Articles
<![CDATA[Ekperimentasi Metode Conceptual Understanding Procedures dan Mind Mapping Ditinjau dari Gaya Belajar ]]>
<![CDATA[Mahmudah, Anis]]>;
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Rejeki, Sri]]>
<![CDATA[ Jurnal Varidika: Varia Pendidikan Volume 27 No. 1, Juni 2015 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[This study aims at evaluating: (1) the difference of studentsâ mathematics learning achievement viewed from two different learning methods, (2) the difference of studentsâ mathematics learning achievement viewed from different learning styles, (3) the effect of interaction between teaching methods and learning styles on studentsâ mathematics learning achievement. This study is a quantitative research with quasiexperimental research design. The population of this study is 210 students of 10thgrade of SMA MTA Surakarta. Two classes were chosen for the sample of this study by cluster random sampling. The first class was treated using Conceptual Understanding Procedures (CUPs) method and the second class was treated using Mind Mapping method. The data collection was conducted using test, questionnaire, and documentation. Morever, the data was analized using different number of cell analysis of variance with 5% significance level. The conclusion are: (1) there is difference on studentâs mathematics learning achievement viewed from two different learning methods, Conceptual Understanding Procedures (CUPs) a give better achievement than Mind Mapping, (2) there is no difference on studentsâ learning achievement viewed from different learning styles, (3) there is no effect of interaction between teaching methods and learning styles on studentsâ mathematics learning achievement.]]>
<![CDATA[Pengembangan Karakter dalam Pembelajaran Matematika: Model di Prodi Pendidikan Matematika FKIP UMS ]]>
<![CDATA[Masduki, Masduki]]>;
<![CDATA[Khotimah, Rita P]]>;
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Toyib, Muhammad]]>;
<![CDATA[Kholid, Muhammad]]>;
<![CDATA[Santoso, Kurniawan Budi]]>
<![CDATA[ Jurnal Varidika: Varia Pendidikan Volume 26 No. 2, Desember 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[This research aimed to design a strategy to develop character learning mathematics students that were based on the values of Islam. This study were in the frame of research and development method using qualitative approach. Subject of this research was the first year of undergraduate students of mathematics education department who took basic mathematics courses. Mathematics learning strategies in developing th character were designed in three stages to develop students character. The first stage was the inculcation. At this stage, lecturer facilitated students with activities that were able to raise awareness of the value of the character in learning. The second stage was Implementation where the lecturers facilitated student learning activities that fostered character value. Activities fostered values characters implicitly include group discussion, problems solving, seeking information from various sources, preparations reports, and presentations. The final stage was reflection, where the lecturer together with students did reflection on themselves and on the values of the characters that had not been well grown in learning. The results of interview with students suggest that the use of learning strategies has a positive impact on student character development.]]>
<![CDATA[Ekperimentasi Metode Conceptual Understanding Procedures dan Mind Mapping Ditinjau dari Gaya Belajar ]]>
<![CDATA[Mahmudah, Anis]]>;
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Rejeki, Sri]]>
<![CDATA[ Jurnal VARIDIKA Volume 27 No. 1, Juni 2015 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/varidika.v27i1.737
<![CDATA[This study aims at evaluating: (1) the difference of students? mathematics learning achievement viewed from two different learning methods, (2) the difference of students? mathematics learning achievement viewed from different learning styles, (3) the effect of interaction between teaching methods and learning styles on students? mathematics learning achievement. This study is a quantitative research with quasiexperimental research design. The population of this study is 210 students of 10thgrade of SMA MTA Surakarta. Two classes were chosen for the sample of this study by cluster random sampling. The first class was treated using Conceptual Understanding Procedures (CUPs) method and the second class was treated using Mind Mapping method. The data collection was conducted using test, questionnaire, and documentation. Morever, the data was analized using different number of cell analysis of variance with 5% significance level. The conclusion are: (1) there is difference on student?s mathematics learning achievement viewed from two different learning methods, Conceptual Understanding Procedures (CUPs) a give better achievement than Mind Mapping, (2) there is no difference on students? learning achievement viewed from different learning styles, (3) there is no effect of interaction between teaching methods and learning styles on students? mathematics learning achievement.]]>
<![CDATA[Pengembangan Karakter dalam Pembelajaran Matematika: Model di Prodi Pendidikan Matematika FKIP UMS ]]>
<![CDATA[Masduki, Masduki]]>;
<![CDATA[Khotimah, Rita P]]>;
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Toyib, Muhammad]]>;
<![CDATA[Kholid, Muhammad]]>;
<![CDATA[Santoso, Kurniawan Budi]]>
<![CDATA[ Jurnal VARIDIKA Volume 26 No. 2, Desember 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/varidika.v26i2.678
<![CDATA[This research aimed to design a strategy to develop character learning mathematics students that were based on the values of Islam. This study were in the frame of research and development method using qualitative approach. Subject of this research was the first year of undergraduate students of mathematics education department who took basic mathematics courses. Mathematics learning strategies in developing th character were designed in three stages to develop students character. The first stage was the inculcation. At this stage, lecturer facilitated students with activities that were able to raise awareness of the value of the character in learning. The second stage was Implementation where the lecturers facilitated student learning activities that fostered character value. Activities fostered values characters implicitly include group discussion, problems solving, seeking information from various sources, preparations reports, and presentations. The final stage was reflection, where the lecturer together with students did reflection on themselves and on the values of the characters that had not been well grown in learning. The results of interview with students suggest that the use of learning strategies has a positive impact on student character development.]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematika Model TIMSS Konten Bilangan Pada Siswa dengan Kecerdasan Logis-Matematis Tinggi ]]>
<![CDATA[Muhamad Toyib]]>;
<![CDATA[Nur Rohman]]>;
<![CDATA[Sri Sutarni]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 3, No 2: November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/kontinu.3.2.63-80
<![CDATA[Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah matematika model TIMSS pada konten bilangan ditinjau dari kecerdasan logis-matematis. Subjek dalam penelitian ini adalah 7 siswa kelas VIII yang memiliki kecerdasan logis-matematis tinggi, sedang, dan rendah yang diambil menggunakan teknik snowball. Artikel ini khusus menyajikan profil kemampuan pemecahan masalah bagi siswa dengan kecerdasan logis-matematis tinggi yaitu Andini Nur Rahmadani dan Sinta Septiana. Metode pengumpulan data menggunakan metode tes dan metode wawancara. Triangulasi dilakukan dengan membandingkan kedua metode tersebut untuk pemeriksaan keabsahan data. Teknik analisis data dilakukan dengan cara mereduksi data, menyajikan data, dan menarik kesimpulan. Hasil penelitian disimpulkan bahwa kemampuan pemecahan masalah siswa berkecerdasan logis-matematis tinggi mampu memahami masalah, dalam merencanakan masalah tidak semua mampu membuat rencana yang tepat, mampu melakukan perhitungan sesuai rencana yang disusun, dan sebagian melakukan tahapan memeriksa kembali jawaban.]]>
<![CDATA[Ekperimentasi Metode Conceptual Understanding Procedures dan Mind Mapping Ditinjau dari Gaya Belajar ]]>
<![CDATA[Anis Mahmudah]]>;
<![CDATA[Sri Sutarni]]>;
<![CDATA[Sri Rejeki]]>
<![CDATA[ Jurnal VARIDIKA Volume 27 No. 1, Juni 2015 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/varidika.v27i1.737
<![CDATA[This study aims at evaluating: (1) the difference of students’ mathematics learning achievement viewed from two different learning methods, (2) the difference of students’ mathematics learning achievement viewed from different learning styles, (3) the effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement. This study is a quantitative research with quasiexperimental research design. The population of this study is 210 students of 10thgrade of SMA MTA Surakarta. Two classes were chosen for the sample of this study by cluster random sampling. The first class was treated using Conceptual Understanding Procedures (CUPs) method and the second class was treated using Mind Mapping method. The data collection was conducted using test, questionnaire, and documentation. Morever, the data was analized using different number of cell analysis of variance with 5% significance level. The conclusion are: (1) there is difference on student’s mathematics learning achievement viewed from two different learning methods, Conceptual Understanding Procedures (CUPs) a give better achievement than Mind Mapping, (2) there is no difference on students’ learning achievement viewed from different learning styles, (3) there is no effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement.]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SMP DALAM MENYELESAIKAN SOAL MATEMATIKA MELALUI PROBLEM BASED LEARNING ]]>
<![CDATA[Muhamad Arief Rahman]]>;
<![CDATA[Sri Sutarni]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i3.5283
<![CDATA[The purpose of this study is to describe and determine the factors that affect students' higher order thinking skills (Higher Order Thinking Skills) in working on math problems with problem based learning patterns. This research is a qualitative descriptive study in which class VIII SMP Muhammadiyah 5 Surakarta is the source of the research and all the data is obtained through tests and interviews.The results of the analysis stated that the students' higher-order thinking skills in doing math problems for class VIII SMP Muhammadiyah 5 Surakarta were classified in the sufficient category with details: (1) 17.64% of them had high-order thinking skills which were classified as very good; 29.41% good; 41.17% is sufficient; and 11.76% categorized as less. (2) The percentage of students' ability to answer questions at the level of analyzing is 52.94%, the level of evaluating is 47.05%, and the level of creating is 23.52%.]]>
<![CDATA[THE IMPACT OF HOTS-ORIENTED REALISTIC MATHEMATICS LEARNING ON LEARNING OUTCOMES IN TERMS OF STUDENT INTEREST ]]>
<![CDATA[Abidah Rohmatillah]]>;
<![CDATA[Sri Sutarni]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i4.5886
<![CDATA[Abstrak Rendahnya kemampuan berpikir tingkat tinggi atau HOTS siswa perlu ditingkatkan. Salah satunya dengan meningkatkan kualitas model pembelajaran dan minat belajar siswa. Oleh karena itu penelitian ini bertujuan untuk mengetahui: 1) Apakah Pembelajaran Matematika Realistik berorientasi HOTS mempengaruhi hasil belajar siswa? 2) Apakah minat belajar berdampak pada hasil belajar matematika siswa? dan 3) Apakah minat siswa dalam pembelajaran dan Pembelajaran Matematika Realistik yang berorientasi HOTS berdampak pada pembelajaran matematika? Penelitian ini menggunakan Desain non- Equivalent Posttest-Only Control Group dan merupakan penelitian quasi eksperimen. Metode pengambilan random sampling digunakan untuk mendapatkan sampel. Kelas XI IPA 1 merupakan kelas eksperimen dalam penelitian ini dengan terapi model PMR dan kelas XI IPA 2 merupakan kelas kontrol dengan model konvensional. Data yang terkumpul kemudian dianalisis menggunakan ANOVA dua jalur. Temuan penelitian yang didasarkan pada analisis pengujian hipotesis, adalah sebagai berikut: 1) Model PMR berorientasi HOTS berdampak pada hasil belajar siswa, dengan sig. 0.000<0.05, 2) Minat belajar berdampak pada hasil belajar matematika siswa, dengan sig. 0.000<05 dan 3) Terdapat dampak antara model PMR berorientasi HOTS terhadap hasil belajar jika dilihat dari minat belajar siswa dengan sig. 0,008<0,05.AbstractThe low level of thinking ability or HOTS of students needs to be improved. One of them is by improving the quality of learning models and students' interest in learning. Therefore this research aimed to determine: 1) Does HOTS-oriented realistic mathematics learning affect student outcomes in mathematics learning? 2) Does learning interest have an impact on how well pupils learn mathematics? and 3) Does student interest in learning and HOTS-oriented realistic mathematics learning have any impact on mathematics learning? This study used a non- Equivalent Posttest-Only Control Group Design and was therefore a quasi exsperimental study. A straightforward ramdom sampling method was used to obtain the sample. Class XI IPA 1 is the experimental class in this study with PMR model therapy and class XI IPA 2 is the control class with Contventional model. The collected data was then analyzed using Two-Ways ANOVA. The study’s finding, which are based on an analysis of hypothesis testing, are as follows: 1) The HOTS-oriented PMR model has an impact on student learning outcomes, with a sig. 0.000<0.05, 2) Learning interests have an impact on students' mathematics learning outcomes, with a sig. 0.000<0.05 and 3) There is an impact between the HOTS-oriented PMR model on learning outcomes when viewed from students' interest in learning with sig. 0.008<0.05.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis dengan Pembelajaran Matematika Berbasis Realistic Mathematic Education (RME) pada Siswa Sekolah Dasar ]]>
<![CDATA[Muhamad Farhan Aprilianto]]>;
<![CDATA[Sri Sutarni]]>
<![CDATA[ Jurnal Basicedu Vol 7, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v7i1.4643
<![CDATA[Latar belakang dilakukannya penelitian yakni kurangnya hasil keterampilan bernalar kritis yang diperoleh peserta didik dalam pembelajaran matematika. Adapun solusi alternatif yang ditawarkan, yakni Realistic Mathematic Education (RME). Tujuan dalam penelitian yaitu sebagai upaya untuk melakukan peningkatan keterampilan siswa dalam bernalar kritis pada pembelajaran matematika melalui RME pada peserta didik kelas V SDN Kabupaten Temanggung, Indonesia. Metode yang digunakan dalam penelitian yaitu Action Research. Teknik pengumpulan melalui teknik pengamatan, catatan lapangan, metode test serta dokumen pendukung. Untuk mengetahui keabsahannya menggunakan triangulasi teknik. Peneliti menggunakan observasi dan tes untuk mendapatkan informasi dari sumber yang sama. Alat dalam penelitian yaitu pengujian keterampilan bernalar kritis, formulir observasi, serta saran untuk menganalisis data dengan menggunakan indikator berpikir kritis. Dari hasil analisis data dapat ditarik simpulan penggunaan RME dapat mengahsilkan peningkatan keterampilan bernalar kritis siswa dalam pembelajaran matematika. Hal tersebut terlihat dari tujuan yang mengukur keberhasilan setiap aspek solusi.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis dengan Pembelajaran Matematika Berbasis Realistic Mathematic Education (RME) pada Siswa Sekolah Dasar ]]>
<![CDATA[Muhamad Farhan Aprilianto]]>;
<![CDATA[Sri Sutarni]]>
<![CDATA[ Jurnal Basicedu Vol 7, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v7i1.4643
<![CDATA[Latar belakang dilakukannya penelitian yakni kurangnya hasil keterampilan bernalar kritis yang diperoleh peserta didik dalam pembelajaran matematika. Adapun solusi alternatif yang ditawarkan, yakni Realistic Mathematic Education (RME). Tujuan dalam penelitian yaitu sebagai upaya untuk melakukan peningkatan keterampilan siswa dalam bernalar kritis pada pembelajaran matematika melalui RME pada peserta didik kelas V SDN Kabupaten Temanggung, Indonesia. Metode yang digunakan dalam penelitian yaitu Action Research. Teknik pengumpulan melalui teknik pengamatan, catatan lapangan, metode test serta dokumen pendukung. Untuk mengetahui keabsahannya menggunakan triangulasi teknik. Peneliti menggunakan observasi dan tes untuk mendapatkan informasi dari sumber yang sama. Alat dalam penelitian yaitu pengujian keterampilan bernalar kritis, formulir observasi, serta saran untuk menganalisis data dengan menggunakan indikator berpikir kritis. Dari hasil analisis data dapat ditarik simpulan penggunaan RME dapat mengahsilkan peningkatan keterampilan bernalar kritis siswa dalam pembelajaran matematika. Hal tersebut terlihat dari tujuan yang mengukur keberhasilan setiap aspek solusi.]]>
