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<![CDATA[PERBANDINGAN KEMAMPUAN BERPIKIR REFLEKTIF ANTARA SISWA YANG MENDAPATKAN PENDEKATAN OPEN ENDED DENGAN KONVENSIONAL ]]>
<![CDATA[Yofi Nurul Andriani]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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<![CDATA[ABSTRAKHasil Peneliti ini yaitu analisis data dan pengujian hipotesis untuk tes akhir diperoleh Zhitung = 2,57 dan pada taraf siginifikansi 0.01 diperoleh Ztabel = 2,33, maka Zhitung (2,57) > Ztabel (2,33), sehingga Ha diterima. Oleh karena itu dapat kesimpuian bahwa hasil belajar matematika siswa yang menggunakan pendekatan open ended lebih baik dari pada yang menggunakan pembeiajaran konvensional. Ada faktor-faktor lain dari pendekatan open ended terhadap hasil belajar matematika siswa, faktor itu meliputi pemahaman konsep seorang sum terhadap materi dan pendekatan open ended maupun karakter siswa yang heterogen yang menitik beratkan pembeiajaran pada siswa lebih aktif dalam mencari dan menemukan metode dalam menyelesaikan soal matematika. ABSTRACTThe results of this Researcher that is data analysis and hypothesis testing to test the end of retrieved Zhitung = 2.57 and at siginifikansi level 0.01 retrieved Ztabel = 2.33, then Zhitung (2.57) > Ztabel (2,33), so the Ha is received. Therefore it can be kesimpuian that the results of the students learn math using the open ended approach is better than using the conventional pembeiajaran. There are factors other than open ended approach against the results of learning math students, factors that include an understanding of the concept of a sum against the material and approach the open ended character of the students as well as heterogeneous pembeiajaran operates on the students more active in seeking and finding method in solving math problems.]]>
<![CDATA[Peningkatan Kemampuan Representasi Matematis Siswa dengan Pembelajaran Berbasis Masalah Melalui Pendekatan Konstekstual dan Matematika Realistik ]]>
<![CDATA[Anggia Suci Nur Aisyah]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1268
<![CDATA[Kemampuan representasi matematis masih rendah. Tujuan penelitian yaitu mengetahui perbedaan peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistik. Metode penelitian yaitu kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP swasta di Kadungora. Sampel yaitu kelas VIII-A dan kelas VIII-C. Data diperoleh melalui tes uraian kemampuan representasi matematis. Hasil penelitian menunjukkan tidak terdapat perbedaan peningkatan kemampuan representasi matematis siswa antara yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistic.Kualitas peningkatan kemampuan representasi matematis berinterpretasi sedang. Pendekatan kontekstual dan pendekatan matematika realistik, keduanya dapat digunakan untuk meningkatkan kemampuan representasi matematika.Mathematical representation ability is still low. The purpose of this research is to find out the difference in increasing mathematical representation skills between students who get problem-based learning models through contextual approaches and realistic mathematics. The research method is quasi-experimental with a population of all eighth-grade students of a private junior high school in Kadungora. The samples are class VIII-A and class VIII-C. The data was obtained through a description test of the mathematical representation ability. The results showed that there was no difference in the improvement of students' mathematical representation abilities between those who received problem-based learning models through contextual approaches and realistic mathematics. The quality of improving the ability to interpret mathematical representation is moderate. Contextual approach and realistic mathematical approach, both can be used to improve mathematical representation ability.]]>
<![CDATA[Perbedaan Peningkatan Kemampuan Koneksi dan Disposisi Matematis Siswa antara Model Pembelajaran CTL dan BBL ]]>
<![CDATA[Amellia Femisha]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1029
<![CDATA[Kemampuan koneksi matematis merupakan salah satu kompetensi yang penting untuk dikuasai siswa, dan disposisi matematis merupakan kemampuan yang cenderung berfikir secara posisitif tentang matematika. Namun kenyataan menunjukkan bahwa kemampuan koneksi matematis dan disposisi matematis yang dimiliki oleh siswa masih rendah. Sehingga perlu upaya untuk meningkatkan kemampuan koneksi matematis dan disposisi matematis siswa salah satunya menggunakan model pembelajaran Contextual Teaching Learning (CTL) dan model pembelajaran Brain Based Lerning (BBL). Adapun tujuan dari penelitian ini adalah untuk menganalisis perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis antara yang mendapatkan model pembelajaran CTL dengan BBL. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas XI SMA Negeri 2 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas XI MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model pembelajaran CTL dan kelas XI MIPA 8 sebanyak 31 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran BBL. Instrumen penelitian yang digunakan berupa tes uraian dan angket disposisi matematis. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis siswa antara yang mendapatkan model pembelajaran CTL dan BBL. Mathematical connection ability is one of the important competencies for students to master, and mathematical disposition is an ability that tends to think positively about mathematics. However, the reality shows that the mathematical connection ability and mathematical disposition possessed by students is still low. So it needs efforts to improve the mathematical connection skills and mathematical dispositions of students, one of which is using the Contextual Teaching Learning (CTL) learning model and the Brain-Based Learning (BBL) learning model. The purpose of this study is to analyze the differences in the improvement of mathematical connection ability and mathematical disposition between those who get the CTL and BBL learning model. The research method used was quasi-experimental with a population of all class XI students of SMA Negeri 2 Garut. The sample in this study consisted of two classes, namely class XI MIPA 6 as many as 35 students as the experimental class I who received the CTL learning model, and class XI MIPA 8 as many as 31 students as the experimental class II who received the BBL learning model. The research instrument used was in the form of a descriptive test and a mathematical disposition questionnaire. Based on the results of statistical analysis, it is concluded that there is a difference in the improvement of the mathematical connection ability and mathematical disposition of students between those who get the CTL and BBL learning models.]]>
<![CDATA[Kesulitan Belajar Matematika Siswa Melalui Pembelajaran Jarak Jauh ]]>
<![CDATA[Linda Komala Sari]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 3 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i3.1458
<![CDATA[Kesulitan belajar yang terjadi selama pembelajaran jarak jauh mempengaruhi prestasi dalam pembelajaran matematika. Penelitian ini dilakukan untuk mengetahui kesulitan belajar matematika melalui pendidikan jarak jauh. Jenis penelitian yaitu penelitian kualitatif. Subjek penelitian adalah tiga siswa kelas XI di Kp. Campaka, Garut. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara. Temuan dalam penelitian ini beberapa kesulitan belajar yang dialami siswa selama pembelajaran jarak jauh pada mata pelajaran matematika. Kesulitan tersebut yaitu sulit untuk memahami materi matematika yang disampaikan, koneksi internet yang tidak stabil, serta lingkungan belajar yang kurang mendukung untuk berlangsungannya pembelajaran jarak jauh. Kesulitan tersebut berpengaruh terhadap faktor psikologis siswa, terutama minat belajar siswa. Kesulitan-kesulitan yang muncul dalam pembelajaran matematika jarak jauh sebaiknya diperbaiki untuk meningkatkan keberhasilan belajar.Learning difficulties that occur during distance learning affect achievement in learning mathematics. This study was conducted to determine the difficulty of learning mathematics through distance education. This type of research is qualitative research. The research subjects were three grade XI students in Kp. Campaka, Garut. Data collection was carried out using questionnaires and interviews. The findings in this study were some of the learning difficulties experienced by students during distance learning in mathematics. These difficulties are difficulty in understanding the mathematical material presented, unstable internet connection, and a learning environment that is less supportive for distance learning to take place. These difficulties affect the psychological factors of students, especially students' interest in learning. The difficulties that arise in distance learning mathematics should be corrected to increase learning success.]]>
<![CDATA[Perbedaan Peningkatan Kemampuan Koneksi dan Disposisi Matematis Siswa antara Model Pembelajaran CTL dan BBL ]]>
<![CDATA[Femisha, Amellia]]>;
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2021): Maret ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i1.880
<![CDATA[Kemampuan koneksi matematis merupakan salah satu kompetensi yang penting untuk dikuasai siswa, dan disposisi matematis merupakan kemampuan yang cenderung berfikir secara posisitif tentang matematika. Namun kenyataan menunjukkan bahwa kemampuan koneksi matematis dan disposisi matematis yang dimiliki oleh siswa masih rendah. Sehingga perlu upaya untuk meningkatkan kemampuan koneksi matematis dan disposisi matematis siswa salah satunya menggunakan model pembelajaran Contextual Teaching Learning (CTL) dan model pembelajaran Brain Based Lerning (BBL). Adapun tujuan dari penelitian ini adalah untuk menganalisis perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis antara yang mendapatkan model pembelajaran CTL dengan BBL. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas XI SMA Negeri 2 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas XI MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model pembelajaran CTL dan kelas XI MIPA 8 sebanyak 31 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran BBL. Instrumen penelitian yang digunakan berupa tes uraian dan angket disposisi matematis. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis siswa antara yang mendapatkan model pembelajaran CTL dan BBL. Mathematical connection ability is one of the important competencies for students to master, and mathematical disposition is an ability that tends to think positively about mathematics. However, the reality shows that the mathematical connection ability and mathematical disposition possessed by students is still low. So it needs efforts to improve the mathematical connection skills and mathematical dispositions of students, one of which is using the Contextual Teaching Learning (CTL) learning model and the Brain-Based Learning (BBL) learning model. The purpose of this study is to analyze the differences in the improvement of mathematical connection ability and mathematical disposition between those who get the CTL and BBL learning model. The research method used was quasi-experimental with a population of all class XI students of SMA Negeri 2 Garut. The sample in this study consisted of two classes, namely class XI MIPA 6 as many as 35 students as the experimental class I who received the CTL learning model, and class XI MIPA 8 as many as 31 students as the experimental class II who received the BBL learning model. The research instrument used was in the form of a descriptive test and a mathematical disposition questionnaire. Based on the results of statistical analysis, it is concluded that there is a difference in the improvement of the mathematical connection ability and mathematical disposition of students between those who get the CTL and BBL learning models.]]>
<![CDATA[Peningkatan Kemampuan Representasi Matematis Siswa dengan Pembelajaran Berbasis Masalah Melalui Pendekatan Konstekstual dan Matematika Realistik ]]>
<![CDATA[Aisyah, Anggia Suci Nur]]>;
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2021): Juli ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i2.909
<![CDATA[Kemampuan representasi matematis masih rendah. Tujuan penelitian yaitu mengetahui perbedaan peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistik. Metode penelitian yaitu kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP swasta di Kadungora. Sampel yaitu kelas VIII-A dan kelas VIII-C. Data diperoleh melalui tes uraian kemampuan representasi matematis. Hasil penelitian menunjukkan tidak terdapat perbedaan peningkatan kemampuan representasi matematis siswa antara yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistic. Kualitas peningkatan kemampuan representasi matematis berinterpretasi sedang. Pendekatan kontekstual dan pendekatan matematika realistik, keduanya dapat digunakan untuk meningkatkan kemampuan representasi matematika. Mathematical representation ability is still low. The purpose of this research is to find out the difference in increasing mathematical representation skills between students who get problem-based learning models through contextual approaches and realistic mathematics. The research method is quasi-experimental with a population of all eighth-grade students of a private junior high school in Kadungora. The samples are class VIII-A and class VIII-C. The data was obtained through a description test of the mathematical representation ability. The results showed that there was no difference in the improvement of students' mathematical representation abilities between those who received problem-based learning models through contextual approaches and realistic mathematics. The quality of improving the ability to interpret mathematical representation is moderate. Contextual approach and realistic mathematical approach, both can be used to improve mathematical representation ability.]]>
<![CDATA[Kesulitan Belajar Matematika Siswa Melalui Pembelajaran Jarak Jauh ]]>
<![CDATA[Sari, Linda Komala]]>;
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 3 (2021): November ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i3.945
<![CDATA[Kesulitan belajar yang terjadi selama pembelajaran jarak jauh mempengaruhi prestasi dalam pembelajaran matematika. Penelitian ini dilakukan untuk mengetahui kesulitan belajar matematika melalui pendidikan jarak jauh. Jenis penelitian yaitu penelitian kualitatif. Subjek penelitian adalah tiga siswa kelas XI di Kp. Campaka, Garut. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara. Temuan dalam penelitian ini beberapa kesulitan belajar yang dialami siswa selama pembelajaran jarak jauh pada mata pelajaran matematika. Kesulitan tersebut yaitu sulit untuk memahami materi matematika yang disampaikan, koneksi internet yang tidak stabil, serta lingkungan belajar yang kurang mendukung untuk berlangsungannya pembelajaran jarak jauh. Kesulitan tersebut berpengaruh terhadap faktor psikologis siswa, terutama minat belajar siswa. Kesulitan-kesulitan yang muncul dalam pembelajaran matematika jarak jauh sebaiknya diperbaiki untuk meningkatkan keberhasilan belajar. Learning difficulties that occur during distance learning affect achievement in learning mathematics. This study was conducted to determine the difficulty of learning mathematics through distance education. This type of research is qualitative research. The research subjects were three grade XI students in Kp. Campaka, Garut. Data collection was carried out using questionnaires and interviews. The findings in this study were some of the learning difficulties experienced by students during distance learning in mathematics. These difficulties are difficulty in understanding the mathematical material presented, unstable internet connection, and a learning environment that is less supportive for distance learning to take place. These difficulties affect the psychological factors of students, especially students' interest in learning. The difficulties that arise in distance learning mathematics should be corrected to increase learning success.]]>
<![CDATA[Model Pembelajaran Generatif Dalam Upaya Meningkatkan Hasil Belajar Matematika ]]>
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2012): Mei ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v1i1.232
<![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 students 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: Studi Penelitian Ekspermen di SMPN 1 Banyuresmi Garut ]]>
<![CDATA[Sari, Siska Puspita]]>;
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v2i1.269
<![CDATA[This study aims to determine whether the learning outcomes of learning mathematics that uses models of type cooperative think pair share (TPS) is better than that using learning model conventional. From 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 are not normal, so proceed with testing at the Mann Whitney test with significance level 0.05. Because the initial tests at the conclusion cannot start capability differences between the experimental class and the control class followed by normalized. based 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 0,5. because t > t table then Ho rejected. It can be concluded that there is significant mathematical achievement of students who use cooperative learning model think pair share.]]>
<![CDATA[Perbandingan Kemampuan Berpikir Reflektif Antara Siswa Yang Mendapatkan Pendekatan Open Ended Dengan Konvensional ]]>
<![CDATA[Andriani, Yofi Nurul]]>;
<![CDATA[Madio, Sukanto Sukandar]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v2i2.279
<![CDATA[The results of this Researcher that is data analysis and hypothesis testing to test the end of retrieved Zcounting = 2.57 and at significances level 0.01 retrieved Zcounting = 2.33, then Zcounting (2.57) > Ztable (2,33), so the Ha is received. Therefore, it can be concluded that the results of the students learn math using the open-ended approach is better than using the conventional learning. There are factors other than open ended approach against the results of learning math students, factors that include an understanding of the concept of a sum against the material and approach the open-ended character of the students as well as heterogeneous learning operates on the students more active in seeking and finding method in solving math problems. Hasil Peneliti ini yaitu analisis data dan pengujian hipotesis untuk tes akhir diperoleh Zhitung = 2,57 dan pada taraf siginifikansi 0.01 diperoleh Ztabel = 2,33, maka Zhitung (2,57) > Ztabel (2,33), sehingga Ha diterima. Oleh karena itu dapat kesimpuian bahwa hasil belajar matematika siswa yang menggunakan pendekatan open ended lebih baik dari pada yang menggunakan pembeiajaran konvensional. Ada faktor-faktor lain dari pendekatan open ended terhadap hasil belajar matematika siswa, faktor itu meliputi pemahaman konsep seorang sum terhadap materi dan pendekatan open ended maupun karakter siswa yang heterogen yang menitik beratkan pembeiajaran pada siswa lebih aktif dalam mencari dan menemukan metode dalam menyelesaikan soal matematika.]]>
