Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal Mosharafa: Jurnal Pendidikan Matematika
Cici Nurul Haq
STKIP Garut
Education Mathematics Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN GUIDED NOTE TAKING DENGAN TEAM ACCELERATED INSTRUCTION Wenny Wita Astriany Perbangsa; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol 3, No 3 (2014)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.595 KB)

Abstract

Abstract:This research use two learning they are guided note taking with team accelerated instruction. This research is eksperimental quasi. The study in this learning guided student’s attention to learn mathematics. The purpose in this research is to know the difference of mathematics achievement student learning who use guided note taking learning with team accelerated instruction. After used the last evaluation and use the significant is 5%, it can be taken the conclusion that there is no difference of mathematics achievement students learning who use guided note taking learning with team accelerated instructio. Where as, student attitude for guided note taking learning is positive attitude and student attitude for team accelerated instruction learning is positive attitude.Abstrak:Penelitian ini menggunakan dua model pembelajaran yaitu guided note taking dengan team accelerated instruction. Penelitian yang dilakukan merupakan penelitian kuasi eksperimen. Pembelajaran dengan model pembelajaran ini mengarahkan perhatian siswa dalam mempelajari matematika. Tujuan penelitian ini adalah untuk mengetahui perbedaan prestasi belajar matematika antara siswa yang mendapatkan model pembelajaran guided note taking dengan team accelerated instruction. Setelah melakukan pretest dan posttest dan menggunakan taraf signifikan 5% dapat diambil kesimpulan bahwa tidak terdapat perbedaan prestasi belajar matematika antara siswa yang mendapatkan model pembelajaran guided note taking dengan team accelerated instruction. Sedangkan, sikap siswa terhadap model pembelajaran guided note taking adalah positif dan team accelerated instruction juga memiliki sikap yang positif.
TRAINING BY DOING Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol 1, No 1 (2012)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.125 KB) | DOI: 10.31980/mosharafa.v1i1.171

Abstract

Untuk mewujudkan tujuan pendidikan nasional dibutuhkan pengetahuan, kecerdasan, keterampilan, kemandirian, kreatifitas, inovasi yang dilandasi komitmen tanggung jawab pendidikan baik horizontal maupun vertikal yang dilandasi nilai-nilai keimanan dan ketakwaan terhadap Tuhan Yang Maha Esa, dimulai para pengambil kebijakan sampai ujung tombak. Fungsi dan Tujuan Pendidikan Nasional tertuang dalam pasal 3 Undang-undang nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.
PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN JIGSAW DAN COOPERATIVE SCRIPT Susi Sulastri; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 2 (2013)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.044 KB)

Abstract

Abstract :This research is done because a lot of students who have difficulty in understanding the concepts of mathematics.based formulation of the problem in this study , ie whether there is a difference between the students' mathematical communication skills are getting instructional model jigsaw premises cooperetive script ? . the study aims to determine differences in mathematical ability of communication between the students who get the Jigsaw cooperative learning model script. This research was conducted using a quasi-experimental. The instrument used to measure the communication skills of mathematics that is shaped in the form of a written test descriptions . Tests administered before researcher provide treatment ( pretest ) and after treatment ( posttest ) , about the same as the pretest posttest questions . Based on data from the pretest and posttest results , both normal distribution and homogeneous so that data processing followed by t-test, thus Ho is accepted . The results of this study indicate that there is no difference between the students' mathematical communication skills that get the Jigsaw cooperative learning model script . Abstrak: Penelitian ini dilakukan karena banyak siswa mengalami kesulitan dalam memahami konsep-konsep matematika.Berdasarkan rumusan masalah dalam penelitian ini, yaitu “apakah terdapat perbedaan  kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dan Cooperative Script?”, maka  penelitian ini bertujuan untuk mengetahui perbedaan  kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script. Penelitian ini dilakukan dengan menggunakan metode quasi eksperimen.Berdasarkan data hasil pretest dan postest, keduanya berdistribusi normal dan homogen sehingga pengolahan data dilanjutkan dengan Uji t,dengan demikian Ho diterima. Hasil dari penelitian ini menunjukkan bahwa tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script.
PERBEDAAN HASIL BELAJAR MATEMATIKA SISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN BRAIN BASED LEARNING DENGAN NUMBERED HEAD TOGETHER Wiwin Winarti; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 1 (2013)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.838 KB)

Abstract

Abstrak:The research was conducted to distinguish the two models , this is Brain Based Learning ( BBL ) with the Numbered Head Together ( NHT ) to see the extent to which the two models are instrumental in improving the learning outcomes of students learning mathematics . Authors wanted to see if there are differences in mathematics achievement between students who received  Brain Based Learning ( BBL ) with Numbered Head Together ( NHT ) ? . The method that I use in this study is experimental research that is giving treatment to two different classes . The population in this study were all  students class VII of SMP Negeri 1 Cikajang with a randomly selected sample of the class VII- C and class VII - D . The instrument used to measure student learning outcomes in the form mathematics objective tests , administered before and after the treatment the author gives a treat .  From the analysis of the Mann Whitney test , to test initial value Zhitung = 1.72 and Ztabel = 2.24 with a significance level of 5 % ( α = 0.05 ) zhitung  which is located in the reception area Ho , Ho is accepted then it means there is no difference initial ability between experimental classes experiment I and experiment II . While the results of Mann Whitney test to post test at significance level of 5 % ( α = 0.05 ) , zhitung = 3.18 using the two test sides of Zhitung value = 3.18 > Ztabel = 2.24 , in other words zhitung rejection of Ho is in the region , in other words Ha accepted . It means that there are differences in mathematics outcomes between students who received learning model with Brain Based Learning  (BBL) with Numbered Head Together (NHT).
PERBANDINGAN PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS SISWA YANG MEMPEROLEH PEMBELAJARAN MELALUI METODE PROBLEM BASED INSTRUCTION (PBI) DENGAN METODE KONVENSIONAL Tsani Farhatun Nadz; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 3 (2013)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.72 KB)

Abstract

Abstract:Reasoning is activity or process of thinking to interest or make a new right expression. However, in fact, the activity  mathematics is still low. This research uses two models of learning, they are Problem Based Instruction (PBI) method and convensional method. The purpose of this research is to find out the comparison of the students' achievement of know activity mathematics between using PBI method learning and convensional method learning, to find out the students' activity who get PBI and Convensional method learning, this research uses a significant level 5%. Having the posttest can be concluded that the outcomes of know avtivity mathematics between students who get PBI method learning is better than the students who get Convensional method learning.  Abstrak:Penalaran merupakan suatu kegiatan, suatu proses atau suatu aktivitas berpikir untuk menarik kesimpulan atau membuat suatu pernyataan baru yang benar berdasarkan beberapa pernyataan yang kebenarannya telah dibuktikan atau diasumsikan sebelumnya. Akan tetapi pada kenyataannya penalaran matematis siswa masih rendah. Penelitian ini menggunakan 2 metode pembelajaran yaitu metode pembelajaran Problem Based Instruction (PBI) dan Konvensional. Tujuan penelitian ini adalah untuk mengetahui perbandingan Kemampuan penalaran matematis antara siswa yang mendapatkan model pembelajaran PBI dan Konvensional, untuk mengetahui sikap siswa terhadap model pembelajaran PBI dan Konvensional, untuk mengetahui aktvitas siswa yang mendapatkan model pembelajaran PBI dan Konvensional dengan taraf signifikan 5%. Setelah melakukan tes akhir dan uji gain dapat diambil kesimpulan peningkatan kemampuan penalaran matematis antara siswa yang mendapatkan model pembelajaran PBI lebih baik dibandingkan dengan siswa yang mendapatkan model pembelajaran Konvensional.
Training By Doing: Suatu Inovasi Pendidikan dan Pelatihan Guru Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2012): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v1i1.234

Abstract

Untuk mewujudkan tujuan pendidikan nasional dibutuhkan pengetahuan, kecerdasan, keterampilan, kemandirian, kreatifitas, inovasi yang dilandasi komitmen tanggung jawab pendidikan baik horizontal maupun vertikal yang dilandasi nilai-nilai keimanan dan ketakwaan terhadap Tuhan Yang Maha Esa, dimulai para pengambil kebijakan sampai ujung tombak di lapangan. Salah satu cara yang dapat ditempuh dalam meningkatkan guru yang kompeten dan profesional itu melalui pendidikan dan pelatihan yang dapat mengakomodasi, membekali dan memfasilitasi mereka untuk melaksanakan tugas dan fungsinya tanpa harus meninggalkan sekolah tempat bertugas, berlatih sambil bekerja, berlatih untuk memenuhi tuntutan kerja.
Perbedaan Hasil Belajar Matematika Siswa Antara Yang Mendapatkan Model Pembelajaran Brain Based Learning Dengan Numbered Head Together : Studi Eksperimen di SMP Negeri 1 Cikajang Kelas VII Tahun Ajaran 2012/2013 Wiwin Winarti; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.271

Abstract

The research was conducted to distinguish the two models , this is Brain Based Learning ( BBL ) with the Numbered Head Together ( NHT ) to see the extent to which the two models are instrumental in improving the learning outcomes of students learning mathematics . Authors wanted to see if there are differences in mathematics achievement between students who received Brain Based Learning ( BBL ) with Numbered Head Together ( NHT ) ? . The method that I use in this study is experimental research that is giving treatment to two different classes . The population in this study were all students class VII of SMP Negeri 1 Cikajang with a randomly selected sample of the class VII- C and class VII - D . The instrument used to measure student learning outcomes in the form mathematics objective tests , administered before and after the treatment the author gives a treat . From the analysis of the Mann Whitney test , to test initial value Zhitung = 1.72 and Ztabel = 2.24 with a significance level of 5 % ( α = 0.05 ) zhitung which is located in the reception area Ho , Ho is accepted then it means there is no difference initial ability between experimental classes experiment I and experiment II . While the results of Mann Whitney test to post test at significance level of 5 % ( α = 0.05 ) , zhitung = 3.18 using the two test sides of Zhitung value = 3.18 > Ztabel = 2.24 , in other words zhitung rejection of Ho is in the region, in other words Ha accepteThe research was conducted to distinguish the two models , this is Brain Based Learning ( BBL ) with the Numbered Head Together ( NHT ) to see the extent to which the two models are instrumental in improving the learning outcomes of students learning mathematics . Authors wanted to see if there are differences in mathematics achievement between students who received Brain Based Learning ( BBL ) with Numbered Head Together ( NHT ) ? . The method that I use in this study is experimental research that is giving treatment to two different classes . The population in this study were all students class VII of SMP Negeri 1 Cikajang with a randomly selected sample of the class VII- C and class VII - D . The instrument used to measure student learning outcomes in the form mathematics objective tests, administered before and after the treatment the author gives a treat. From the analysis of the Mann Whitney test , to test initial value Zhitung = 1.72 and Ztabel = 2.24 with a significance level of 5 % ( α = 0.05 ) zhitung which is located in the reception area Ho , Ho is accepted then it means there is no difference initial ability between experimental classes experiment I and experiment II . While the results of Mann Whitney test to post test at significance level of 5 % ( α = 0.05 ) , zhitung = 3.18 using the two test sides of Zhitung value = 3.18 > Ztabel = 2.24 , in other words zhitung rejection of Ho is in the region, in other words Ha accepted . It means that there are differences in mathematics outcomes between students who received learning model with Brain Based Learning (BBL) with Numbered Head Together (NHT)d . It means that there are differences in mathematics outcomes between students who received learning model with Brain Based Learning (BBL) with Numbered Head Together (NHT)
Perbedaan Kemampuan Komunikasi Matematik Siswa Antara Yang Mendapatkan Model Pembelajaran Jigsaw Dan Cooperative Script: Studi Kuasi Eksperimen di salah satu SMPN yang ada di Banyuresmi - STKIP Garut Tahun 2012/2013) Susi Sulastri; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.277

Abstract

This research is done because a lot of students who have difficulty in understanding the concepts of mathematics. Based formulation of the problem in this study, i.e. whether there is a difference between the students' mathematical communication skills are getting instructional model jigsaw premises cooperative script? . the study aims to determine differences in mathematical ability of communication between the students who get the Jigsaw cooperative learning model script. This research was conducted using a quasi-experimental. The instrument used to measure the communication skills of mathematics that is shaped in the form of a written test descriptions. Tests administered before researcher provide treatment (pretest) and after treatment (posttest), about the same as the pretest posttest questions. Based on data from the pretest and posttest results, both normal distribution and homogeneous so that data processing followed by t-test, thus Ho is accepted. The results of this study indicate that there is no difference between the students' mathematical communication skills that get the Jigsaw cooperative learning model script. Penelitian ini dilakukan karena banyak siswa mengalami kesulitan dalam memahami konsep-konsep matematika.Berdasarkan rumusan masalah dalam penelitian ini, yaitu “apakah terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dan Cooperative Script?”, maka penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script. Penelitian ini dilakukan dengan menggunakan metode quasi eksperimen.Berdasarkan data hasil pretest dan postest, keduanya berdistribusi normal dan homogen sehingga pengolahan data dilanjutkan dengan Uji t,dengan demikian Ho diterima. Hasil dari penelitian ini menunjukkan bahwa tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script.
Perbandingan Peningkatan Kemampuan Penalaran Matematis Siswa Yang Memperoleh Pembelajaran Melalui Metode Problem Based Instruction (PBL) Dengan Metode Konvensional Tsani Farhatun Nadz; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 3 (2013): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i3.303

Abstract

Reasoning is activity or process of thinking to interest or make a new right expression. However, in fact, the activity mathematics is still low. This research uses two models of learning, they are Problem Based Instruction (PBI) method and convensional method. The purpose of this research is to find out the comparison of the students' achievement of know activity mathematics between using PBI method learning and convensional method learning, to find out the students' activity who get PBI and Convensional method learning, this research uses a significant level 5%. Having the posttest can be concluded that the outcomes of know avtivity mathematics between students who get PBI method learning is better than the students who get Convensional method learning. Penalaran merupakan suatu kegiatan, suatu proses atau suatu aktivitas berpikir untuk menarik kesimpulan atau membuat suatu pernyataan baru yang benar berdasarkan beberapa pernyataan yang kebenarannya telah dibuktikan atau diasumsikan sebelumnya. Akan tetapi pada kenyataannya penalaran matematis siswa masih rendah. Penelitian ini menggunakan 2 metode pembelajaran yaitu metode pembelajaran Problem Based Instruction (PBI) dan Konvensional. Tujuan penelitian ini adalah untuk mengetahui perbandingan Kemampuan penalaran matematis antara siswa yang mendapatkan model pembelajaran PBI dan Konvensional, untuk mengetahui sikap siswa terhadap model pembelajaran PBI dan Konvensional, untuk mengetahui aktvitas siswa yang mendapatkan model pembelajaran PBI dan Konvensional dengan taraf signifikan 5%. Setelah melakukan tes akhir dan uji gain dapat diambil kesimpulan peningkatan kemampuan penalaran matematis antara siswa yang mendapatkan model pembelajaran PBI lebih baik dibandingkan dengan siswa yang mendapatkan model pembelajaran Konvensional.
Perbedaan Prestasi Belajar Matematika Siswa Antara Yang Mendapatkan Model Pembelajaran Guided Note Taking Dengan Team Accelerated Instruction: Penelitian terhadap Mahasiswa Program Studi Pendidikan Matematika STKIP Garut Wenny Wita Astriany Perbangsa; Cici Nurul Haq
Mosharafa: Jurnal Pendidikan Matematika Vol. 3 No. 3 (2014): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v3i3.322

Abstract

This research uses two learning they are guided note taking with team accelerated instruction. This research is experimental quasi. The study in this learning guided student’s attention to learn mathematics. The purpose in this research is to know the difference of mathematics achievement student learning who use guided note taking learning with team accelerated instruction. After used the last evaluation and use the significant is 5%, it can be taken the conclusion that there is no difference of mathematics achievement students learning who use guided note taking learning with team accelerated instruction. Whereas student attitude for guided note taking learning is positive attitude and student attitude for team accelerated instruction learning is positive attitude. Penelitian ini menggunakan dua model pembelajaran yaitu guided note taking dengan team accelerated instruction. Penelitian yang dilakukan merupakan penelitian kuasi eksperimen. Pembelajaran dengan model pembelajaran ini mengarahkan perhatian siswa dalam mempelajari matematika. Tujuan penelitian ini adalah untuk mengetahui perbedaan prestasi belajar matematika antara siswa yang mendapatkan model pembelajaran guided note taking dengan team accelerated instruction. Setelah melakukan pretest dan posttest dan menggunakan taraf signifikan 5% dapat diambil kesimpulan bahwa tidak terdapat perbedaan prestasi belajar matematika antara siswa yang mendapatkan model pembelajaran guided note taking dengan team accelerated instruction. Sedangkan, sikap siswa terhadap model pembelajaran guided note taking adalah positif dan team accelerated instruction juga memiliki sikap yang positif.
Co-Authors Susi Sulastri Tsani Farhatun Nadz Wenny Wita Astriany Perbangsa Wenny Wita Astriany Perbangsa Wiwin Winarti