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All Journal Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Online Pendidikan Matematika Kontemporer EurekaMatika (Jurnal Online Matematika S1) Indonesian Journal of Science and Technology Jurnal Elemen Jurnal Fourier Journal of Research and Advances in Mathematics Education QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama International Research Journal of Business Studies (E-Journal) Jurnal Kiprah Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) InPrime: Indonesian Journal Of Pure And Applied Mathematics Jurnal Eurekamatika JRAMathEdu (Journal of Research and Advances in Mathematics Education) International Research Journal of Business Studies Journal on Mathematics Education
Ririn Sispiyati
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SMA (Penelitian Kuasi Eksperimen terhadap Kelas X di Salah Satu SMA Negeri di Cimahi) Aprialita, Wita; Sispiyati, Ririn
Jurnal Online Pendidikan Matematika Kontemporer Vol 1, No 1 (2013): Jurnal Online Pendidikan Matematika Kontemporer
Publisher : Jurnal Online Pendidikan Matematika Kontemporer

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Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemahaman matematis antara siswa SMA yang memperoleh pembelajaran experiential learning dengan yang memperoleh pembelajaran konvensional. Penelitian ini termasuk kedalam jenis penelitian kuasi eksperimen dengan menggunakan Desain Kelompok Kontrol Non-Ekivalen (The Non-Equivalent Control Group Design). Populasi penelitian adalah seluruh siswa kelas X di salah satu SMA negeri di Cimahi dengan sampel penelitian adalah dua kelas yang dipilih oleh pihak sekolah dimana satu kelas sebagai kelas eksperimen dan satunya lagi sebagai kelas kontrol. Instrumen penelitian terdiri dari tes pemahaman matematis, jurnal harian, dan lembar observasi. Kesimpulan dari penelitian ini adalah kemampuan pemahaman matematis siswa SMA yang memperoleh pembelajaran experiential learning tidak lebih tinggi daripada yang memperoleh pembelajaran konvensional yang diduga karena kurangnya pengalaman dalam menampilkan perilaku kognitif guru yang luwes sebagai karakteristik kepribadian guru yang dapat memotivasi siswa dalam belajar, kurang menghayati setiap tahapan dalam model experiential learning sehingga belum dapat mengimplementasikan model pembelajaran tersebut dengan baik, dan terdapat variabel luar yang tidak terkontrol selama penelitian.Kata Kunci: model experiential learning, kemampuan pemahaman matematis.
PERBANDINGAN PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA SMP ANTARA YANG MEMPEROLEH PEMBELAJARAN MEANS-ENDS ANALYSIS (MEA) DAN PROBLEM BASED LEARNING (PBL) Nurafifah, Fifih; Nurlaelah, Elah; Sispiyati, Ririn
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 18, No 1 (2013): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i1.205

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa kelas VIII pada bidang matematika, dimana kemampuan berpikir kritis sangat diperlukan pada era globalisasi. Tujuan dalam penelitian ini adalah 1) mengetahui perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran MEA, pembelajaran PBL dan pembelajaran konvensional; 2) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA; dan 3) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran PBL. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain kelompok kontrol tidak ekuivalen (Non Equivalent Control Group Design) dan populasi yang digunakan adalah seluruh siswa Kelas VIII SMPN 26 Bandung tahun ajaran 2012/2013 dengan sampel sebanyak tiga kelas. Instrumen pada penelitian ini adalah instrumen tes dan instrumen non tes (berupa angket, lembar observasi dan jurnal harian). Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran Means-Ends Analysis (MEA), pembelajaran Problem Based Learning (PBL) dan pembelajaran konvensional; 2) respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA dan model pembelajaran PBL positif. Kata kunci : kemampuan berpikir kritis, Means-Ends Analysis (MEA), Problem Based Learning (PBL).
RING ABELIAN DAN MODUL ABELIAN Novianto, Andri; Nurlaelah, Elah; Sispiyati, Ririn
Jurnal EurekaMatika (JEM) Vol 1, No 1 (2013): Jurnal EurekaMatika
Publisher : Program Studi Matematika Jurusan Pendidikan Matematika FPMIPA UPI

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Abstract

Dalam tulisan ini akan diperkenalkan modul abelian sebagai perluasan dari ring abelian. Misalkan suatu ring dengan elemen kesatuan. Suatu ring disebut abelian jika setiap elemen idempoten di merupakan central yaitu, berlaku , untuk , dan idempotent . suatu -modul disebut abelian jika untuk suatu dan , suatu . Dapat dibuktikan bahwa setiap ring tereduksi, setiap ring semikomutatif, setiap ring armendariz, setiap ring armendariz deret pangkat, dan ring simetrik merupakn ring abelian. Begitu juga untuk setiap modul tereduksi, setiap modul semikomutatif, setiap modul armendariz, setiap modul armendariz deret pangkat, dan setiap modul simetrik merupakan modul abelian.Kata kunci: ring, modul, abelian, tereduksi, semikomutatif, armendariz, armendariz deret pangkat, simetrik, pp-modul
PERAN REPRESENTASI MATEMATIS DALAM PEMBELAJARAN PERKALIAN BENTUK ALJABAR MELALUI PENDEKATAN MATEMATIKA REALISTIK Jupri, Al; Usdiyana, Dian; Sispiyati, Ririn
Jurnal Elemen Vol 6, No 1 (2020): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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Abstract

Algebra is an abstract topic in mathematics that should initially be learned by students in junior high school level. In order that this topic is easier to understand by students meaningfully, relevant mathematical representations should be used in the learning process. This research aims to analyze the role of mathematical representations in the learning of multiplication of algebraic expressions through the use of realistic mathematics education approach. To do so, we used a qualitative research method, in the form of the learning and teaching process involving 23 grade VII students (12-13-year-old) from one of the schools in Bandung. We analyzed video data of the learning process and the student written work from a formative test. The results showed that visual representations are frequently used by students at the beginning of the learning process and symbolic representations are used after the students get used to using visual representations. The result of the formative test indicated that the use of mathematical representations meaningfully could help students in solving multiplication of algebraic expressions problems. We conclude that the use of mathematical representations?in particular of visual representations using geometry context in algebra learning?helps students to understand the topic of multiplication of algebraic expressions.
Students’ Algebraic Proficiency from the Perspective of Symbol Sense Jupri, Al; Sispiyati, Ririn
Indonesian Journal of Science and Technology Vol 5, No 1 (2020): IJOST: VOLUME 5, ISSUE 1, 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijost.v5i1.23102

Abstract

Algebraic proficiency, including procedural fluency and conceptual understanding, is widely discussed worldwide. Algebraic proficiency refers largely to proficiency in symbolic representations which can be investigated through a framework of symbol sense. This research, therefore, aims to analyze students’ algebraic proficiency in terms of symbol sense. We set up a pilot study, involving 22 Indonesian mathematics education students (18-19 year old), in the form of two weeks teaching that combine a conventional approach and the use of a camera calculator in the learning and teaching of quadratic and related equations. The results showed that more than half number of students lacks of symbol sense in the sense that they tend to use procedural strategies rather than symbol sense strategies in solving equations. From the perspective of symbol sense, we concluded that the students acquired more on procedural fluency than on conceptual understanding.
Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems Jupri, Al; Usdiyana, Dian; Sispiyati, Ririn
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i2.13263

Abstract

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’  conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.
Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns Jupri, Al; Usdiyana, Dian; Sispiyati, Ririn
Jurnal Kiprah Vol 8 No 2 (2020): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/kiprah.v8i2.2358

Abstract

The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.
AN INVESTIGATION OF STUDENTS’ ALGEBRAIC PROFICIENCY FROM A STRUCTURE SENSE PERSPECTIVE Jupri, Al; Sispiyati, Ririn; Chin, Kin Eng
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.13125.147-158

Abstract

Structure sense can be interpreted as an intuitive ability towards symbolic expressions, including skills to perceive, to interpret, and to manipulate symbols in different roles. This ability shows student algebraic proficiency in dealing with various symbolic expressions and is considered important to be mastered by secondary school students for advanced study or professional work. This study, therefore, aims to investigate students’ algebraic proficiency in terms of structure sense. To reach this aim, we set up a qualitative case study with the following three steps. First, after conducting a literature study, we designed structure sense tasks according to structure sense characteristics for the topic of equations. Second, we administered an individual written test involving 28 grade XI students (16-17 year-old). Third, we analyzed students’ written work using a structure sense perspective. The results showed that about two-thirds of the participated students lack of structure sense in which they tend to use more procedural strategies than structure sense strategies in solving equations. We conclude that the perspective of structure sense provides a fruitful lens for assessing students’ algebraic proficiency.
PERBANDINGAN PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA SMP ANTARA YANG MEMPEROLEH PEMBELAJARAN MEANS-ENDS ANALYSIS (MEA) DAN PROBLEM BASED LEARNING (PBL) Nurafiah, Fifih; Nurlaelah, Elah; Sispiyati, Ririn
Jurnal Pengajaran MIPA Vol 18, No 1 (2013): JPMIPA: Volume 18, Issue 1, 2013
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i1.36109

Abstract

ABSTRAKPenelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa kelas VIII pada bidang matematika, dimana kemampuan berpikir kritis sangat diperlukan pada era globalisasi. Tujuan dalam penelitian ini adalah 1) mengetahui perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran MEA, pembelajaran PBL dan pembelajaran konvensional; 2) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA; dan 3) mengetahui respon siswa selama proses pembelajaran matematika terhadap model pembelajaran PBL. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain kelompok kontrol tidak ekuivalen (Non Equivalent Control Group Design) dan populasi yang digunakan adalah seluruh siswa Kelas VIII SMPN 26 Bandung tahun ajaran 2012/2013 dengan sampel sebanyak tiga kelas. Instrumen pada penelitian ini adalah instrumen tes dan instrumen non tes (berupa angket, lembar observasi dan jurnal harian). Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan peningkatan kemampuan berpikir kritis siswa antara yang memperoleh pembelajaran Means-Ends Analysis (MEA), pembelajaran Problem Based Learning (PBL) dan pembelajaran konvensional; 2) respon siswa selama proses pembelajaran matematika terhadap model pembelajaran MEA dan model pembelajaran PBL positif.ABSTRACTThe research was motivated by the lack of critical thinking ability at eighth grade students in mathematics, which critical thinking ability is needed in this era of globalization. The purposes of this research were 1) to know difference improvement critical thinking ability between students who obtained by MEA, PBL and conventional learning models, 2) to know students response during the process of learning mathematics toward MEA, and 3) to know students response during the process of learning mathematics toward PBL. The method of this research was quasi-experimental with non-equivalent control group design and the populations are all the eighth grade students of SMPN 26 Bandung in the academic year of 2012/2013 with three samples. The instruments of this research were test and non-test (such as questionnaires, observation sheets and daily journal). The results showed that 1) there were difference improvement critical thinking ability between students who obtained by Means-Ends Analysis (MEA), Problem Based Learning (PBL) and conventional learning models, 2) students response during the learning process of mathematics toward MEA and PBL was positive.
PENGIMPLEMENTASIAN MODIFIKASI KRIPTOGRAFI HILLCIPHER DENGAN MATRIKS SIRKULAN Adiwibawa, Muhammad Hilman; Marwati, Rini; Sispiyati, Ririn
Jurnal EurekaMatika Vol 6, No 2 (2018): Jurnal EurekaMatika
Publisher : Mathematics Program Study, Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.39 KB) | DOI: 10.17509/jem.v6i2.14777

Abstract

ABSTRAK Dengan semakin maju teknologi informasi, maka semakin besar pula celah keamanan saat berkomunikasi. Masalah yang dikaji pada penelitian ini yaitu pengimplementasian modifikasi kriptografi Hillcipher dengan matriks sirkulan. Metode kriptografi ini menggunakan matriks sirkulan dalam pembangkitan matriks kunci publik dan pemilihan kunci privat, sehingga kunci yang semula simetris berubah menjadi kunci asimetris. Selanjutnya dibuat program aplikasi kriptografi tersebut yang bertujuan untuk memudahkan pengguna memakai algoritma modifikasi kriptografi. Dalam program aplikasinya menggunakan 95 karakter dari bilangan ASCII  sehingga lebih banyak karakter dalam enkripi dan dekripsi.Kata Kunci: Kriptografi, Hill Cipher, Matriks Sirkulan ABSTRACT Development technology information has increasing from year to year. With development of technology, security gap in communication is become wider.To overcome this issues,we need cryptography knowledge. The problem that will be examined in this study is it implementation of modified cryptography Hillcipher with circulant matrices. This cryptography method using circulant  matrices  in  generating public key matrices and choosing private key. So that, a key that we used from simetric key becomes asimetric key. Furthermore, cryptography application will be made which it aims to facilitate users in using the modified cryptography. In this prorgram, we used 95 characters in ASCII numbers so we can use more character in encryption and decryption.Kata Kunci: Cryptography, Hill Cipher, circulant matrices.
Co-Authors Adiwibawa, Muhammad Hilman Andri Novianto Ashilah Azmii, Yusyifa Az-Zahra, Fatimah Cangra Nalika Khadijah Cece Kustiawan Chin, Kin Eng Della Annisa Zahra Dian Usdiyana Elah Nurlaelah Entit puspita Fatimah, Siti Fifih Nurafifah Firdaus, Ivan Luckiyana Fitri Rokhmatillah Fitriani agustina Kartika Yulianti Kin Eng Chin Kurniasih, Firda Muhammad Fakhri Naufal Nurafiah, Fifih Rini Marwati Rizky Rosjanuardi Rokhmatillah, Fitri Sadiyyah, Fitriani Halimatus Wita Aprialita