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Pengaruh Model Pembelajaran Kooperatif Tipe Probing Prompting Berbantuan LKS Terstruktur Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMA Negeri 31 Jakarta Nurul Thaniya Safitri; Ellis Salsabila; Mimi Nur Hajizah
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol 3 No 2 (2019): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.032.04

Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk mengetahui apakah terdapat pengaruh model pembelajaran Kooperatif tipe Probing Prompting berbantuan LKS Terstruktur terhadap kemampuan pemecahan masalah matematis siswa SMA Negeri 31 Jakarta. Metode penelitian yang digunakan adalah metode eksperimen semu (quasi experiment). Instrumen penelitian yang digunakan adalah instrumen tes kemampuan pemecahan masalah matematis berupa 5 soal uraian yang telah dinyatakan valid. Populasi target penelitian adalah seluruh siswa SMA Negeri 31 Jakarta. Populasi terjangkau penelitian adalah siswa kelas X SMA Negeri 31 Jakarta. Teknik pengambilan sampel menggunakan Two Stage Sampling, yaitu Purposive Sampling dan Cluster Random Sampling. Tahap pertama Purposive Sampling, terpilih 5 kelas yang termasuk ke dalam jurusan MIA. Tahap kedua adalah Cluster Random Sampling, yaitu pengambilan 2 dari 5 kelas yang telah lolos uji prasyarat analisis data sebelum perlakuan, sebagai 1 kelas eksperimen (X MIA 1) yang belajar menggunakan model pembelajaran Kooperatif tipe Probing Prompting berbantuan LKS Terstruktur dan 1 kelas kontrol (X MIA 3) dengan menggunakan model pembelajaran konvensional. Berdasarkan hasil pengujian prasyarat analisis data setelah perlakuan, hasil tes kemampuan pemecahan masalah matematis kelas eksperimen dan kontrol berdistribusi normal dan homogen. Pengujian hipotesis statistik Uji-t dengan ttaraf signifikansi , diperoleh dan . Nilai sehingga ditolak dan diperoleh kesimpulan bahwa rata-rata skor tes kemampuan pemecahan masalah matematis siswa kelas eksperimen lebih tinggi dari kelas kontrol. Besar pengaruh model kooperatif tipe Probing Prompting berbantuan LKS Terstruktur terhadap kemampuan pemecahan masalah matematis siswa SMA Negeri 31 Jakarta adalah dengan presentasi 76% dan berada pada kategori sedang. Hal ini menunjukkan bahwa terdapat pengaruh model pembelajaran Kooperatif tipe Probing Prompting berbantuan LKS Terstruktur terhadap kemampuan pemecahan masalah matematis siswa SMA Negeri 31 Jakarta.

Pengembangan Media Pembelajaran Berbasis Android pada Materi Aritmetika Sosial Menggunakan Pendekatan Saintifik Berbantuan Software Construct 2 di Kelas VII SMP Negeri 137 Jakarta Siti Anisah; Pinta Deniyanti Sampoerno; Mimi Nur Hajizah
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol 3 No 2 (2019): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.032.05

Penelitian ini dilatarbelakangi oleh analisis kebuutuhan siswa yang dilakukan pada tanggal 28 November 2018 di SMP Negeri 137 Jakarta. Siswa mengalami kesulitan pada materi aritmetika sosial sebesar 43,85%. Sebanyak 54,71% siswa berpendapat bahwa materi tersebut seharusnya diajarkan dengan menggunakan media pembelajaran berbasis android. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis android menggunakan pendekatan saintifik yang dibuat dengan software Construct 2 pada materi aritmetika sosial. Untuk mencapai tujuan di atas, digunakan jenis penelitian pendidikan Research and Development (RnD) yang mengacu pada model penelitian Borg and Gall. Uji coba media dilaksanakan di SMP Negeri 137 Jakarta dengan melibatkan 31 siswa kelas VII. Media pembelajaran yang dihasilkan berupa aplikasi yang dapat dioperasikan menggunakan smartphone android. Media pembelajaran tersebut telah melalui validasi ahli media dengan nilai persentase rata-rata 77,19% dan dikategorikan valid. Hasil penilaian ahli materi dan bahasa diperoleh persentase rata-rata 83,77% dan dikategorikan sangat valid. Hasil penilaian oleh guru diperoleh persentase rata-rata 89,02% dan dikategorikan sangat valid. Sedangkan hasil akhir penilaian oleh siswa pada uji coba skala kecil dan skala besar masing-masing diperoleh nilai rata-rata 97,20% dan 96,90%. Sehingga, rata-rata keseluruhan adalah 88,77% yang berarti media pembelajaran yang dihasilkan layak dan dapat dimanfaatkan sebagai media pembelajaran matematika untuk kelas VII SMP.

Analisis Kesalahan Mahasiswa dalam Menyelesaikan Masalah Geometi Analitik Berdasarkan Newman’s Error Analysis Mimi Nur Hajizah; Ellis Salsabila
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Maret
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i1.1749

Penelitian ini bertujuan untuk menganalisis kesalahan mahasiswa dalam menyelesaikan masalah geometri analitik berdasarkan Newman’s Error Analysis. Kesalahan-kesalahan yang dilakukan oleh mahasiswa dalam mneyelesaikan soal geometri analitik perlu dianalisis untuk mengetahui beragam kesalahan yang dilakukan. Kesalahan tersebut perlu diidentifikasi untuk melihat letak kesalahan serta penyebab kesalahan tersebut. Dengan demikian informasi tersebut dapat menjadi umpan balik untuk peningkatan mutu pendidikan yang lebih baik. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian ini dilakukan di Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta. Partisipan penelitian adalah 81 mahasiswa yang mengambil mata kuliah Geometri Analitik pada. Data yang dikumpulkan merupakan data kuantitatif dan data kualitatif yang diperoleh dengan menggunakan teknik tes dan wawancara. Berdasarkan hasil analisis, mahasiswa masih melakukan kesalahan dalam menyelesaikan masalah geometri analitik di antaranya merupakan kategori kesalahan reading (decoding), comprehension, transformation, process skill, dan encoding. This study aims to analyze students' errors in solving analytic geometry problems based on Newman’s Error Analysis. The mistakes made by students in solving analytic geometry problems need to be analyzed to identify the various types of errors. These errors need to be identified to determine their locations and causes. Thus, this information can serve as feedback for improving the quality of education. This research is descriptive, using a qualitative approach. The study was conducted in the Mathematics Education Study Program at FMIPA, Jakarta State University. The participants were 81 students enrolled in the Analytic Geometry course. The data collected includes both quantitative and qualitative data obtained through testing and interviews. Based on the analysis, students still make errors in solving analytic geometry problems, including errors in reading (decoding), comprehension, transformation, process skills, and encoding. Keywords: Error analysis, analytic geometry, Newman’s Error Analysis.

Hypothetical Learning Trajectory of Sector Area and Arc Length Using the Clockwork Context Salsabila, Ellis; Hajizah, Mimi Nur
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 18 No. 2: December 2023
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v18i2.67027

Students' understanding on the concept of a circle especially the relationship between central angle, arc length, and sector area of the circle based on learning obstacle and learning trajectory need to be developed well by creating a good didactic design. Therefore, it is necessary to design hypothetical learning trajectories (HLT) for students in learning sector area and arc length using the clockwork context. The didactical design was developed through three stages, namely: (1) the preliminary design; (2) teaching experiment; and (3) retrospective analysis. This study focused on the first stage, since the main purpose of this research was to develop a series of learning activities to delve into the concept of sector area and arc length as proportional problem in the form of HLT. The HLT was designed using a realistic mathematics education (RME) approach. There are three anticipated learning obstacles in the design of the activities, including errors related to the concept of the relationship between arc length, circle circumference, sector area, and circle area; errors related to the concept of the relationship between the central angle, arc length, and sector area of a circle; as well as errors related to the connection of concepts in circle material with other mathematical material; and students' difficulties in problem solving questions.

The Use of ICT and the Realistic Mathematics Education on Learning Functions to Develop Algebraic Thinking Skills Hajizah, Mimi Nur; Dwi Antari Wijayanti
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 7 No. 1 (2023): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.071.01

The concept of function has evolved into one of the most fundamental principles in modern mathematics, influencing practically every area. However, it proved to be one of the most difficult ideas to grasp in mathematics. The concept of function is frequently taught without any connection to real-life situations. Students must work with problem scenarios that happen in a variety of contexts that are relevant to their everyday lives or make sense to them in order to gain authentic comprehension. This is consistent with the RME's properties. The unwillingness to highlight the visual element of the notion is one of the major roadblocks in learning functions. Using ICT and an RME approach to learning functions as an alternative to overcome these barriers could be a viable option. ICT and RME can help students learn mathematical principles in function content by providing a clearer visual experience. The purpose of this study is to investigate how ICT and RME can be used to improve learning function and increase algebraic thinking skills. This study conducted in a classroom of 29 junior high school students at the eighth grade. Design research methodology was used in this study by conducting three phases: preliminary design, teaching experiment, and retrospective analysis.

Pengembangan Bahan Ajar Kalkulus Diferensial untuk Mahasiswa Program Studi Pendidikan Matematika FMIPA UNJ Hajizah, Mimi Nur; Ellis Salsabila
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 8 No. 1 (2024): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.081.04

Penelitian ini bertujuan untuk mengembangkan bahan ajar mata kuliah Kalkulus Diferensial untuk mahasiswa Program Studi Pendidikan Matematika FMIPA UNJ. Sebagai mata kuliah dasar, Kalkulus sangat penting untuk dipahami oleh mahasiswa didalam proses pembelajaran. Hal ini dikarenakan kalkulus sangat terkait dengan mata kuliah lainnya dan merupakan pondasi untuk mempelajari mata kuliah selanjutnya, seperti : Persamaan Diferensial, Analisis Real, Aljabar, Statistika Matematika, maupun mata kuliah lain yang bersifat aplikasi atau terapan. Sumber belajar mata kuliah Kalkulus yang selama ini digunakan di lingkungan Program Studi Pendidikan Matematika FMIPA UNJ adalah buku teks Kalkulus yang beredar di pasaran. Isinya sangat umum, sehingga dosen perlu memilah kembali materi-materi apa saja yang harus diberikan agar sesuai dengan capaian pembelajaran yang ditetapkan. Oleh karena itu, peneliti bermaksud untuk mengembangkan bahan ajar mata kuliah Kalkulus untuk mahasiswa Program Studi Pendidikan Matematika FMIPA UNJ. Penyusunan bahan ajar tersebut akan diselaraskan dengan Capaian Pembelajaran Lulusan Program Studi Pendidikan Matematika FMIPA UNJ. Desain penelitian yang digunakan dalam penelitian ini adalah penelitian pengembangan (R&D). Model pengembangan yang digunakan dalam penelitian ini adalah model penelitian dan pengembangan modifikasi dari model 4D (Define–Design–Develop–Disseminate).

The neutralization on an empty number line model for integer additions and subtractions: Is it helpful? Sari, Puspita; Hajizah, Mimi Nur; Purwanto, Swida
Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well asadditions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students’ written work, conducting interviews and observations during the teaching experiment. This paperfocuses on students’ perceptions of the NNL model and what factors that might contribute to students’ achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural methodinstead of as a model for thinking. Moreover, students’ mathematical beliefs and conceptions on the use of the column strategy and theabsence of a discussion on the need of using the model are found to be some factors that could cause students’ misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions.

Development of Local Instruction Theory Teaching Materials to Improve Mathematical Problem-Solving Ability Wijayanti, Dwi Antari; Hajizah, Mimi Nur; Sampoerno, Pinta Deniyanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2510

Penelitian ini dilakukan untuk mengatasi kurangnya bahan ajar kontekstual yang dapat mendukung kemampuan pemecahan masalah siswa melalui pengalaman belajar yang bermakna. Tujuan dari penelitian ini adalah mengembangkan bahan ajar berbasis Local Instruction Theory (LIT) yang valid, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah matematis. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan model ADDIE, dan dilaksanakan pada bulan Maret hingga Juni 2024 di SMP Negeri 216 Jakarta. Subjek penelitian adalah 66 siswa kelas VIII yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Teknik pengumpulan data meliputi angket validasi ahli, angket respon siswa, dan tes pemecahan masalah matematis. Data dianalisis secara kuantitatif melalui skala Likert, uji normalitas dan homogenitas, serta uji t sampel independen. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memiliki tingkat validitas sangat tinggi (87,72%), kepraktisan tinggi (88,9%), dan efektif dalam meningkatkan kemampuan pemecahan masalah, ditunjukkan dengan perbedaan skor posttest yang signifikan antara kelompok eksperimen dan kontrol. Penelitian ini menyimpulkan bahwa bahan ajar berbasis LIT mampu meningkatkan kemampuan pemecahan masalah matematis siswa dan direkomendasikan untuk diimplementasikan dalam pembelajaran matematika secara lebih luas. This research was conducted to address the lack of contextual teaching materials that can support students' problem-solving abilities through meaningful learning experiences. The purpose of this research is to develop teaching materials based on Local Instruction Theory (LIT) that are valid, practical, and effective in improving mathematical problem-solving abilities. This research used a research and development (R&D) method with the ADDIE model, and was conducted from March to June 2024 at SMP Negeri 216 Jakarta. The research subjects were 66 eighth-grade students who were divided into experimental and control groups. Data collection techniques included expert validation questionnaires, student response questionnaires, and mathematical problem-solving tests. Data were analyzed quantitatively using a Likert scale, normality and homogeneity tests, and independent sample t-tests. The results showed that the developed teaching materials had a very high level of validity (87.72%), high practicality (88.9%), and were effective in improving problem-solving skills, as indicated by a significant difference in posttest scores between the experimental and control groups. This study concluded that LIT-based teaching materials were able to improve students' mathematical problem-solving skills and were recommended for broader implementation in mathematics learning.

Development of Didactical Teaching Materials on Circle Concepts Based on Realistic Mathematics Education Salsabila, Ellis; Mimi Nur Hajizah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1785

Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar desain didaktis materi lingkaran berbasis Pendidikan Matematika Realistik (RME) untuk peserta didik SMP kelas VIII. Permasalahan yang diangkat dalam penelitian ini adalah kurangnya bahan ajar yang mengintegrasikan pendekatan kontekstual seperti RME, yang dapat membantu siswa memahami konsep matematika dengan cara yang lebih relevan dan aplikatif dalam kehidupan sehari-hari. Penelitian ini menggunakan metode pengembangan dengan model 4D yang terdiri dari empat tahapan: define, design, develop, dan disseminate. Teknik pengumpulan data dilakukan melalui validasi ahli, uji coba kelompok kecil dan kelompok besar. Data yang diperoleh dari validasi ahli dan uji coba tersebut kemudian dianalisis secara deskriptif kuantitatif untuk menilai kelayakan bahan ajar yang dikembangkan. Hasil penelitian menunjukkan bahwa bahan ajar desain didaktis materi lingkaran berbasis RME memperoleh penilaian yang sangat layak, dengan rata-rata penilaian sebesar 91,4% dari seluruh tahapan uji coba. Oleh karena itu, bahan ajar ini dinyatakan valid dan layak untuk digunakan dalam proses pembelajaran matematika di sekolah menengah pertama. Implikasi dari penelitian ini adalah bahwa pengembangan bahan ajar berbasis RME dapat meningkatkan kualitas pembelajaran matematika yang lebih kontekstual dan efektif dalam membantu siswa memahami konsep-konsep matematika. Abstract This study aims to develop a didactical design of teaching materials on the topic of circles based on Realistic Mathematics Education (RME) for eighth-grade junior high school students. The problem addressed in this research is the lack of teaching materials that integrate contextual approaches such as RME, which can help students understand mathematical concepts in a more relevant and applicable way in everyday life. This research employs a development method using the 4D model, which consists of four stages: define, design, develop, and disseminate. Data collection techniques were conducted through expert validation and small and large group trials. The data obtained from these validations and trials were then analyzed descriptively and quantitatively to assess the feasibility of the developed teaching materials. The results of the study indicate that the didactical design of teaching materials on the topic of circles based on RME received a very feasible rating, with an average score of 91.4% from all trial stages. Therefore, these teaching materials are considered valid and feasible for use in mathematics learning at the junior high school level. The implications of this research suggest that the development of RME-based teaching materials can enhance the quality of mathematics learning, making it more contextual and effective in helping students understand mathematical concepts.

Efektivitas Desain Didaktis Materi Lingkaran Berbasis Realistic Mathematics Education terhadap Kemampuan Pemahaman Konsep Matematis Ellis Salsabila; Hajizah, Mimi Nur; Pinta Deniyanti Sampoerno
Jurnal Riset Pendidikan Matematika Jakarta Vol. 7 No. 2 (2025): Jurnal Riset Pendidikan Matematika Jakarta Volume 7, Nomor 2, Tahun 2025
Publisher : Program Studi Pendidikan Matematika jenjang Magister, FMIPA, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpmj.v7i2.61476

This study aims to examine the effectiveness of a didactical design-based teaching material grounded in Realistic Mathematics Education (RME) on the topic of circles in improving students’ conceptual understanding of mathematics. The study employed a quasi-experimental approach with a nonequivalent control group design. The participants consisted of 60 eighth-grade students from a junior high school, divided into the experimental group using RME-based learning modules and the control group receiving conventional, teacher-centered instruction. The main instrument was a conceptual understanding test developed based on six indicators: restating concepts, providing examples and non-examples, classifying, representing, explaining relationships among concepts, and applying procedures meaningfully. Results revealed that the experimental group achieved a higher mean N-gain (0.74, high category) compared to the control group (0.30, low–moderate category). The t-test showed a significant difference (p < 0.001) with a large effect size (Cohen’s d = 1.47). Analysis by indicator indicated significant improvements across all aspects, particularly in explaining conceptual relationships and mathematical representation. These findings confirm that RME-based didactical design materials effectively enhance students’ conceptual understanding of circles by facilitating meaningful rediscovery through real-world contexts and progressive mathematical modeling. Practically, the study suggests that mathematics teachers can adopt RME designs as an alternative instructional approach to promote deeper, contextual, and communicative learning in geometry.

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