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R. Rusli
Departement Of Mathematics, Universitas Negeri Makassar, Indonesia
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Pengaruh Pembelajaran Mix Models (Teams Games Tournaments and Auditory Intellectually Repetition) Terhadap Hasil Belajar Matematika Ditinjau dari Motivasi Belajar Fatimah Akbal; A. Alimuddin; R. Rusli
Issues in Mathematics Education (IMED) Vol 3, No 1 (2019): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.991 KB) | DOI: 10.35580/imed10736

Abstract

Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh pembelajaran mix models (TGT-AIR) terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP negeri di Kota Makassar. Sampel dalam penelitian ini terdiri dari dua kelas, yaitu kelas VIII-2 yang sebagai kelas perlakuan yang diajar dengan menggunakan pembelajaran mix models (TGT-AIR) dan kelas VIII-10 sebagai kelas pembanding yang diajar dengan model pembelajaran langsung yang dipilih dengan menggunakan teknik cluster random sampling. Variabel dalam penelitian ini adalah model pembelajaran, motivasi belajar, dan hasil belajar matematika. Instrumen penelitian yang digunakan adalah lembar observasi keterlaksanaan pembelajaran, angket motivasi, dan post test hasil belajar matematika siswa. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial melalui uji t untuk dua sampel independen. Berdasarkan hasil uji t diperoleh bahwa: (a) ada perbedaan pembelajaran mix models (TGT-AIR) dan model pembelajaran langsung terhadap hasil belajar matematika siswa; (b) terdapat pengaruh motivasi terhadap hasil belajar matematika siswa pada penerapan pembelajaran mix models (TGT-AIR); (c) tidak ada pengaruh motivasi terhadap hasil belajar matematika siswa pada penerapan model pembelajaran langsung; (d) ada perbedaan pembelajaran mix models (TGT-AIR) dan model pembelajaran langsung terhadap hasil belajar matematika siswa yang bermotivasi belajar tinggi; dan (e) tidak ada perbedaan pembelajaran mix models (TGT-AIR) dan model pembelajaran langsung terhadap hasil belajar matematika siswa yang bermotivasi belajar rendah.Kata Kunci: Pembelajaran Mix Models (TGT-AIR), Model Pembelajaran Langsung, Motivasi Belajar, Hasil Belajar Matematika. Abstract. This research was quasi-experimental which aims to know the influence of mix models learning (TGT-AIR) towards mathematics learning outcomes viewed from learning motivation. The population in this research was Eighth-grade students at one of Junior High School in Makassar. The sample consisted of two classes, namely class VIII-2 that gave treatment by using mix models learning (TGT-AIR), and class VIII-10 as a comparison class taught by using direct learning model selected by cluster random sampling technique. The variables in this research were learning models, learning motivation, and mathematics learning outcomes. The research instruments used were observation sheets, questionnaires about leaning motivation in mathematics, and mathematics learning outcomes tests. The data obtained were analyzed in descriptive and inferential through t-test for two independent samples. Based on the results of the t-test, it was found that: (a) there was a difference of mix models learning (TGT-AIR) and direct learning model on mathematics learning outcomes; (b) there was an effect of motivation on students' mathematics learning outcomes in the implementation of mix models learning (TGT-AIR); (c) there was no effect of motivation on students' mathematics learning outcomes in the implementation of direct learning model, (d) there was a difference of mix models learning (TGT-AIR) and direct learning model on mathematics learning outcomes for students who are highly motivated in learning; and (e) there was no difference of mix models learning (TGT-AIR) and direct learning model on mathematics learning outcomes for students who are low motivated in learning.Keywords: Mix Models Learning (TGT-AIR), Direct Learning Model, Learning Motivation, and Mathematics Learning Outcomes.
Pengembangan Instrumen Diagnostik Three Tier Test pada Materi Pecahan Kelas VII Lu'lu Yu'tikan Nabilah; R. Ruslan; R. Rusli
Issues in Mathematics Education (IMED) Vol 3, No 2 (2019): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.252 KB) | DOI: 10.35580/imed12421

Abstract

Penelitian ini bertujuan untuk menghasilkan instrumen diagnostik three tier test untuk materi pecahan kelas VII yang layak dan valid, mengetahui kelayakan instrumen tersebut berdasarkan validitas, reliabilitas, dan taraf kesukaran, serta mengungkap miskonsepsi yang dialami oleh peserta didik kelas VII pada materi bilangan pecahan. Jenis penelitian ini adalah penelitian dan pengembangan. Subjek penelitian dari uji coba tes esai, tes pilihan ganda beralasan terbuka, hingga penerapan instrumen three tier test akan diuji pada peserta didik kelas VII. Prosedur penelitian dimulai dengan studi pendahuluan, perancangan draft  produk, hingga pengembangan produk dilanjutkan dengan analisis three tier test dari segi validitas, reliabilitas, dan tingkat kesukaran lalu analisis dan interpretasi miskonsepsi dari hasil three tier test. Hasil penelitian diperoleh (1) instrumen diagnostik three tier test yang digunakan untuk mengidentifikasi miskonsepsi pada materi bilangan pecahan dikembangkan melalui tahapan studi pendahuluan, perancangan tes essay, perancangan tes pilihan ganda, hingga three tier test; (2) three tier test yang dikembangkan memenuhi kriteria valid, reliabel, dan dengan taraf kesukaran 6,7% mudah, 26,7% sedang, dan 66,6% sukar; (3) peserta didik mengalami miskonsepsi pada indikator menjelaskan definisi pecahan, membandingkan dan mengurutkan bilangan pecahan, dan menghitung operasi penjumlahan, pengurangan, perkalian, dan pembagian bilangan pecahan.Kata kunci: three tier test, miskonsepsi, instrumen, diagnostik. This study aims to produce a three tier diagnostic test instrument of fraction topic for grade VII that feasible and valid, determine the feasibility of the instrument based on validity, reliability, and degree of difficulty, and reveal the misconceptions experienced by class VII students on fraction topic. This type of research is research and development. Research subjects from essay test trials, open-reasoned multiple choice tests, until the application of the three tier test instruments will be tested on students of class VII. The research procedure starts with a preliminary study, drafting a product, until product development is continued with the analysis of three tier tests in terms of validity, reliability, and the level of difficulty and analysis and interpretation of misconceptions from the results of the three tier test. The results of the study were obtained (1) the three tier test diagnostic instruments used to identify misconceptions in fraction number material were developed through preliminary study stages, designing essay tests, designing multiple choice tests, up to three tier tests; (2) the three tier tests developed meet the criteria of valid, reliable, and with a difficulty level of 6.7% easy, 26.7% medium, and 66.6% difficult; (3) students experience misconceptions on indicators explaining fraction definitions, comparing fractions of numbers, and calculating addition, subtraction, multiplication, and fraction division operations.Keywords: three tier test, misconception, instrument, diagnostic
Deskripsi Pengaruh Model Pembelajaran Think-Pair-Share Terhadap Self-efficacy Matematis Siswa Andi Nurul Fitriani; Usman Mulbar; R. Rusli
Issues in Mathematics Education (IMED) Vol 5, No 1 (2021): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.731 KB) | DOI: 10.35580/imed19909

Abstract

Penelitian ini bertujuan untuk mengetahui deskripsi pengaruh model pembelajaran think-pair-share terhadap self-efficacy matematis siswa. Pengambilan subjek penelitian ini adalah siswa kelas X IPS di salah satu SMA di Makassar. Pengambilan subjek dilakukan dengan memberikan tes  angket kepada siswa kelas X IPS 3 yang kemudian dari hasil tersebut dipilih 6 subjek penelitian berdasarkan kategori yang ada. Instrumen yang digunakan adalah  angket self-efficacy yang memuat 21 butir soal yang bersesuaian dengan dimensi-dimensi self-efficacy dan RPP yang bersesuaian dengan sintaks model pembelajaran think-pair-share. Hasil penelitian menunjukkan ­self-efficacy subjek kategori tinggi berpengaruh baik. Hal tersebut dikarenakan kedua subjek telah memiliki nilai dimensi strength, level, dan magnitude yang cukup tinggi. Untuk self-efficacy subjek kategori sedang, setelah pemberian soal yang tidak terlalu sulit pada pertemuan awal dan proses diskusi yang berbeda, mampu mempengarhi dimensi level mereka. Sedangkan untuk self-efficacy rendah, karena motivasi yang diberikan guru dan keberhasilan temannya, dimensi strenght dan level mengalami perubahan yang cukup signifikan . Namun,karena kedua subjek cenderung memiliki sifat ketidakmampuan untuk menyampaikan pendapat walaupun telah menyelesaikan tugas, sehingga dimensi generalitnya tidak mengalami perubahan yang signifikan. Hasil dari penelitian ini memberikan informasi tentang pengaruh self-efficacy siswa selama proses pembelajaran sehingga dalam proses pembelajaran, guru dapat membantu siswa memahami pelajaran sesuai dengan self-efficacy mereka.Kata Kunci: Think-Pair-Share, Self-efficacy, Level, Strength,dan Magnitude. This study aims to determine the description of the influence of think-pair-share learning models on students' mathematical self-efficacy. The subjects of this study were IPS class X students in one of the high schools in Makassar. Taking the subject was done by giving a questionnaire test to students of class X IPS 3, then from these results 6 research subjects are chosen based on existing categories. The instrument used was a self-efficacy questionnaire containing 21 items that corresponded to the dimensions of self-efficacy and lesson plans that were in accordance with the syntax of the think-pair-share learning model. The results of the study showed that self-efficacy of the high category subjects had a good effect. That is because both subjects already have high strength, level, and magnitude dimensions. For self-efficacy, the medium category subject, after giving questions that were not too difficult at the initial meeting and different discussion processes, was able to influence their level dimensions. As for self-efficacy, it is low, because of the motivation given by the teacher and the success of them friends, the strength dimension and level experienced significant changes. However, because both subjects have  inability to express opinions even though they have completed the task, so the generality dimension does not experience significant changes. The results of this study to give information about the effect of students' self-efficacy during the learning process so that in the learning process, teachers can help students understand the lessons according to their self-efficacy.Keywords: Think-Pair-Share, Self-efficacy,Level, Strength, and Magnitude. 
Pengaruh Self-directed Learning dan Disposisi Matematis terhadap Hasil Belajar Matematika Siswa R. Ruslan; R. Rusli; R. Rusdi
Issues in Mathematics Education (IMED) Vol 1, No 2 (2017): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.006 KB) | DOI: 10.35580/imed9475

Abstract

Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh Self-directed Learning (SDL) dan disposisi matematis terhadap hasil belajar matematika siswa. Penelitian ini merupakan penelitian ex post facto. Populasi dalam penelitian ini adalah seluruh siswa pada salah satu SMA Negeri di Sulawesi Selatan tahun ajaran 2017/2018 dengan total 638 siswa. Sebesar 180 sampel diambil menggunakan teknik disproportionated stratified random sampling, dengan ukuran sampel tiap tingkatan kelas sebesar 60 sampel. Data diperoleh dengan menggunakan instrumen skala bertingkat Self-rating Scale of Self-directed Learning(SRSSDL), angket disposisi matematis, dan tes hasil belajar matematika. Analisis data yang digunakan adalah analisis regresi linear berganda. Hasil analisis data menunjukkan bahwa tingkat SDL siswa berada pada kategori sedang, disposisi matematis siswa berada pada kategori tinggi, dan hasil belajar siswa berada pada kategori rendah. SDL dan disposisi matematis secara simultan berpengaruh positif terhadap hasil belajar matematika siswa, dimana sebesar 18,66% dari hasil belajar matematika dapat dijelaskan oleh variabel SDL dan disposisi matematis secara bersama-sama. Secara parsial, variabel SDL mempengaruhi hasil belajar sebesar 5,38% dan variabel disposisi matematis mempengaruhi hasil belajar sebesar 4%. Setiap penambahan satu skor pada SDL akan memberikan peningkatan sebesar 0,164 terhadap hasil belajar matematika. Sedangkan penambahan satu skor disposisi matematis akan memberikan peningkatan sebesar 0,281 terhadap hasil belajar.Kata Kunci: self-directed learning, disposisi matematis, hasil belajar matematikaAbstract. This research aims to find the influence of Self-directed Learning (SDL) and mathematics disposition on mathematics learning achievement of students.This research is an ex-post facto research. Population of this study is the whole student in one of senior high school located in South Sulawesi  academic year 2017/2018 with the total of 638 students. 180 students were selected by using disproportionated stratified random sampling method where the number of sample for each level was 60 students. Data were obtained by using ordered scale instrument of self-rating scale of self-directed learning (SRSSDL), mathematics disposition questionnaire and test of mathematics learning achievement. data analysis technique applied was multiple linear regression by using software IBM SPSS Statistics 24. The results of data analysis show students’ self-directed learning is in intermediate level, students’ mathematics disposition is in high level and students’ mathematics learning achievement is in low level. Simultaneously, Self-directed learning and mathematics disposition positively affect on mathematics learning achievement of students of SMA Negeri 9 Maros, where 18,66% of mathematics learning achievement can be explained by SDL and mathematics disposition simultaneously. Partially, the variable SDL affects learning achievement in the amount of 5,38% while the variable mathematics disposition influence mathematics learning achievement for 4%. Each increasing for one score on SDL will improve mathematics learning achievement for 0,164 while the increase for one score of mathematics disposition will improve the learning achievement for 0,281.Keywords: self-directed learning, mathematics disposition, mathematics learning achievement.
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika pada Materi Barisan dan Deret Aritmatika Nurfahmi Nur; R. Rusli; Awi Dassa
Issues in Mathematics Education (IMED) Vol 2, No 1 (2018): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.268 KB) | DOI: 10.35580/imed9480

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita matematika pada materi barisan dan deret aritmatika. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini yaitu siswa  SMA Negeri di Makassar kelas XI MIPA 4. Responden penelitian dipilih berdasarkan analisis data tes ditinjau dari letak kesalahan berdasarkan langkah polya sebanyak 3 orang siswa. Pedoman yang digunakan untuk melakukan analisis jenis kesalahan adalah langkah pemecahan masalah Polya. Teknik pengumpulan data menggunakan metode tes dan wawancara kemudian melalui tiga tahapan analisis data yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa pada langkah pemahaman masalah siswa melakukan jenis kesalahan fakta, pada penyusunan rencana siswa melakukan jenis kesalahan konsep, pada pelaksanaan rencana siswa melakukan jenis kesalahan operasi dan prinsip, pada pengoreksian kembali siswa melakukan jenis kesalahan prinsip. Hasil menunjukkan bahwa kesalahan yang dominan dilakukan siswa yaitu pada langkah polya memahami masalah dengan jenis kesalahan fakta dan pada langkah polya mengoreksi kembali dengan jenis kesalahan prinsip. Hal ini disebabkan karena  kemampuan siswa dalam memahami simbol-simbol pada materi barisan dan deret aritmatika masih sangat kurang, siswa tidak terbiasa mengoreksi kembali jawaban yang diperoleh, dan siswa tidak terbiasa menuliskan kesimpulan akhir.Kata kunci: kesalahan, soal cerita, barisan dan deret aritmatika Abstract.This study aims to describe the errors made by the students in solving mathematics word problems of arithmetic sequences and series. This research type is qualitative descriptive. Subject this research is students of SMA Negeri in Makassar grade XIth MIPA 4. Respondents of this research are selected based on the analysis of the test data observed from the error location based on polya steps as much as 3 students. The guidelines used to perform the analysis of types of errors are the troubleshooting Polya steps. Data collection techniques using the method of test and interview then through the three stages of data analysis, namely the condensation of data, presentation of data, and withdrawal conclusion. The results of the research obtained that in understanding  the problem polya step the students do fact error type, in devising a plan polya step students doing the concept error type, in the step of polya carrying out the plan students perform the type of error operation and principle, in the step of polya looking back students do the kind of error principle. The results show that the errors that dominant students do that in the step of polya understanding the problem with this type of errors of fact and in the step of polya correcting back to the type of error principle. This is due to the ability of students in understanding the symbols on the row material and the arithmetic progression is still lacking, students are not accustomed to correcting back answers obtained, and students are not accustomed to write down the final conclusion.Keywords: error, word problems, arithmetic sequences and series
Pengaruh Strategi Pembelajaran Flipped Classroom Menggunakan e-Learning Kelase Terhadap Hasil Belajar Matematika Siswa Nurul Fildzah Zatalini; Ilham Minggi; R. Rusli
Issues in Mathematics Education (IMED) Vol 1, No 2 (2017): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.883 KB) | DOI: 10.35580/imed9470

Abstract

Abstrak. Penelitian ini adalah penelitian eksperimen semu (Quasi Experiment) yang bertujuan untuk mengetahui (1) kemampuan awal siswa kelas eksperimen dan kelas kontrol sebelum diajar dengan menggunakan strategi pembelajaran flipped classroom dan siswa yang diajar dengan tidak menggunakan strategi pembelajaran flipped classroom, (2) hasil belajar matematika siswa yang diajar dengan dengan menggunakan strategi pembelajaran flipped classroom dan siswa yang diajar dengan tidak menggunakan strategi pembelajaran flipped classroom, (3) pengaruh strategi pembelajaran flipped classroom terhadap hasil belajar siswa dengan memperhatikan kemampuan awal. Populasi penelitian ini adalah semua siswa kelas XI di salah satu SMP di Kabupaten Gowa. Sampel penelitian ini adalah 28 siswa sebagai kelompok eksperimen dan siswa 30 siswa sebagai kelompok kontrol. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil dari penelitian ini adalah (1) nilai rata-rata kemampuan awal siswa kelompok eksperimen berada pada kategori sangat rendah sedangkan nilai rata-rata kemampuan awal siswa kelompok kontrol berada pada kategori sangat rendah, (2) hasil belajar siswa kelompok eksperimen berada pada kategori sangat rendah dan hasil belajar siswa kelompok kontrol berada pada kategori sangat rendah, (3) terdapat pengaruh strategi pembelajaran flipped classroom terhadap hasil belajaran siswa dengan memperhatikan kemampuan awal.Kata Kunci: Kemampuan Awal Matematika, Hasil Belajar Matematika, Strategi Pembelajaran Flipped Classroom, e-Learning, KelaseAbstract. This research is a quasi experiment which aims to find out (1) the students' prior knowledge teach by using flipped classroom learning strategy and not using the flipped classroom learning strategy, (2) the students’ achievement teach by using the flipped classroom learning strategy and not using the flipped classroom learning strategy, (3) the influence of flipped classroom learning strategy to students’ achievement with regarding to students’ prior knowledge. The population of this research  is  9th grade junior high school students in Gowa Regency. The sample of this research is 28 students as the experiment group and 30 students as control group. The data obtained are then analyzed descriptively and inferentially. After analyzed, the results of this study were (1) the average value of prior knowledge of the treatment group is in the low category whereas the average score of the students’ prior knowledge in the control group is in very low category, (2) the students' learning achievement of the treatment group is in the moderate category and the students' learning achievement in the control group is in a low category, (3) flipped classroom learning  strategy influence students’ achievement with regarding to students’ prior knowledge.Keywords: Prior Knowledge, Students’ Achievement, Learning Strategy, Flipped Classroom, e-Learning, Kelase.
Efektivitas Penerapan Model Kooperatif Tipe Example Non Example dalam Pembelajaran Matematika Siswa Kelas VII SMP Yusrianah Thamrin; R. Rusli; B. Bernard
Issues in Mathematics Education (IMED) Vol 3, No 1 (2019): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.095 KB) | DOI: 10.35580/imed10775

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model kooperatif tipe Example Non Example dalam pembelajaran matematika siswa kelas VII  dengan mengacu pada kriteria efektivitas pembelajaran, yaitu hasil belajar siswa, aktivitas siswa, keterlaksanaan, dan respons siswa. Teknik analisis data yang digunakan adalah teknik analisis statistika deskriptif dan inferensial. Hasil analisis menunjukkan: (1) nilai rata-rata siswa yang diajar dengan model kooperatif tipe Example Non Example lebih besar dari 75 (KKM), (2) nilai rata-rata gain ternormalisasi lebih besar dari 0,3 (kategori sedang), (3) terdapat perbedaan secara signifikan hasil belajar matematika sebelum dan setelah penggunaan model kooperatif tipe Example Non Example, (4) rata-rata persentase aktivitas siswa sebesar 88,97%, (5) rata-rata persentase siswa yang memberi respon positif terhadap pelaksanaan pembelajaran sebesar 94,83%, (6) rata-rata keterlaksanaan pembelajaran dengan menggunakan model kooperatif tipe Example Non Example sebesar 3,82 (terlaksana dengan sangat baik). Dari hasil penelitian ini dapat disimpulkan bahwa pembelajaran dengan model kooperatif tipe Example Non Example efektif digunakan pada siswa kelas VII disalah satu sekolah di .Kata kunci: Efektivitas, Hasil Belajar Matematika, Model Kooperatif Tipe Example Non ExampleAbstract. This research aims to determine the effectiveness of implementing Example Non Example type of cooperative model in students’ mathematics learning of grade VII SMP by clicking refer to the three criteria of effectiveness of learning, i.e students’ learning achievement, students’ activities and responses. The data analysis technique that is used is the technique of descriptive and inferential statistical analysis. The results analysis of this research are: 1) the average percentage of students who is taught by Example Non Example type of cooperative model greater than 75 (KKM), (2) the average value of normalized gain greater than 0,3 (medium category), (3) there is a significant difference in mathematics learning achievement before and after the use of the Example Non Example type of cooperative model, (4) the average percentage of students’ activities is 88,97%, (5) the average percentage of students who gave positive responses to the implementation of learning is 94,83%, (6) The average of learning accomplishment using Example Non Example type of cooperative model is 3.82 (very well done). From these results it can be concluded that learning with Example Non Example type of cooperative model is effective to be used in students’ mathematics learning of grade VII in one of school in .Keyword: Effectiveness, Students’ Mathematics Learning Achievement, Example Non Example Type of Cooperative Model.
Pengaruh Penerapan Model Kolaboratif MURDER terhadap Hasil Belajar, Aktivitas dan Respons Siswa dalam Pembelajaran Matematika Kelas X Muawiah Inda Magfirah; Muhammad Darwis M; R. Rusli
Issues in Mathematics Education (IMED) Vol 4, No 2 (2020): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.053 KB) | DOI: 10.35580/imed15327

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model kolaboratif MURDER (Mood, Understand, Recall, Detect, Expand, dan Review) terhadap hasil belajar, aktivitas, dan respons siswa dalam pembelajaran matematika kelas X. Penelitian ini adalah pra-eksperimen dengan pendekatan kuantitatif dengan teknik pengambilan sampel yaitu cluster random sampling. Pengambilan data dilakukan dengan menggunakan lembar observasi keterlaksanaan pembelajaran, tes hasil belajar (pretest dan posttest), lembar observasi aktivitas siswa, dan angket respons siswa. Teknik analisis data yang digunakan adalah analisis statistika deskriptif dan inferensial. Hasil analisis statistika deskriptif menunjukkan: (1) rata-rata keterlaksanaan pembelajaran sebesar 3,73 (terlaksana dengan baik),(2) rata-rata hasil pretest yaitu 35 (kategori sangat rendah). Rata-rata hasil posttest yaitu 85 (kategori tinggi), (3) hasil posttest menunjukkan bahwa ketuntasan klasikal tercapai sebesar 94% (4) rata-rata gain ternormalisasi sebesar 0,77 (kategori tinggi), (5) rata-rata persentase aktivitas siswa sebesar 90% (sangat aktif) (6) rata-rata persentase siswa yang memberi respons positif sebesar 89%. Hasil analisis statistika inferensial menunjukkan: (1) nilai rata rata siswa yang diajar menggunakan model kolaboratif MURDER lebih besar dari 70, (2) nilai rata rata gain ternormalisasi lebih besar dari 0,3 (kategori sedang), (3) rata rata ketuntasan klasikal lebih besar dari 80%. Secara umum dapat disimpulkan bahwa penerapan model kolaboratif MURDER berpengaruh terhadap hasil belajar, aktivitas, dan respons siswa dalam pembelajaran matematika kelas X. Kata kunci : Hasil Belajar, Aktivitas, Respons, Model Kolaboratif MURDER, Matriks This study aims to determine the effect of the application of MURDER collaborative model (Mood, Understand, Recall, Detect, Expand, and Review) on student learning outcomes, activities, and responses in learning mathematics in class X. This research is pre-experiment with quantitative approach with techniques sampling is cluster random sampling. Data collection was carried out using observation sheets of implementation of learning, test results of learning (pretest and posttest), observation sheets of student activities, and student questionnaire responses. The data analysis technique used is descriptive and inferential statistical analysis. The results of descriptive statistical analysis showed: (1) the average of learning achievement was 3,73 (well implemented), (2) the average pretest results were 35 (very low category). The average posttest results was 85 (high category), (3) the posttest results show that classical completeness is achieved 94% (4) the average normalized gain is 0,77 (high category), (5) the average percentage of activity students by 90% (very active) (6) the average percentage of students who gave positive response 89%. The results of inferential statistics analysis show: (1) the average value of students taught using collaborative MURDER model was greater than 70, (2) the normalized gain average value was greater than 0,3 (medium category), (3) the average classical completeness greater than 80%. In general it can be concluded that implementation MURDER collaborative model has an effect on students mathematics learning outcomes, activities, and responses. Keywords: Mathematics Learning Outcomes, Activity, Response, Collaborative MURDER Model. Matrix
Analisis Pemahaman Konsep Siswa pada Materi Relasi dan Fungsi Berdasarkan Teori APOS ditinjau dari Kemampuan Matematika Siswa Kelas VIII G. Gustina; D. Djadir; R. Rusli
Issues in Mathematics Education (IMED) Vol 5, No 2 (2021): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.602 KB) | DOI: 10.35580/imed23849

Abstract

Penelitian ini bertujuan untuk menganalisis pemahaman konsep siswa pada materi relasi dan fungsi berdasarkan teori APOS ditinjau dari kemampuan matematika. Subjek pada penelitian ini adalah tiga siswa. Instrumen yang digunakan adalah tes kemampuan matematika, tes pemahaman konsep pada materi relasi dan fungsi berdasarkan teori APOS, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) Siswa dengan kemampuan matematika tinggi memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; melihat fungsi sebagai mesin input-output; dan menjelaskan definisi fungsi (proses), menjelaskan hubungan antara relasi dan fungsi; memahami syarat-syarat fungsi (objek), dan mengaplikasikan konsep (skema). (2)Siswa dengan kemampuan matematika sedang memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; melihat fungsi sebagai mesin input-output; dan menjelaskan definisi fungsi(proses), memahami syarat-syarat fungsi (objek). (3) Siswa dengan kemampuan matematika rendah memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; dan melihat fungsi sebagai mesin input-output  (proses).Kata Kunci: Kemampuan Matematika, Pemahaman Konsep, Teori APOS, Relasi, FungsiThis research aims to analyze students' conceptual understanding of relation and function material based on  APOS theory in terms of mathematical ability. The subject of  research are  three students.The instruments used were tests of mathematics ability, tests of  conceptual understanding in the relation and function material based on APOS theory, and interview. The result of the research showed that: (1) Students with high mathematical ability understand the concept of relation and function material by performing operations algebraically (action), sketching graphs; observed function as an input-output machine; and explain the definition of function (process), explained the relationships between relation and function; understand the unique properties of function (object), and apply concepts (schema). (2) Students with average mathematical ability understand the concepts of relation and function material by performing operations algebraically (action), sketching graphs; observed function as an input-output machine; and explained the function definition (process),and understand the unique properties of function (object). (3) Students with low mathematical ability understand the concept of relation and function material by performing operations algebraically (action), sketching graphs, and observed function as an input-output machine (process).Keywords:Mathematical Ability, Understanding the Concept, APOS Theory, Relation, Function.Penelitian ini bertujuan untuk menganalisis pemahaman konsep siswa pada materi relasi dan fungsi berdasarkan teori APOS ditinjau dari kemampuan matematika. Subjek pada penelitian ini adalah tiga siswa. Instrumen yang digunakan adalah tes kemampuan matematika, tes pemahaman konsep pada materi relasi dan fungsi berdasarkan teori APOS, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) Siswa dengan kemampuan matematika tinggi memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; melihat fungsi sebagai mesin input-output; dan menjelaskan definisi fungsi (proses), menjelaskan hubungan antara relasi dan fungsi; memahami syarat-syarat fungsi (objek), dan mengaplikasikan konsep (skema). (2)Siswa dengan kemampuan matematika sedang memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; melihat fungsi sebagai mesin input-output; dan menjelaskan definisi fungsi(proses), memahami syarat-syarat fungsi (objek). (3) Siswa dengan kemampuan matematika rendah memahami konsep materi relasi dan fungsi dengan melakukan operasi secara aljabar (aksi), mensketsa grafik; dan melihat fungsi sebagai mesin input-output  (proses).Kata Kunci: Kemampuan Matematika, Pemahaman Konsep, Teori APOS, Relasi, FungsiAbstract.This research aims to analyze students' conceptual understanding of relation and function material based on  APOS theory in terms of mathematical ability. The subject of  research are  three students.The instruments used were tests of mathematics ability, tests of  conceptual understanding in the relation and function material based on APOS theory, and interview. The result of the research showed that: (1) Students with high mathematical ability understand the concept of relation and function material by performing operations algebraically (action), sketching graphs; observed function as an input-output machine; and explain the definition of function (process), explained the relationships between relation and function; understand the unique properties of function (object), and apply concepts (schema). (2) Students with average mathematical ability understand the concepts of relation and function material by performing operations algebraically (action), sketching graphs; observed function as an input-output machine; and explained the function definition (process),and understand the unique properties of function (object). (3) Students with low mathematical ability understand the concept of relation and function material by performing operations algebraically (action), sketching graphs, and observed function as an input-output machine (process).Keywords:Mathematical Ability, Understanding the Concept, APOS Theory, Relation, Function.
Deskripsi Kemampuan Berpikir Reflektif dalam Menyelesaikan Soal High Order Thinking Skill (HOTS) ditinjau dari Kecerdasan Logis Matematis Siswa Hamzah Upu; R. Rusli; Yulia Pratiwi
Issues in Mathematics Education (IMED) Vol 5, No 2 (2021): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.046 KB) | DOI: 10.35580/imed23845

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir reflektif dalam menyelesaikan soal High order thinking skill (HOTS) ditinjau dari kecerdasan logis matematis siswa. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan pendekatan deskriptif. Subjek penelitian ini adalah 3 siswa kelas IX SMP yang masing-masing mewakili satu kategori kemampuan logis matematis. Instrumen yang digunakan dalam penelitian ini adalah tes kecerdasan logis matematis, tes soal HOTS, dan pedoman wawancara. Kemampuan berpikir reflektif siswa mempunyai tiga fase, yaitu: reacting, comparing, dan contemplating. Hasil penelitian ini menunjukkan bahwa: 1) Pada fase reacting; subjek yang kecerdasan logis matematisnya tinggi, sedang, dan rendah memenuhi semua indikator yang harus dilalui dengan bereaksi dengan pemahaman pribadinya. 2) Pada fase comparing; subjek yang kecerdasan logis matematisnya tinggi dan sedang memenuhi semua indikator yang harus dilalui dengan melakukan analisis dan evaluasi terhadap pengetahuannya yang sudah ada; subjek yang kecerdasan logis matematisnya rendah tidak memenuhi indikator apapun. 3) Pada fase contemplating; siswa yang kecerdasan logis matematisnya tinggi memenuhi syarat indikator yang harus dilalui dengan menyelesaikan soal mengacu pada pengetahuan yang diingatnya; subjek yang kecerdasan logis matematisnya sedang dan rendah tidak memenuhi indikator apapun.Kata Kunci:Kemampuan, Berpikir Reflektif, High Order Thinking Skill, Kecerdasan Logis Matematis, SPLDV.This research was intended to describe student’s reflection thinking ability on solving HOTS questions based on students logical mathematical intelligence. This study was descriptive research with qualitative approach. Subjects of this study were ninth grader students of middle school, consisting of one student with high logical mathematical intelligence, one student with moderate logical mathematical intelligence, one student with low logical mathematical intelligence. Instruments in this study were logical mathematical intelligence test, high order thinking skill  questions, and interview guideline. For reflective thinking ability, there are three phases that must be through by students. They are reacting, comparing, and contemplating phases. Research result showed that: 1) For reacting phase; students with high, moderate, and low logical mathematical intelligence fulfilled each indicator to react with their personal understanding. 2) For comparing phase; students with high and moderate logical mathematical intelligence fulfilled each indicator by analysing and evaluating their existing knowledge; student with low logical mathematical intelligence doesn’t meet any indicators. 3) For Contemplating phase; student with high logical mathematical intelligence fulfilled each indicator by solving the questions referring to the knowledge that she remembered; students with moderate and low logical mathematical intelligence don’t meet any indicators.Keywords:Ability, Reflective Thinking, High Order Thinking Skill, Logical Mathematical Intelligence, SPLDV.
Co-Authors - Fakhrurrazi A Halim Abdul Abdul Abdul Rahim Abdul Rahman Abdullah Abdullah Abdullah, Muh. Tahir Abqa, Rizkan Achmad, Viyan Septiyana Aditia, Donny Ady Purwoto Agesti, Mita Agus Sutriawan Agustian Ipa Ahmad Ahmad Ahmad Talib Ahmad Zaki Ahmar, Ansari Saleh Ahsan, Miftahul Khair Ainayah, Ainayah Yuspian Putri Akbar Iskandar Akhmad Akhmad Akhyar Akhyar Akkase, Arfandi Akmal Abdullah Akmalia, Zeti Aksar, M Al Azhar Alanti, Alanti Albar Albar Alimuddin Tampa Amin, Nurfadilah Aminuyati Amiruddin Amiruddin Amru Siola Andani, Nur Andi Nurul Fitriani Andi Syukriani ANDIKA SAPUTRA Andini, Mira Andreas Andreas Andriani Andriani Andriani, Andi Yuni Andrias Horhoruw, Andrias Andriyono Andriyono, Andriyono Anggi Pratiwi, Anggi Anggraeni M, Andi Sri Dewi Anggraeni, Andi Sri Dewi Anita Fauziah, Anita Anshari, Nur Anwar Ramli Apriliana, Dini Namira Arimbi Arisanty, Arisanty Arkas, Amaliah Nurul Arman Arman Arsal, Ulfah Widyastuti Asikin, Asyhari asmaun, asmaun Asmawaty, Asmawaty Asnaiyati, Asnaiyati Asrafil Asrafil Assagaf, Said Fachry Aswin, A. Aswita Amir Auliaurrahman, Auliaurrahman Awal, Muhammad Awi Dassa Awi Dassa, Awi Aziz, Yuliana Azizah, Andi Azmi, Novia Amirah Aztriana Aztriana, Aztriana B. Bernard Baga, Irfani Bahar, Frida Baharuddin Baharuddin Baharuddin, Dahlia Baiduri, Mohamad Adnan Bakhtiar Bakhtiar Balang, Nekson Biana Sary, Skolastika Buhori Muslim Cahya, Rico Dwi Callo, Herman D. Djadir Darmawati Darmawati Dedy Prayitno, Dedy Desmaniar Desmaniar, Desmaniar Dewi Padmo, Dewi Dewi Ratnasari Dewi, Arsy Febrina Dinar, Muhammad Dito Anurogo, Dito Dj Sanudin, Rindy Antika Djadir Djadir, D. Djajanti, Agust Dwi Dunggio, Abdul Rivai Saleh Dwi Syah Fitra Ramadhan Edi Kamal, Sainal Eisenring, D. Dikwardi Eko Prastyo Elfira Jumrah Emil Fatra Endang - Gunaisah Erina Erina Erita, Erita Erwin Erwin Erwing, Erwing Fajar Arwadi Fani Temarwut, Farid Fanzeka, Daniel Farain, Nurul Farizha, Siti Ifdina Fathani, Aqil Teguh Fatimah Akbal Febrianti, Nur febriyanti febriyanti Fitriana Fitriana Fitrianingsih, Julia Fransisko, A. Furaida, Asni Futra, Salmandi G, Sarifin G. Gustina Gaffar, Herry Darsim Gusti Indriati Gusti, Herdi Idriawien Gustimal Witri H.M. Edwar Juliartha Hafidz Taqiyuddin Hakim, Supartina Hamda, Hamda Hamzah Ihsan Hamzah Upu Handayani, Rika Harmayani Hartono, Rudy Harzuliana, Nur Three Hasannuddin, Teuku Hasmyati, Hasmyati Hasniaty, Hasniaty Hastuty Musa Hendra Gunawan Heni Pujiastuti Herman, Sriyana Herwin Herwin, Herwin Heryati, Yati Hezron Alhim Dos Santos Hidarya, Ia Hidayah.S, Nurul Hudain, Muh. Adnan Husain, Amiruddin Idrus, Irnawaty Ihsan Ansari, Muhammad Ikbal Syukroni Ilham Minggi Ilhamsyah Ilyas Kala Lembang Iman Supriatna Indraswari, Ni Luh Astri Irvan Irvan Irwan Irwan Ismail Ibrahim Ismail Ismail Iwan Iwan Izza, Nurul Jafar, Afaniah Fahreny Jalal, Jalal Jamaluddin Jamaluddin Jaya, Andi Mas Jeffriansyah Dwi Sahputra Amory Jones, Fidella Diva Jufri, Hasrini Jufriadi Jufriadi, Jufriadi Julita, Ema Jumadi Jumadi Jumadil, Jumadil Juniaty Towaha Kadang, Yuniharce Kalagison, Nataniel Kamal, Sainal Edi Kamaruddin Kamaruddin Kartika, Ayuk Kasim, Ahmad Muhammad Kasuwi Saiban Kasypul Anwar, Kasypul Khafifah, Khafifah Khairul Amri Khoirul Musthofa Kholilulloh, Habib Kurniawan, Mauludin Lakoro, Cici Nurmaya Lathifah Hanum, Lathifah Lince, Ranak Lotaan, Anita Lu'lu Yu'tikan Nabilah Lubis, Lunariana Lukman, Apriyaldi Luluk Widarti, Luluk M Daud AK M, M. Kasim M, Vina Purnamasari M. Adam Mappaompo M. Fadli M. Jalaluddin, M. Madrianah Maemunah Maghfirah, Fatwa Ridha Mallongi, Syahrir Manguma, Thiara Tri Funny Manullang, Juniaty Mariam Mariam Massaressung, Andi Masyfahani, Muhammad Afif Hilmi Mas’ud, Hikmawati Maudin, Maudin Maulidiyah, Zakiya MAURITZ PANDAPOTAN MARPAUNG Melinda, Pina Miranda, Lola Almira Misriana Misriana, Misriana MMSI Irfan ,S. Kom Moh Dahlan Th Musa Mohammad Adnan Mohammad Arifin Noor Mongkapu, Graceya Muawiah Inda Magfirah Mubin, Ufuqil Muh. Kasim Muhammad Adhitya Hidayat Putra Muhammad Alif Muhammad Amin Muhammad Darwis M Muhammad Farid Muhammad Nasir Muhammad Ridwan Muhammad Rifai Muhammad Saleh MUHAMMAD SHOLEH Muhammad Syafri, Muhammad Muhammad, Samsul Muhammadong Muhtar Muhtar Mukrim, Harvina Mulyasari, Indira Mulyati , Mulyati Musfira A, Nurul Musiana, Musiana Mustafa, Mursyid Mustamin Mustamin Mustamin, Rini Najamuddin, Muhammad Reza Nana Heryana Nasrul Ihsan Nasrullah Nasrullah Nasrullah Nasrullah Nasrullah, N. Natalia Lisma Br Sembiring Ndahawali, Daniel Heintje Nikmah, Askura Nosakros Arya, Nosakros Novia Amirah Azmi Noviandi, Idham Nuralam Syamsuddin Nurdin Arsyad, Nurdin Nurfadilah Nurfadilah Nurfahmi Nur Nurfarahim, Wa Ode Adinda Nurhayati Nurhayati Nurhaydah, Nurhaydah Nurisyah, Nurisyah Nurmiati, Siti Nurnainah, Nurnainah Nursantriana, Nursantriana Nursinah, Andi Nurul Fildzah Zatalini Nurul Masynaeni Nurung, Ayyub Harly Nuryanti Mustari, Nuryanti Nuzul Asmilia Palangkey, Rahmi Dewanty Panjaitan, Tasya Adilla Pebrianty, Nurafni Prabu Aji, Sulistyani Prasetyowati Prasetyowati Pratiwi AR, Dhita Prazhasary, Octa Darisna Purbanova, Reni Purnama, Rizsky Wan Putri, Sitti Zakiyyah Putria, Yashifa Anandita Qomari, Nur R Siti Rukayah R. Rusdi Rachmat Kosman, Rachmat Radhiyah, Hana Rihab Rahayu, Mesra Rahman, Abdul Rahman, Syahrir Rahmasari, Rahmasari Rahmat, Rezqiqah Aulia Raisah Hayati Ramadani, Suci Ramli, Angraini Rasmawarni, Rasmawarni Ratnah, St. Renny Mointi Resti Wijayanti, Fitria Eka Rhena, Rhena Rianti, A.Elmi Ridhana, Fita Ridlo Fadillah , Adil Rina Handayani, Rina Rismawati Rismawati ROHANA ROHANA RR. Ella Evrita Hestiandari Ruhmiko, Bahtra Rusdiaman, Rusdiaman Ruslan Ruslan Ruslan Ruslan Rusli Rustam, Sitti Nailah Rustan, Ahmad Sultra Safaah, Tusana Nurul Safriani Rahman, Safriani Sahabuddin Latif, Sahabuddin Sahrul Saehana Saidi, Arbainah saidin, saidin Salahuddin Salahuddin Salman Salman Samsuar, Samsuar Samsul Bachri, Samsul Samsul Rizal Sandra Kasim, Sandra Sandyna, Muh. Ivan Sannang, Hafsah Halim Saparuddin Latu Sari, Dewi Mustika Sari, Ulfi Andrian Sari, Wahyu Eka Sarifin, Sarifin Sastrawan, Sandri Selong, Abbas Selvi Rahmatia Seminarwati, Sri Seniwati Dali Sepri, Sepri Setiawati , Ari Setiawati, Ari Sima, Yenny Sinala, Santi Sindi, Sindi Siregar, Syawaluddin Siska Nuryanti, Siska Siti Fatimah Siti Maemonah, Siti Sitti Amirah Sitti Jauhar Sitti Masyitah Meliyana R. Sri Mulyati Sri Wahyuni Firman Suandi, Ipan Subaweh, Ahmad Maskur Subiyakto, Bambang Sudarto , Sudarto Sufian, Sufian Sukarna Sukarna Sulfiani, Sulfiani Sulystiono, Dony Sumiati Sumiati Suminar, Saka SUMIYATI SUMIYATI Suparlin, Alam Suparno Suparno Suradi Suradi Suradi Tahmir, Suradi Suradi, S. Surur, Andi Ainun Zulkiah Suruwaky, Amir Machmud Suryati , Suryati Suryati Suryati Sutamrin, Sutamrin Suyatni Musyrah, Andi Syahril Syahril Syahruddin Syahruddin Syamsul Arifin Syamsuriati, Syamsuriati Syamsuriyati, Syamsuriyati Syarifuddin Hasyim Tadjuddin Naid Tamaulina Br Sembiring Tang, Muhammad tanisa, dara Taufik Muhammad Fakih taufik, taufik hidayat b tahawa Teuku Zahrial Helmi Tjarles, Lay Topan, Setyo Ardian Tri Wijayanti, Yoga Trimaya Cahya Mulat Ugi, A. Tenri Usman Mulbar Usman Mulbar Vivi Vivi, Vivi Wahidah Sanusi Wahyudin Wahyudin Wardani, Ica Warni, Rasma Wazir, Khairil Wibowo, Mohammad Fadhil Widdha Mellyssa Wilma Wilma, Wilma Wirada, Nurwinda Wiwik Handayani Yesi Mutia Basri Yoga Yuniadi Yohannes, Silaban Ferdiansyah Yulia Pratiwi Yuliana, A. Yuliana, Besse Yulis, Dian Meiliani Yunus, Cantika Wulandari Yusaini, Yusaini Yusman, Yusman Yusnadi, Yusnadi Yusri Anugerah Manapa Ambabunga Yusri, Andi Yusrianah Thamrin Yusuf Kendek Zaenal Zaenal, Zaenal Zainuddin, Salmiah Zainul, Mohammad Zaki Ulya, Zaki Zawawi Zawawi, Zawawi Zirman Zirman, Zirman Zulfiah, Zulfiah Zulkarnain Zulkarnain Zusana A Sasarari