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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal on Mathematics Education (JME) Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Griya Journal of Mathematics Education and Application Rengganis Jurnal Pengabdian Masyarakat Jurnal Riset Pendidikan Matematika Jakarta Indonesian Journal of Elementary and Childhood Education
Sri Subarinah
Universitas Mataram
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Kemampuan Komunikasi Matematis Siswa Pada Siswa Kelas XI Surahman Surahman; Laila Hayati; Ulfa Lu’luilmaknun; Sri Subarinah
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3b (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3b.756

Abstract

Pembelajaran matematika selama ini dianggap sebagai pelajaran yang tidak menyenangkan oleh sebagian siswa dan siswa jarang ikut aktif dalam proses pembelajaran sehingga menyebabkan rendahnya kemampuan komunikasi matematis siswa. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematis siswa yang melaksanakan pembelajaran menggunakan model pembelajaran kooperatif tipe Jigsaw dengan siswa yang melaksanakan pembelajaran menggunakan model pembelajaran langsung. Populasi penelitian ini yaitu seluruh siswa kelas XI MIPA SMAN 1 Narmada dan sampel penelitian yaitu kelas XI MIPA 1 sebagai kelas eksperimen dan kelas XI MIPA 4 sebagai kelas kontrol. Penelitian ini menggunakan metode penelitian Quasi Eksperimental Design dengan desain penelitian posttest only control design. Teknik pengumpulan data terdiri dari observasi, tes, wawancara, dan dokumentasi. Adapun teknik analisis data pada penelitian ini terdiri dari uji validitas, uji reliabilitas, uji normalitas, uji homogenitas,, dan uji hipotesis. Hasil penelitian diperoleh bahwa instrumen tes kemampuan komunikasi matematis yang telah dirancang memenuhi kriteria valid dan terdapat perbedaan kemampuan komunikasi matematis siswa yang melaksanakan pembelajaran menggunakan model pembelajaran kooperatif tipe Jigsaw dengan siswa yang melaksanakan pembelajaran menggunakan model pembelajaran langsung di kelas XI pada materi turunan fungsi.
Analisis Kemampuan Literasi Matematika dalam menyelesaikan Soal Cerita SPLTV Berdasarkan Perbedaan Jenis Kelamin Ridho Yudha Pratama; Arjudin Arjudin; Nurul Hikmah; Sri Subarinah
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3b (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3b.792

Abstract

Literasi matematika adalah kemampuan individu untuk merumuskan, menerapkan, dan menafsirkan matematika dalam berbagai konteks, namun kemampuan literasi matematika siswa masih sangatlah rendah. Hal ini dikarenakan masih kurangnya informasi yang membahas secara rinci kemampuan literasi matematika siswa sehingga belum adanya upaya dalam meningkatkan literasi matematika di indonesia. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa kelas X dalam menyelesaikan soal cerita SPLTV berdasarkan perbedaan jenis kelamin. Jenis penelitian ini adalah deskriptif kualitatif. Indikator literasi matematika yang digunakan pada penelitian ini mengacu pada komponen proses literasi matematika, yakni 1) Komunikasi, 2) matematisasi, 3) penalaran dan pemberian alasan, 4) Strategi untuk memecahkan masalah, dan 5) Penggunaan operasi dan bahasa simbol, bahasa formal dan bahasa teknis. Hasil penelitian menunjukkan bahwa siswa laki-laki dan siswa perempuan telah mampu menyampaikan informasi yang terdapat pada masalah, mengubah kalimat sehari-hari menjadi bentuk matematika, merancang strategi untuk memecahkan masalah, menggunakan operasi matematika dan bahasa dalam memecahkan masalah, serta memberikan pembuktian dan kesimpulan terkait solusi yang ditemukan. Diperoleh juga adanya perbedaan kemampuan siswa laki-laki dan siswa perempuan yang terletak pada komponen penalaran dan pemberian alasan, dimana siswa laki-laki sudah dapat memberikan kesimpulan yang tepat, sedangkan siswa perempuan belum mampu memberikan kesimpulan dari solusi yang ditemukan.
Analisis Kemampuan Komunikasi Matematis Dalam Menyelesaikan Soal Cerita SPLTV Ditinjau Dari Self Efficacy Riani Olivia; Arjudin Arjudin; Wahidaturrahmi Wahidaturrahmi; Sri Subarinah
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.847

Abstract

Matematika merupakan ilmu dasar yang peranannya sangat penting dalam kehidupan manusia. Siswa dituntut menguasai beberapa kemampuan matematika salah satunya yaitu kemampuan komunikasi matematis. Selain itu, siswa juga harus memahami faktor psikis dirinya yang menunjang dalam memahami matematika salah satunya self efficacy. Penelitian ini bertujuan untuk mengetahui tingkat kemampuan komunikasi matematis siswa dan mendeskripsikan kemampuan komunikasi matematis siswa ditinjau dari self efficacy siswa kelas XI SMAN 1 Praya Timur Tahun Ajaran 2022/2023. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif dengan pendekatan kuantitatif, dengan teknik penentuan subjek penelitian yaitu purposive sampling. Pengumpulan data menggunakan teknik angket, tes dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tingkat self efficacy tinggi siswa mampu menuliskan apa yang diketahui dan kesimpulan dengan tepat. Untuk indikator membaca siswa mampu menentukan permisalan variabel, dan untuk indikator eskpresi matematika siswa sudah mampu menyusun langkah penyelesaian. Sedangkan siswa dengan tingkat self efficacy rendah Untuk indikator menulis siswa mampu menuliskan apa yang diketahui. Selanjutnya untuk indikator membaca siswa belum mampu menntukan permisalan vaiabel dengan tepat, dan untuk indikator eskpresi matematika siswa sudah mampu menyusun langkah penyelesaian namun masih kurang lengkap.
Analisis Kesulitan dalam Memecahkan Masalah Soal Cerita Matematika dan Bentuk Scaffolding yang Diberikan Pada Peserta Didik Kelas X SMA Al Ma’arif NU Sinah Pengembur Tahun Ajaran 2021/2022 Baiq Nopiana Lombasari; Sri Subarinah; Syahrul Azmi; Nani Kurniati
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.876

Abstract

Penelitian ini bertujuan untuk mengetahui jenis kesulitan yang dialami peserta didik, bentuk scaffolding yang diberikan, dan kemampuan peserta didik setelah diberikan scaffolding dalam memecahkan masalah soal cerita matematika. Materi yang digunakan adalah sistem persamaan linear tiga variabel (SPLTV). Penelitian ini dilakukan di kelas X SMA Al Ma’arif NU Sinah Pengembur pada semester ganjil tahun ajaran 2021/2022 dengan subjek yang terdiri dari 15 peserta didik. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Data yang dikumpulkan berupa hasil tes diagnosis, hasil wawancara, proses scaffolding, dan tes kemampuan memecahkan masalah. Kesulitan yang dialami peserta didik diantaranya: 1) memahami masalah (menentukan apa yang diketahui dan ditanyakan pada soal); 2) merencanakan penyelesaian (membuat model matematika); 3) menyelesaikan permasalahan (mengoperasikan model matematika); 4) memeriksa kembali (memeriksa kebenaran jawaban termasuk menarik kesimpulan). Ditinjau dari tahapan pemecahan masalah menurut Polya scaffolding yang diberikan disesuaikan dengan letak kesulitan dalam memecahkan masalah soal cerita yaitu; pada tahap memahami masalah scaffolding yang diberikan ialah explaining, reviewing dan restructuring), pada tahap merencanakan penyelesaian dan menyelesaikan permasalahan yaitu reviewing dan restructuring. Sedangkan pada tahap memeriksa kembali scaffolding yang diberikan ialah explaining, reviewing, restructuring, dan developing conseptual thingking. Berdasarkan hasil analisis tes kemampuan memecahkan masalah kemampuan peserta didik dalam memecahkan masalah soal cerita matematika setelah diberikan scaffolding rata-rata nilainya adalah 73,75 yang termasuk dalam kategori baik.
Analisis Kemampuan Berpikir Kritis Siswa SMP Kelas VIII MTs Hadil Ishlah Bilebante Berdasarkan Gaya Belajar Hasmi Hidayati; Nyoman Sridana; Sri Subarinah; Ketut Sarjana
Griya Journal of Mathematics Education and Application Vol. 2 No. 3 (2022): September 2022
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v2i3.211

Abstract

This study aims to describe students' critical thinking skills based on learning styles with visual, auditory, and kinesthetic learning styles. This study was quantitative qualitative with descriptive method. The research subjects consisted of 8 students with each learning style at each level of critical thinking ability. Data collection in this study used tests to determine the level of students' critical thinking skills, questionnaires to determine student learning styles, and interviews. The test was carried out on the material of two-variable linear equations. The results of the tests and interviews were analyzed based on indicators of critical thinking skills: (1) interpretation, (2) analysis, (3) evaluation, (4) inference, and (5) explanation. The results showed that from 25 students there were 19 students in the category of high critical thinking skills with 6 visual, 5 auditory, and 8 kinesthetic students. 3 people with moderate critical thinking skills with 2 visual and 1 kinesthetic. 3 people with low critical thinking skills with 1 visual, 1 auditory, and 1 kinesthetic. Students with high category visual learning style can write interpretation, evaluation, inference, explanation, medium category can write interpretation, evaluation, inference, and low category can write interpretation. Students with a high category of auditory learning style can write inferences, low categories can write evaluations. Students with high category kinesthetic learning styles can write inference evaluations, medium and low categories can write evaluations.
Analisis Kesalahan Penalaran Matematis Dalam Menyelesaikan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar Ismul Hadi; Sri Subarinah; Tabita Wahyu Triutami; Nurul Hikmah
Griya Journal of Mathematics Education and Application Vol. 2 No. 3 (2022): September 2022
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v2i3.216

Abstract

This study aims to describe the types of reasoning errors made in solving number pattern problems. Based on mathematical reasoning procedures, error analysis was carried out based on student learning styles. The stages of mathematical reasoning in this study include the stages proposing conjectures, finding patterns, and drawing conclusions. The research subjects for class VIII A of SMPN 8 Mataram for the academic year 2021/2022 were selected by purposive sampling. To deepen the research results, two students were selected from each type of learning style. The instruments in this study are learning style questionnaires, number pattern tests, and interview guidelines. The data analysis technique used quantitative and qualitative data analysis techniques. From the results of the study, we obtained the percentage of mathematical reasoning errors, namely: (i) students with visual learning styles at the stage of proposing a guess made 42%, finding patterns 72%, and drawing conclusions 71%; (ii) students with auditory learning styles stage proposed 53% conjectures, finding patterns 67%, and drawing conclusions 70%; (iii) students with a kinesthetic learning style stage proposed 56% conjectures, finding patterns 67%, and drawing conclusions 70%; (iv) the causes of student errors with visual, auditory, and kinesthetic learning styles are a lack of understanding of number pattern material, a lack of thoroughness in calculations, a lack of thoroughness in understanding questions, and a lack of experience with concluding final results.
Pengembangan Media Pembelajaran Matematika Menggunakan Macromedia flash Pada Materi Bangun Ruang Sisi Datar di SMP Negeri 2 Lingsar Putri Husnul Khotimah; Ketut Sarjana; Amrullah; Sri Subarinah
Griya Journal of Mathematics Education and Application Vol. 2 No. 3 (2022): September 2022
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v2i3.221

Abstract

The purpose of developing this learning media is to produce an appropriate Macromedia Flash learning media on the flat side space building material at SMP Negeri 2 Lingsar. This learning media is based on the development of Multimedia Luther based on six stages, namely concept, design, collection (collecting material), assembly, testing, and distribution. This learning media test is a validity test, practical test, and beta test (user). The validity test was carried out by 2 media experts. The media experts in this study were 1 Lecturer of the Mathematics Education Study Program, University of Mataram and 1 Teacher of ICT Subjects at SMP Negeri 2 Lingsar. The practical test was carried out by 2 practitioners, namely 1 Lecturer of the Mathematics Education Study Program, University of Mataram and 1 Mathematics Subject Teacher at State Junior High School. 2 Lingsar, and beta test based on the results of a questionnaire filled out by 74 students. The instrument indicators are based on Thorn's feasibility test. The overall average validity test results are 3.14 in the very good category, the overall average practitioner test results are 3.39 in the very good category, the overall average beta test results are 2.86 in the good category. So it can be concluded that this learning media is suitable for use in learning mathematics.
Pengaruh Model Pembelajaran Berbasis Masalah pada Materi Aritmetika Sosial terhadap Prestasi Belajar Matematika Siswa I Putu Wahyu Paramartha; Sri Subarinah; Arjudin Arjudin; Nyoman Sridana
Griya Journal of Mathematics Education and Application Vol. 2 No. 3 (2022): September 2022
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v2i3.224

Abstract

This study aims to determine the effect of problem-based learning models on social arithmetic material on the achievement of mathematics learning for grade VII students of SMP Negeri 2 Lingsar for the 2021/2022 school year. This Quasi-Experimental Design research is designed by The Posttest Only Control Group Design. The population is all grade VII students of SMPN 2 Lingsar, as many as 278 students. Sample determination is carried out by the Cluster Random Sampling technique. Class VII.5 used a problem-based learning model with 31 students as an experimental class, and Class VII.9 used a direct learning model with 30 students as a control class. The data on the achievement of learning mathematics is obtained through the final test. The assumption tests in this study are the normality test and the homogeneity test. Data analysis in this study used descriptive statistical analysis and a t-test. The results showed that the average learning achievement of the experiment class was 79,10 greater than the average learning achievement of the control class, which was 70,23. In this study, the problem-based learning model had a moderate influence on 79% of the expectations of mathematics learning achievement of grade VII students
Pemberdayaan Guru Sekolah Dasar Gugus II Kecamatan Gerung dalam Mengimplementasikan Alat Peraga Kopermatik Sri Subarinah; Tabita Wahyu Triutami; Sudi Prayitno; Junaidi Junaidi; Dwi Novitasari
Rengganis Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2022): November 2022
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v2i2.228

Abstract

Elementary school teachers in Cluster II of the Gerung sub-district are very rare and some have never even used teaching aids in teaching mathematical concepts. That makes students have difficulty understanding abstract mathematics subject matter, while elementary school children are still in the stage of concrete or semi-abstract thinking. Therefore, this activity aims to empower elementary school teachers in Cluster II of the Gerung sub-district in implementing Kopermatik teaching aids (Math Game Box) by providing training to elementary school teachers on how to make and use Kopermatic props. Kopermatik is a set of elementary school mathematics teaching props that include teaching aids for learning algebra, geometry, and numbers. The training methods include (1) presentation of material, (2) demonstration, (3) making of teaching aids in groups, (4) presentation of group work results, and (5) evaluation and follow-up. The service activity was located at SDN 2 Dasan Geres, with 18 elementary school teachers as participants. all participants actively practice making props for number cards and fraction cards in groups of two. The results of this activity are : (1) all participants practice making props for number cards and fraction cards in groups of two, and (2) 95% of participants can demonstrate the props they made correctly. The results of the questionnaire showed that all participants were happy with this activity and hoped that it would be held again for a longer time and with more materials. Participants can understand the training material because it is interesting and easy to understand
Pelatihan Penyusunan Modul Ajar Matematika Berorientasi Kemampuan Berpikir Kritis bagi Guru Matematika SMK Kota Mataram Baidowi Baidowi; Sri Subarinah; Laila Hayati; Dwi Novitasari; Ni Made Intan Kertiyani
Rengganis Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2022): November 2022
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v2i2.235

Abstract

The purpose of this community service activity aims to provide training and assistance to SMK teachers in Mataram City to compile and develop mathematics teaching modules, especially by implementing project-based learning and problem-based learning. Participants in this community service activity consisted of teachers at 8 State Vocational Schools in Mataram City, which are represented by 2 teachers in each partner school. These activities carried out are (1) Dissemination of research results on the development of mathematics teaching modules that have been developed by the team, (2) Training on how to compile mathematics teaching modules oriented to students' critical thinking skills, (3) Discussion, (4) Practice compiling teaching modules in groups and (5) Evaluation of the implementation of activities. At the end of the activity, a questionnaire was given to be filled in by the participants and then analyzed to find out the results of the service activities provided. The results of data analysis showed that all participants gave a positive response, 67% of participants had received training in module preparation, 73% had made mathematics teaching materials but only 27% had implemented them, especially those oriented to critical thinking skills. Analysis of the questionnaire also showed that all participants wanted similar training. One of the trainee teachers successfully implemented the teaching module they had developed by the team from the results of the training and gave a positive response from the students
Co-Authors AA. Sukarso Ade Irawan Ahmad Surya Wijaksono Amrullah Amrullah Amrullah Amrullah Andi Sulaiman Arjudin Arjudin Arthina Utami Asrin Asrin Ayu Lestari Handayani Baidowi Baidowi Baiq Aminatuzzuhro Baiq Nopiana Lombasari Baiq Rachmawatin Ramadhana Dwi Novitasari Dwi Ratnasari Dwiana Permatasari Eka Kurniawan Eva Nurdiana Fela Nurma Alfianti G. Gunawan, G. Harry Soepriyanto Hasmi Hidayati I Gusti Ayu Sinta Inastuti I Putu Wahyu Paramartha Iin Mahlia Fitriana Ismawati Ismawati Ismul Hadi Jihan Fahira Junaidi Junaidi Kamirsyah Wahyu Ketut Sarjana Laila Hayati M. Satria Ramanda Mahfudy, Sofyan Muhammad Turmuzi Nani Kurniati Ni Made Ayu Ulandari Ni Made Intan Kertiyani Nur Asniati Nur Aziza Nurhafizah Nurhafizah Nurhikmah Nurhikmah Nurlailis Kurniawati Nyoman Sridana Putri Husnul Khotimah Qurrotul A`yuni Rizqiyani Sumaryadi Ratih Ayu Apsari Retno Saputri Said Riani Olivia Ridho Yudha Pratama Sri Romlawati Sripatmi Sripatmi Sudi Prayitno Surahman Surahman Syahrul Azmi Tabita Wahyu Triutami Taha Ertugrul Kuzu Tri Rahayu Agustina Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Wahidaturrahmi, Wahidaturrahmi Wulandari, Nourma Pramestie Yenny Indriani