Article Per Year (5 Year)
p-Index From 2021 - 2026
1.953
P-Index
This Author published in this journals
All Journal Jurnal Pengajaran MIPA Jurnal Tadris Kimiya PRISMA Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Journal of Innovation in Educational and Cultural Research
Suherman Suherman
University Of Szeged, Hungary
Religion Chemistry Education Mathematics Physics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Geogebra pada Aplikasi Sigil sebagai Pengembangan E-modul Pembelajaran Matematika Riska Fitriana; Achi Rinaldi; Suherman Suherman
PRISMA Vol 10, No 1 (2021): PRISMA Volume 10, No 1 Tahun 2021
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v10i1.1118

Abstract

Penelitian pengembangan ini bertujuan untuk mengetahui kelayakan e-modul pembelajaran matematika berbasis aplikasi sigil berbantuan geogebra pada peserta didik SMP/MTs kelas VIII, dan untuk mengetahui respon peserta didik dan pendidik terhadap e-modul pembelajaran matematika berbasis aplikasi sigil berbantuan geogebra. Jenis penelitian yang dilakukan adalah dengan metode penelitian dan pengembangan (R&D) dengan menggunakan model 4D (Define, Design, Development, Disseminate). Instrumen yang digunakan pada penelitian ini, yaitu non tes. Instrumen-instrumen ini diberikan sesuai dengan subjek pada penelitian pengembangan. Teknik analisis data yang dilakukan adalah analisis data kualitatif dan analisis data kuantitatif yang diperoleh dari hasil validasi ahli materi, ahli media, dan ahli bahasa, serta respon peserta didik,dan respon guru terhadap bahan ajar e-modul pembelajaran matematika pada materi lingkaran SMP kelas VIII. Hasil dari kelayakan oleh validator ahli materi, ahli media, dan ahli bahasa terhadap e-modul memperoleh kriteria sangat layak digunakan, dan hasil kemenarikan e-modul yang diperoleh dari  data angket peserta didik dengan jumlah 80 responden, terdiri dari uji kelas kecil, dan kelas besar memperoleh kriteria sangat menarik. Sehingga dapat disimpulkan e-modul pembelajaran matematika berbasis aplikasi sigil berbantuan geogebra pada peserta didik SMP/MTs kelas VIII pada materi lingkaran memberikan hasil yang baik dan layak untuk digunakan
Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities Komarudin Komarudin; Suherman Suherman; Anita Anggraini
Journal of Innovation in Educational and Cultural Research Vol 2, No 1 (2021)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (923.981 KB) | DOI: 10.46843/jiecr.v2i1.21

Abstract

This research aims to determine the influence of students' learning activities on the ability to understanding mathematical concepts through the STEM Learning Approach Makerspace model based on PBL on SPLDV materials. As for the type of research Quasi-Experiments. The population in this study was 90 students who were distributed into 3 classes with 2 classes that sampled grades VIII A and VIII C. The sampling techniques in this study used randomized classes and data collection techniques in this study were tests and observations, while the research instruments used preliminary tests and final tests to measure the ability to understand mathematical concepts and observation sheets to see students' learning activities. Data analysis techniques using a two-way ANOVA test. The research showed that there is an influence of the PBL-based Makerspace STEM Learning Approach model on the ability to understand mathematical concepts, there is no influence on students' learning activities on mathematical concept comprehension capabilities, and there is no interaction between the PBL-based Stem Learning Approach Makerspace model and student learning activities on the ability to understand mathematical concepts. Conclusion, there is a positive direct effect of cognitive structures on the ability to understanding mathematical concepts.
THE CHANGES OF STUDENTS’ MATHEMATICAL HABIT OF MIND IN ONLINE LEARNING Widyastuti Widyastuti; Santy Setiawati; Mella Triana; Bambang Sri Anggoro; Muhammad Ferdiansyah; Suherman Suherman; Widia Ayu Juhara
Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v25i2.33361

Abstract

The Covid-19 pandemic has forced changes in learning from preliminary education to higher education. The preferences of blended learning strategies at the beginning of the pandemic period and online learning for one semester had an impact on various aspects of student competences. For this reason, quantitative research was conducted which aims to describe changes in mathematical habit of mind as one of the competencies in students' thinking abilities. The population of this research was all students of mathematics education Lampung University in academic year 2020/2021. 73 students had been chosen randomly as the research sample. The research instruments were the questionnaire of mathematical habit of mind, questionnaire response of online learning implementation and interview guidelines. Based on data analysis, it can be concluded that there was no significant improvement on students’ mathematical habit of mind, after one semester of implementation fully online learning. To provide positive changes to MHoM students in online learning settings, complete and complete learning resources and synchronous communication patterns with adaptive and spontaneous feedback are needed.
Missouri Mathematics Project learning model with strategy Everyone is a Teacher Here to towards mathematical problem-solving and self-efficacy ability Indah Resti Ayuni Suri; Agus Pahrudin; Ega Apriyana; Suherman Suherman
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 5 No 1 (2023): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2023.v5i1.141-155

Abstract

Every student must acquire mathematical problem-solving skills and self-efficacy to assist them in the learning process and solve different mathematical problems. This study seeks to explore the impact of implementing “the Missouri Mathematics Project (MMP) learning model with the Everyone is a Teacher Here (ETH) strategy on the mathematical problem-solving skills and self-efficacy of learners”. This study employs a quasi-experimental design with a 2×2 factorial research scheme. In this research, tests of mathematical problem-solving skills and self-efficacy questionnaires were utilized to collect data. The method of data analysis employed the Normality test, the Homogeneity test, and the Multivariate Analysis of Variance (MANOVA) hypothesis tests. Based on the outcomes and MANOVA test calculations, it was determined that implementing the MMP learning model with the Everyone is a Teacher Here strategy affected students' mathematical problem-solving skills. The deployment of the MMP learning model with the Everyone is a Teacher Here strategy also affects students' self-efficacy. Implementing the MMP learning model with the Everyone is a Teacher Here strategy impacts learners' mathematical problem-solving skills and self-efficacy.
Ethnoscience-Based Module: Biodiversity Materials in Lembak Tribe Ahmad Walid; Endang Widi Winarni; Fitri April Yanti; M. Lutfi Firdaus; Suherman Suherman; Zulkarnain Zulkarnain
Jurnal Tadris Kimiya Vol 7, No 2 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i2.19955

Abstract

Efforts to conserve plants and documentation of related local knowledge in the Dendam Tak Sudah Lake, Dusun Besar Village, Bengkulu City area are important to carry out and introduce to students. The study aims to synthesize the biodiversity material modules developed to identify the types of medicinal plants found in Dusun Besar Village. Thiagarajan's development model section is define, design, develop, and disseminate. Identification, synthesis, feasibility, response, and analysis data were obtained as research data. The module was piloted in five elementary schools in Bengkulu City. The study found 20 types of medicinal plants, including the most commonly used hereditary species in the Lembak community. The validation results show that the criteria are very valid, with an expert validator value of 85%. The module also received an excellent response rate of 82%. Therefore, the biodiversity material modules are very attractive, feasible, and effective for learning biodiversity materials in elementary schools.
Virtual learning experimentation with student facilitator and explaining (SFAE) on mathematical representation abilities and understanding mathematics concepts Indah Resti Ayuni Suri; Netriwati Netriwati; Fanny Kusumaningtyas; Suherman Suherman
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 6 No 1 (2024): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2024.v6i1.14-23

Abstract

In the rapidly evolving world of education, particularly within STEM disciplines, innovation in teaching methods is crucial. This study explores the potential of a new learning approach designed to address the deficiencies of traditional methods, with a focus on mathematics at the secondary school level. The researchers aimed to test the effectiveness of a Virtual Learning model using the Student Facilitator and Explaining (SFAE) approach in enhancing mathematical representational skills and conceptual understanding among high school students. A total of 120 students participated in the study, divided into two groups: 60 students in the experimental group received SFAE-based learning, and 60 students in the control group were taught using standard expository methods. Utilizing a control group design and post-test, the research revealed significant improvements in the experimental group's mathematical representation abilities and conceptual understanding compared to the control group. These findings demonstrate that integrating the SFAE approach within virtual learning environments not only broadens the scope but also enhances the quality of mathematical understanding. This study underscores the substantial potential of innovative learning approaches in the digital era, providing effective solutions to challenges in mathematics education.
Concept understanding and mathematical representation ability: DMR model with a reciprocal teaching approach Indah Resti Ayuni Suri; Nanang Supriadi; Irma Yuliana; Suherman Suherman
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 6 No 2 (2024): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2024.v6i2.205-217

Abstract

Understanding mathematical concepts and representations in mathematics learning is an understanding that needs to be mastered by students in order to show students in the learning process and solve various mathematical problems. In this article we report how MTs students in South Lampung Regency understand concepts and mathematical representations after being treated with DMR learning with a reciprocal teaching approach. This researcher used the Quasy Experimental Design research type with a 2x2 factorial design. The population of this study were MTs students in Central Lampung Regency with samples taken using Cluster Random sampling techniques totaling 60 students (experimental class n = 30 and control class n = 30). The instruments used to collect data were essay tests for understanding concepts and mathematical representations. The data analysis technique in this research is Multivariate Analysis of Variant (MANOVA) with a large significance value . Based on the calculations that have been carried out, the results show that the p-value of understanding concepts is 0.000 and mathematical representation is 0.000, so that the p-value of each understanding is less than 0.05, it can be concluded that there is an influence of the DMR learning model with reciprocal teaching on students' understanding of concepts and mathematical representations simultaneously or partially. The results of understanding mathematical representations were better than understanding concepts for the two learning treatments given.
Co-Authors Achi Rinaldi Agus Pahrudin Ahmad Walid Anita Anggraini Bambang Sri Anggoro Binti Khoiriyah Ega Apriyana Endang Widi Winarni Fanny Kusumaningtyas Farida, Farida Fitri April Yanti Iip Sugiharta Indah Resti Ayuni Suri Indah Resti Ayuni Suri Irma Yuliana KOMARUDIN Kristóf Lakatos M. Lutfi Firdaus Mardiyah Mella Triana Muhammad Ferdiansyah Mujib Mujib Naintyn Novitasari Nanang Supriadi Nanang Supriadi Netriwati Netriwati Riska Fitriana Rosida Rakhmawati Muhammad Santy Setiawati Sudarman Sudarman Suherman Wahyu Rohman Widia Ayu Juhara Widyastuti Widyastuti Wiji Aziiz Hari Mukti Yustika Fatimatuz Zahra Zulkarnain Zulkarnain