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<![CDATA[IDENTIFIKASI SISWA DALAM MENYELSAIKAN MASALAH PADA MATA KULIAH KALKULUS LANJUTAN ]]>
<![CDATA[Zetriuslita]]>;
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Leo Adhar Effendi]]>
<![CDATA[ Jurnal Prinsip Pendidikan Matematika Vol 1 No 1 (2018): Jurnal Prinsip Pendidikan Matematika November 2018 ]]>
Publisher : <![CDATA[Prodi. Pendidikan Matematika, FKIP, Universitas Riau ]]>
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DOI: 10.33578/prinsip.v1i1.13
<![CDATA[Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan yang dilakukan oleh siswa dalam memecahkan masalah dalam mata kuliah kalkulus lanjutan. Pengumpulan data dilakukan dengan teknik tes. Penelitian ini merupakan penelitian deskriptif kualitatif. Tes diberikan kepada mahasiswa semester 3, yang berjumlah 19 orang. Berdasarkan hasil penelitian, ditemukan bahwa pada masalah nomor 1, kesalahan yang paling umum adalah 68,42% (13 orang) dan kesalahan paling kecil adalah 21,05% (4 orang). Pada soal nomor 2, jenis kesalahan yang paling umum adalah 73,68% (14 orang) dan kesalahan terkecil adalah kesalahan operasi dan fakta yaitu 0% (19 orang). Untuk pertanyaan nomor 3, jenis kesalahan yang paling umum adalah kesalahan konsep 0% (19 orang) dan kesalahan terkecil adalah kesalahan operasi adalah 0% (19 orang). Pada pertanyaan nomor 4, jenis kesalahan yang paling sering dilakukan oleh siswa adalah konsep kesalahan yaitu 47, 37% (9 orang) dan jenis kesalahan yang paling sedikit dilakukan adalah operasi kesahan dan fakta yaitu 0% (19 orang) ). Secara keseluruhan jenis kesalahan yang paling banyak dilakukan oleh siswa dalam menyelesaikan soal kalkulus lanjutan adalah kesalahan konsep yaitu sebanyak 56,58% dan jenis kesalahan yang paling sedikit dilakukan adalah kesalahan operasi yaitu sebanyak 5,26%.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ANDROID PADA MATERI BANGUN RUANG SISI DATAR KUBUS DAN BALOK KELAS VIII SMP ]]>
<![CDATA[Nadia Hairul Nissa]]>;
<![CDATA[Aulia Sthephani]]>;
<![CDATA[Leo Adhar Effendi]]>;
<![CDATA[Lilis Marlina Anggraini]]>
<![CDATA[ Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 7 No. 1 (2022): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education ]]>
Publisher : <![CDATA[Mathematics Education Study Program, FKIP, Universitas Pasundan ]]>
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DOI: 10.23969/symmetry.v7i1.5343
<![CDATA[ABSTRACT The development of android-based learning media is undercover in research and development. This study aims to see the results of the validity of the expansion of android-based learning media on the material for building flat sides of cubes and blocks for class VIII Junior High School. In this study, the development model refers to the R&D development model that has been according to the needs of the researcher, with the stages: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) the final product. The research instrument used is validation. The data collection technique used a validation sheet with a Likert scale. The data analysis technique used is descriptive analysis. In the potential and problem stage, the researcher analyzes the educational situation and interviews, then collected data related to the potential and problems. After that the researchers designed the design of learning media products. The results of the analysis of research validation by three validators obtained an average validation of learning media of 82.87% that is category is quite valid or can be late with minor revisions. The conclusion of the study showed that the android-based learning media was tested valid. Keywords: Learning Media, Android, R&D, Build Flat Side Space]]>
<![CDATA[Students’ Achievement Levels, Gender, and Learning Styles on Abstract Algebra: A Profile of Evidence Developing Ability ]]>
<![CDATA[Leo Adhar Effendi]]>;
<![CDATA[Sindi Amelia]]>
<![CDATA[ Mathematics Research and Education Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[UIR PRESS ]]>
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DOI: 10.25299/mrej.2020.vol4(1).2776
<![CDATA[Mathematics education students’ ability on developing evidence needs to be reviewed by lecturers. 50% of the subjects in the mathematics education departement require students' accuracy in analyzing mathematical statements. This is increasingly important because the Indonesian National Qualifications Framework (KKNI) for the Bachelor level requires graduates to become technicians / analysts. The diversity of levels of students’ ability, gender, and learning styles are assumsed to be the discrepancy abilities to develop evidence. This study aims to describe the evidence developing ability based on the levels of achievement, gender, and student learning styles. The subjects of this study were abstact algebra students in the mathematics education department. Type of this research was descriptive qualitative with data collection techniques using test and non-test techniques. Students were given five questions about abstact algebra that demanded the evidence developing ability. The achivement levels and gender were obtained from students’ academic achievement data. The learning styles were attained from questionnaires. The results of the study is higher the students’ academic achievement, better the evidence developing ability on Abstract Algebra. The gender does not affect the evidence developing ability on Abstact Algebra. Students with visual learning styles have the ability to develop evidence better than students with other learning styles.]]>
<![CDATA[Validity of The Abtract Algebra Teaching Book ]]>
<![CDATA[Sindi Amelia]]>;
<![CDATA[Leo Adhar Effendi]]>
<![CDATA[ Mathematics Research and Education Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[UIR PRESS ]]>
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DOI: 10.25299/mrej.2020.vol4(1).4204
<![CDATA[The Abstract Algebra is one of the most difficult subjects for students. In this course, students are required to have several textbooks as their reading source. However, the existing textbooks do not guide students in carrying out the process of preparing evidence and tend to speak non-Indonesian languages. The purpose of this research is to design and develop textbooks on abstract algebra courses which contain proofs in full step by step that can improve the ability to organize evidence. This type of research is development research with formative evaluation design consisting of self-evaluation, prototyping (expert reviews, one-to-one, and small groups), and field tests. The validity of the development of abstract algebra textbook is passed through the stages of self-evaluation and expert reviews. The results showed that the prototype of abstract algebra teaching books had a very high level of validity (89.29%).]]>
<![CDATA[DEVELOPMENT OF MATHEMATICS LEARNING TOOLS USING THE HORAY COURSE REVIEW TYPE COOPERATIVE MODEL (CRH) IN MATERIAL COMPOSITION AND INVERSE FUNCTIONS ]]>
<![CDATA[Nursamilasari]]>;
<![CDATA[Leo Adhar Effendi]]>
<![CDATA[ Mathematics Research and Education Journal Vol. 4 No. 2 (2020): Oktober ]]>
Publisher : <![CDATA[UIR PRESS ]]>
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DOI: 10.25299/mrej.2020.vol4(2).9286
<![CDATA[This study aimed to produce learning tools based on a valid CRH type of cooperative learning model. The learning tools developed are in the form of a Learning Implementation Plan (RPP) and Student Worksheets (LKPD). The development model used in this research is the Plomp model, which is modified into four stages, namely: (1) Initial investigation, (2) Design, (3) Realization/construction, (4) Test, evaluation, and revision. The data analysis technique used is descriptive statistical analysis. From the research results, the average total validation of the RPP is 88.67%, with very valid criteria. This means that the RPP made by the researcher is suitable for use or trial. Then, the average total validation of LKPD is 84.98%, with quite valid criteria. This means that the LKPD made by the researcher is feasible to use but requires a small revision. Based on the results of these studies, it can be concluded that the development of learning tools based on the CRH type cooperative model on the material of compositional and inverse functions whose validity has been tested is feasible to use]]>
<![CDATA[Analisis Minat Belajar Siswa Menggunakan Media Pembelajaran E-comic Aritmatika Sosial Masa Pandemi Covid-19 ]]>
<![CDATA[Yosse Andreas BatuBara]]>;
<![CDATA[Zetriuslita Zetriuslita]]>;
<![CDATA[Agus Dahlia]]>;
<![CDATA[Leo Adhar Effendi]]>
<![CDATA[ Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2021): Jurnal Derivat (Juli 2021) ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/j.derivat.v8i1.1518
<![CDATA[The Covid-19 pandemic has become a trending topic of conversation for the past year until now, this pandemic has changed various aspects of human life today, especially in the world of education. This causes students' failure to understand mathematical concepts and students' lack of interest in learning. This study aims to describe students' learning interest in the use of E-comic media in social arithmetic material during the Covid-19 pandemic. This research is a descriptive quantitative research. The sample of the research was the seventh grade students of SMP which consisted of 15 students who were taken randomly. The instrument used in this study is a non-test instrument in the form of a student learning interest questionnaire distributed using Google Form in social arithmetic learning using E-comic which consists of 20 statements as a reference to determine students' interest in learning in the use of E-comic media. The data analysis technique used in this research is quantitative descriptive analysis. The results of this study indicate that the use of E-comic learning media is effective on student learning interest during the Covid-19 pandemic with the percentage results80.67% classified as very high criteria. So that the E-comic learning media is very effectively used as a medium for learning mathematics to increase student interest in learning during the Covid-19 pandemic.Keywords: analysis, E-comic, social arithmetic, covid-1 pandemic ]]>
<![CDATA[Pengembangan E-modul Berbantuan Software Algebrator pada Materi Bilangan Berpangkat dan Bentuk Akar Kelas X SMK ]]>
<![CDATA[Mei Yuriska Putri]]>;
<![CDATA[Leo Adhar Effendi]]>;
<![CDATA[Sri Rezeki]]>;
<![CDATA[Endang Istikomah]]>
<![CDATA[ Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2021): Jurnal Derivat (Desember 2021) ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/j.derivat.v8i2.1862
<![CDATA[The use of technology in education has a significant impact in educating and educating the nation's life, and can help create new innovations. One of the innovations created is the emergence of the concept of electronic learning (e-learning). E-learning is useful for students and teachers to get learning materials easily, one of which is by using e-module teaching materials. This study aims to determine the process and produce a product in the form of an e-module of teaching materials assisted by algebrator software on the material of rank numbers and root forms for class X SMK. This type of research is development using ADDIE floating model. The instrument used in this study is a non-test instrument, namely a validation questionnaire, and the data obtained from a validation questionnaire that has been filled out by the validator. The data will be analyzed descriptively quantitatively. Overall, the feasibility of the e-module assisted by algebrator software on the material of numbers and root forms obtained an average of 86.35%, so that the e-module assisted by algebrator software on the material of numbers and roots of class X SMK is interpreted as very valid to use. Kata Kunci: E-module, Algebrator Software, Exponents and Roots, Validity]]>
<![CDATA[Pengembangan media pembelajaran matematika menggunakan macromedia Flash 8 pada materi Sistem Persamaan Linier Dua Variabel (SPLDV) ]]>
<![CDATA[Suripah Suripah]]>;
<![CDATA[Romas Intan Siregar]]>;
<![CDATA[Alzaber Alzaber]]>;
<![CDATA[Leo Adhar Effendi]]>;
<![CDATA[Nofriyandi Nofriyandi]]>
<![CDATA[ PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022): PYTHAGORAS: JURNAL PROGRAM STUDI PENDIDIKAN MATEMATIKA ]]>
Publisher : <![CDATA[UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA ]]>
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DOI: 10.33373/pythagoras.v11i1.3961
<![CDATA[Penelitian ini bertujuan untuk mengembangkan media pembelajaran matematika berupa media pembelajaran interaktif menggunakan macromedia flash 8 pada materi sistem persamaan linier dua variabel (SPLDV) di kelas VIII SMP yang teruji kevalidanya. Penelitian ini merupakan penelitian pengembangan menggunakan model pengembangan ADDIE yang dimodifikasi menjadi 4 fase, yaitu: (1) analysis; (2) design; (3) development; (4) evaluation. Instrumen pengumpulan data penelitian adalah lembar validasi media pembelajaran. Teknik pengumpulan data menggunakan angket skala likert. penelitian ini dilaksanakan mulai dari validasi media pembelajaran pada tanggal ….kepada dua orang validator dan satu guru Matematika SMP. Data validasi dianalisis secara deskriptif dengan cara menghitung rata-rata dari setiap pertemuan. Hasil penelitian menunjukkan bahwa hasil validasi media pembelajaran sebesar 71.666 dengan kategori cukup valid. Berdasarkan hasil penelitian dapat disimpulkan bahwa media pembelajaran interaktif menggunakan macromedia flash 8 pada materi sistem persamaan linier dua variabel (SPLDV) di kelas VIII SMP teruji cukup valid. This study aims to develop mathematics learning media in the form of interactive learning media using macromedia flash 8 on the two-variable linear equation system (SPLDV) material in class VIII SMP whose validity has been tested. This research is a development research using the ADDIE development model which is modified into 4 phases, namely: (1) analysis; (2) designs; (3) development; (4) evaluation. The research data collection instrument is a learning media validation sheet. The data collection technique used a Likert scale questionnaire. This study was validated by two validators and one junior high school mathematics teacher. Validation data were analyzed descriptively by calculating the average of each meeting. The results showed that the results of the validation of the learning media were 71,666 with a fairly valid category. Based on the results of the study, it can be concluded that interactive learning media using macromedia flash 8 on the material of the two-variable linear equation system (SPLDV) in class VIII SMP has been tested to be quite valid.]]>
<![CDATA[Integrasi Nilai Keislaman dalam Soal Hots Matematis ]]>
<![CDATA[Ariawan, Rezi]]>;
<![CDATA[Rugayah]]>;
<![CDATA[Effendi, Leo Adhar]]>;
<![CDATA[Sarah, Yuli Dwi]]>
<![CDATA[ Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 1 No. 3 (2023): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 1 Nomor 3 Januari-Mare ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
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DOI: 10.31004/jerkin.v1i3.27
<![CDATA[Pengembangan soal HOTS akhir – akhir ini menjadi topik hangat yang banyak didiskusikan oleh para kalangan pendidik. Pendidik diharapkan dapat melakukan perubahan dari yang sebelumnya melakukan pengembangan soal yang berbentuk Low Order Thinking Skills (LOWS) menjadi soal yang berbentuk High Order Thinking Skills (HOTS). Selain keberadaan soal HOTS yang dianggap penting, terdapat aspek lain yang bisa diintegrasikan dalam soal HOTS tersebut, yaitu nilai keislaman. Nilai keislaman di pandang sebagai sebuah solusi yang dapat membantu untuk mengatasi karakter buruk peserta didik tersebut. Kegiatan pelatihan ini dilakukan kepada 40 guru – guru matematika SMP yang tergabung ke dalam MGMP Matematika Rayon II Kabupaten Pelalawan, 8 – 10 September 2022. Kegiatan pelatihan ini dilakukan dengan melibatkan 3 orang dosen dan 1 orang mahasiswa program studi pendidikan matematika FKIP Universitas Islam Riau. Kegiatan pelatihan ini dilakukan dengan tiga tahapan yaitu tahap eksplorasi, elaborasi dan konfirmasi. Metode pelaksanaan dalam kegiatan ini yaitu ceramah, tanya jawab dan diskusi. Instrumen pengumpul data yang digunakan yaitu lembar angket kepuasan mitra dan lembar wawancara identifikasi kemampuan guru dalam menyusun soal HOTS terintegrasi nilai keislaman. Hasil dari identifikasi kemampuan guru dalam menyusun soal HOTS terintegrasi nilai keislaman diperoleh informasi bahwa masih terdapat guru yang belum pernah mengikuti pelatihan menyusun soal HOTS, menganggap soal HOTS tidak penting bagi siswa, nilai keislaman penting untuk diintegrasikan dalam soal, namun masih sulit. Selanjutnya berdasarkan angket kepuasan mitra, diperoleh informasi bahwa secara keseluruhan mitra merasa puas terhadap kegiatan pelatihan ini dengan persentase kepuasan sebesar 92,75% dengan kriteria sangat baik. Rekomendasi dari kegiatan ini adalah agar dilakukan kegiatan pelatihan lanjutan]]>
<![CDATA[Instrument and evaluation of students' involvement in learning Mathematics in 21-century skills at senior high schools of Riau province ]]>
<![CDATA[Andrian, Dedek]]>;
<![CDATA[Effendi, Leo Adhar]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 1 (2023) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v27i1.58176
<![CDATA[Student engagement is the most crucial factor in learning activities because it is the main factor in improving student learning outcomes in class. This study aims to develop instruments and evaluate student involvement in learning mathematics to achieve maximum learning outcomes at school. The population in this study was all high school students in Riau Province. The sample is 150 high school students selected by multiple-stage random sampling based on high, medium, and low student achievement levels. Data analysis in this study was carried out four times: (1) data analysis based on the results of expert assessment of the instrument with the Aiken formula; (2) small-scale validity data analysis with first-order CFA; (3) large-scale data analysis with second-order CFA analysis; (4) descriptive analysis to see the categorization of student learning engagement in Riau Province whether in very good, good, not good and very not good. The analysis using the Aiken formula shows that 24 out of 27 items developed are valid. The first-order CFA analysis shows that the 24 items distributed are valid. The second-order analysis shows that the construct validity of the learning involvement variable is valid and reliable. The analysis of learning involvement results shows that students' involvement in learning mathematics is in the not-good category. The Riau provincial government needs to maximize student learning engagement which can be done by regulating students' effective study hours at school and home. Collaboration between parents and schools must be improved so parents can control student learning outside of school.]]>
