Articles
<![CDATA[Implementasi Model Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis ]]>
<![CDATA[Ningsih, Eva Fitria]]>
<![CDATA[ GAUSS: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas Serang Raya ]]>
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DOI: 10.30656/gauss.v2i1.1441
<![CDATA[Tujuan utama penelitian ini untuk melakukan studi yang berfokus pada penggunaan model pembelajaran SSCS yang diduga dapat meningkatkan kemampuan berpikir kreatif matematis, ditinjau dari keseluruhan siswa dan kategori Kemampuan Awal Matematika (KAM) siswa (unggul dan asor). Metode penelitian yang digunakan dalam penelitian ini merupakan metode kuasi eksperimen. Penelitian ini menggunakan tes KAM dan tes kemampuan berpikir kreatif matematis. Pengolahan data dalam penelitian ini menggunakan uji-t dan ANOVA dua jalur. Berdasarkan hasil analisis data didapatkan kesimpulan bahwa ditinjau dari keseluruhan, peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh model pembelajaran SSCS lebih baik daripada kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran ekspositori. Apabila ditinjau dari kategori KAM, peningkatan kemampuan berpikir kreatif matematis siswa unggul dan asor yang memperoleh model pembelajaran SSCS lebih baik daripada kemampuan berpikir kreatif matematis siswa unggul dan asor yang memperoleh pembelajaran ekspositori.Kata kunci: Model SSCS, Kemampuan Berpikir Kreatif Matematis]]>
<![CDATA[Pengembangan Bahan Ajar Matematika dengan Memanfaatkan Program Geogebra untuk Meningkatkan Kemandirian Belajar ]]>
<![CDATA[Indri Lestari]]>;
<![CDATA[Khotimah Khotimah]]>;
<![CDATA[Eva Fitria Ningsih]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 5, No 1 (2019): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v5i1.5270
<![CDATA[This research aims to determine the characteristics of the book which is sufficient for improving independence of student learning, especially on functional subject with Geogebra program. The research method used is research and development, where the research is intended to develop and produce certain product, then test the effectiveness of these products. The subjects in this research were students of SMP Negeri 6 Serang City with a limited scale test conducted on 5 students, while field tests were conducted on 15 students. The conclusions obtained in this research are product feasibility test of 78.8% according to experts and students who use teaching materials by utilizing the Geogebra program can improve the self regulated learning compared to the students before using the teaching materials.]]>
<![CDATA[Implementasi Model Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis ]]>
<![CDATA[Eva Fitria Ningsih]]>
<![CDATA[ GAUSS: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas Serang Raya ]]>
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DOI: 10.30656/gauss.v2i1.1441
<![CDATA[Tujuan utama penelitian ini untuk melakukan studi yang berfokus pada penggunaan model pembelajaran SSCS yang diduga dapat meningkatkan kemampuan berpikir kreatif matematis, ditinjau dari keseluruhan siswa dan kategori Kemampuan Awal Matematika (KAM) siswa (unggul dan asor). Metode penelitian yang digunakan dalam penelitian ini merupakan metode kuasi eksperimen. Penelitian ini menggunakan tes KAM dan tes kemampuan berpikir kreatif matematis. Pengolahan data dalam penelitian ini menggunakan uji-t dan ANOVA dua jalur. Berdasarkan hasil analisis data didapatkan kesimpulan bahwa ditinjau dari keseluruhan, peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh model pembelajaran SSCS lebih baik daripada kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran ekspositori. Apabila ditinjau dari kategori KAM, peningkatan kemampuan berpikir kreatif matematis siswa unggul dan asor yang memperoleh model pembelajaran SSCS lebih baik daripada kemampuan berpikir kreatif matematis siswa unggul dan asor yang memperoleh pembelajaran ekspositori.Kata kunci: Model SSCS, Kemampuan Berpikir Kreatif Matematis]]>
<![CDATA[PENGARUH PEMBELAJARAN MIND MAPPING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA ]]>
<![CDATA[Eva Fitria Ningsih]]>
<![CDATA[ Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 1 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/lb.v4i1.210
<![CDATA[This study aims to determine the influence of the application of the Mind Mapping learning model on students' mathematical problem-solving ability and students' attitudes towards the Mind Mapping learning model. The research sample consisted of 30 students from the experimental class and 30 students from the control class who came from the population of SMPN 1 Pandeglang. The research method used is a type of experiment. Using the Independent Sample t-test assuming both homogeneous variances (equal variance assumed) with a significance level of 0.05 at the time of the initial test, a significance value on significance (2-tailed) was 0.432 > 0.05 that between the experimental and control classes no significant differences were found. In the final test it was obtained that the significance (2-tailed) was 0.003 > 0.05 thus receiving H1 that the mathematical problem-solving ability of students who used the Mind Mapping learning model was better than students who got the conventional learning model. Continued the results of processing attitude data using the One Sample T-Test with a significance level of 0.05 and tested by one party, namely the right party test, it was obtained that the p-valued value = 0.00 < α = 0.05, then H0: μ0 = 3.00 was rejected and Ha: μ0 > 3.00 was accepted, so it can be concluded that students are positive towards the use of the Mind Mapping learning model in mathematics learning is more than 3. (1) students' mathematical problem-solving skills using the Mind Mapping learning model are better than conventional learning. (2) students are positive about learning mathematics by using the Mind Mapping learning model.]]>
<![CDATA[The influence of Indonesian realistic mathematics learning (PMRI) basedethnomathematicson the improvement of mathematical communication skills in terms of gender ]]>
<![CDATA[Teti Trisnawati]]>;
<![CDATA[Dwi Yulianto]]>;
<![CDATA[Eva Fitria Ningsih]]>
<![CDATA[ Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 3 (2023): Januari: Education Science ]]>
Publisher : <![CDATA[Institute of Computer Science (IOCS) ]]>
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DOI: 10.35335/cendikia.v13i3.3320
<![CDATA[This research is motivated by the low mathematical communication skills of students at school which causes students to be less involved in learning or students are rarely given the opportunity to ask questions or express opinions so that students' mathematical communication skills have not been able to be conveyed. This study uses the Indonesian Realistic Mathematics Education (PMRI) approach to see the differences between PMRI learning and conventional learning models for increasing mathematical communication skills in terms of student gender. The type of experiment used in this research is Quasi Experiment Design using pretest and posttest. The population of this study were students of class VIII Al Sudais Indonesia Foundation. The sample used was 2 classes selected by cluster random sampling technique, namely 1 class as an experimental class with the PMRI approach and 1 class as a control class with conventional learning. The data collection technique used is a test. Analysis of the data used is the normalize gain test, two-way ANOVA test, t-test, and Kruskal-Wallis test. The findings of this study are: a) the mathematical communication ability of students between those who take mathematics learning with the PMRI approach is higher than students who take conventional learning, b) the mathematical communication ability of male and female students between those who take mathematics learning with the PMRI approach is not. there are differences with students who follow conventional learning, and c) there is no interaction between the learning approach and gender differences in increasing mathematical communication skills]]>
<![CDATA[Penerapan Time Token Arends Pada Kemampuan Komunikasi Matematis dan Self-Efficacy Siswa ]]>
<![CDATA[Sastika Astridewi]]>;
<![CDATA[Eva Fitria Ningsih]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023 ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v7i3.2933
<![CDATA[Tujuan dari penelitian ini ialah guna menganalisa dan mendeskripsikan peningkatan kemampuan komunikasi matematis dan self-efficacy siswa setelah diberi perlakuan dengan menerapkan model pembelajaran Time Token Arends. Metode penelitian yang dijalankan pada penelitian ini ialah kuasi eksperimen dengan tipe Nonequivalent Control Group Design dengan teknik pengambilan data secara cluster sampling. Pengumpulan data dijalankan mulai dari pemilihan sampel, pemberian pretes, penerapan model pembelajaran di masing – masing kelas, pemberian postes, dilanjutkan menganalisis data yang telah diperoleh. Penelitian ini dijalankan di SMAN 3 Serang dengan terpilihnya dua kelas sebagai kelas eksperimen dan kelas kontrol dengan jumlah siswa sebanyak 36 siswa pada masing-masing kelas. Pengolahan data dalam penelitian ini menerapkan uji-t (Independent Sample t-Test). Hasil analisis data menyimpulkan bahwasanya: 1) Peningkatan kemampuan komunikasi matematis siswa yang diterapkan model pembelajaran Time Token Arends (kelas eksperimen) lebih baik dibanding siswa yang mendapat pembelajaran secara konvensional (kelas kontrol); dan 2) Peningkatan self-efficacy siswa yang diterapkan model pembelajaran Time Token Arends (kelas eksperimen) lebih baik dibanding siswa yang mendapat pembelajaran secara konvensional (kelas kontrol).]]>
<![CDATA[MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS SISWA MELALUI PEMBELAJARAN CREATIVE PROBLEM SOLVING ]]>
<![CDATA[Ningsih, Eva Fitria]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2021): Lentera ]]>
Publisher : <![CDATA[STKIP PGRI Bandar Lampung ]]>
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<![CDATA[This research is motivated by the low mathematical literacy ability of students. To overcome this, research was conducted using Creative Problem Solving (CPS) learning. The purpose of this research was to investigate the effects of CPS learning on mathematical literacy ability. The research method used in this study was quasi-experimental with the type of study design is nonequivalent control group design, then two equal classes were selected in terms of academic ability. Both groups were given a pretest and a posttest. The first class was given special treatment using CPS learning (experimental class) and the second class was not treated or treated with conventional learning (control class). The instrument used in this research is a mathematical literacy ability test. Data processing in this study used the t-test (Independent Sample t-Test). The results of data analysis concluded that the increase in mathematical literacy ability of students who received CPS learning was better than students who received conventional learning.]]>
<![CDATA[PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP DISPOSISI MATEMATIS SISWA ]]>
<![CDATA[Fitria Ningsih, Eva]]>;
<![CDATA[Anggraeni, Venita]]>
<![CDATA[ DESANTA (Indonesian of Interdisciplinary Journal) Vol. 5 No. 1 (2024): September 2024 ]]>
Publisher : <![CDATA[Desanta Publisher ]]>
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<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya disposisi matematis siswa yang didapatkan dari hasil wawancara guru matematika dan siswa di SMAN 1 Waringinkurung. Tujuan dari penelitian ini yaitu untuk melihat disposisi matematis siswa sebagai akibat dari penggunaan model pembelajaran Problem Based Learning dibandingkan dengan pembelajaran biasa. Instrumen yang digunakan pada penelitin ini yaitu instrument non-tes berbentuk angket skala disposisi matematis siswa, yang terdiri dari 28 pernyataan, dimana terdapat 15 pertanyaan positif dan 13 pertanyaan negativ. Penelitian ini menggunakan metode kuasi eksperimen tipe non-equivalent control group design. Terdapat dua kelas yang dijadikan penelitian, yaitu kelas eksperimen yang mendapat perlakuan dengan penggunaan model pembelajaran Problem Based Learning dan kelas kontrol yang tidak mendapat perlakuan, dalam hal ini menggunaan pembelajaran biasa. Analisis data yang digunakan peneliti yaitu dengan menggunakan uji Mann-Whitney U. Berdasarkan hasil analisis data dapat diambil kesimpulan bahwa disposisi matematis siswa yang mendapat model pembelajaran dengan Problem Based Learning lebih baik daripada siswa yang mendapatkan pembelajaran biasa]]>
<![CDATA[Implementasi Model Pembelajaran Search, Solve, Create And Share (Sscs) Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Dan Dampaknya Terhadap Disposisi Matematis Siswa SMA ]]>
<![CDATA[Ningsih, Eva Fitria]]>
<![CDATA[ Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2015): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES) ]]>
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DOI: 10.23969/pjme.v5i1.2519
<![CDATA[Themainpurpose of this resaerch was to conduct a study focusing on the use SSCS model is assumed capable to increase students mathematical creative thinking abilityand see the impact on mathematical disposition, based on student of all and Prior Mathematical Ability (PMA) students (high and low). The method of this research is a mixed methods type of Embedded Design. The population of thisresearch is X graders of SMA Pasundan 3 Bandung, and the samples are the students in X-1 as the experimental group and student in X-2 as the control group. Thisresearch used two kinds of instruments: PMA test, mathematical creative thinking ability test, mathematical disposition scale, observation sheet and interview. This research used Independent Sample t-Test and Two-Way ANOVA. Conclusion of this research are: 1) based on students of all, the enhancement mathematical creative thinking ability of students who were given SSCS model are better than students who were given expository learning. When based on PMA category , increase mathematical creative thinking ability of students high and low who were given SSCS model are better than students who were given expository learning; 2) based on students of all, the enhancement mathematical disposition of students who were given SSCS model are better than students who were given expository learning. When based on PMA category , increase mathematical disposition of students high and low who were given SSCS model are better than students who were given expository learning; 3) Mathematical disposition to support the successof learning mathematics, in this case the mathematical creative thinking ability.. Students who have high disposition to be more persistent, persevere and interested to explore new things. This Allows students to have more knowledge than the students who did not show such behavior. Knowledge is what causes students to have Certain abilities. 4) There is a positive impact on the mathematical creative thinking ability of student to mathematical disposition]]>
<![CDATA[Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Penerapan Pembelajaran Probing-Prompting Berbasis Realistic Mathematics Education ]]>
<![CDATA[Ningsih, Eva Fitria]]>;
<![CDATA[Astridewi, Sastika]]>;
<![CDATA[Chotimah, Binti Khusnul]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa berdasarkan kemampuan awal matematis (KAM) dengan menerapkan pembelajaran Probing-Prompting berbasis Realistic Mathematics Education (RME). Instrument pada penelitian ini menggunakan dua jenis tes berbentuk uraian, yaitu tes KAM dan tes kemampuan pemecahan masalah matematis. Metode penelitian yang digunakan pada penelitian ini adalah kuasi eksperimen tipe non-equivalent control group design. Pada penelitian menggunakan dua kelas pada kelas VII A dan B dengan perlakuan berbeda. Kelas VII A diberi perlakuan dengan mnerapkan pembelajaran probing-prompting berbasis RME sedangkan kelas VII B tidak diberi perlakuan (perlakua biasa). Analisis data yang digunakan peneliti yaitu dengan menggunakan uji ANOVA dua arah. Berdasarkan hasil analisis data dapat diambil kesimpulan bahwa: 1) terdapat perbedaan peningkatan kemampuan pemecahan masalah antara siswa yang memperoleh pembelajaran probing-prompting berbasis RME dengan siswa yang memperoleh pembelajaran biasa; 2) tidak terdapat perbedaan peningkatan kemampuan pemecahan matematis antara siswa yang memperoleh pembelajaran probing-prompting berbasis RME dengan siswa yang memperoleh pembelajaran biasa ditinjau dari KAM; 3) terdapat interaksi antara pembelajaran Probing-Prompting berbasis RME dan KAM dalam mempengaruhi peningkatan kemampuan pemecahan masalah matematis siswa.]]>
