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ANALISIS INTENSITAS BELAJAR TERHADAP KETUNTASAN BELAJAR MATEMATIKA PESERTA DIDIK KELAS VIII Dwi Riyanto; Mela Aziza
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 8, No 4 (2020): DESEMBER 2020
Publisher : Universitas Lampung

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

The aim of the research is to describe how the learning intensity of students to the completeness of mathematics learning outcomes. The research used qualitative research with descriptive methods. The data was taken by Google form, from 22nd to 23rd June 2020. The samples used the purposive sampling technique by selected eight participants students in SMP Negeri 1 Bengkulu city. The technique analysis data are used to reduce, display data, and verification. This research found that there is an influence of the learning intensity toward the mathematical outcomes. The average of learning in the school is 5 hours/week, the average of learning at home is 3 hours/week, the average of learning in a group is 2 hours/week, and the average of learning additional is 1.5 hours/week. Therefore, the average of all of the learning is 1.58 hours/week. The students’ outcomes have fulfilled the criteria minimum of the learning completeness (KKM). It was proved by students’ score in their report that has more than 78.Keywords: KKM; the completeness of learning; the intensity of learning DOI: http://dx.doi.org/10.23960/mtk/v8i2.pp325-335

The Controversy in Pedagogical Competence of Early Childhood Education Teachers Towards the Policy of Indonesia National Education Ministry Buyung Surahman; Mela Aziza
Jurnal Pendidikan Indonesia Vol 9 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

The study aims to find out and describe what percentage (%) of pedagogical competence controversy of Early Childhood Education teachers in the teaching and learning process to the policy of Indonesia National Education Ministry. This study used a descriptive qualitative method. Data collection techniques were observation, interview and questionnaire. The validity test used the product moment formula while the reliability test used Cronbach's alpha formula. The results of the study showed that mastering characteristics of students is 10,5%; mastering learning theories and learning principles that educating is 10%; curriculum development is 9,1%; learning activities that educating is 20,02%; potential development of students is 7,4%; communication with students is 4,5%; and evaluation and evaluation is 8,0%. It can be concluced that the biggest controversy was found in the mastery of educational learning activities while the smallest mastery of communication.

Relearning the calculus, connecting it to real-life Mela Aziza
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 14 No. 1 (2020): April 2020
Publisher : Universitas Pendidikan Ganesha

Developing students’ abilities in solving real-life problems is one of the mathematics curriculum goals. Students may be motivated and interested as well as have good perceptions in learning mathematics when knowing the usefulness of mathematics for their life. However, teachers may have difficulties to connect some mathematics topics including calculus to students’ rela-life because of the nature of topic. Therefore, teachers have to know the teaching methods in teaching calculus and then connecting it to students’ life. Although, teachers will find some obstacles when teaching and connecting calculus to students’ real life, they may start to give more calculus problems to students. They also can use mathematics softwares to give sense of the usefulness of calculus in students’ life.

Problem Solving Oriented Mathematics Curriculum Anggi Anggara; Mela Aziza
Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Vol 3, No 1 (2020)
Publisher : IAIN BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/equation.v3i1.3209

Most of students think mathematics as memorising not understanding. They usually use formulas for solving mathematics questions so that when facing non-routine questions they feel frustrating how to solve it. As a mathematics teacher feel dilemma because new curriculum, K13 (curriculum 13) requires them to teach more topic compared than previous curriculum. Consequently, they teach mathematics using textbooks given by government. Due to the limited time to teach many topics, teachers only focus on finishing the topics rather than stimulate students’ problem-solving skills. Therefore, there may be a specific curriculum that can be developed regarding students’ problem solving skills in learning mathematics. Using some literature review, a framework of problem solving oriented mathematics curriculum (PSOMC) was developed. PSMOC has seven principles: Designing, generating, researching, hipotesising, deciding, communicating, and reflecting.

Kemampuan Koneksi Matematis Peserta didik pada Pembelajaran Bangun Ruang dengan Strategi REACT Kelas VIII.A MTs Pancasila Kota Bengkulu Merlina Eka Putri; Mela Aziza
Jurnal Tadris Matematika Vol 3 No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2020.3.2.177-194

One of the objectives of mathematics learning is to improve the mathematical connection abilities on students. However, our observations showed that the mathematical connection abilities on students at MTs Pancasila, Bengkulu was still poor. This encourages the need for a learning strategy which is able to direct students to connect with what they have learned into everyday lives. Therefore, this study aimed to examine students’ ability in understanding mathematical concepts to solve problems related to cubes and rectangular prism topic. This was qualitative study with the REACT strategy. Cubes and rectangular prism was one of the mathematics topics of the basic competencies which have to be mastered by students in grade VIII. The subjects were 20 students who took the test and seven students who were randomly selected to be interviewed. Data collection included test of understanding the concept in essay form which was previously validated. Based on the results of students’ answers, 20 students have been able to connect between mathematics problems with the learned mathematics topic, the density topic in physics with the volume cube topic, and the question problems with everyday issues. However, it was also found that some students answered the questions with different procedures.

Online Learning during Covid-19: What is the Most Effective Platform for Teaching and Learning Mathematics? Mela Aziza
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

The purpose of this research was to find how the first online learning implementation in the Department of Mathematics Education in The Islamic State Institute of Bengkulu during the Covid-19 pandemic. This research was qualitative research which was conducted in July as an evaluation of the first online learning from March until July. 90 students were chosen by purposive sampling and then given an online questionnaire. The results showed that there were some mathematical courses students took in the Even Semester 2019/2020. The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% Google Classroom, 13.2% Cisco Webex, and 25.2 % others. Platforms that were felt effective as online learning applications were 52.7% Cisco Webex, 26.4 % WhatsApp Group, 9.9% Zoom meeting, 5.5% Google Classroom, and 5.5% others. This is felt to be effective because it does not consume a lot of data packages, has a strong signal, and can be accessed at any time (WhatsApp Group and Google Classroom). In addition, this platform can be used for live conferencing / video calls using whiteboards which are deemed effective for teaching math material (Cisco Webex). However, several obstacles were found during the implementation of online learning, namely difficulties in obtaining sufficient internet data packages; limited network; difficult assignments and assessments; less effective teaching methods; and use of multiple applications.

Kemampuan Koneksi Matematis Peserta didik pada Pembelajaran Bangun Ruang dengan Strategi REACT Kelas VIII.A MTs Pancasila Kota Bengkulu Merlina Eka Putri; Mela Aziza
Jurnal Tadris Matematika Vol 3 No 2 (2020)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2020.3.2.177-194

One of the objectives of mathematics learning is to improve the mathematical connection abilities on students. However, our observations showed that the mathematical connection abilities on students at MTs Pancasila, Bengkulu was still poor. This encourages the need for a learning strategy which is able to direct students to connect with what they have learned into everyday lives. Therefore, this study aimed to examine students’ ability in understanding mathematical concepts to solve problems related to cubes and rectangular prism topic. This was qualitative study with the REACT strategy. Cubes and rectangular prism was one of the mathematics topics of the basic competencies which have to be mastered by students in grade VIII. The subjects were 20 students who took the test and seven students who were randomly selected to be interviewed. Data collection included test of understanding the concept in essay form which was previously validated. Based on the results of students’ answers, 20 students have been able to connect between mathematics problems with the learned mathematics topic, the density topic in physics with the volume cube topic, and the question problems with everyday issues. However, it was also found that some students answered the questions with different procedures.

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