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<![CDATA[Mathematical Creative Thinking Ability for Students Through REACT Strategies ]]>
<![CDATA[Qadri, Lailatul]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Yusrizal, Yusrizal]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol 1, No 1 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i1.1483
<![CDATA[The ability to think creatively is important to create students who can use mathematical mindset in their daily activities, and in various sciences. The conditions at school this time show us that students still run into problems in resolve math questions which related to mathematical creative thinking ability that finally impact on the result is low for this ability. Therefore, we need strategy for mathematics learning so it can improve mathematical creative thinking ability for students. The strategy that can be applied are through Relating, Experiencing, Applying, Cooperating, dan Transferring (REACT). This research aims to know the improvement creative thinking mathematical ability for students through react strategy. The type of this research is experimental research with a quantitative approach. The populations in this study are students in class X SMAN 1 Banda Aceh. The sample in this study is students in class X MIA-3 as an experimental class that gets learning with REACT’s strategy, and students in class X MIA-1 as a control class that has conventional learning. The instrument of this research is the questions of pretest and post-test. The quantitative analysis using a test independent sample t-test. Based on the results of data analysis it can be concluded that improvement creative thinking mathematical ability for students by teaching with REACT’s strategy is better than improvement of students' creative thinking skills by teaching conventionally.]]>
<![CDATA[Improving the Ability of Representation and Problem Solving Through Concrete Representational Abstract (CRA) Approach in Mathematical Learning ]]>
<![CDATA[Zulfakri, Zulfakri]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Yusrizal, Yusrizal]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol 1, No 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1585
<![CDATA[The representation and mathematical problem-solving abilities of students are still relatively low. The low ability is due to the lack of attention of the implementers of learning to develop learning that can improve the ability of representation and mathematical problem-solving. One effort that can be done is to apply to learn through the Concrete Representational Abstract (CRA) approach. This study aims to analyze the increase in representation ability and mathematical problem solving of students and to examine the interaction between student learning and the ability of representation and mathematical problem solving of students. This research is quantitative research with an experimental method with the design of the pretest-posttest group design. The population of this study was all students of SMP Negeri 1 Banda Aceh with a sample of two classes which became the experimental and control classes. The instrument of data collection is a test of representation ability and mathematical problem-solving. Data analysis of the study was carried out with SPSS 23 assisted two-way ANOVA for windows at a significant level of 0.05. The results of the study showed that: 1) the improvement of the representation and mathematical problem-solving abilities of students who obtained learning through the CRA approach was better than improving the problem-solving abilities of students who obtained conventional learning 2) there was no interaction between the CRA approach and the student level towards improving representation and solving abilities mathematical problem]]>
<![CDATA[Mathematical Reasoning Ability and Learning Independence of High School Students Through Problem Based Learning Model ]]>
<![CDATA[Putra, Purnama]]>;
<![CDATA[Ikhsan, M.]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol 1, No 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1596
<![CDATA[The ability of students to answer mathematical reasoning questions and to learn independence is still low. Mathematical reasoning and learning independence are important possessed by students. Therefore, a learning model of a relevant. One of the learning approaches is the Problem Based Learning (PBL) model. The purpose of the study to find out: Differences in the increase in mathematical reasoning abilities and student learning independence taught by using PBL with students taught with conventional learning in terms of (a) all students, and (b) student level (high, medium, low). This research is an experimental research design with a pretest-posttest control group design. The population of this study was all students of class X of the Delima 1 High School in Pidie. While the sample consisted of two classes, namely the experimental class (X-2) and the control class (X-3) taken by random sampling. The instrument used to obtain research data is a test of mathematical reasoning ability and student learning independence. To see the difference in mathematical reasoning abilities and student learning independence between classes PBL models with conventional classes using the t-test. The results showed that the improvement of students' mathematical reasoning abilities and student learning independence that obtained learning with PBL approach was better than students who obtained learning with conventional approach in terms of overall and initial abilities of students (high, medium, low), in quality there were significant differences between students who studied using PBL model with those using conventional learning.]]>
<![CDATA[Sistem Informasi Geografis (SIG) untuk Zonasi Daerah Bahaya Kerusakan Bangunan Akibat Gempa Bumi: Studi Kasus pada Kota Banda Aceh dan Sekitarnya ]]>
<![CDATA[Irwansyah, Edy]]>;
<![CDATA[S., Iqbal]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Yoga, R. I Made Oka]]>
<![CDATA[ ComTech: Computer, Mathematics and Engineering Applications Vol 3, No 1 (2012): ComTech ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/comtech.v3i1.2463
<![CDATA[This study aims to develop a geographic information system software that has the ability to develop hazard area zoning of building damage due to earthquake, especially in Banda Aceh and the surrounding areas using peak ground acceleration (PGA) value approach. Analysis and design methods are implemented in this study. The analytical method consists of two stages, namely seismic data collection period 1973 - 2011 by magnitude more than 5 on the Richter scale and the calculation of earthquake acceleration on bedrock using the attenuation function of Crouse. The design method comprises several structured stages, which are designing: data flow diagram (DFD), entity relationship diagram (ERD), menus, screens, and state transition diagrams (STD). The main conclusions of this study is that a GIS -based local zoning of earthquake hazard risk can be built and developed with calculation and classification approach of the peak ground acceleration (PGA). In addition, there is a relationship significant spatial found by comparing the results with the zoning patterns of building damage in the earthquake of 2004.]]>
<![CDATA[KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI ELPSA FRAMEWORK ]]>
<![CDATA[Amalia, Dessy]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Ikhsan, M.]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/443
<![CDATA[The mathematical communication ability of students is still low. One effort that can be done is to implement Experiences, Language, Pictures, Symbols, Application (ELPSA) framework. The pur pose of this research was to determine students' mathematical communication skills through the application of the ELPSA framework. This research is a descriptive quantitative research. The sub jects were Year 8 students of one of Junior High School in Banda Aceh which consisted of 24 students. Data collection is done through stdeunts worksheet and mathematical communication tests. Data ana lysis was performed by calculating the score of students' mathematical communication in groups and individually using percentage techniques. The results of this research are the mathematical com munication abilities of students in groups during learning with the implementation of ELPSA framework producing high average score. Whereas students' mathematical communication skills after the implementation of the ELPSA framework showed 75% of students met the minimal criteria.]]>
<![CDATA[PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs ]]>
<![CDATA[Safitri, Safitri]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Susanti, Susanti]]>
<![CDATA[ Al-Khawarizmi Vol 4, No 1 (2020): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppm.v4i1.7366
<![CDATA[The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema ]]>
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DOI: 10.15294/kreano.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig <0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig <0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value <0.0001, for self-regulated learning rk = 0.611 and a sig value <0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreano.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig 0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig 0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value 0.0001, for self-regulated learning rk = 0.611 and a sig value 0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs ]]>
<![CDATA[Safitri, Safitri]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Susanti, Susanti]]>
<![CDATA[ Al-Khawarizmi Vol 4, No 1 (2020): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppm.v4i1.7366
<![CDATA[The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.]]>
<![CDATA[Analysis of students' difficulties in understanding triangular material ]]>
<![CDATA[Musfiratul, Musfiratul]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Anwar, Anwar]]>;
<![CDATA[Arijuddin, Arijuddin]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i2.218
<![CDATA[This study aims to describe the difficulties experienced by students in understanding triangular material and the causes of these difficulties. This research is a descriptive research on 7 subjects selected from 23 grade VIII students at MTsS Darul Ihsan, Aceh Besar. The subjects of the study were selected based on the data of the test results of students' ability to solve triangular problems. Based on the test result data, subjects were categorized based on indicators of triangular material then in theinterview to dig deeper into the causes of students' difficulties. The interview results are transcribed and then analyzed qualitatively through the stages of data reduction, data presentation, and conclusion withdrawal. To ensure the validity of the data, a source riangulation is carried out, which compares data from interviews between students and teachers. The results showed that based on the achievement indicators of triangular material, the majority of students experienced conceptual difficulties compared to principle and procedural difficulties. The causes of difficulties experienced by students include: lack of focus during the learning process; lack of understanding of prerequisite material; lack of practice of varied questions; the teacher's explanation regarding the material cannot be easily understood by students; Lack of accuracy in understanding the meaning of the problem and Kurang careful in doing calculations.]]>
