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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Elemen Eduma : Mathematics Education Learning and Teaching Holistik: Journal For Islamic Social Sciences Journal on Education Jurnal Riset Pendidikan Matematika Jakarta Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities

Budi Manfaat

IAIN Syekh Nurjati Cirebon

Author-ID : 2904794

Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

Analysis of mathematics test items quality for high school Budi Manfaat; Ayu Nurazizah; Muhamad Ali Misri
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.39174

This study aims to determine the quality of the mathematics test items at high school in terms of validity, reliability, differentiation, difficulty level, and distractor effectiveness. This study is an evaluation type of research with a quantitative approach. The subjects in this study were 44 class XII students of SMKN 3 Kuningan and 39 class XII students of SMAN 1 Jalaksana. The results show that the majority (96.67%) of the items are declared valid in content by the experts. The test has very high reliability (0.90). The items have the ideal difficulty level. Most of the questions (70%) have medium difficulty, a few questions (6.67%) are very easy, and a few questions (20%) are difficult, and (3.3%) are very difficult. Most of the items (83.33%) have good discriminating power, and only a few questions (16.67%) have poor discriminating power. Most (90%) of the questions have a well-functioning answer choice, and only a few questions (10%) have the answer choice not functioning properly. Overall, this study can be concluded that the Mathematics Test Questions at SMKN 3 Kuningan are of good quality.

Kemampuan Komunikasi Matematika Siswa Ditinjau dari Perbedaan Gaya Belajar Menurut David Kolb Iâ€™aanatul Fatkhiyyah; Widodo Winarso; Budi Manfaat
Jurnal Elemen Vol 5, No 2 (2019): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v5i2.928

The purpose of this study was to determine the distribution of student learning styles according to David Kolb's classification, to learn the average mathematical communication skills that have diverger learning styles, assimilators, convergers and accommodators, and to know whether or not there are significant differences in mathematical communication skills between students has a learning style diverger, assimilator, converger and accommodator. This research was conducted in MAN 2 Cirebon. The instruments used were the Learning style inventory (LSI) and mathematical communication skills tests. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, the distribution of student learning styles included in diverger learning styles was 17% of students, assimilators were 27% of students, converger was 20% of students, and accommodators were 36% students. Using a scale of 0-50, the average mathematical communication ability of students is 28.63. Whereas when viewed from each distribution of learning styles, the ordinary mathematical communication skills of students diverger 12.80, students assimilator 32.88, student converger 44.17, and accommodator students 24.27. Based on the results of the analysis with the ANOVA test that there is a significant difference in students' mathematical communication skills between the learning style diverger, assimilator, converger and accommodator with a significant level of Î± = 5%.

Development of Mathematical Learning Test For Student Groups With Linguistic Intelligence Nur Aqidah; Edi Prio Baskoro; Budi Manfaat
Eduma : Mathematics Education Learning and Teaching Vol 8, No 2 (2019)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v8i2.5386

This research is motivated by the availability of mathematical learning outcomes test instruments that are in accordance with the intelligence of students are inadequate. Therefore this study aims to develop the necessary tests. The test development follows the model proposed by Djemari Mardapi, which starts from the preparation of test specifications, writing test questions, testing the test, refining the test and assembling the test in full. Learning outcomes indicators refer to the syllabus in the 2013 curriculum and combine it with indicators of linguistic intelligence which then produce specific questions for groups of students with linguistic intelligence. The results of the field trials show that the test items developed have the ideal differentiation and difficulty level. The results of the application of the test on 27 students with linguistic intelligence showed that the mathematics learning outcomes of students of class VIII linguistic intelligence in SMP Negeri 7 Cirebon had reached KKM of 70.37%. Of the 27 students there were 3 students (11.11%) included in the less category, 5 students (18.52%) which included enough categories, 15 students (55.56%) which included good categories, and 4 students (14.81%) which included very good categories. From the results of the research, it was found that dominant students with linguistic intelligence who were given tests according to linguistic intelligence tended to obtain better mathematics learning outcomes than students with other intelligences who were given similar tests

Eksplorasi Etnomatematika pada Rancang Bangun Rumah Adat Lengkong Nining Yuningsih; Indah Nursuprianah; Budi Manfaat
Jurnal Riset Pendidikan Matematika Jakarta Vol 3 No 1 (2021): Jurnal Riset Pendidikan Matematika Jakarta Volume 3, Nomor 1, Tahun 2021
Publisher : Program Studi Pendidikan Matematika jenjang Magister, FMIPA, Universitas Negeri Jakarta

Abstrak Tujuan dari penelitian ini yaitu: 1) Mengetahui makna filosofis yang terdapat pada rancang bangun rumah adat Lengkong; 2) Mendeskripsikan rancang bangun rumah adat Lengkong yang ditinjau dari aktivitas etnomatematika; 3) Mengetahui konsep geometri yang terdapat pada rancang bangun rumah adat Lengkong; 4) Mengetahui golden ratio yang terdapat pada rumah adat Lengkong. penlitian ini merupakan penelitian deskriptif kualitatif. teknik pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi dan dokumentasi, serta analisis data yang digunakan yaitu analisis domain, analisis taksonomi, analisis komponensial dan analisis tema. Hasil dari penelitian ini adalah makna filosofis yang tekandung pada kontruksi rumah adat Lengkong yang merupakan rumah panggung, makna filosofis dari bentuk atap rumah adat Lengkong yang berbentuk Julang Ngapak dan makna filosofis yang terdapat pada golodog dan tangga rumah adat Lengkong. Aktivitas etnomatematika pada rancang bangun rumah adat Lengkong meliputi aktivitas mengukur, aktivitas menentukan lokasi, dan aktivitas membuat rancang bangun. Konsep geometri yang terdapat pada rancang bangun rumah adat Lengkong yaitu: konsep bangun datar (segitiga, persegi, persegi panjang, trapesium, dan belah ketupat), konsep bangun ruang sisi datar (balok), konsep garis (horizontal, vertikal, dan tegak lurus), konsep sudut (sudut lancip), dan transformasi geometri (dilatasi dan refleksi), serta perhitungan golden ratio pada rumah adat Lengkong yaitu 1,618. Kata-kata kunci: Rumah Adat, Etnomatematika, Julang Ngapak, Filosofis.

The Application of The Guided Note-Taking (GNT) Learning Method and its Effect on Student's Understanding of Mathematics Concepts Ayu Tunggal Rahayu; Arif Muchyidin; Budi Manfaat
Journal of General Education and Humanities Vol. 1 No. 1 (2022): February
Publisher : MASI Mandiri Edukasi

This study aims to determine the effect of applying the Guided Note Taking (GNT) learning method on students' understanding of mathematical concepts. This study uses quantitative methods and is based on the previously discussed results. It can conclude that most students respond positively to the Guided Note Taking (GNT) learning method in learning mathematics because, based on the distribution of questionnaires, they obtained students' responses to the application of the Guided Note Taking (GNT) learning method, the percentage score obtained is 77% which is included in the strong category. In addition, students' understanding of mathematical concepts is included in the good category. The average value of students' mathematical concept understanding test results in the experimental class was 80.44, while the average value of the mathematical concept understanding test results in the control class was 75.67. This shows that the students' ability to understand mathematical concepts in the experimental class is better.

Evaluation of Bilingual Mathematics Learning Program at Al-Azhar Islamic Middle School, South Tangerang Dwi Apriliani; Budi Manfaat; Arif Muchyidin
Journal of General Education and Humanities Vol. 1 No. 2 (2022): May
Publisher : MASI Mandiri Edukasi

This study evaluates the bilingual mathematics learning program at SMP Islam Al-Azhar 25, South Tangerang. The evaluation model used is CIPP (Context, Input, Process, Product). Data collection techniques using interviews, observation, and document analysis. The evaluation results show that the bilingual mathematics learning program at SMP Islam Al-Azhar 25 South Tangerang has been running well. The program aims to follow the school's "globally competitive" vision. Facilities and infrastructure are categorized as very good, teachers have met the academic qualifications of undergraduate Mathematics Education, students have met the qualifications with tested students through the stages of entering the bilingual class, and the readiness of teachers and students of class VII is categorized as good, and the readiness of teachers and students of class VIII categorized as very good. The mathematics learning process uses the Bilingual Immersion type of learning, with a translation and transcription approach. The average score for daily assignments and tests is above the KKM (Minimum Completeness Criteria). The evaluation component has met the criteria for success, but some need to be improved and developed, such as the availability of a language laboratory and the development of bilingual classes from two classes to all classes so that there are no social gaps.

Development of Peer-Based Interaction Skills Assessment Instruments in Mathematics Learning Process in Class Indah Nuraena; Budi Manfaat; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2

Exploration of Vocational School Students' Misconceptions of Circle Material Ros Kristianti; Arif Muchyidin; Budi Manfaat
Journal of General Education and Humanities Vol. 1 No. 2 (2022): May
Publisher : MASI Mandiri Edukasi

Misconceptions are ideas not following scientific understanding or understandings coined by experts in a field and can be in the form of an inaccurate understanding of concepts, use of wrong concepts, wrong classification of examples, or confusion of incorrect concepts. Understanding the correct concept is essential because there are still many misunderstandings (misconceptions); therefore, information about misconceptions is needed to avoid continuing misconceptions. This study aims to describe the misconceptions and causes of misconceptions in class XI AP 1 students at a private school in the city of Cirebon on the subject of circle equations. The form of research carried out in this study is qualitative research, with case study research methods. The data collection techniques used are 1) the test method, 2) the method of documenting the results of the answers of students who experience misconceptions, and 3) the interview method carried out on students who experience misconceptions. Based on the data analysis and discussion, it is concluded that 1) There is a misconception about a) the concept of a circle, b) the concept of the radius of a circle, c) the concept of the equation of a circle, and the position of a point on the circle. 2) The causes of misconceptions come from the teacher and the students themselves.

Evaluasi Pembelajaran Literasi Informasi Di Madrasah Budi Manfaat; Didin Nurul Rosidin; Hastuti Sari Budiningsih
Holistik Vol 6, No 2 (2022)
Publisher : LP2M IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/holistik.v6i1.12432

Rendahnya kemampuan masyarakat dalam menganalisis, mengevaluasi dan menggunakan informasi secara efektif, mengharuskan untuk meninjau kembali dunia pendidikan. Penelitian ini bertujuan untuk mengevaluasi pembelajaran literasi informasi di madrasah. Penelitian ini menggunakan desain penelitian evaluatif. Model evaluasi yang digunakan adalah model evaluasi CIPP (Context, Input, Process, dan Product). Penelitian dilakukan di 14 Madrasah Aliyah yang ada di Jawa Barat. Hasil identifikasi menemukan bahwa sebagian besar guru memiliki konsepsi literasi informasi sebagai Teknologi Informasi dan Komunikasi (TIK) yang secara terbatas dipahami sebagai keterampilan komputer pengolah kata dan keterampilan mencari informasi Internet. Hanya sedikit guru yang memiliki konsepsi literasi informasi sebagai penerapan informasi untuk menghasilkan pengetahuan baru, pengembangan pengetahuan dan pemahaman mendalam tentang materi pelajaran melalui penggunaan informasi. Demikian juga konsepsi literasi informasi sebagai pengalaman penelitian, seperti mengumpulkan pengalaman data primer, mengembangkan keterampilan menulis penelitian, dan menawarkan siswa untuk belajar melalui pengalaman. Studi ini juga menemukan adanya kesenjangan antara konsepsi dan praktik penerapannya. Banyak guru melihat perangkat teknologi informasi sebagai alat yang efektif untuk mengelola pembelajaran literasi informasi, tetapi tidak selalu berarti menggunakannya. Beberapa penyebabnya adalah terkait dengan dukungan perangkat, akses, pengetahuan, keterapilan, dan komitmen.

Analisis Dampak Instrumen Asesmen Tidak Mengakomodasi Perbedaan Gaya Belajar Siswa Dalam Pembelajaran Matematika Reza Oktiana Akbar; Triana Citra Lestari; Budi Manfaat
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6816

Abstract This research aims to analyze the impact of implementing assessments that do not consider differences in student learning styles in mathematics learning. The method used is an experiment with a quasi-experimental design. Students in two different class groups were randomly selected. The experimental group received an assessment that took learning style into account, while the control group received an assessment without considering this. The results of data analysis show that the learning outcomes of students who do not receive learning style-based assessments are not as optimal as those of students who receive learning style-based assessments (p < 0.05). These findings highlight the importance of considering students' learning styles in the assessment process to improve the effectiveness of mathematics learning. Analysis of questionnaires related to student perceptions of learning style-based assessments shows varying results. The overall indicator scores show variation in students' perceptions of mathematics assessments, with a fairly wide range of scores. Most students feel motivated to learn by implementing learning style-based assessments in mathematics assessments. However, some students experience limitations in developing their potential with learning style-based assessments. These findings provide valuable insight into diverse student perspectives on the use of learning style-based assessments in mathematics learning contexts.

Co-Authors Arif Muchyidin Ayu Nurazizah Ayu Tunggal Rahayu Didin Nurul Rosidin Dwi Apriliani Edi Prio Baskoro Hastuti Sari Budiningsih Iâ€™aanatul Fatkhiyyah Indah Nuraena Indah Nursuprianah Muhamad Ali Misri Nining Yuningsih Nur Aqidah Reza Oktiana Akbar Ros Kristianti Triana Citra Lestari Widodo Winarso

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