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Al Kusaeri
Universitas Islam Negeri Mataram
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Matematika dan Budaya Sasak: Kajian Etnomatematika di Lombok Timur Al Kusaeri; Muhamad Habib Husnial Pardi
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.v5i2.1044

Abstract

This research aims to identify the mathematical objects contained in the cultural products of the Kembang Kerang’s sosieties in East Lombok and its implementation in islamic educational institution. The research data was obtained by conducting cultural site studies as well as observations and interviews with informants who at the same time, became cultural actors and mathematics teachers at the research location. Results of the study show that cultural products were found in namely ragong gula gending, parane, kereng sesek, and caraken that contained the objects of mathematics in the form of flat building and building space consisting of links, cubes, tubes, squares, symmetrical flat shapes, and burial. Learning mathematics by utilizing Sasak cultural products carried out in islamic education institutions in MI NW Kembang Kerang shown good results on the implementation of learning, achieving ideal time of learning activities of students and teachers, positive responses from students after following the learning process, and changes in learning outcomes from before and after learning is done.
Analisis Tingkat Berpikir Kritis Siswa dalam Memecahkan Masalah Geometri Hayatun Nufus; Al Kusaeri
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 5, No 2 (2020): Volume 5 Number 2, September 2020
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v5i2.1812

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis tingkat kemampuan berpikir para siswa dalam memecahkan masalah geometri. Penelitian ini merupakan penelitian deskriptif kualitatif yang dilakukan di kelas XII-BHS MAN 2 Mataram. Pengambilan subjek pada penelitian ini menggunakan teknik purposive sampling , teknik pengumpulan data dengan cara observasi, tes dan wawancara . Teknik analisis dalam penelitian ini menggunakan teknik analisis dari Miles dan Huberman.Berdasarkan hasil analisis tingkat kesulitan dalam pemecahan masalah geometri Diperoleh tingkat kemampuan berpikir kritis matematis siswa kelas XII Bahasa MAN 2 Mataram terbagi menjadi 2 (dua) kategori, yaitu memiliki tingkat kemampuan berpikir kritis atau LCT ( Level Critical Thingking ) 1 dan tingkat kemampuan berpikir kritis atau LCT ( Level of Critical Thingking ) 2.
ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH GEOMETRI Hani Juita Sari; Al Kusaeri; Mauliddin Mauliddin
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 5, No 2 (2020): Volume 5 Number 2, September 2020
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v5i2.1813

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis siswa dalam memecahkan masalah geometri. Penelitian ini merupakan penelitian kualitatif deskriptif. Penelitian ini dilaksanakan di MAN 2 Mataram kelas XII Bahasa. Subjek penelitian ini adalah 3 orang siswa dari 21 siswa kelas XII Bahasa. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan representasi matematis dan pedoman wawancara. Teknik analisis data dilakukan dengan cara merekduksi data, menyajikan data, dan menarik kesimpulan. Pengecekan keabsahan data menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa Kelas XII Bahasa MAN 2 Mataram terbagi menjadi 3 (tiga) kategori, yaitu memiliki kemampuan representasi matematis yang tinggi, sedang, dan rendah. Kemampuan representasi matematis siswa yang tinggi tercapai ketika memenuhi tiga indikator (kemampuan representasi visual, persamaan, dan kata-kata). Kemampuan representasi matematis siswa yang sedang tercapai ketika memenuhi dua indikator (kemampuan representasi visual dan persamaan). Sedangkan kemampuan representasi matematis siswa yang rendah tercapai ketika memenuhi satu indikator, yaitu kemampuan representasi visual.
PENGARUH PENGELOLAAN KELAS DAN KOMPETENSI KEPRIBADIAN GURU TERHADAP PERUBAHAN PERILAKU SISWAKELAS VIIIPADA PELAJARAN PAI DI SMP NEGERI 4 SELONG Mahyudin Mahyudin; Ahmad Sulhan; Al Kusaeri
Nusantara Hasana Journal Vol. 1 No. 5 (2021): Nusantara Hasana Journal, October 2021
Publisher : Nusantara Hasana Berdikari

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

Abstract

This study aims to 1) explain the effect of classroom management on changes in student behavior, 2) explain the influence of teacher personality competence on changes in student behavior, 3) explain the effect of classroom management and the influence of teacher personality competence on changes in student behavior in Islamic Education subjects at Junior High School 4 Selong. This study uses a quantitative approach where the data used are primary data obtained through a questionnaire/questionnaire. The research method used is descriptive analysis, simple regression analysis, and multiple regression analysis. The results of this study indicate that: 1) classroom management (X1) significantly influences changes in student behavior (Y) in Islamic Education subjects at Junior High School 4 Selong with a correlation value of 0.564; 2) The teacher's personality competence (X2) significantly influences changes in student behavior (Y) in Islamic Education subjects at Junior High School 4 Selong with a correlation value of 0.612; 3) Class management (X1) and teacher personality competence (X2) has a significant effect on changes in student behavior (Y) in Islamic Education subjects at Junior High School 4 Selong by 50.7% with a  correlation value of 0.712.
Culture and mathematics learning: Identifying students’ mathematics connection Al Kusaeri; Habib Husnial Pardi; Abdul Quddus
Beta: Jurnal Tadris Matematika Vol. 12 No. 1 (2019): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v12i1.264

Abstract

[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection. Keywords: Mathematics learning, Culture, Mathematics connection [Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa. Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika
Analisis Kemampuan Koneksi Matematis Siswa Berbasis Etnomatematika Uma Jompa Qonitah Qonitah; Al Kusaeri
Action Research Journal Indonesia (ARJI) Vol. 6 No. 4 (2024): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v6i4.221

Abstract

This study aims to analyze the mathematical connection ability of Uma Jompa ethnomathematics-based students at SMA Darul Furqan Bima City. The ethnomathematics approach was chosen because of its potential in integrating local culture into mathematics learning, thus making learning more relevant and meaningful. This study uses a qualitative approach with three students categorized based on their levels of mathematical ability, namely high, medium, and low. The results showed that students with high categories were able to solve mathematical problems systematically with in-depth understanding, while students in the medium category needed more time and guidance to develop structured solution steps. The low category students showed basic understanding, but were less thorough and systematic in solving problems. Problem-based learning approaches and scaffolding are identified as effective strategies to support the development of students' mathematical connections at different levels of ability. The integration of Uma Jompa culture into mathematics learning has been proven to help students connect mathematical concepts with real contexts, while strengthening local cultural identity. This research provides important implications for the development of culturally and contextual mathematics learning strategies.
Co-Authors Abdul Quddus Ahmad Sulhan Habib Husnial Pardi Hani Juita Sari Hayatun Nufus Mahyudin Mahyudin Mauliddin Mauliddin Muhamad Habib Husnial Pardi Qonitah Qonitah