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Implementasi Model Pembelajaran Problem based Instruction Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMA Elli Kusumawati; Muhammad Sa'duddien Khair
EDU-MAT: Jurnal Pendidikan Matematika Vol 3, No 2 (2015)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v3i2.387

Penerapan kurikulum 2013 mengharuskan guru menggunakan pendekatan saintifik sebagai pendekatan pembelajaran. Salah satu bentuk kreativitas guru adalah memilih model pembelajaran yang cocok dengan pendekatan saintifik. Kurikulum 2013 juga menginginkan agar siswa kelas X SMA memiliki kemampuan pemecahan masalah matematis. Salah satu upaya untuk memenuhi kedua hal tersebut adalah melalui penerapan model pembelajaran Problem Based Instruction (PBI). Oleh karena itu, dilakukan penelitian yang bertujuan (1) untuk membandingkan peningkatan kemampuan pemecahan masalah matematis siswa yang belajar dengan model pembelajaran PBI dan siswa yang belajar dengan pendekatan saintifik, dan (2) untuk mengetahui bagaimana pengaruh model pembelajaran PBI terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini menggunakan metode eksperimen semu, dengan populasi seluruh siswa kelas X SMA Negeri 1 Banjarmasin yang terdiri dari 10 kelas. Pengambilan sampel menggunakan teknik multi stage sampling, sehingga diperoleh kelas X MIA 5 sebagai kelas eksperimen 1 dan kelas X MIA 4 sebagai kelas eksperimen 2. Teknik pengumpulan data menggunakan dokumentasi dan tes. Data yang diperoleh dianalisis dengan statistik deskriptif dan statistik inferensial. Hasil penelitian menunjukkan bahwa pada kedua kelas eksperimen, terdapat peningkatan kemampuan pemecahan masalah matematis, dimana terdapat perbedaan yang signifikan antara peningkatan kemampuan pemecahan masalah matematis siswa pada kedua kelas eksperimen. Dengan demikian, dapat dikatakan bahwa model pembelajaran PBI memiliki pengaruh dan memiliki perbedaan yang signifikan dengan pendekatan saintifik dalam hal meningkatkan kemampuan pemecahan masalah matematis siswa sekolah menengah atas. Kata kunci: pendekatan saintifik, problem based instruction, kemampuan pemecahan masalah matematis

Kesalahan Konsep dan Prosedur Siswa dalam Menyelesaikan Soal Persamaan Ditinjau dari Gaya Berpikir Muhammad Sa’duddien Khair; Subanji Subanji; Makbul Muksar
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 5: MEI 2018
Publisher : Graduate School of Universitas Negeri Malang

Abstract: The purpose of this qualitative descriptive research is describing the errors of concepts and procedures by four different thinking styles students in solving equations problem. This research was conducted on 183 students from six classes of Mathematics and Natural Sciences program. Results showed that error of exponential concept and logarithm concept in all thinking styles, misconceptions of linear equations in three thinking styles and misconception of quadratic equations on one thinking style. Similarly, errors are found for procedures of integer count operation for each thinking style, variable permissive in three thinking styles and solving of exponent and logarithmic equations in one thinking style.Abstrak: Tujuan penelitian deskriptif kualitatif ini adalah mendiskripsikan kesalahan konsep dan prosedur siswa empat gaya berpikir berbeda dalam menyelesaikan soal persamaan. Penelitian ini dilakukan terhadap 183 siswa dari enam kelas program Matematika dan Ilmu Pengetahuan Alam. Hasil penelitian menunjukkan bahwa ditemukan kesalahan konsep eksponensial dan konsep logaritma pada semua gaya berpikir, kesalahan konsep persamaan linear pada tiga gaya berpikir dan kesalahan konsep persamaan kuadrat pada satu gaya berpikir. Begitu pula ditemukan kesalahan prosedur operasi hitung bilangan bulat untuk setiap gaya berpikir, prosedur permisalan variabel pada tiga gaya berpikir dan prosedur penyelesaian persamaan eksponen dan logaritma pada satu gaya berpkir.

Mathematics Communication: Translation of Elementary Students' Idea Gusti Firda Khairunnisa; Mohammad Archi Maulyda; Anas Ma'ruf Annizar; Lailin Hijriani; Muhammad Sa'duddien Khair
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 2 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i2.781

Communication is an essential ability for every human being. In this study, the focus of communication was on students' mathematical communication. Mathematical communication is a person's ability to express their thoughts and is responsible for listening, interpreting, asking, and interpreting ideas from one to another to solve problems. This study aimed to describe the mathematical communication of Sombron Elementary School students in solving mathematical problems. This type of research is qualitative descriptive research. The research subjects were 23 students in class VI Sombron Elementary School. Three issues were selected for more in-depth analysis because they represented three categories: high, medium, and low ability students. Based on the subjects' works, the students could not communicate their mathematical ideas well yet. The most common communication error was a mistake in changing the word problem into a settlement model form. Based on the results and discussions that have been carried out with three different subjects, high ability student (ST), moderate ability student (SS), and low ability student (SR) of Sombron Elementary School at class VI, it can be concluded that ST and SS understand the meaning of the problem given and they know what was asked from the issue, but they did not use a correct symbol while writing their idea. ST and SS also made some mistakes in using mathematics symbols.

Deskripsi Kemampuan Koneksi Matematis Siswa Kelas X Pada Materi Sistem Persamaan Linear Tiga Variabel Mohammad Archi Maulyda; Iva Nurmawanti; Muhammad Sa’duddin Khair
SJME (Supremum Journal of Mathematics Education) Vol 4 No 1 (2020): January 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i1.2026

Koneksi matematis merupakan salah satu dari 5 standar kemampuan dasar yang wajib dimiliki siswa dalam proses pembelajaran matematika. Banyak kajian-kajian yang menyatakan pentingnya pengembangan kemampuan ini bagi siswa. Oleh karena itu penelitian ini bertujuan untuk mengetahui bagaimana kemampuan koneksi matematis siswa Kelas X Ilmu-Ilmu Sosial (IIS). Untuk mendeskripsikan kemampuan koneksi matematis siswa Subjek penelitian ini adalah 34 siswa kelas X ilmu-ilmu sosial (IIS) SMA N 2 Banjarmasin. Hasil pekerjaan siswa dibagi dalam 3 kategori yakni, tinggi, sedang dan rendah. Selanjutnya dipilih 1 siswa dari masing-masing kategori dengan pertimbangan hasil pekerjaan subjek dapat mewakili hasil pekerjaan setiap kategori. Selanjutnya ketiga subjek terpilih diberikan soal tes. Dari hasil tes yang dilakukan kepada 3 orang siswa sebagai sampel, didapat bahwa subjek dengan kategori kemampuan rendah dan sedang belum memenuhi ketiga indikator koneksi matematis. Berbeda dengan subjek pada kategori tinggi yang telah memenuhi indikator ketiga namun belum memenuhi indikator lainnya.

Mathematics Communication: Translation of Elementary Students' Idea Gusti Firda Khairunnisa; Mohammad Archi Maulyda; Anas Ma'ruf Annizar; Lailin Hijriani; Muhammad Sa'duddien Khair
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 2 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i2.781

Communication is an essential ability for every human being. In this study, the focus of communication was on students' mathematical communication. Mathematical communication is a person's ability to express their thoughts and is responsible for listening, interpreting, asking, and interpreting ideas from one to another to solve problems. This study aimed to describe the mathematical communication of Sombron Elementary School students in solving mathematical problems. This type of research is qualitative descriptive research. The research subjects were 23 students in class VI Sombron Elementary School. Three issues were selected for more in-depth analysis because they represented three categories: high, medium, and low ability students. Based on the subjects' works, the students could not communicate their mathematical ideas well yet. The most common communication error was a mistake in changing the word problem into a settlement model form. Based on the results and discussions that have been carried out with three different subjects, high ability student (ST), moderate ability student (SS), and low ability student (SR) of Sombron Elementary School at class VI, it can be concluded that ST and SS understand the meaning of the problem given and they know what was asked from the issue, but they did not use a correct symbol while writing their idea. ST and SS also made some mistakes in using mathematics symbols.

PENGEMBANGAN MODUL AJAR BERDIFERENSIASI KONTEKS LAHAN BASAH UNTUK MATEMATIKA SMP/MTS KELAS VII Sari, Asdini; Karim, Karim; Khair, Muhammad Sa’duddien; Mahrida, Mahrida; Farapikatan, Diva
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18698

Penerapan kurikulum merdeka pada semua tingkat pendidikan menjadi salah satu tantangan baru bagi guru karena kurangnya ketersediaan bahan ajar yang sesuai kebutuhan peserta didik. Salah satu solusi untuk mengatasi hal ini adalah melalui pendekatan pembelajaran yang berbeda-beda untuk setiap siswa dan mengintegrasikan konteks lingkungan sekitar siswa ke dalam proses pembelajaran. Maka dari itu, diperlukan modul ajar yang dapat mengakomodasi kebutuhan individu siswa dengan memanfaatkan kearifan lokal sebagai konteks pembelajaran. Penelitian ini memiliki tujuan menghasilkan modul ajar berdiferensiasi konteks lahan basah untuk matematika SMP/MTs kelas VII. Metode penelitian yang digunakan adalah pengembangan yaitu Research and Development (R&D) dengan model pengembangan 4D. Ada 4 tahapan dari model 4D ini, yaitu: (1) tahap pendefinisian (define), (2) tahap perancangan (design), (3) tahap pengembangan (develop), dan (4) tahap penyebaran (disseminate). Namun, penelitian ini hanya sampai pada tahap pengembangan (develop). Subjek uji coba penelitian adalah 32 peserta didik kelas VII-E SMP Negeri 15 Banjarmasin. Teknik pengumpulan data menggunakan instrumen validasi, angket respon guru dan peserta didik, serta tes evaluasi. Hasil penelitian menunjukkan bahwa modul ajar yang dikembangkan memenui kriteria valid, praktis dan efektif. Kata kunci: Modul Ajar, Pembelajaran Berdiferensiasi, Konteks Lahan Basah Abstract: The implementation of the independent curriculum at all levels of education is one of the new challenges for teachers due to the lack of availability of teaching materials that suitable for students. One solution to overcome this is through different learning approaches for each student and integrating the context of the students' surrounding environment into the learning process. Therefore, a teaching module is needed that can accommodate the individual needs of students by utilizing local wisdom as a learning context. This research aims to produce teaching modules with differentiated wetland context for seventh grade of junior high school mathematics. The research method used is development, namely Research and Development (R&D) with the 4D development model. There are 4 stages of this 4D model, namely: (1) define stage, (2) design stage, (3) develop stage, and (4) disseminate stage. However, this research only reached the develop stage. The research trial subjects were 32 students of seventh grade of SMPN 15 Banjarmasin. Data collection techniques used validation instruments, teacher and learner response questionnaires, and evaluation tests. The research results show that the teaching module meets the criteria of valid, practical, and effective. Keywords: Teaching Module, Differentiate Learning, Wetlands Context

KONSTRUKSI PENGETAHUAN PROGRAM LINEAR MAHASISWA PENDIDIKAN MATEMATIKA MELALUI PETA KONSEP Khair, Muhammad Sa'duddien; Budiono, Eddy
EDU-MAT: Jurnal Pendidikan Matematika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v11i2.16964

Mahasiswa Pendidikan matematika sebagai calon pengajar dituntut untuk menguasai pengetahuan materi pembelajaran matematika yang mereka dapat pada proses perkuliahan. Penguasaan materi yang baik dapat memudahkan mahasiswa menyusun bahan ajar berdasarkan pengetahuan yang dimilikinya. Sayangnya, dilihat dari hasil ujian mahasiswa, beberapa mahasiswa dinilai tidak mampu menguasai materi, dimana salah satunya adalah program linear. Kondisi ini memunculkan pertanyaan mengenai hambatan apa yang dialami mahasiswa, sehingga untuk menelusurinya, peneliti menilai perlu melihat bagaimana mahasiswa mengkonstruksi pengetahuan pada materi tersebut. Salah satu bentuk konstruksi pengetahuan adalah melalui peta konsep. Oleh karena itu penelitian ini bertujuan untuk mengetahui bagaimana konstruksi pengetahuan materi program linear mahasiswa pendidikan matematika melalui peta konsep. Penelitian deskriptif kualitatif ini dianalisis dengan model Miles dan Hubberman. Subjek penelitian ini adalah mahasiswa program studi matematika. Berdasarkan hasil tugas yang diberikan kepada seluruh mahasiswa, didapat 4 pola peta konsep yang menunjukkan konstruksi pengetahuan mahasiswa. Masing-masing pola peta konsep diambil 1 mahasiswa sebagai sampel. Berdasarkan keempat pola peta konsep didapat bahwa tidak ada subjek yang mampu memenuhi indikator (1) proposisi, (2) hierarki dan (3) kaitan silang dengan baik namun mahasiswa B mampu memenuhi indikator (4) contoh. Kata kunci: Konstruksi Pengetahuan, Peta Konsep, Program Linear Abstract: Mathematics education students as prospective teachers are required to master the knowledge of mathematics learning material that they obtain in the lecture process. Good mastery of the material can make it easier for students to prepare teaching materials based on the knowledge they have. Unfortunately, judging from the results of student exams, several students were deemed unable to master the material, one of which was linear programming. This condition raises questions about what obstacles students experience, so to explore this, researchers consider it necessary to look at how students construct knowledge on the material. One form of knowledge construction is through mind maps. Therefore, this research aims to find out how mathematics education students' knowledge of linear program material is constructed through mind maps. This qualitative descriptive research was analyzed using the Miles and Hubberman model. The subjects of this research were students of the mathematics study program. Based on the results of the assignments given to all students, 4 concept map patterns were obtained that show students' knowledge construction. One student was taken as a sample for each concept map pattern. Based on the four concept map patterns, it was found that no subject was able to fulfill the (1) proposition, (2) hierarchy and (3) cross-link indicators well, but student B was able to fulfill the (4) example indicators. Keywords: Knowledge Construction, Mind Map, Linear Programming

Workshop on Strengthening and Implementing STEM-Based Coding with ARTEC Japan-WOW Singapore - PPSTEMI: School Dissemination Syahmani, Syahmani; Mahardika, Andi Ichsan; Winarti, Atiek; Khairunnisa, Yasmine; Prasetyo, Yogo Dwi; Wiranda, Nurruddin; Dewantara, Dewi; Rusmansyah, Rusmansyah; Wati, Mustika; Putra, Aminuddin Prahatama; Purba, Harja Santana; Salam, Abdul; Fajriah, Noor; Saputra, Novan Alkaf Bahraini; Pamuji, Rizky; Khair, Muhammad Sa’duddien; Febriyanti, Emma Rosana; Alfianti, Dewi
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 7, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v7i1.12520

Based on initial questionnaire data filled out by Mathematics and Natural Sciences teachers in Barito Kuala (Batola) Regency and Banjarmasin City, it was found that understanding and application of STEM Coding in schools is still low, so it is necessary to hold a STEM Coding community service workshop. This community service project aims to help participants develop critical thinking, creative, collaborative, and STEM literacy (4C) skills. The four stages of the community service method are planning, implementation, observation, and evaluation. A total of 127 teachers participated in the workshops. Speakers from PPSTEMI, Artec Japan, and WOW Singapore presented in the hybrid format event. The material consists of three modules: STEM-based learning, STEM Coding programming with Arduino Basic (Stop and Go), and Intermediate (Controlling a Motorized Car). Activities were evaluated using a response questionnaire, to which 127 people responded. The findings revealed that, on average, 95.47% of participants thought favorably of this STEM Coding exercise.Critical thinking, creativity, collaboration, and STEM literacy are among the skills that workshop attendees can acquire—wrapped up this STEM Coding workshop to help them become more STEM literate. Based on initial questionnaire data filled out by Mathematics and Natural Sciences teachers in Barito Kuala (Batola) Regency and Banjarmasin City, it was found that understanding and application of STEM Coding in schools is still low, so it is necessary to hold a STEM Coding community service workshop. This community service project aims to help participants develop critical thinking, creative, collaborative, and STEM literacy (4C) skills. The four stages of the community service method are planning, implementation, observation, and evaluation. A total of 127 teachers participated in the workshops. Speakers from PPSTEMI, Artec Japan, and WOW Singapore presented in the hybrid format event. The material consists of three modules: STEM-based learning, STEM Coding programming with Arduino Basic (Stop and Go), and Intermediate (Controlling a Motorized Car). Activities were evaluated using a response questionnaire, to which 127 people responded. The findings revealed that, on average, 95.47% of participants thought favorably of this STEM Coding exercise.Critical thinking, creativity, collaboration, and STEM literacy are among the skills that workshop attendees can acquire—wrapped up this STEM Coding workshop to help them become more STEM literate.

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