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All Journal Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Pendidikan Matematika (JUDIKA EDUCATION) IJoASER (International Journal on Advanced Science, Education, and Religion) Munaddhomah: Jurnal Manajemen Pendidikan Islam Indonesian Journal of Research and Educational Review (IJRER) Jurnal Al-Qiyam Jurnal Tana Mana Mauriduna : Journal of Islamic studies Seminar Nasional Pengabdian Kepada Masyarakat PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Wiratani : Jurnal Ilmiah Agribisnis PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE JME (Journal of Mathematics Education) Jurnal Elektronik Pendidikan Matematika Tadulako AKSIOMA
Muh. Hasbi
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN VAN HIELE PADA MATERI HUBUNGAN GARIS DAN SUDUT DI KELAS VII SMP MUHAMMADIYAH 1 PALU Fitriani, Fitriani; Hasbi, Muh.; Bakri, Bakri
Aksioma Vol. 9 No. 2 (2020): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v9i2.518

Abstract

Abstract: The purpose of this study is to describe the application of the Van Hiele learning model that can improve student learning outcomes in the material relationship lines and angles in class VII Muhammadiyah Middle School 1 Palu. This type of research is classroom action research (CAR). The design of the study was based on the research design of Kemmis and Mc. Taggart consists of four components, namely (1) planning, (2) action, (3) observation, and (4) reflection. This research was conducted in two cycles. The research subjects were seventh grade students of Muhammadiyah Middle School 1 Palu in the 2017/2018 school year, totaling 25 students. Data collection techniques in this study were observation, tests, interviews, and field notes. The results showed that the application of the Van Hiele learning model could improve student learning outcomes by following the phases of Van Hiele's learning model, namely: (1) inquiry, (2) directed orientation, (3) description, (4) free orientation, and ( 5) integration. In the first cycle the percentage of classical learning completeness was 47.83% and in the second cycle the percentage of classical learning completeness increased to 86.96%. In addition, the results of observations of teacher activities in managing learning in the first cycle and second cycle are in the very good category. The results of observations of student activities in following the learning process in the first cycle are in the good category and the second cycle is in a very good category.
PENGEMBANGAN PERANGKAT PEMBELAJARAN GEOMETRI BERBASIS TEORI VAN HIELE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMP Sukayasa, Sukayasa; Murdiana, I Nyoman; Hasbi, Muh.; Jaeng, Maxinus
Aksioma Vol. 11 No. 1 (2022): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v11i1.1904

Abstract

Beberapa penelitian menunjukkan bahwa level berpikir siswa SMP dalam memahami konsep geometri sebagian besar berada pada level 0 dan level 1. Padahal secara teoritis menurut teori perkembangan intelektual Piaget, seharusnya level berpikir siswa SMP mencapai level 2. Ini Hal inilah yang mendorong peneliti untuk melakukan penelitian pengembangan dengan tujuan memperoleh perangkat pembelajaran geometri berbasis teori Van Hiele untuk meningkatkan berpikir ktitis siswa SMP. Peneliti menggunakan metode pengembangan Four D-Model yang terdiri dari beberapa tahap, yaitu: (1) tahap definisi, (2) tahap desain, (3) tahap pengembangan; dan (4) tahap diseminasi. Pada tahap definisi, beberapa kegiatan yang dilakukan antara lain mengkaji karakteristik siswa, mengkaji isi kurikulum, menganalisis tugas dan tujuan pembelajaran. Draf awal (Draft I) perangkat pembelajaran dibuat pada tahap desain berdasarkan hasil tahap definisi. Draf I ini terdiri dari RPP, Buku Siswa, LKS dan Soal Latihan. Kemudian pada tahap pengembangan, kegiatan yang dilakukan adalah validasi Draf I dan uji keterbacaan Draf I (uji coba I). Hasil ini digunakan untuk merevisi Draf I dan menghasilkan Draf II. Pada tahap pengembangan ini juga dilakukan uji coba II terhadap Draf II. Uji coba II digunakan untuk mengetahui kepraktisan dan keefektifan perangkat pembelajaran yang dihasilkan. Hasil pengembangan perangkat pembelajaran ini adalah seperangkat perangkat pembelajaran geometri SMP berdasarkan teori Van Hiele yaitu Buku Siswa, Rencana Pelaksanaan Pembelajaran, LKS dan Soal Latihan yang dapat meningkatkan kemampuan berpikir kritis siswa
PROFIL BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN CHANGE AND RELATIONSHIP DI KELAS VIII MTsN 2 KOTA PALU Hasbi, Muh.; Rahmayanti, Farah; Bennu, Sudarman
Aksioma Vol. 12 No. 1 (2023): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v12i1.3481

Abstract

Penelitian ini bertujuan memprofilkan berpikir kritis siswa yang berkemampuan matematika tinggi, sedang dan rendah dalam menyelesaikan soal PISA konten change and relationship di kelas VIII MTsN 2 Kota Palu. Jenis penelitian adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah 3 orang siswa kelas VIII MTsN 2 Kota Palu yang berkemampuan matematika tinggi, sedang dan rendah. Hasil penelitian menunjukkan bahwa: (1) Berpikir kritis siswa yang berkemampuan matematika tinggi dalam menyelesaikan soal PISA konten change and relationship yaitu merencanakan dan melakukan eksperimen dengan investigasi yang baik, berpikiran terbuka dan memperhatikan alternatif lain untuk menyelesaikan soal, mendefinisikan istilah dengan cara yang sesuai konteksnya, menarik kesimpulan dari penyelesaian soal secara lisan dan tertulis, menjalin interaksi dengan orang lain serta mengevaluasi hasil pekerjaannya. (2) Berpikir kritis siswa yang berkemampuan matematika sedang dalam menyelesaikan soal PISA konten change and relationship yaitu mengembangkan dan mempertahankan tindakan dalam menyelesaikan soal dengan menggunakan rumus, berpikiran terbuka dan memperhatikan alternatif lain untuk menyelesaikan soal, menarik kesimpulan dari penyelesaian soal secara lisan, serta mengevaluasi hasil pekerjaannya. (3) Berpikir kritis siswa yang berkemampuan matematika rendah dalam menyelesaikan soal PISA konten change and relationship yaitu mengembangkan dan mempertahankan tindakan dalam menyelesaikan soal dengan menggunakan rumus serta mengevaluasi hasil pekerjaannya.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN DOUBLE LOOP PROBLEM SOLVING (DLPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PERBANDINGAN KELAS VII MTs NEGERI 4 KOTA PALU: Aplication of Problem Based Learning (PBL) Learning Model With Double Loop Problem Solving (DLPS) to Improve Student Learning Outcomes on Comparison Material For Class VII Students of MTs Negeri 4 Palu City Kusumawati, Tuti Alawia; Rizal, Muh.; Hasbi, Muh.; Nasir, Rahma
Aksioma Vol. 13 No. 1 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i1.4355

Abstract

This study aims to describe the application of the Problem Based Learning (PBL) learning model with Double Loop Problem Solving (DLPS) to improve student learning outcomes in class VII comparison material at MTs Negeri 4 Palu City. The subjects in this study were VII C class students totaling 20 people. This type of research is Classroom Action Research (PTK) which refers to the research design of Kemmis and Mc. Taggart's research design, namely planning, action implementation, observation, and reflection. The results of this study indicate an increase in student learning outcomes from cycle I to cycle II marked by the increase in students whose scores reached the minimum completeness criteria as a whole. In cycle I, the number of students who were complete was 8 students with a percentage of completeness of 42.10% and in cycle II, the number of students who were complete was 11 students with a percentage of completeness of 73.33%. The results of observations of teacher and student activities in cycle I were in the good category and in cycle II were in the very good category. Based on the results of the study, it can be concluded that the application of the Problem Based Learning (PBL) learning model with Double Loop Problem Solving (DLPS) can improve student learning outcomes by using phases, namely (1) Orienting students to the problem, (2) Organizing students to learn, (3) Guiding individual and group investigations, (4) Developing and presenting work, and (5) Analyzing and evaluating the problem solving process
PROFIL KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MTs ALKHAIRAAT TONDO DALAM MENYELESAIKAN SOAL CERITA HIMPUNAN DITINJAU DARI SELF-EFFICACY: Profile of Mathematical Communication Ability of MTs Alkhairaat Tondo Students in Solving Set Story Problems Based on Self-Efficacy Hidayah, Nur; Paloloang, Baharuddin; Pathuddin, Pathuddin; Hasbi, Muh.
Aksioma Vol. 13 No. 2 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i2.4368

Abstract

This study aims to obtain the profile of mathematical communication ability of MTs Alkhairaat Tondo students in solving set story problems based on self-efficacy. This type of research was descriptive qualitative approach. The subjects of this study consisted of 2 students selected from the 22 students in class VIIB of MTs Alkhairaat Tondo who had completed a self-efficacy questionnaire, one student with high self-efficacy and one with low self-efficacy. The results of this study are as follows: (1) The subject with high self-efficacy achieved all three indicators, namely being able to express mathematical ideas verbally and in writing; using mathematical terms, symbols, and structures to model mathematical situations or problems; and understanding, interpreting, and evaluating mathematical ideas both orally and in writing. (2) The subject with low self-efficacy did not achieve all three indicators of mathematical communication skills.
ANALISIS KESALAHAN DALAM MENYELESAIAN SOAL BARISAN DAN DERET ARITMATIKA SISWA KELAS XI IPA 7 SMA NEGERI 3 PALU: Analysis Of Errors in Solving Arithmetic Sequences And Series Problems in Class XI IPA 7 Students At SMA Negeri 3 Palu Ardiansyah, Randy; Hasbi, Muh.; Paloloang, Baharuddin; Pathuddin, Pathuddin
Aksioma Vol. 13 No. 2 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i2.4374

Abstract

This study aims to obtain a description of student errors in solving arithmetic sequences and series in class XI IPA 7 of SMA Negeri 3 Palu. This type of research is descriptive research. The subjects of this study were 2 students with the most errors taken from 31 students of class XI IPA 7. The errors in this study were divided into three according to the error analysis according to Najiyah, namely conceptual errors, principle errors and operational errors. The data in this study were collected by means of tests and interviews. The data analysis techniques in this study were data condensation, data presentation, and drawing conclusions. The results of the study showed several errors experienced by students in solving arithmetic sequence and series problems, namely: (1) Conceptual errors, namely students did not replace Un with U5, (2) Principle errors, namely students made mistakes in determining the formula and did not know the formula to be used in solving the problem and did not know and did not write the final conclusion, (3) Operational errors, namely students made mistakes in calculating
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL PERSAMAAN LOGARITMA SISWA KELAS X MIA 1 SMAN 1 SINDUE TOBATA : Analysis of Errors in Solving Logarithm Equation Problems of Class X MIA 1 Students SMAN 1 Sindue Tobata Alam, Hitman; Paloloang, Baharuddin; Hasbi, Muh.; Rochaminah, Sutji
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4378

Abstract

The aim of this research is to obtain a description of the error analysis in solving logarithmic equation questions for Class X MIA 1 SMAN 1 Sindue Tobata students according to the Kastolan indicator. Kastolan indicators include, Conceptual Errors, Procedural Errors, and Technical Errors. This type of research is qualitative research. The subjects in this research were 2 students taken from 24 students of class X MIA 1 SMAN 1 Sindue Tobata in the even semester 2023/2024. Subjects were chosen by considering 1) the student made more mistakes than other students, 2) the errors varied. Data was obtained from the results of written tests and interviews with research subjects. The results of this research show that mistakes made by students in the Kastolan indicators that have been determined are conceptual errors by not being able to choose the formula/property of logarithms correctly. The causal factor is that students do not understand the concept of logarithms presented by the teacher. Procedural errors are indicated by errors in answering questions which result in the steps written by students being wrong and also not being completed until the final answer. The causal factor is that students do not understand how to determine the steps to solve logarithmic equations in their simplest form. Technical errors where students make mistakes in calculating operations or make mistakes in moving numbers or calculation operations from one step to the next, the factor causing this error is that students make mistakes in operating the numbers.
PROFIL BERPIKIR KRITIS SISWA KELAS VIII MTs ALKHAIRAAT MALENI DALAM MENYELESAIKAN SOAL SISTEM PERSAMAAN LINEAR DUA VARIABEL: Critical Thinking Analysis Of Class VIII Students At Mts Al Khairaat Maleni In Solving Problems Of Two Variables Linear Equation System Mardiana, Nanang; Paloloang, Baharuddin; Hasbi, Muh.; Rochaminah, Sutji
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4385

Abstract

This study aims to obtain a description of students' critical thinking in solving problems on the system of linear equations of two variables at MTs Alkhairaat Maleni. This type of research is descriptive with a qualitative approach. The subjects in this study were students of class VIII B MTs Alkhairaat Maleni consisting of three people, namely one student each with high, medium and low mathematics abilities. Data collection techniques used written tests and interviews. The results of this study indicate that (1) The critical thinking profile of subjects with high mathematics ability is a subject who is able to master the FRISCO indicators (focus, reason, inference, situation, clarity, and overview). Subjects with moderate mathematics ability are subjects who only partially master the FRISCO indicators, namely the subject does not provide the right reasons to support the conclusions he makes (reason). The subject determines the steps to solve the problem. But the subject is less precise in concluding the solution to the problem (inference). The subject with low mathematics ability, namely the subject who also partially mastered the FRISCO indicator, namely the subject also gave inappropriate reasons to support the conclusions he made (reason). The subject determines the first step in solving the problem. But in solving the problem the subject is not correct in determining the solution strategy (inference). The subject did not use all the information that was in accordance with the problem in the problem (situation). The subject did not recheck what had been done (overview).
PROFIL KOMUNIKASI MATEMATIS SISWA SMP NEGERI 3 PALU DALAM MENYELESAIKAN SOAL CERITA LINGKARAN DITINJAU DARI GAYA BELAJAR Nurafni, Nurafni; Hasbi, Muh.; Alfisyahra, Alfisyahra; Murdiana, I Nyoman
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5305

Abstract

This research aims to obtain a description of the mathematical communication of class VIII B students at SMP Negeri 3 Palu in solving circle story problems. This type of research is descriptive qualitative. The subjects of this research were students in class VIII B of SMP Negeri 3 Palu who had visual, auditory and kinesthetic learning styles. Data was collected through written assignments and interviews. The results of this research show that (1) The mathematical communication profile of visual subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using known mathematical symbols. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject is able to write down the formula he uses, write the formula that suits the question, namely the circle formula. Then, in the completion steps, the subject understands the multiplication of powers so that the answer obtained by the subject is correct. In indicator IV; The subject concludes the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (2) Mathematical communication profile of auditory subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration from the problem of the illustration being depicted. In indicator III; The subject is able to write and explain the formula, the formula written by the subject is the circle formula, then complete the steps in the problem being asked. In indicator IV; the subject is mistaken in adding up the final multiplication results of the question being asked, and does not conclude the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (3) Mathematical communication profile of kinesthetic subjects in solving circle story problems in indicator I; The subject writes and is able to explain the information that is known and asked about completely, even though he does not use mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject can write and explain the formula he uses in solving the problem. Write down the appropriate formula to solve the problem. Write down the complete steps in solving the problem. But in indicator IV; The subject is mistaken in adding up the final product of the question being asked. And do not conclude the answers obtained at the end of the solution. On the V indicator; The subject concluded that he could not solve the problem correctly and the final results obtained were not accurate. In indicator VI; The subject gives a wrong opinion regarding the results of solving the questions that have been worked on.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI REFLEKSI KELAS XI OTKP 4 SMK NEGERI 2 PALU Hamsiana, Hamsiana; Hasbi, Muh.; Sukayasa, Sukayasa; Lefrida, Rita
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5306

Abstract

This study aims to describe the application of cooperative learning model type think pair share in improving student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu. The research method used is class action research (PTK). This research was conducted in two cycles, each cycle consisting of two meetings. This research design refers to the research design of Kemmis and Mc. Taggart's research design, namely (1) planning, (2) action implementation and observation and (3) reflection. Data analysis in this study used a qualitative approach. The data analysis used refers to Paizaluddin and Ermalinda (2013) who say that the analysis of data obtained in class action research is generally analyzed through qualitative descriptive. The data collection methods in this study include observation, interviews and field notes. The results showed that student learning outcomes could be improved by applying the cooperative learning model of think pair share (TPS) type in class XI OTKP 4 SMKN 2 PALU. This can be seen after applying the think pair share (TPS) learning model, in the first cycle the student learning outcomes that reached completeness were only 51.85%. Then in the second cycle the student learning outcomes that reached completeness were 76.67%. so it can be concluded that the application of the cooperative learning model type think pair share (TPS) can improve student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu.
Co-Authors A Halim A. Octamaya Tenri Awaru Akhmad Affandi Akina Akina Alam, Hitman Alfini, Alfini Alfisyahra, Alfisyahra Alim, Nur Ananda, Sinar Anggraini Anggraini Anggraini Anggriani Ardiansyah, Randy Asyita, Asyita Az Zahra, Aisqa Baharuddin Baharuddin Baharuddin Paloloang Bakri Bakri Burhamzah, Muftihaturrahmah Cendana, Lili Chatarina Umbul Wahyuni Darmiati Darmiati Dewi, Ni Gusti Ayu Kartia Dianra, Atmika Radifa Evie Awuy Fikriyah, Nurul Firdaus, Firly Febrina Fitriani Fitriani Fitriyani Bakri Gandung Sugita Ginanto, Dewa Gede Cahyo Hadi Machmud, Hadi Hamsiana, Hamsiana Handayani, Firma Hanusu, Cahyani Rahmadani Dj. Hasriadi, Hasriadi Henidarwati, Henidarwati I Nyoman Murdiana Ibni Hadjar Imam Hanafi Indriyani Indriyani Iskandar Iskandar Istiqomah Jaeng, Maxinus Jusmawati Jusmawati, Jusmawati Juwita, Ana Hesty Kadong, Ekslesya Evangelin Karniman, Tegoeh S. Kusumawati, Tuti Alawia Lail, Renova Mi’rojul Lainawa, Mohamad Ruslan Lestari, Nur Ayu Enda Lilis, Lilis Lisdawati Muda M, Bakri Madeali, M. Tawil Mais Ilsan, Mais Mardiana, Nanang Marinus B. Tandiayuk Miranda, Dini Mobonggi, Arten Muh. Rizal Muhamad, Samsiah mukarramah Muri, Nurhafiza MUSTAMIN IDRIS Najamuddin Petta Solong Nasaru, Lince Nasir, Rahma Ni Made Puspawati Nizrah Nur Hidayah NurAfni NurAfni Nurfadila Nurfadila, Nurfadila Nurhayadi Nurul Inayah Nusi, Ireine G.C. Padang, Sery Londong Parakkasi, Idris Pathuddin PURWANTI PURWANTI Putri, Risma Wati Qomaria, Esti Rahmayanti, Farah Ramadhani, Lara Rahmi Rasyid, Rasmeidah Riana, Nurul Rita Lefrida Sanawati, Kambe Santika, Putu Saputri, Rifka Sari, nurlela Sudarman Bennu Sudarman Sudarman Sudirman Sukayasa Sutji Rochaminah Tenri, Andriani Wantu, Hasyim Mahmud Yunda Lestari, Yunda Yuyun Zulkifli