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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis Journal of Honai Math JPMI (Jurnal Pendidikan Matematika Indonesia) Beta: Jurnal Tadris Matematika Indonesian Journal of Educational Science (IJES) Celebes Education Review ELIPS: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Ekonomi CENDEKIA: Jurnal Ilmiah Pendidikan SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam
Muhammad Nurhusain
Program Studi Pendidikan Matematika STKIP YPUP Makassar
Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Jurnal Daya Matematis

 1 
QUALITY LEARNING THROUGH COOPERATIVE LEARNING MODEL BASED ON CASES Muhammad Nurhusain
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 2 (2017): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3485.084 KB) | DOI: 10.26858/jds.v5i2.3330

Abstract

This study aims to improve the quality of mathematics learning which includes process quality and learning outcomes through case-based cooperative learning model. The type of research is classroom action research with subject of student of class VII.2 MTs.S Ujung Jampea counted 19 people. The results of research related to quality of learning include process quality and quality of results. (1) The quality of the process shows improvement, namely: (a) Student Activity of Cycle I, there are still some aspects of student activity in active enough category so it still needs to be improved / improved. While Cycle II, all aspects of student activity have been at least in the category of active so that can be maintained. (B) The ability of teachers to manage Cycle I learning, there are still some aspects of the ability of teachers to manage learning, are in good enough category that still needs to be improved / improved. While Cycle II, all aspects of the ability of teachers to manage the minimal learning has been in the good category so it can be maintained. (C) Student response cycle I, as much as 78.95% who gave a positive response. While Cycle II, as many as 89.47% which gives positive response. (2) The quality of learning result shows that: (a) Cycle I, the average score of student learning outcomes is 75.1579 with the standard deviation of 9.5699. While Cycle II, the average score of students is 80.8421 with a standard deviation of 6.13064. (B) Classical completeness of Cycle I, students who complete the study individually as many as 12 people or 63.16%. While Cycle II, students who complete the study individually as many as 17 people or 89.47%. Based on the quality of process and learning outcomes can be concluded that the implementation of cooperative learning model based case can improve the quality of learning in students of class VII.2 MTsS Ujung Jampea
Humanism Learning Theory And Mathematics Learning Ikhbariaty Kautsar Qadry; Syahrullah Asyari; Nur Ismiyati; Muhammad Nurhusain
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 9, No 2 (2021): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v9i2.21555

Abstract

Humanism that is widely understood in this modern era is renaissance humanism which is one of the atheist philosophies. Humans are respected. Even humans are made as the center of truth by glorifying reason and rejecting theism or supernaturalism. The earliest thinkers in education based on this notion in the modern age were John Dewey, Johann Pestalozzi, and Maria Montessori. This understanding became ligitimate after The Association of Humanistic Psychology was founded in 1962. At that time, the humanistic movement began to influence psychology, education, and the workplace. This humanistic movement also gave birth to humanistic psychology with a character, Abraham H. Maslow. Maslow’s Theory of Needs, then had a significant effect on education, especially in the development of learning theories, including andragogy, transformational learning, and independent learning. Maslow’s humanistic learning theory encourages innovation and creativity. It is believed in this theory that everyone is responsible for their own learning as well as learning from those around them. This theory encourages students to be in a supportive and safe environment, so they are comfortable asking questions and exploring new concepts and possibilities. This theory states that the best learning occurs when the whole person (cognitive, affective, psychomotor) is involved, taking into account the totality of human experience. This theory has also drawn criticism. Some experts think that this theory is not based on rigorous scientific experience. Meanwhile, other experts review the philosophy that underlies this theory from the context of values, religion, culture and ideology of the Indonesian nation. However, the learning theory built on the philosophy of humanism can also be applied in mathematics education. A good example of this is the differentiation of mathematics learning. Through this learning differentiation, all students learn in different ways and according to their level of difficulty in understanding mathematical concepts. In other words, each student gets treatment according to his or her need
Co-Authors Abdul Hadi Asri Nur Muin Ikhbariaty Kautsar Qadry Mega Silvia Dune Muhammad Hasbi Muhammad Hasby Muhammad Hasby Muhammad Rais Ridwan Mulyati Mulyati Nur Ismiyati Nurasrawati Nurasrawati Nurasrawati, Nurasrawati Sirajuddin Sirajuddin Sri Rahayuningsih Sri Rahayuningsih Sukardi Sukardi Syahrullah Asyari, Syahrullah Yani Indriani