Pendidikan Matematika Vol 4 No 1 (2021): Jurnal Prinsip Pendidikan Matematika November 2021
Publisher : Prodi. Pendidikan Matematika, FKIP, Universitas Riau

The purposed of this study were: (1) determine the self-confidence of students in class XI at SMAN 5 Pinrang; (2) determine learning mathematics through the everyone is a teacher here strategy in class XI at SMAN 5 Pinrang; and (3) determine the everyone is a teacher here strategy can generate confidence students of class XI in learning mathematics in the Linear Program material at SMAN 5 Pinrang. The type of this research was pre-experimental research with data collection instruments using learning implementation observation sheets, student activity observation sheets, and questionnaire sheets. The data analysis technique wa using descriptive analysis and non-parametric statistical analysis with the Wilcoxon formula. Wilcoxon test results obtained Zcount = 4.847 and Ztable = 1.96 so that Zcount > Ztable. Thus, H1 is accepted and H0 is rejected. So the research shows that students' self-confidence can be raised through the everyone is a teacher here strategy. This was indicated by (1) the activities of students in accordance with learning through the everyone is a teacher here strategy increased because the percentage that met the aspects > 70%; (2) the percentage value of the implementation of learning was 72.2% and included in the "High" category; and (3) the percentage of students' self-confidence questionnaire responses increased by 14.3% and was included in the self-confidence category.

ANALYSIS OF STUDENT ERRORS IN SOLVING THE SYSTEM OF THREE VARIABLE LINEAR EQUATIONS (SPLTV) BASED ON THE NEWMAN STAGES IN CLASS X STUDENTS AT UPT SMA NEGERI 1 PAREPARE Hafis; Buhaerah; Sunarti; Wahyu Hidayat
Jurnal Prinsip Pendidikan Matematika Vol 4 No 2 (2022): Jurnal Prinsip Pendidikan Matematika Mei 2022
Publisher : Prodi. Pendidikan Matematika, FKIP, Universitas Riau

This study aims to describe the location of errors and the causes of student errors in solving the problems of the Three Variable Linear Equation System in Contextual Problems (daily life) using the Determinant Matrix Method. This material was chosen because students often make many mistakes when solving problems. This type of research is descriptive research with a qualitative approach. The subjects of this study were six students who were taken from the results of consultations with the Mathematics teacher of UPT SMA Negeri 1 Parepare. The data collection technique is a written test with three questions. . Based on the results of the study, it was concluded that students' errors in solving the problems of the Three-variable Linear Equation System in Contextual Problems (Daily Life) used the Determinant Matrix Method, namely First, the Reading Error was 13%. This is caused because students are less thorough and in a hurry to dig up the information, so the mistakes made by these students are fatal. Second, Comprehension Error is as much as 16%. This is caused because students do not write down information about what is known and asked and the information written is not appropriate. Third, a Transformation Error of 23% is caused because students cannot identify the right operation to solve the given problem. Students write the wrong sign in the arithmetic operation of the problem. Fourth, Process Kill is 19%, this is caused because students cannot carry out the calculation operation process correctly. And Fifth, Encoding Error of as much as 29% is caused because students are wrong in writing the final answer and do not write conclusions from the questions given.

Co-Authors Abdul Wahab . A Ahdar Asdar Dollo Asram A.T. Jadda Dewi Anggreni Edy Sofyan Gusniawati Gusniwati Gusniwati Hafis Hidayat, Wahyu Ika Damayanti Jayawarsa, A.A. Ketut Kamarrussama Jusoff Muh. Djunaidi Muhammad Nasir Musyarif Nur Anita Nur Anita Nurhudayana Nurhudayana Patahuddin Patahuuddin St. Aminah Azis Suhartini Suhartini Suherman, Suherman Sunarti Usman Yadi Arodhiskara, Yadi

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