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All Journal Jurnal Daya Matematis Prima: Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Muhammad Arie Firmansyah
Universitas Muhammadiyah Tangerang
Education Mathematics

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DESAIN BAHAN AJAR KOMPUTASI MATEMATIKA BERBANTUAN SOFTWARE MATHEMATICA UNTUK MENGEMBANGKAN KEMANDIRIAN BELAJAR MAHASISWA Abdul Baist; Muhammad Arie Firmansyah; Aan Subhan Pamungkas
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 5, No 1 (2019): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1103.764 KB) | DOI: 10.24853/fbc.5.1.29-36

Abstract

Dasar analisis numerik modern pada saat ini adalah komputasi matematika. Kemampuan penyelesaian permasalahan matematika melalui komputasi matematika perlu dimiliki mahasiswa saat ini. Fakta yang ditemukan di lapangan bahwa sebagian besar mahasiswa di Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang mendapatkan nilai kurang dari B   pada mata kuliah Komputasi Matematika. Kebutuhan bahan ajar yang dapat membantu mahasiswa dalam mempelajari komputasi matematika secara mandiri sangat diperlukan. Penelitian ini menggunakan metode pengembangan. Kemudahan yang dimiliki oleh software Mathematica dipilih dan digunakan dalam bahan ajar berbantuan software tersebut untuk membantu mahasiswa dalam mempelajari komputasi matematika secara mandiri. Hasil pengujian ahli didapat skor 80%. Hasil pengujian skala kecil didapat skor 90%. Kesimpulan yang didapat dari penelitian ini adalah   bahan ajar komputasi matematika berbantuan software Mathematica untuk mengembangkan kemandirian mahasiswa penggunaannya masuk dalam kategori layak.
PERAN KEMAMPUAN AWAL MATEMATIKA DAN BELIEF MATEMATIKA TERHADAP HASIL BELAJAR Muhammad Arie Firmansyah
Prima: Jurnal Pendidikan Matematika Vol 1, No 1 (2017): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v1i1.255

Abstract

Pada dasarnya mahasiswa memliki rasa penasaran, khususnya terhadap materi yang sedang ditekuninya. Gairah tersebut dapat terlihat dari sikap belief mereka dan melakukannya dengan cara yang tepat. Subyek dalam penelitian ini adalah mahasiswa semester 6 tahun 2016-2017 Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang. Tujuan penelitian ini adalah untuk mengetahui seberapa besar pengaruh kemampuan awal dan belief mahasiswa terhadap hasil belajar. Metode penelitian adalah metode survey dengan instrumennya berupa angket. Data dianalisis dengan analisis regresi menggunakan software SPSS Statistic 21. Berdasarkan hasil analisis dan pembahasan dapat diambil kesimpulan di antaranya: 1) kemampuan awal memberikan pengaruh terhadap hasil belajar yang tidak signifikan, 2) belief pada memberikan pengaruh terhadap hasil belajar yang signifikan, 3) kemampuan awal dan belief memberikan pengaruh secara bersama-sama terhadap hasil belajar. Berdasarkan kemampuan awal matematika yang tidak signifikan, dosen diharapkan memberikan motivasi dan kuliah martikulasi kepada mahasiswa untuk lebih giat belajar dan percaya diri agar hasil belajar meningkat. Kata Kunci: Kemampuan Awal; Belief; Hasil Belajar
THE ROLE OF BELIEF MATHEMATICS ON STUDENTS' LEARNING OUTCOMES IN DIFFERENTIAL CALCULUS COURSES Muhammad Arie Firmansyah; Lely Laillatus Syarifah
Prima: Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Prima : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v6i2.5770

Abstract

The subjects in this study were second semester students of 2020/2021 mathematics education study program, Universitas Muhammadiyah Tangerang. The purpose of this study was to find out how big the role of mathematical belief in student learning outcomes in the differential calculus course which was held in the even semester of 2020/2021. The research method is a survey method with a descriptive correlation analysis technique with instruments in the form of questionnaires and tests. The data were analyzed by regression analysis using SPSS statistic 20 software. The results showed that based on the results of the analysis and discussion, conclusions could be drawn including the role of mathematical belief in giving a significant influence on student learning outcomes in the differential calculus course. The results of the study using SPSS 20 showed that the value of the close relationship between mathematical beliefs and learning outcomes was 0.89, this indicates that there is a very strong relationship between mathematical beliefs and learning outcomes. The results show that the belief in mathematics on the learning outcomes of the differential calculus course contributes 79.2%. Analysis of the Significance Test of the Role of Mathematics Belief on Learning Outcomes for Differential Calculus Courses shows that an increase in the mathematical belief score in the Differential Calculus course will give an increase of 0.830
MATHEMATICAL PROBLEM SOLVING ABILITY IN VIEW OF LEARNING STYLES Muhammad Arie Firmansyah; Lely Laillatus Syarifah
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7217

Abstract

Problem solving ability is very important in mathematics education, because problem solving ability is one of the goals in learning mathematics. The ability to solve mathematical problems is influenced by various factors, including the various student learning styles. This study aims to describe students' mathematical problem solving abilities in terms of learning styles. This research uses a qualitative descriptive approach. The subjects used were 8 semester 1 students, 6 students were taken with the following details, namely 2 students with a visual learning style, 2 students with an audiotorial learning style, and 2 students with a kinesthetic learning style. Data collection techniques used learning style questionnaires, problem solving ability tests, and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study show a description of students' mathematical problem-solving abilities in terms of learning styles as follows: (1) visual students can understand the problem well, devise an appropriate solution plan, carry out the plan correctly, and re-check the answers that have been made. (2) auditory students can understand the problem well, develop appropriate resolution plans, carry out plans correctly, but do not carry out the stage of re-checking answers. (3) auditory students can understand the problem well, have not been able to write a settlement plan correctly, are less able to carry out the steps of the settlement plan, and re-check the answers that have been done.
Analysis Of The Relationship And Contribution Of Metacognition Skills To Students Numeracy Literacy Skills Jilan Najwa Asshifa; Muhammad Arie Firmansyah; Prawidi Wisnu Subroto
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.85300

Abstract

The purpose of this study is to analyze the relationship between and the contribution of metacognitive abilities to students’ numeracy literacy skills. The study population consists of all students at SMP Negeri 3 Panongan, and the sample comprises 40 seventh-grade students in Class VII-3. The instruments used a 5-point Likert scale Metacognitive Awareness Inventory (MAI) questionnaire to assess metacognitive abilities and a test instrument to assess students’ numeracy literacy skills. Data analysis was conducted using Pearson’s correlation test and simple linear regression. The results of the study found: (1) There is a positive relationship between metacognitive ability and students’ numeracy literacy skills. (2) Metacognitive ability contributes 63.4% to numeracy literacy skills
Co-Authors Aan Subhan Pamungkas Abdul Baist Jilan Najwa Asshifa Lely Laillatus Syarifah Prawidi Wisnu Subroto