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<![CDATA[PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA SMP DALAM MATEMATIKA ]]>
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 10, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.22342/jpm.10.2.3637.93-108
<![CDATA[Penelitian ini merupakan kuasi eksperimen dengan design kontrol grup, yang bertujuan untuk mengetahui kemampuan penalaran matematis dan kemampuan komunikasi matematis siswa melalui pembelajaran berbasis masalah (PBM). Penelitian melibatkan siswa kelas VIII Sekolah Menengah Pertama berdasarkan level kemampuan awal matematika (KAM), terdiri dari level KAM tinggi, level KAM sedang, dan level KAM rendah di Kabupaten Garut. Instrumen penelitian mencakup tes kemampuan awal matematika, tes kemampuan penalaran matematis, tes kemampuan penalaran matematis, dan lembar observasi. Data dianalisis menggunakan Kruskal-Wallis, uji gain ternormalisasi, dan asosiasi kontingensi. Hasil penelitian ini adalah: 1) Kemampuan penalaran matematis siswa yang mengikuti PBM dengan KAMT dan KAMS lebih baik dari siswa yang mengikuti PBM dengan KAMRI; 2) Tidak terdapat perbedaan kemampuan penalaran matematis siswa yang mengikuti PBM dengan KAMT dengan siswa yang mengikuti PBM dengan KAMTl; 3) Kemampuan komunikasi matematis siswa yang mengikuti PBM dengan KAMT dan KAMS lebih baik dari siswa yang mengikuti PBM dengan KAMR; 5) Peningkatan kemampuan komunikasi matematis yang mengikuti PBM dengan KAMTÂ dan KAMSÂ kategori sedang; sedangkan dengan KAMR kategori rendah; 5) Terdapat asosiasi yang signifikan antara kemampuan penalaran matematis dan kemampuan komunikasi matematis untuk siswa yang mengikuti PBM. Â DOI: http://dx.doi.org/10.22342/jpm.10.2.3637.93-108]]>
<![CDATA[PENULISAN KARYA TULIS ILMIAH BERBASIS PENELITIAN TINDAKAN KELAS ]]>
<![CDATA[Nitta Puspitasari]]>;
<![CDATA[Sukanto Sukandar Madio]]>;
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Puji Lestari]]>;
<![CDATA[Rostina Sundayana]]>
<![CDATA[ Jurnal Pekemas Vol 1 No 1 (2018): Jurnal Pekemas Tahun 2018 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[The importance of writing scientific paper based on Action Classroom Research for teachers in schools is the background why this training was carried out, given the number of teachers who make Action Classroom Research is still insignificant. Training carried out for 8 hours starts with a theoretical explanation of what Action Classroom Research is, how came up with an idea to create a Action Classroom Research and continued with assistance to the participants to create a classroom Action Classroom Research framework. The participants amounted to 13 people, consisting of middle and high school /vocational teachers in the Pameungpeuk area and its surroundings. The results showed that the teacher was able to analyze the problems in their respective schools to be used as a background in making a Action Classroom Research and also put forward a solution which later became the title of the Action Classroom Research. The results of this training can be used as a reference in carrying out the actual Action Classroom Research.]]>
<![CDATA[Pengetahuan Konten Pedagogis ]]>
<![CDATA[Tina Sri Sumartini]]>;
<![CDATA[Rostina Sunday]]>;
<![CDATA[Sukanto Sukandar Madio]]>;
<![CDATA[Ekasatya Aldila Afriansyah]]>;
<![CDATA[Nita Puspitasasri]]>;
<![CDATA[Reni Nuraeni]]>;
<![CDATA[Irena Puji Lurytawati]]>
<![CDATA[ Jurnal Pekemas Vol 3 No 1 (2020): Jurnal Pekemas Tahun 2020 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[A teacher's Pedagogical Content Knowledge (PCK) is important in implementing mathematics learning. Therefore it is necessary to do socialization about PCK to mathematics teachers. One of the efforts that can be done is to provide community service. This effort was carried out by holding workshops for mathematics teachers at Madrasah Aliyah Negeri 5 Cibatu. The data was collected by giving a questionnaire to the mathematics teacher. The results of this community service show that the development of PCK needs to be accompanied by the development of knowledge of mathematics content as an integral part of teacher competence in teaching mathematics.]]>
<![CDATA[Pelatihan Aplikasi Jotform untuk Pembuatan Form Kuesioner dan Presensi ]]>
<![CDATA[Ekasatya Aldila Afriansyah]]>;
<![CDATA[Sukanto Sukandar Madio]]>;
<![CDATA[Tina Sri Sumartini]]>;
<![CDATA[Dian Mardiani]]>;
<![CDATA[Cici Nurulhaq]]>;
<![CDATA[Teni Sritresna]]>;
<![CDATA[Reni Nuraeni]]>
<![CDATA[ Jurnal Pekemas Vol 3 No 2 (2020): Jurnal Pekemas Tahun 2020 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[The problem of teacher weakness in using software applications to support the online learning process is the theme raised in this training. The solution offered from this training is the Jotform application. The purpose of this training activity is to introduce the Jotform application to teachers in Garut. The research implementation method consists of five stages, namely: introduction, socialization, training, practice, and monitoring. The object of this training activity is the teachers in the Garut region. The training was conducted in two sessions, namely: presentation of material and practice. The benefit of the Jotform application training is evident from the commitment of the training participants about the plan to implement the Jotform application in their learning class. The results of the evaluation of the implementation of this training indicate that this training is useful to support the teaching and learning process carried out in schools. The training method is able to improve the skills of teachers in using the Jotform application. The conclusion of this training is the knowledge in using the Jotform application for teachers so that it is hoped that in the future teachers in Garut will use the Jotform application in making attendance forms and questionnaires/assignments/quizzes]]>
<![CDATA[MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) ]]>
<![CDATA[Dewi Latifah]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 3, No 3 (2014) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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<![CDATA[Abstract:Mathematics is a universal science that underlies the development of technology and have an important role in advancing the human intellect. Problem solving is the focus in the study of mathematics as a problem solving type of learning that most high level and complex. Quasi-experimental study with Nonequivalent Group Pre-test Post-test Design aims to determine the increase in mathematical problem solving ability of student who get Missouri Mathematics Project (MMP) learning model better than students who received conventional learning models, and how the increase in mathematical problem solving ability of students who get the Missouri Mathematics Project (MMP) learning model, as well as students toward learning model Missouri Mathematics Project (MMP). Sampel population in this were students MAN at Garut. The results showed that: (1) Increase in mathematical problem solving ability of student who get Missouri Mathematics Project (MMP) learning model better than students who received conventional learning models, (2) Improvement of students mathematical problem solving abilities that get being interpreted Missouri Mathematics Project (MMP) learning model, (3) Students attitudes toward learning model Missouri Mathematics Project (MMP) interpreted very positive. Abstrak:Matematika merupakan ilmu yang universal yang mendasari perkembangan teknologi dan mempunyai peran penting dalam memajukan daya pikir manusia. Pemecahan masalah merupakan fokus dalam pembelajaran matematika karena pemecahan masalah tipe belajar yang tingkatnya paling tinggi dan kompleks. Penelitian kuasi eksperimen dengan Nonequivalent Group Pre-test Post-test Design ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP) lebih baik dari siswa yang mendapatkan model pembelajaran konvensional, dan bagaimana peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP), serta sikap siswa terhadap model pembelajaran Missouri Mathematics Project (MMP). Sampel populasi dalam penelitian ini adalah siswa MAN di Garut. Hasil Penelitian menunjukkan bahwa: (1) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model model pembelajaran Missouri Mathematics Project (MMP) lebih baik dari siswa yang mendapatkan pembelajaran konvensional, (2) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP) diinterprestasikan sedang, (3) Sikap siswa terhadap model pembelajaran Missouri Mathematics Project (MMP) diinterprestasikan sangat positif.]]>
<![CDATA[MODEL PEMBELAJARAN GENERATIF DALAM UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v1i1.169
<![CDATA[The aim of this research is to analyze, (a) mathematical achievement capability of student after learning by Generative model, (b) mastery learning of student after learning by Generative model, and (c) student activities while learning Generative models. This research is directed to class action research in one of public high school in Garut as population subject are all eleventh grade student by taking one class of 41 sttudents as a sample. The result of research shows, (a) mathematical achievement capability of student after learning by Generative model have been changed (increased) in score that received by student, of cycle I to cycle II, of cycle II to cycle III, and of cycle III to cycle IV, (b) mastery learning of student after learning by Generative models not reached yet on cycle I, but reached on cycle II, cycle III, and cycle IV, (c) Learning Condition of implementation of Generative Model have been increased to be better and student learning activity have been increased to be better too.]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIPE TIPE THINK PAIR SHARE (TPS) TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP ]]>
<![CDATA[Siska Puspita Sari]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 1 (2013) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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<![CDATA[Abstract This study aims to determine whether the learning outcomes of learning mathematics that uses models of type kooperatipe think pair share ( TPS ) is better than that using learning model konvensional.Dari normality test results of initial test data shows that the initial test scores in the experimental class were normally distributed , whereas scores initial tests on the control class distribution is not normal , so proceed with testing at the Mann Whitney test with significance level 0.05.karena the initial tests at the conclusion can not start capability differences between the experimental class and the control class followed by ternormalisasi.berdasarkan gain test data analysis results can indicate that the initial capacity of the two groups can be concluded there is influence . while the results obtained from the final test at the significant tarap 00:05 . because t > t table then Ho ditolak.dengan It can be concluded that there are significant mathematical achievement of students who use cooperative learning model think pair share .]]>
<![CDATA[PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN KONTEKSTUAL ]]>
<![CDATA[Nursuci Lestari]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 3 (2013) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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<![CDATA[Abstract: Quasi-experimental research design the static group pretest- posttest design was aimed to know the differences of students achievement in learn mathematic between students who get cooperative learning in Jigsaw and Contextual types. The technique of collecting data uses subjective tests from description, this instrument is clarified have complied the validity, reliability, and level of difficulty distinguishing power. Data analysis is Mann-Whitney test. The result can be summed up that there are the significance differences in initial ability between students who get cooperative learning in Jigsaw dan Contextual types. As any rate, in data analysis of students affective base on questionnaire which is given, most of these responses are positive. This is because, the average of neutral affective is most little than students affective. Abstrak:Penelitian kuasi eksperimen dengan desain kelompok the static group pretest-posttest design ini bertujuan untuk mengetahui perbedaan prestasi belajar matematika siswa antara yang mendapatkan model pembelajaran kooperatif tipe Jigsaw dan Kontekstual. Instrumen yang digunakan dalam penelitian ini yaitu tes tulis berbentuk uraian, instrumen tersebut dinyatakan telah memenuhi syarat validitas, reliabilitas, daya pembeda dan tingkat kesukaran. Analisis data dilakukan dengan uji Mann-Whitney. Hasil penelitian ini menunjukan bahwa terdapat perbedaan kemampuan awal yang signifikan antara siswa yang mendapatkan pembelajaran kooperatif tipe Jigsaw dengan siswa yang mendapatkan pembelajaran Kontekstual. Pada analisis data sikap siswa yaitu berdasarkan angket yang diberikan, responnya sebagian besar bernilai positif. Ini terlihat dari rata-rata sikap netral lebih kecil daripada sikap siswa, sehingga dapat disimpulkan bahwa sikap siswa terhadap model pembelajaran kooperatif tipe Jigsaw maupun model pembelajaran Kontekstual mempunyai respon positif.]]>
<![CDATA[Meningkatkan Kemampuan Pemecahan Masalah dan Komunikasi Matematik melalui Pendekatan Problem Posing ]]>
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 4, No 3 (2015) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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<![CDATA[Tujuan penelitian ini adalah menelaah apakah peningkatan kemampuan pemecahan masalah dan komunikasi matematiksiswa yang mendapatkan pendekatan problem posing lebih baik dibanding yang konvensional.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA ]]>
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v6i1.297
<![CDATA[Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.]]>
