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PENINGKATAN AKTIVITAS BELAJAR MATEMATIKA DENGAN MODEL PEMBELAJARAN KOLABORATIF TEKNIK ROUND ROBIN PADA MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS BUNG HATTA Zuzano, Fazri; Edrizon, Edrizon; Vermana, Listy
JURNAL LEMMA Vol 2, No 1 (2015): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2015.v2i1.520

Penelitian ini bertujuan untuk meningkatkan aktivitas belajar persamaan diferensial dengan menerapkan model pembelajaran kolaboratif teknik Round Robin bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitiannya adalah penelitian tindakan kelas. Penelitian dilaksanakan di kelas perkuliahan Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta yaitu dari tanggal 14 April 2015 sampai tanggal 26 Mei 2015. Subyek penelitian adalah mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti yang berjumlah 20 orang. Penelitian dilaksankan dalam 2 siklus, dimana masing-masing siklus terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 35% dan rata-rata persentase aktivitas mahasiswa adalah 30,9% , sedangkan pada siklus II diperoleh 50 % yang memiliki nilai setara C+ dan rata-rata persentase aktivitas mahasiswa adalah 73,4% . Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran kolaboratifteknik Round Robin dapat meningkatkan aktivitas dan hasil belajar mahasiswa Studi PendidikanMatematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial

PENINGKATAN HASIL BELAJAR PERSAMAAN DIFERENSIAL DENGAN PEMBELAJARAN AKTIF TIPE EVERY ONE IS A TEACHERE HERE PADA MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS BUNG HATTA Zuzano, Fazri; Vermana, Listy
JURNAL LEMMA Vol 4, No 1 (2017): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Abstrak. Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar persamaan diferensial dengan menerapkan pembelajaran aktif tipe every one is a teacher here (ETH) bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Subyek pada penelitian ini brjumlah 30 orang, yaitu mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti. Penelitian dilaksanakan dari tanggal 27 April 2017 sampai tanggal 18 Mei 2017. Tempat pelaksanaan penelitan adalah di kelas perkuliahan Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian dilakukan dalam 2 siklus yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 6,67 %, sedangkan pada siklus II adalah 46,67 %. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan pembelajaran aktif tipe ETH dapat meningkatkan hasil belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial. Kata kunci: hasil belajar, pembelajaran aktif, every one is a teacher here.

APPLICATION OF PROJECT-BASED LEARNING TO IMPROVE STUDENTS' CREATIVE THINKING ABILITY IN REAL ANALYSIS COURSES Susi Herawati; Puspa Amelia; Listy Vermana
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7173

Based on the preliminary research in the Real Analysis material, especially those related to limits, it was found that 83.37% of students had moderate and low mathematical reasoning abilities. This condition shows that students are not able to solve problems, because students' creative abilities are low. Developing of student’s creative abilities can be done through Project-Based Learning. This study aims to improve students' creative thinking skills through Project-Based Learning. The approach used in this research is descriptive qualitative. Data analysis is in the form of valid project sheets, practical creative thinking skills using indicators of Fluency, Flexibility, and Novelty. Data was analyzed with the normalized gain score formula. The results showed that of 12 students who took the Real Analysis course, 75% of students' thinking skills were low, and 25% were moderate. When compared with the conditions before learning for the three indicators 1.25, 1.13, and 0 with after learning there was an increase of 2.17, 2.17 and 0.5.Keywords: Project-Based Learning, creative thinking

Profil Mahasiswa dalam Mempelajari Materi Menggambar Grafik Fungsi Persamaan Kutub pada Matakuliah Kalkulus Peubah Banyak Listy Vermana; Fazri Zuzano; Susi Herawati; Niniwati Niniwati
Prosiding Seminar Nasional Pendidikan Matematika, Universitas Mulawarman Vol 3 (2023): Pembelajaran Berdeferensiasi dalam Mewujudkan Generasi Pancasila Unggul melalui Pembel
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini dilakukan karena banyaknya mahasiswa Prodi Pendidikan Matematika Universitas Bung Hatta yang gagal menyelesaikan soal Ujian Tengan Semester Kalkulus Peubah Banyak tentang menggambar grafik persamaan kutub. Tujuan penelitian ini adalah untuk mendeskripsikan profil mahasiswa tentang: 1) persepsi terhadap materi menggambar grafik persamaan kutub, 2) faktor penyebab kegagalan dalam menyelesaikan soal Ujian Tengan Semester tentang menggambar grafik persamaan kutub, dan 3) bentuk pembelajaran yang diharapkan mahasiswa ketika mempelajari materi menggambar grafik persamaan kutub. Jenis penelitian ini adalah deskriptif kualitatif dengan subyeknya adalah mahasiswa Prodi Pendidikan Matematika Universitas Bung Hatta yang mengambil mata kuliah Kalkulus Peubah Banyak Tahun Ajaran 2022/2023. Instrumen yang digunakan adalah angket terbuka. Hasil penelitian menunjukkan: 1) mahasiswa paling banyak berpresepsi materi menggambar grafik persamaan kutub sulit jika soalnya berbeda dengan contoh soal yang diberikan (57%), 2) faktor paling banyak yang menjadi penyebab mahasiswa gagal menyelesaikan soal Ujian Tengah Semester adalah karena mereka ragu menggunakan rumus yang mana (43%), dan 3) bentuk pembelajaran yang paling diharapkan mahasiswa adalah dengan menggunakan banyak contoh soal (86%).

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Bangun Datar Berdasarkan Prosedur Newman Pada Kelas IV SD Negeri Talamau Pasaman Barat Resi Delfita; Susi Herawati; Listy Vermana
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol 8 No 2 (2023): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.8.2.2023.182-191

This research was conducted because there were still many students making mistakes in solving flat word problems and it aims to describe students' mistakes in solving flat word problems based on Newman's procedure and to describe the factors that cause students to make mistakes. The subjects of this research were the fourth grade students of SD Negeri 17 Talamau, which consisted of 3 students. Data was collected by giving essay tests in the form of story questions and interviews and analyzed through three stages, namely data reduction, data presentation and conclusions. The results showed that (1) high-ability subjects made mistakes in understanding the problem, processing skills and writing the final answer (2) moderate-ability subjects made transformation mistakes, process skills and wrote the final answer (3) low-ability subjects made mistakes in reading the questions, errors understanding the problem, transformation, process skills and writing the final answer. The percentage of types of student errors based on the Newman procedure (1) 23% reading errors, 54% understanding errors, 59% transformation errors, 75% processing skills errors, and 77% final answer writing errors. Factors that cause students to make mistakes are (1) the lack of students' ability to read questions (2) forgetting to write down what is known and being asked in questions (3) not being thorough in writing formulas (4) not being able to input what is known into mathematical formulas (5) forgetting to write down conclusion.

Penerapan Model Pembelajaran Kooperatif Tipe Make a Match pada Mata Pelajaran Matematika di Kelas VII SMP Negeri 1 Enam Lingkung Irmayanti; Zuzano, Fazri; Vermana, Listy
Arus Jurnal Pendidikan Vol 4 No 2: Agustus (2024)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v4i2.584

This research aims to find out whether the mathematics learning outcomes of students who are taught by applying the make-a match type cooperative learning model are better than the learning outcomes of students who apply ordinary learning in class VII of SMP Negeri 1 Enam Lingkung. This type of research is experimental research. The population in this study were class VII students of SMPN 1 Enam Lingkung. The sample in this study was determined using a random sampling technique (random sample). After carrying out the homogeneity test and average similarity test, the samples selected in this study were class VII.B as the experimental class and class VII.C as the control class. Analysis of student learning outcomes data using the normality test shows that for both the experimental class and the control class, meaning that the learning outcomes of the two sample classes come from samples with a normal distribution. Furthermore, data analysis using the homogeneity of variance test shows that , so the hypothesis is accepted with a real level of so it can be It was concluded that the learning outcome data for the two sample groups had homogeneous variance. Meanwhile, hypothesis testing using the t-test shows that so that means it can be concluded that the hypothesis is rejected. Thus, it can be concluded that the mathematics learning outcomes of students who apply the make a match type cooperative learning model are better than the mathematics learning outcomes of students who use conventional learning at SMP Negeri 1 Enam Lingkung. Keywords: cooperative learning, make a match, mathematics

ANALYSIS OF STUDENTS’ COGNITIVE STRUCTURES IN FAILED MATHEMATICAL PROOF CONSTRUCTION Netti, Syukma; Abdul Rahim, Suzieleez Syrene; Vermana, Listy
MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v12i2.8216

Mathematical proof problems are often considered difficult by students, making them a major challenge in mathematics education. While many studies have been conducted to explore the causes of these difficulties, none have deeply investigated the reasons behind the failure in proof construction. This study aims to explore the causes of students' failure in producing valid mathematical proof constructions through their cognitive structures. The research uses an assimilation and accommodation framework. A qualitative descriptive research method was employed, with data collected through think-aloud protocols performed by 17 students. Each student completed a proof problem alternately at different times, followed by interviews to further explore their thinking structures. Based on the data analysis, three types of cognitive structures were identified that explain the failure in mathematical proof construction: (1) incomplete cognitive structure with schema disconnection, (2) schema mismatch, and (3) immature schema. Based on these findings, it is recommended that lecturers incorporate specific learning strategies, such as concept mapping activities to reinforce conceptual connections and structured proof validation exercises to address schema incompleteness and immaturity, thereby improving students' cognitive structures. Keywords: Accommodation; Assimilation; Mathematical Proof; Proof Construction

Pengembangan LKS Berbasis Problem Based Learning Pada Materi Sistem Persamaan Linear Dua Varibel Di Kelas VIII Rahma Dani Ilham; Fazri Zuzano; Listy Vermana
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024): Range Januari 2024
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.Vol5.Iss2.5680

This research was motivated by students lacking enthusiasm and being less active in learning mathematics. One effort to overcome this problem is to develop problem based learning worksheets because they can help teachers in developing student centered learning which makes students active in learning. This type of research is development using the ADDIE development model which has 5 stages, namely analysis, design, development, implementation and evaluation. Product trials were carried out at SMP N 1 Kuantan Hilir. The research subjects were 10 students in class VIII.2. The research results showed that problem based learning worksheets were valid by two validators. Worksheets based on problem based learning were declared practical with a score of 63%. So that problem based learning worksheets are valid and practical. From the research, it is recommended that teachers use LKS based on problem based learning as teaching materials and several shortcomings during the research include: (1) in groups of students only a few people are looking for answers and apart from that they only see answers from their group friends (2) students tended to tell stories during learning (3) the researcher did not take all the subjects in the class (4) when filling in the practicality sheet the students were not honest.

Analysis of Student Errors in Solving Word Problems using Polya Steps Vanesa Aftina; Susi Herawati; Listy Vermana
RANGE: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2024): Range Juli 2024
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v6i1.7238

This research was motivated by the many difficulties experienced by students in the mathematics learning process which had an impact on the occurrence of errors in working on mathematics story problems. These errors need to be known so that it is easier to find solutions so that these errors can be minimized. This research aims to determine the types and causes of errors made by students in solving mathematics story problems on single interest and compound interest materials using Polya's steps. This research method is qualitative with descriptive research type. The research subjects consisted of 2 students from 13 class XI TKP SMKN 1 Pariaman students, with the criteria being 1 student each from the medium group and 1 student from the low group. Data collection techniques include tests and interviews. The results of the research show that the percentage of errors made by students in solving mathematics story problems on single interest and compound interest material using Polya steps is: in question number 1, the biggest error made in the step of understanding the problem was 23.08%. Question number 2, the biggest error made during the rechecking step was 15.38%. In question number 3, the biggest mistake made in the step of understanding the problem was 19.23%. The factors that cause students to make mistakes include, not being used to writing information on questions using their own words, not writing down what they know and what is asked in the question correctly, not focusing when working on questions, not being careful in carrying out the calculation process, not being used to checking again, and rushing through the settlement process.

Peningkatan Hasil Belajar Persamaan Diferensial Mahasiswa Pendidikan Matematika dengan Model Pembelajaran Flipped Classroom Vermana, Listy; Zuzano, Fazri
Edumatica : Jurnal Pendidikan Matematika Vol 8 No 2 (2018): Edumatica | Jurnal Pendidikan Matematika (Oktober 2018)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar persamaan diferensial dengan menerapkan model pembelajaran Flipped Classroom (FC) dan strategi pembelajaran aktif Giving Questions and Getting Answers (GQGA) bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Subyek pada penelitian ini berjumlah 45 orang, yaitu mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti. Penelitian dilaksanakan dari tanggal 24 Maret 2018 sampai tanggal 23 Mei 2018. Tempat pelaksanaan penelitan adalah di kelas perkuliahan Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian dilakukan dalam 3 siklus yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 28,87%, pada siklus II adalah 60%, sedangkan pada siklus III adalah 71,11%. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran FC dan strategi pembelajaran aktif GQGA dapat meningkatkan hasil belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial.Kata Kunci: hasil belajar, persamaan diferensial, Flipped Classroom, Giving Questions and Getting Answers. This study aims to improve the learning outcomes of differential equations by applying Flipped Classroom (FC) learning model and active learning type Giving Questions and Getting Answers (GQGA) for students of Mathematics Education Bung Hatta University. The type of research is classroom action research. The research was conducted from March 24, 2018 to May 23, 2018 in the course class of Mathematics Education Bung Hatta University. The subjects of the study were students of Mathematics Education which followed the course of differential equations with 45 researchers. The research was conducted in 3 cycles consisting of 4 stages, namely planning, action implementation, observation and reflection. In cycle I obtained the percentage of students who have a minimum value equivalent to C+ is 28,87%, cycle II is 60%,while in cycle III is 71,11%. Based on the results of research and discussion can be concluded that the application of FC learning model and active learning type GQGA can improve student learning outcomes of Mathematics Education Bung Hatta University in the course of differential equations.Keywords: learning out comes,differential equations, flipped classroom, giving questions and getting answers.

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