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Christina Martha Laamena

Universitas Pattimura

Author-ID : 3152663

Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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MATHEMATICAL LITERACY ABILITY AND METACOGNITIVE CHARACTERISTICS OF MATHEMATICS PRE-SERVICE TEACHER Christina M Laamena; Theresia Laurens
Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p259-270

This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be interviewed. The results showed that the mathematical literacy skills of prospective teachers were at a low level. Metacognitive characteristics that appear in the low group are (1) realizing that the solution of strategy is not right but not improved; (2) planning to develop a settlement strategy, but are not sure, (3) do not carry out the re-check process, and (4) do not believe what is being thought and do not understand the concept. Metacognitive traits in the middle group are (1) aware of what they are thinking, (2) consciously plan various strategies to improve thinking accuracy, but do not always use these strategies, (3) tend to monitor the thinking process, and (4) show tendency to master the basic mathematical concepts of the problems at hand.The characteristics of metacognition in the high group during problem-solving are (1) Using various strategies to demonstrate or improve the accuracy of thinking (sketching, drawing), (2) Analyzing the problem before solving it, and (3)Understanding and mastering the mathematical concepts that underlie the problem which is given.

ANALYSIS OF MATHEMATICS LEARNING AT SMA NEGERI 2 MASOHI Yosep Tetelepta; Tanwey Gerson Ratumanan; Christin M Laamena
EDU SCIENCES JOURNAL Vol 2 No 1 (2021): Edu Sciences Journal
Publisher : Faculty of Teacher Training and Educational Sciences, Pattimura University Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/edusciencesvol2iss1pp1-9

This study aims to analyze the ability of math teachers in learning plan, implementation of learning, and assessment of the learning process in the implementation of the 2013 curriculum. The research was conducted at SMA Negeri 2 Masohi, involving 5 math teachers, namely the first teacher (G1), the second teacher (G2), the third teacher (G3), the fourth teacher (G4), and the fifth teacher (G5). The data was collected by using an assessment of (1) the lesson implementation plan was prepared by each teacher, (2) the learning process was carried out by the five mathematics teachers, and (3) teachers in the assessment process and the learning outcomes of the students. The instruments consist of 3 (three) assessment formats, namely: (1) RPP assessment format, (2) learning assessment format, and (3) learning result assessment format of learners using assessment scale 0 - 4. The results of the study are as follows: (1) The average RPP assessment of the five teachers is 74.40 and fall into the good category (B), (2) The average learning ability score of the five teachers is 80.00 in the good category (B), and (3) The average ability score of the five teachers in carrying out the assessment of the learners' learning outcomes is 80.71 and fall into the good category (B).

PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DAN MODEL PEMBELAJARAN KONVENSIONAL PADA MATERI STATISTIKA Frilia P Souhoka; Carolina Selfisina Ayal; Christina Martha Laamena
Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura 2019: Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.952 KB)

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan hasil belajar siswa kelas VIII SMP Negeri 22 Ambon menggunakan model pembelajaran kooperatif tipe Make A Match dan model pembelajaran konvensional pada materi statistika. Tipe penelitian yang digunakan adalah tipe penelitian eksperimental (Experimental Research). Desain penelitian eksperimen yang digunakan adalah Post-Test Only Control Group Design. Teknik analisis dalam penelitian ini menggunakan analisis statistik deskriptif dan statistik uji inferensial yang terdiri dari uji normalitas data, uji homogenitas dan uji hipotesis. Data dalam pengujian tersebut diolah dengan menggunakan SPSS versi 25.0. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar menggunakan model pembelajaran Make A Match dan model pembelajaran konvensional. Hal ini ditunjukan dengan hasil atau data yang diperoleh yaitu nilai Sig. (2-tailed) lebih kecil dari nilai yaitu 0.028

PROFIL HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN INTERAKTIF DENGAN SETTING KOOPERATIF (PISK) Friscilin Syalom Olie; Christina M Laamena; Tanwey G Ratumanan
Science Map Journal Vol 4 No 1 (2022): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol4issue1pp1-8

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelas VIII SMP Negeri 10 Ambon dengan menggunakan model Pembelajaran Interaktif Dengan Setting Kooperatif (PISK) pada materi sistem persamaan linear dua variabel. Subjek dalam penelitian ini adalah siswa kelas VIII3 SMP Negeri 10 Ambon yang berjumlah 22 orang siswa. Penelitian ini merupakan penelitian tindakan kelas dengan pendidik berperan sebagai pengajar dan berlangsung dalam 2 siklus. Pengumpulan data dilakukan dengan menggunakan tes dan lembar observasi. Teknik analisis data yang digunakan adalah teknik analisis data kualitatif dan teknik analisis kuantitatif. Hasil analisis menunjukkan bahwa terjadi peningkatan hasil belajar dari siklus I ke siklus II. Nilai akhir siklus I menunjukkan sebanyak 50% (11 orang siswa) yang memperoleh nilai . Pada siklus II siswa yang memperoleh nilai meningkat menjadi 86,36% (19 orang siswa). Ini berarti bahwa terjadi peningkatan dari siklus I ke siklus II sebesar 36,36%. Dengan demikian, dapat disimpulkan bahwa Pembelajaran Interaktif dengan Setting Kooperatif dapat meningkatkan hasil belajar siswa kelas VIII pada materi sistem persamaan linear dua variabel

Peningkatan Hasil Belajar Siswa Kelas VII Dengan Model Pembelajaran Missouri Mathematics Project (MMP) Hasrul Kole; Christina Nely Laamena; Magy Gaspersz
Jurnal Padegogik Vol 4 No 2 (2021): Jurnal Padegogik: Juli 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i2.2518

Learning model Missouri Mathematics Project (MMP) is a structured learning to assist the teacher in an effectiveness of exercises use in groups or individuals for students to reach the improvement of learning result. Syntax learning of Missouri Mathematics Project (MMP) has five steps, namely: (1) introduction/review;(2)development;(3controlled exercise; (4)seatwork/independent work; and (5) Assignment or homework. This study was aimed to improve learning result of grade VII students of SMP Negeri 20 Ambon on equality and inequality materials of linear one variable using Missouri Mathematics Project (MMP) learning model. The Subjects of this study was grade VII students of SMP Negeri 20 Ambon consist of 24 students in academic year 2018-2019. The data of this study were qualitative and quantitative data. To measure the students’ learning level of grade VII students of SMP Negeri 20 Ambon, the analysis used is quantitative data analysis (Minimal Mastery Criteria) and qualitative data (Reduction, exposure and deduction). The result of this study showed that there are the improvement of students’ lerning result. It can be seen from the final test of cycle I to cycle II that the students who achieved minimal mastery criteria (MMC) were 13 students with a percentage 45,83%, meanwhile 13 students had not achieved minimal mastery criteria (MMC) with a percentage 54,17%. Thus, in cycle II, 19 students had achieved minimal mastery criteria (MMC) with a percentage 79,17% and 5 students had not achieved minimal mastery criteria (MMC) with a percentage 20,83%. From the percentage accomplishment of cycle I and cycle II, it is obtained an improvement from cycle I to cycle II by 33,34%. Based on the result of study, it can be concluded that the students’ learning result on the equality and inequality materials of linear one variable can be improved by using Missouri Mathematics Project (MMP) learning model at the grade VII students of SMP Negeri 20 Ambon.

Pengaruh Persepsi dan Minat Belajar Matematika Siswa dalam Pembelajaran Daring Terhadap Hasil Belajar Matematika Mersi Lumuly; Christina Martha Laamena; Theresia Laurens
Jurnal Padegogik Vol 5 No 2 (2022): Jurnal Padegogik, July 2022
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v5i2.2899

This study aims to determine the effect of student perceptions and student interest in online learning on mathematics learning outcomes. The research method is causal design with a sample of 26 students determined by random sampling (randomly). The population in this study was students of class X SMA Negeri 14 Ambon in the academic year 2020/2021. The research instrument used a questionnaire and a test, for a student perception questionnaire totaling 25 statement items, for a student learning interest questionnaire totaling 29 statement items. Data analysis used normality test, simple regression analysis and multiple regression which contained linearity test, correlation coefficient, determinant coefficient, t-test and F-test at a significant level = 0.05 with the help of SPSS ver. 25.0. Based on the results of the study, it was concluded that there was no effect of students' perceptions and student interest in online learning on the mathematics learning outcomes of class X SMA Negeri 14 Ambon. The contribution of students' perceptions and interest in learning to learning outcomes is 27% and the remaining 73% is influenced by other variables.

Prospective mathematics teachers’ argumentation structure when constructing a mathematical proof: The importance of backing Christina Martha Laamena; Toto Nusantara
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.v12i1.272

[English]: This qualitative study with phenomenology design aims to investigate the use of backing and its relation to rebuttal and qualifier in prospective mathematics teachers’ (PMTs) argumentation when constructing a mathematical proof about algebraic function. The data were collected through subjects' works on the proof, recorded think-aloud data, and in-depth interviews. Data analysis was guided by Toulmin’s argumentation scheme. The results show that the PMTs used three types of backing, i.e., backing in the form of definitions or theorems (reference backing), examples of numbers (numerical backing) and graphs of functions (graphical backing). The PMTs utilized the backings to strengthen deductive and inductive warrant. A numerical backing is used when a warrant cannot justify the truth of a claim. Graphical backing is used to convince oneself about the truth of the data that has been made while the reference backing is only clarification when students have understood or have knowledge of the statement given. Numerical and graphical backing relate directly to rebuttal and provide counter-examples and qualifier of the claim. A numerical backing makes students more confident about claims that are generated compared to reference backing. Keywords: Argumentation, Mathematical proof, Backing [Bahasa]: Penelitian kualitatif dengan desain fenomenologi ini bertujuan untuk menyelidiki penggunaan backing dan hubungannya dengan rebuttal dan qualifier dalam membangun bukti matematika terkait fungsi aljabar oleh calon guru matematika. Data dikumpulkan melalui hasil kerja siswa, rekaman think aloud, dan wawancara mendalam. Analisis data merujuk pada skema argumentasi Toulmin. Hasil penelitian menunjukkan bahwa backing yang digunakan siswa tidak hanya berbentuk teorema atau definisis (reference backing) tetapi juga contoh-contoh bilangan (numerical backing) dan grafik fungsi (graphical backing). Ketiga jenis backing tersebut untuk memperkuat warrant induktif maupun deduktif. Numerical backing digunakan ketika warrant tidak dapat menjustifikasi kebenaran klaim. Graphical backing digunakan untuk meyakinkan diri sendiri tentang kebenaran klaim yang telah dibuat sedangkan reference backing hanya bersifat klarifikasi karena siswa telah memahami pernyataan yang diberikan. Numerical backing dan graphical backing berhubungan langsung dengan rebuttal untuk memberikan contoh penyangkal dan jaminan kebenaran (qualifier) klaim. Numerical backing membuat siswa lebih percaya diri tentang klaim yang dihasilkan dibandingkan dengan reference backing. Kata kunci: Argumentasi, Bukti matematis, Backing

EFEKTIVITAS MODEL NHT DAN VIDEO PEMBELAJARAN TERHADAP HASIL BELAJAR SISWA PADA MATERI TURUNAN FUNGSI ALJABAR Rohma Ulfa Basyarewan; Christina Martha Laamena; Darma A. Ngilawajan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Pada umumnya siswa mengalami kesulitan dalam menyelesaikan masalah tentang materi turunan fungsi aljabar yang disebabkan karena mereka tidak memahami konsep yang jelas dan benar, dan membuat mereka tidak optimal dalam belajar dan berdampak pada hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui efektivitas pengggunaan model Number Head Together (NHT) dan penggunaan Video Pembelajaran terhadap hasil belajar siswa pada materi Turunan Fungsi Aljabar di kelas XI SMA Negeri 5 Tual. Tipe Penelitian ini adalah penelitian eksperimen dengan desain factorial dengan tiga variabel, yaitu model pembelajaran NHT, video pembelajaran, dan hasil belajar siswa. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA Negeri 5 Tual yang berjumlah 64 siswa dan 64 siswa tersebut merupakan sampel dalam penelitian ini. Instrument yang digunakan penelitian ini berupa soal tes yang terdiri dari soal uraian yang berjumlah 3 soal yang masing-masing soalnya terdapat beberapa soal lagi. Analisis data menggunakan teknik ANOVA dua jalur, dan terlebih dahulu dilakukan analisis statistik deskriptif dan uji prasyarat analisis. Hasil penelitian menunjukan bahwa: 1) Penggunaan Model Number Head Together (NHT) Efektif terhadap hasil belajar siswa, 2) Penggunaan Media Video pembelajaran tidak begitu Efektif Terhadap Hasil belajar Siswa, dan 3) Penggunaan Model Number Head Together (NHT) dan Media Video Pembelajaran Efektif terhadap hasil belajar siswa. Hasil Penelitian menunjukan adanya peningkatan hasil belajar dan keaktifan siswa pada materi turunan fungsi aljabar.In general, students had difficulty in solving problems regarding the derivative material of algebraic functions because they did not understand clear and correct concepts, and made them not optimal in learning and had an impact on student learning outcomes. This study aims to determine the effectiveness of the use of the Number Head Together (NHT) model and the use of Learning Videos on student learning outcomes in the Algebraic Function Derivative material in class XI of SMA Negeri 5 Tual. This type of research is an experimental study with a 2x2 level factorial design with three variables, namely the NHT learning model, learning videos, and student learning outcomes. The population in this study were all students of class XI IPA SMA Negeri 5 Tual totaling 64 students and 64 students were the sample in this study. The instrument used in this research is in the form of test questions consisting of 3 questions, each of which contains several questions. Data analysis used two-way ANOVA technique, and first descriptive statistical analysis and analysis prerequisite tests were performed. The results showed that: 1) The use of the Number Head Together (NHT) model was effective on student learning outcomes, 2) the use of instructional video media was not very effective on student learning outcomes, and 3) the use of the number head together (NHT) model and learning video media Effective on student learning outcomes. The results showed that there was an increase in student learning outcomes and activity in the derivative material of algebraic functions.

Students’ Mathematical Representation and Communication Ability in Mathematics Problem Solving Pieter Zakarias Tupamahu; Tanwey Gerson Ratumanan; Christina Laamena
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

In learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa.

Komunikasi Matematis Peserta Didik SMP dalam Memecahkan Masalah Sistem Persamaan Linear Dua Variabel Megaria Refwalu; Wilmintjie Mataheru; Christina Martha Laamena
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 4 (2022)
Publisher : Universitas Swadaya Gunung Djati

Komunikasi matematis merupakan kecakapan peserta didik dalam menyampaikan ide-ide matematisnya, baik secara tulisan maupun lisan. Komunikasi matematis diperlukan dalam pembelajaran matematika, terutama saat memecahkan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan komunikasi matematis peserta didik kelas VIII di salah satu SMP Negeri Kota Ambon dalam menyelesaikan masalah sistem persamaan linier dua variabel, dengan jenis penelitian deskriptif kualitatif. Sumber data, yaitu pendidik matematika dan peserta didiknya. Subjek yang dipilih berdasarkan hasil tes berjumlah 3 orang yaitu 1 subjek dengan nilai matematika tinggi, 1 subjek dengan nilai matematika sedang, dan 1 subjek dengan nilai matematika rendah. Data dikumpulkan menggunakan tes tertulis yang memuat 3 butir soal uraian dan hasil wawancara.Â Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek T (subjek berkemampuan tinggi) memenuhi semua indikator komunikasi matematis tulisan dan lisan, subjek S (subjek berkemampuan sedang) memenuhi 2 indikator komunikasi matematis tulisan dan lisan, dan subjek R (subjek berkemampuan rendah) hanya memenuhi indikator kemampuan memahami ide-ide matematis secara lisan. Rekomendasi kepada pendidik matematika di sekolah agar dapat menumbuhkembangkan komunikasi matematis peserta didik dan membiasakan peserta didik menggunakan langkah-langkah pemecahan masalah Polya dalam menyelesaikan persoalan matematika.Â

Co-Authors Anderson Leonardo Palinussa Ayal, Carolina S Ayal, Carolina Selfisina Belnard, Indriyani Carolina Selfisina Ayal Darma A. Ngilawajan Darma Andreas Ngilawajan, Darma Andreas Fenty Madelin Madubun Fralon Lumamuly Frilia P Souhoka Friscilin Syalom Olie Gaspersz, Magy Haan, Meliyani Dewi Hanisa Tamalene Hasrul Kole Hatuwe, Nur Syafa Hiwy, Jafet Hukom, Febrilia F. Huwaa, Novalin C Ichdar Domu Ilela, Nathalia Jamdin, Ardon Kairoty, Zainudin Kapitan, Lisma Kinyari, Henry R La Moma Labobar, Andre Morets Latumapina, Marla Laurens, Theresia Madubun, Fenty Madelin Magy Gaspersz Magy Gaspersz Mainake, Patresya Nova Mananggel, Marlin B Manaroinsong, Agnes Deviane Matital, Luis Megaria Refwalu Mersi Lumuly Molle, Juliana S Molle, Juliana Selvina Molle, Selvesina J Naibaho, Susilawati Br Ngilamele, Maria Ngilawajan, Darma A Nur Aida, Nur Nur Syafa Hatuwe Patresya Nova Mainake Paunno, Destalia Ratumanan, Tanwey G Ratumanan, Tanwey Gerson Rohma Ulfa Basyarewan Rumalean, M Samad Satiawy, Melfin Sermatang, Gloria Solissa, Jeni Tamalene, Hanisa Tanwey G Ratumanan Tanwey Gerson Ratumanan Tanwey Gerson Ratumanan Taufan Talib Theresia Laurens Theresia Laurens theresia laurens, theresia Toto Nusantara Unpapar, Vivi Rosalia Wally, Nilam Wattimena, Felia Welmintje Mataheru Wilmintjie Mataheru Yosep Tetelepta

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