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All Journal Publikasi Pendidikan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika LEMMA: Letters Of Mathematics Education Jurnal Elemen Eduma : Mathematics Education Learning and Teaching NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Union: Jurnal Ilmiah Pendidikan Matematika Teorema: Teori dan Riset Matematika Prima: Jurnal Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika Perdikan: Journal of Community Engagement Pena : Jurnal Ilmu Pengetahuan dan Teknologi Journal of Educational Experts (JEE) Mosharafa: Jurnal Pendidikan Matematika Jurnal PkM (Pengabdian kepada Masyarakat) International Journal of Humanities Education and Social Sciences Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Rangkiang Mathematics Journal International Journal of Educational Research Excellence (IJERE) Journal Focus Action of Research Mathematic (Factor M) Euclid JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education Jurnal Infinity Babakti : Journal of Community Engangement Journal on Mathematics Education
Muchamad Subali Noto
Universitas Swadaya Gunung Jati
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Journal : Jurnal Infinity

 1 
PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS SMART (Specific, Measurable, Achievable, Realistic, and Time-bound) Muchamad Subali Noto
Jurnal Infinity Vol 3 No 1 (2014): Jurnal Infinity Vol. 3 No. 1 Februari 2014
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v3i1.p18-32

Abstract

ABSTRAKPengembangkan perangkat pembelajaran menggunakan  modifikasi model 4-D (menjadi 3D) Thiagarajan yaitu sebagai berikut: (1) pendefinisian, (2) perancangan, dan (3) pengembangan. Perangkat pembelajaran yang dikembangkan adalah (1) Silabus, (2) Rencana Pelaksanaan Pembelajaran (RPP), (3) Modul. Data diperoleh melalui  lembar validasi, tes prestasi belajar. Data diolah dengan deskriptif, analisis uji banding sample t test. Proses pengembangan perangkat menghasilkan: 1. Perangkat pembelajaran adalah valid setelah melalui revisi berdasarkan penilaian para ahli dan teman sejawat. Hasil penilaian akhirnya diperoleh rata-rata nilai validitas Silabus 3.36, RPP 3.24, dan validitas Modul 3.23 (skor tertinggi 4) termasuk kriteria valid, 2. Implementasi perangkat pembelajaran menyatakan prestasi belajar siswa kelas uji coba perangkat dengan rata-rata 70.33 lebih baik dari pada prestasi belajar siswa pada kelas kontrol dengan rata-rata  60,60. Berdasarkan hasil perangkat valid dan pembelajaran efektif menunjukkan pengembangan perangkat tercapai.Kata Kunci    : perangkat pembelajaran, SMART  ABSTRACTDeveloping a teaching intruments using a modified model of 4-D (to 3D) Thiagarajan is as follows: (1) Definition, (2) Design, and (3) Development. Teaching instruments was developed (1) Syllabus, (2) Lesson Plan, (3) Module. Data obtained through the sheet validation, test learning achievement. The data were processed with descriptive and comparative analysis sample t test. Development process instruments resulted in: 1. Teaching instruments is valid after revision based on the assessment of experts and peers. Assessment results finally obtained an average value Syllabus validity 3,36; Lesson Plan 3,24; and validity module is 3,23 (highest score 4) include a valid criterion, 2. Implementation of the stated learning class student achievement test instruments with an average of 70,33 better than the learning achievement of students in the control class with an average of 60.60. Based on the results of a valid and effective teaching instruments shows the development achieved.Keywords      :  Teaching Instruments, SMART
EFEKTIVITAS PENDEKATAN METAKOGNISI TERHADAP PENALARAN MATEMATIS PADA MATAKULIAH GEOMETRI TRANSFORMASI Muchamad Subali Noto
Jurnal Infinity Vol 4 No 1 (2015): Jurnal Infinity Vol 4 No 1, Februari 2015
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v4i1.p22-31

Abstract

ABSTRAK Penguasaan materi geometri transformasi yang masih rendah, berdampak pada hasil belajar yang belum memuaskan. Beberapa hal juga disebabkan karena mahasiswa kurang memahami bagaimana cara menyelesaikan soal-soal pembuktian dalam geometri tranformasi, oleh sebab itu mahasiswa harus mengetahui cara belajar yang tepat, mulai dari merencanakan sampai dengan menyelesaikan soal pembuktian. Oleh sebab itu mahasiswa harus bisa berpikir bagaimana cara berpikir, sehingga kemampuan penalaran matematis yang baik sangatlah diperlukan. Salah satu pendekatan pembelajaran yang menyadarkan cara berpikir mahasiswa adalah pendekatan metakognisi. Populasi dalam penelitian ini adalah mahasiswa tingkat dua Unswagati, dengan teknik cluster sampling terpilih kelas kontrol dan kelas eksperimen. Data diperoleh melalui tes penalaran matematis dan lembar pengamatan. Data diolah secara deskriptif, uji banding one sample t test dan analisis regresi. Hasil menunjukkan bahwa pembelajaran dengan pendekatan metakognitif efektif terhadap penalaran matematis mahasiswa, beberapa indikator terpenuhi, yaitu (1) Penalaran matematis mahasiswa mencapai kriteria ketuntasan klasikal yaitu 73.33 lebih besar dari KKM sebesar 65, (2) Keaktifan mahasiswa pada pembelajaran dengan pendekatan metakognisi berpengaruh positif terhadap penalaran matematis mahasiswa sebesar  39,60%, (3) Rata-rata penalaran matematis mahasiswa pada kelas eksperimen (rata-rata 73.33) lebih baik daripada kelas kontrol (rata-rata  40,38). Kata Kunci    :   Efektivitas, Metakognisi, Penalaran Matematis dan Geometri Transformasi  ABSTRACTMastery of geometry transformation is still low, have an impact on learning outcomes are not satisfactory. Some of it is also due to students not understand how to solve the problems of proof in geometry transformation, therefore, students should know the proper way of learning, ranging from planning to solve problems of proof. Therefore, students should be able to think how to think, so good mathematical reasoning ability is required. One approach to learning that students are aware of the way of thinking metacognitive approach. The population in this study was a sophomore Unswagati, selected by cluster sampling technique is one control and one experiment class. Data were obtained through tests of mathematical reasoning and observation sheet. Data processed by descriptive, comparative test sample t-test and regression analysis. The results showed that the effective learning of metacognitive approach to mathematical reasoning students, some indicators are met, namely (1) the mathematical reasoning students achieve classical completeness 73.33 are greater than KKM at 65, (2) the student's activeness on metacognitive approach to learning with a positive effect on mathematical reasoning students by 39.60%, (3) average of mathematical reasoning student in a class experiments (average 73.33) is better than the control class (average 40.38). Keywords:            Effectiveness, Metacognition, Mathematical Reasoning and Geometry Transformation
ANALYSIS OF STUDENTS MATHEMATICAL REPRESENTATION AND CONNECTION ON ANALYTICAL GEOMETRY SUBJECT Muchamad Subali Noto; Wahyu Hartono; Dadan Sundawan
Jurnal Infinity Vol 5 No 2 (2016): Volume 5 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v5i2.p99-108

Abstract

The importance ability of mathematical representation and connection to owned by the student really help students in understanding the mathematical concepts in the form of pictures, symbols, and the written word. The use of mathematical representation and the correct connection by students will help students make mathematical ideas more concrete and can connect a concept to another concept, so that students can develop a view of mathematics as a whole integration. This research aims to describe and analyze the ability of representation and mathematical connection on the topics of analytical geometry. The research method was descriptive with the subject as much as 22 mathematics students. Data collected through tests and interviews. The results show that the average ability of representation is 46.00; the average mathematical connection ability is 36.77. This means both the abilities still belongs to low, particularly for the ability of mathematical connection.
DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING Muchamad Subali Noto; Surya Amami Pramuditya; Yudrick Maulana Fiqri
Jurnal Infinity Vol 7 No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v7i1.p61-68

Abstract

In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of  with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.
GEOMETRY EXPLORATION ACTIVITIES ASSISTED WITH DYNAMIC GEOMETRY SOFTWARE (DGS) IN A TEACHER EDUCATION CLASSROOM Samsul Maarif; Wahyudin Wahyudin; Muchamad Subali Noto; Wahyu Hidayat; Herri Mulyono
Jurnal Infinity Vol 7 No 2 (2018): Volume 7 Number 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v7i2.p133-146

Abstract

The aims of this study were conducted to investigate the effectiveness of pre-service teachers’ geometric exploration activities assisted by Dynamic Geometry Software (DGS) Cabri II Plus computer application in constructing geometry proofs in a teacher education classroom. To these ends, mix-method design. A total of 72 pre-service teachers taking geometry course participated in the study. Findings of the study show that students who participated in geometric exploration activities assisted by DGS Cabri II Plus computer application had better achievement compared to their counterpart. The use of DGS Cabri II Plus computer application was observed to enable the students to present diagrams of verification problems appropriately, determine the valid conjectures, and make justification regarding the statements in the written proof. More importantly, participating in geometric exploration activities assisted by DGS Cabri II Plus computer application provide students with opportunities to explore alternative proofs related to geometry.
THE TEACHERS' EXPERIENCE BACKGROUND AND THEIR PROFESIONALISM Yulyanti Harisman; Yaya Sukjaya Kusumah; Kusnandi Kusnandi; Muchamad Subali Noto
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p129-142

Abstract

Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.
EXPERIENCE STUDENT BACKGROUND AND THEIR BEHAVIOR IN PROBLEM SOLVING Yulyanti Harisman; Muchamad Subali Noto; Wahyu Hidayat
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p59-68

Abstract

These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.
INVESTIGATION OF STUDENTS' BEHAVIOR IN MATHEMATICAL PROBLEM SOLVING Yulyanti Harisman; Muchamad Subali Noto; Wahyu Hidayat
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.p235-258

Abstract

This study is a qualitative research by using the descriptive method that aims to examine the behaviour of eighteen students in Bandung, Indonesia. Six issues related to geometry were given to eighteen of second-grade junior high school students with heterogeneous abilities. The problems given to the students contained all of the problem-solving strategies such as guessing and checking, make a picture, make a list, make a table, working backwards, looking patterns, and using a logical reason, solving simple problems and making questions. Data collection was conducted through mathematical problem-solving tests, recording students’ presentations, and interviewing among researchers and students after doing the problems. The result of recording was a video during the presentation process, and the interview would explore their understanding of the given problems to see the behaviour used by subjects of the research. The data in this research showed that many students’ behaviour identified; in the relevant literature, there are terms of the behaviour of problem-solving naive, routine, and sophisticated. However, the category "naïve," "routine," and "sophisticated" did not fully draw various behaviours observed, it was obtained additional category termed behavioural problem solver "naïve," "routine," "semi-sophisticated" and "sophisticated". It was due to the category of regular students can be divided into two, some students can be directed, and some of them cannot be directed to sophisticated behaviour. Thus, the routine category can be classified into two categories: routine and semi-sophisticated.
CHARACTERISTICS OF STUDENTS' MATHEMATICAL PROBLEM SOLVING ABILITIES IN OPEN-ENDED-BASED VIRTUAL REALITY GAME LEARNING Surya Amami Pramuditya; Muchamad Subali Noto; Fuji Azzumar
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p255-272

Abstract

This research is motivated by the problem-solving ability of students is still low, and the teaching materials used cannot be studied independently. The purpose of this study was to determine students' profiles about students' problem-solving abilities seen from indicators of choosing and implementing the problem-solving strategies to solve mathematical and outside mathematics using open-ended-based virtual reality games. A virtual reality game through open-ended-based learning media is made with the concept of moving the situation of learning mathematics in the real world into a virtual world displayed through a computer. This research used a qualitative method with a case study design. The research instrument used is a question of mathematical problem-solving ability through open-ended-based and interview transcripts. The research subjects were six eighth grade Junior High School students consisting of two students with high knowledge, two with moderate knowledge, and two with common knowledge. The result showed that students have different mathematical problem-solving abilities from each indicator, namely 1) identifying the adequacy of data for problem-solving, 2) making mathematical models from everyday situations or problems, 3) selecting and implementing strategies to solve math and math problems outside of using virtual reality games through open-ended based.
Co-Authors Aminah Aminah Amiruddin, Mohd. Hasril Andari, Kadek Dewi Wahyuni Anggita Maharani Anisyah Pratiwi Putri Annis Deshinta Ayuningtyas Artisa Indariani Aulia Sthephani Ayni, Nur Ayu Nur Hikmah Bilkis, Cahaya Cahyadi, Muhammad Helmi Cita Dwi Rosita Dadan Sundawan Dede Syaefullah Dede Trie Kurniawan Defi Supriyati, Ayu Deni Aprilia Difa Aziza Durohman Durohman DWI RAHMAWATI Ena Suhena Praja Erawati, Turini Estiyan Dwipriyoko Fatkhurohman Fatkhurohman Firda Luthfiatika Jannah Fuji Azzumar Hafizatunnisa, Hafizatunnisa Hamdani Syaputra Handayani, Via Dwi Handayani, Via Dwi Henri Purwono Herri Mulyono Hikmah, Ayu Nur Ika WAHYUNI Ika WAHYUNI Ika Wahyuni Imran Nursiddik Indariani, Artisa Iqbal Taufik Irmawati Liliyana Kusuma Dewi Jarnawi Afgani Dahlan Kurniawan, Dede Tri Kurniawan Kusnandi Kusnandi Kusuma, Dianne Amor Laelasari Laelasari Laelasari, Laelasari Lilis Marina Angraini Lukman Harun M. Dadan Sundawan MARTINI Marwia Tamrin Bakar Mohammad Dadan Sundawan, Mohammad Dadan Mohammad Fatchurrohman Mohd Hasril Amiruddin Mohd Hasril Amiruddin Muhammad Helmi Cahyadi Nanang Priatna Nelly Ma’rifat Sanusi Neneng Aminah Neneng Aminah Nur Ayni Nur komalasari Nurul Ikhsan Karimah Nuryanti, Mira Pangestu, Aditya Pipin Sumarni Praja, Ena Suhena Purwono, Henri Pusparani, Nilam Putri, Anisyah Pratiwi Rahadi, Ikman Nurhakim Rahmadani, Rhaesa Fadillah Resmi Darni Resti Yuliani Rian Nazaruddin Azhar Riskha Arfiyanti Samsul Maarif Sari, Atikah Setiyani Setiyani Setiyani Siska Firmasari Siti Maemunah Sri Adi Widodo Sri Asnawati Sri Sumarwati Sri Winarsih Suherman Suherman Suherman Suherman Surya Amami Pramuditya Surya Amami Pramuditya Surya Amami Pramuditya Tarmidzi Tonah Tonah Toto Subroto Tri Nopriana Trisna Roy Pradipta Trisna Roy Pradipta, Trisna Roy Via Dwi Handayani Wahyu Hartono Wahyu Hartono Wahyu Hartono, Wahyu Wahyu Hidayat Wahyu Hidayat Wulandari, Ghina Antania Yaya Sukjaya Kusumah Yudrick Maulana Fiqri Yuliani, Resti Yulyanti Harisman Yusida Gloriani