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EFEKTIFITAS CLASSDOJO UNTUK MENDUKUNG KETERAMPILAN 4C DALAM PEMBELAJARAN MATEMATIKA SECARA VIRTUAL Sri Winarni; Ade Kumalasari; Marlina Marlina; Rohati Rohati; Hikmawati Hikmawati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

ClassDojo merupakan salah satu bentuk kelas virtual yang dapat digunakan untuk mengontrol setiap perilaku siswa yang muncul saat berlangsungnya pembelajaran. Tujuan dari penelitian ini adalah untuk melihat efektivitas penggunaan ClassDojo dalam mendukung keterampilan 4C siswa, yaitu, communication, collaboration, critical thinking, dan creative thinking. Penelitian ini adalah penelitian kuasi eksperimen dengan desain posttest only control group design. Populasi pada penelitian ini yaitu seluruh siswa kelas 8 MTs Laboratorium Kota Jambi. Sampel pada penelitian ini adalah dua kelas yang dipilih secara cluster random sampling. Data keterampilan berpikir kritis dan kreatif diperoleh melalui pengerjaan soal tes, sedangkan keterampilan bekerjasama dan berkomunikasi diperoleh melalui pengisian angket. Teknik analisis data dilakukan secara deskriptif dan inferensial. Analisis data deskriptif mencakup keterlaksanaan pembelajaran dan pencapaian indikator. Analisis data inferensial terdiri atas uji prasyarat meliputi uji normalitas multivariate dan uji homogenitas matriks kovarian; uji hipotesis penelitian menggunakan uji multivariat; dan uji lanjut menggunakan uji bonferroni.Hasil penelitian menunjukkan bahwa implementasi virtual class menggunakan ClassDojo dapat mendukung 4C skills pada pembelajaran matematika. Jika dilihat secara kebermaknaannya, implementasi virtual class menggunakan ClassDojo secara bermakna dapat mendukung keterampilan berpikir kritis, berpikir kreatif, dan berkomunikasi namun tidak pada keterampilan bekerjasama pada pembelajaran matematika.

Recall and mathematical problem solving for students with disabilities Kamid Kamid; Jefri Marzal; Wardi Syafmen; Rohati Rohati; Rina Kusuma Dewi
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.34399

This article reports on the ability of feeble-minded or mentally retarded students in mathematical recall and problem-solving processes. In particular, this study investigated whether recall ability can affect feeble-minded students' ability to work on mathematical problems. This research was conducted using a mixed-method approach with a sequential explanatory research design. The sample of this study consisted of 34 feeble-minded students. The findings show that the ability of feeble-minded students to solve mathematical problems and their recall abilities were categorized as fair Another finding is that the ability to recall had a 62.1% effect on the ability to work on mathematical problems. The contribution of this study is that feeble-minded students' ability to work on mathematical problems is greatly influenced by their ability in the mathematical recall process.

ANALISIS PENGARUH DISPOSISI MATEMATIKA TERHADAP KEMAMPUAN KOMUNIKASI DAN PEMECAHAN MASALAH Sri Winarni; Rohati Rohati; Ade Kumalasari; Marlina Marlina
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk melihat pengaruh disposisi matematika pada kemampuan komunikasi matematika dan pemecahan masalah siswa. Penelitian ini merupakan penelitian mix method dengan pendekatan komparatif dan deskriptif. Data disposisi matematika didapatkan dari pengisian angket oleh seluruh siswa kelas VIII SMP N 7 Muara Jambi sedangkan data kemampuan komunikasi dan pemecahan masalah menggunakan tes. Dari pengolahan angket disposisi matematika siswa di kategorikan menjadi dua level yaitu level 2 dan level 3. Setelah data dianalisis menggunakan uji multivariat yaitu uji Pillai’s Trace, Wilks’ Lambda, Hoteling’s Trace, dan Roy’ Largest Root diperoleh hasil berturut-turut adalah 0,429; 0,429; 0,430; 0,149. Nilai-nilai tersebut > 0,05, sehingga H0 diterima dan dapat disimpulkan bahwa tidak ada perbedaan pada rata-rata skor kemampuan komunikasi dan kemampuan pemecahan masalah siswa pada tiap kelompok. Hal ini menunjukkan bahwa disposisi matematika pada level 2 dan 3 tidak mempengaruhi kemampuan komunikasi dan kemampuan pemecahan masalah. Sehingga untuk meningkatkan kemampuan tersebut, guru harus memperhatikan faktor lain yaitu pengetahuan awal, gender, kemampuan membaca, menulis, diskusi, tugas dan strategi yang digunakan guru dalam proses belajar mengajar.

Student Team Achievement Division Learning Model and Student Process Skills Kamid Kamid; Sri Winarni; Rohati Rohati; Wahyu Adi Pratama; Elza Triani
Jurnal Ilmiah Sekolah Dasar Vol 6 No 1 (2022): February 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i1.42456

There are still many students who have difficulty learning mathematics. It is because students feel that learning mathematics is complicated. This problem has an impact on low student learning outcomes. One way to make it easier for students to learn is to use an appropriate learning model. This study aims to compare and correlate student response variables in the student team achievement division learning model of block and cube material and student process skills. This type of research is quantitative experimental research by comparing four classes using process skills variables and student responses to student team learning outcomes. The sampling technique used was purposive sampling with a sample size of 144 students from a population of two public elementary schools and two Islamic elementary schools. The technique used to collect data is a questionnaire. The instrument used to collect data is a questionnaire. The data analysis used was quantitative with the help of SPSS 25 statistics to find descriptive statistics, test assumptions, and test hypotheses. Based on the t-test, it is known that there are significant differences in students' process skills in each school and student responses to the Student team achievement division learning model on the volume of blocks and cubes in each school. Based on the correlation test, there is a relationship between students' process skills on student responses with the student learning model of team achievement division on the material of volume of blocks and cubes between schools.

The Students' Self-Confidence and Their Mathematical Communication Skills in Solving Problems Retta Aulia; Rohati Rohati; Marlina Marlina
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

This research aims to analyze students' mathematical communication skills in solving mathematical problems based on their self-confidence. This research was a qualitative research method with descriptive approach. This research was conducted at one of junior high school in Muaro Jambi, Jambi, Indonesia. The research subjects were six students consisting of two students with high self-confidence category, two students with medium category, and two students with low category who were selected using purposive sampling technique. This research used student self-confidence questionnaires, problem-solving tests, and interviews to confirm the level of students' mathematical communication skills. The data were analyzed by descriptive technique. The results showed that the subjects with high self-confidence had met all indicators of mathematical communication skills, while the subjects with medium self-confidence had met three of four indicators of mathematical communication skills, and the subjects with low self-confidence only fulfill one of four indicators of mathematical communication skills.

THE DEVELOPMENT OF TOONDOO ONLINE COMIC BASED ON RME TO SUPPORT STUDENT’S MATHEMATICAL LITERACY SKILLS Rohati Rohati; Ade Kumalasari; Marlina Marlina; Naya Junia
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aims at 1) Developing a valid, practical, and effective Toondoo online comic media based on realistic math education (RME) on relations and functions material in junior high school, 2) Knowing whether RME- based Toondoo online comics can improve mathematical literacy skills. The research type is research and development with the ADDIE development model but the implementation stage is not carried out. The population of this research was all eighth grade students of SMPN 7 Jambi. Grade VIII H was taken as the sample of Toondoo online comic research. Response questionnaire and test are the data instruments for a validity, practicality and effectiveness of research. Post-test after learning Toondoo online comic is used as the instrument for mathematical literacy skills. Based on data analysis, the average validation of material, media and design experts falls into the very valid category. The results of the practicality of Toondoo online comic media based on RME are practical, making it worth testing in the learning process. The results of the learning test state that students’ average value is 85.88 and mastery learning is 94.12%. The results of post-test students’ mathematical literacy skills state that the average class is at level 3 and above with a percentage of 91.17% which is very good criteria. Based on student learning outcomes and post-test, online comic media based on RME is effective to be used in learning process in order to improve students’ mathematical literacy skills.

The Relationship of Student Process Skills to Student Responses with the Student Team Achievement Division (STAD) Learning Model in Elementary Schools and Madrasah Ibtidaiyah Kamid Kamid; Sri Winarni; Rohati Rohati; Wahyu Adi Pratama
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1534

Abstract Effective learning can be increased by forming several groups that have diversity in abilities, gender, and ethnicity. So this research was conducted with the aim of knowing the relationship between students' process skills on student responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes. This research is a survey research, this study uses quantitative data analysis with the help of SPSS statistics 25, to find descriptive statistics, test assumptions and test hypotheses. The results obtained from this study were conducted in 4 schools, namely 2 SD and 2 MI with 36 students in each class. So the total number of students is 144 students. Based on the T test, the results showed that there were significant differences in students' process skills in students' responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes between schools. Based on the correlation test, it was concluded that there was a relationship between students' process skills on student responses with the Student Team Achievement Division (STAD). learning model for the inter-school volume of blocks and cubes. the writer gives suggestions, namely the implementation of the Student Team Achievement Division (STAD) cooperative learning model as an effort to improve Student Process Skills. Abstrak Pembelajaran yang efektif dapat ditingkatkan dengan membentuk beberapa kelompok yang mempunyai keragaman dalam kemampuan, jenis kelamin, hingga sukunya. Sehingga penelitian ini dilakukan dengan tujuan untuk mengetahui hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD) materi volume balok dan kubus. Penelitian ini merupakan penelitian survey, penelitian ini menggunakan analisis data kuantitatif dengan bantuan SPSS statistic 25, untuk mencari statistik deskriptif, Uji asumsi dn Uji Hipotesis. Hasil yang diperoleh dari Penelitian ini dilakukan pada 4 sekolah yaitu 2 SD dan 2 MI dengan masing-masing kelas berjumlah 36 siswa. Sehingga total siswa keseluruhan yaitu 144 siswa. Berdasarkan uji T didapat hasil terdapat perbedaan yang signifikan pada keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD) materi volume balok dan kubus antar Sekolah. Berdasarkan uji korelasi disimpulkan bahwa terdapat hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD). materi volume balok dan kubus antar sekolah. maka penulis memberikan saran yaitu pada pelaksanaan model pembelajaran kooperatif tipe Student Team Achievement Division (STAD) sebagai upaya untuk meningkatkan Keterampilan Proses Siswa.

Analisis Pemecahan Masalah Siswa Artisan Ditinjau Dari Pengetahuan Prosedural Ade Kumalasari; Sri Winarni; Rohati Rohati; Marlina Marlina; Jumardi Eko Saputra
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i3.1714

Pemecahan masalah merupakan tujuan utama proses pendidikan. Kemampuan ini memiliki hubungan dengan pengetahuan prosedural. Kedua hal tersebut pada dasarnya memiliki keterkaitan dengan karakteristik pada siswa. Salah satu kareakteristik yang menarik untuk dikaji adalah siswa artisan. Tujuan dari penelitian ini adalah mengetahui bagaimana pemecahan masalah siswa artisan dalam menyelesaikan masalah keliling dan luas segitiga berdasarkan pengetahuan prosedural. Penelitian ini merupakan penelitian Kualitatif dengan pendekatan deskriptif. Subjek dalam penelitian ini adalah dua orang siswa dengan kepribadian artisan di SMP Negeri 1 Kuala Tungkal, Jambi. Instrumen yang digunakan dalam penelitian ini adalah lembar tes pemecahan masalah, pedoman wawancara, dan lembar tes MBTI. Tes kepribadian Myers-Bringgs Type Indicator (MBTI) digunakan untuk memilih subjek. Lembar tes pemecahan masalah digunakan untuk mengungkap kemampuan pemecahan masalah siswa. pedoman wawancara digunakan untuk mengetahui proses berpikir siswa dalam menyelesaikan soal pada lembar tes pemecahan masalah. Berdasarkan hasil penelitian yang diperoleh dapat disimpulkan bahwa siswa dengan kepribadian artisan mampu menyelesaikan soal pemecahan masalah keliling dan luas segitiga ditinjau dari kemapuan proseduralnya. Hal ini ditunjukkan dari terpenuhinya keempat indikator pemecahan masalah dan indikator pengetahuan prosedural oleh kedua subjek.

Analisis Kemampuan Number Sense Siswa Autism Spectrum Disorder (ASD) di SLB Sri Soedewi Mascjun Sofwan Kota Jambi Marlina Marlina; Sri Winarni; Rohati Rohati; Ade Kumalasari; Nova Kristina Barutu
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i3.1753

Kemampuan Number sense berperan penting dalam pemecahan masalah matematika. Siswa yang memiliki kemampuan number sense yang baik mampu lebih mudah dan fleksibel dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan number sense siswa Autism Spectrum Disorder (ASD) di kelas V SLB Sri Soedewi Masjchun Sofwan Kota Jambi. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek Penelitian berjumlah 2 orang siswa Autism Spectrum Disorder (ASD) dengan teknik pemilihan subjek menggunakan teknik purposive sampling. Hasil penelitian menunjukkan kemampuan number sense siswa ASD kelas V di SLB Sri Soedewi Masjchun Sofwan Kota Jambi. Pada subjek pertama (SA1), (1) menilai besar bilangan, SA1 dapat menentukan besaran bilangan dan mengurutkan bilangan dari yang terkecil hingga terbesar sehingga SA1 telah mampu menilai besar bilangan, (2) komputasi mental, SA1 belum menggunakan algoritma dalam berhitung sehingga SA1 belum dapat melakukan komputasi mental, (3) kebermaknaan simbol pada bilangan dan kuantitas, SA1 mampu memahami sifat operasi penjumlahan pada soal sehingga SA1 telah memenuhi indikator kebermaknaan simbol pada bilangan dan kuantitas,`dan (4) estimasi, SA1 belum mampu mengestimasi waktu sehingga SA1 belum memenuhi indikator estimasi. Sedangkan pada subjek kedua (SA2) tidak memenuhi keempat indikator tersebut.

Analysis Mathematical Problem Solving Ability of Assimilator Student: Kolb Learning Style Ade Kumalasari; Sri Winarni; Rohati Rohati; Marlina Marlina; Mersya Gusti Aulia
Hipotenusa : Journal of Mathematical Society Vol 4, No 2 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i2.7715

Student learning styles affect the problem-solving abilities. Therefore, further studies on student learning styles are needed regarding problem solving abilities. This research aims to analyze students' problem-solving ability with assimilator learning styles. This research is qualitative research using descriptive method. The subjects of this study were two students of class XI MIPA 1 SMA Adhyaksa 1 Jambi City. The students in question are students with assimilator learning styles. The instruments used were Kolb's learning style questionnaire, mathematical problem-solving ability tests, and interview guidelines. Based on the results of tests and interviews on the subject, it was found that, in general, not all indicators of problem-solving abilities can be met by students with assimilator learning styles. However, they are good at formulating, planning, and implementing problem solving. However, not by checking again. In formulating the problem, students do not write it on the answer sheet but can explain it well during the interview. The tendency of students to solve problems theoretically causes students to have difficulty when they do not know the formula to solve the problem.

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