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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN ASSESSMENT FOR LEARNING (AfL) TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA Negara, Habibi Ratu Perwira; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.796 KB)

Abstract: This research aim to find out the effect of the learning models on achievement and mathematics communication ability viewed from cognitive style. The learning models compared were the cooperative learning of TPS type with AfL, cooperative learning of TPS type, and the direct learning mode. The research was quasi experimental. The population was all students of grade VII State Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling technique. The hypothesis test used unbalanced two ways multivariat analysis of variance. The results of the research were as follows. (1) The cooperative learning model of TPS type with AfL gives better achievement and mathematics communication ability than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives better achievement and mathematics communication ability than the direct learning model. (2) Students with the FI cognitive style had better achievement than students with the FD cognitive style, while students with the FI cognitive style had the same mathematics communication ability as students with the FD cognitive style. (3) On FD cognitive style and FI cognitive style, the cooperative learning model of TPS type with AfL gives a better achievement than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives a better achievement than the direct learning model. On FD cognitive style, the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type, and the direct learning model gives the same mathematics communication ability. On FI cognitive style, the cooperative learning model of TPS type with AfL gives the same mathematics communication ability as the cooperative learning model of TPS type, and the cooperative learning model of TPS type with AfL and the cooperative learning model of TPS type gives a better mathematics communication ability than the direct learning model. (4) On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style had better achievement than students with the FD cognitive style. On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style and FD cognitive style had the same mathematics communication ability.Keywords: TPS, AfL, cognitive style, mathematics achievement, mathematics communication ability.Â

EFEKTIVITAS PEMBELAJARAN GOOGLE CLASSROOM TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA Santosa, Farah Heniati; Negara, Habibi Ratu Perwira; Samsul Bahri
Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) Vol 3 No 1 (2020): Edisi Mei
Publisher : Pusat Penelitian dan Pengembangan Reka Karya Amerta (REKARTA)

Abstrak: Penelitian ini bertujuan untuk mengetahui efektifitas pembelajaran google classroom terhadap penalaran matematis siswa Penelitian ini adalah penelitian pre-experimental dengan jenis one-shot case yang melibatkan satu kelas siswa kelas XI yang terdiri dari 20 siswa di salah satu SMA di Kota Mataram. Intrumen penelitian berupa tes, observasi dan wawancara. Analisis data menggunakan uji one sample t-tes. Hasil penelitian menunjukkan bahwa pembelajaran menggunakan google classroom terhadap kemampuan penalaran matematis siswa efektif. Sikap disiplin siswa dapat dilatih pada LMS google classroom ini. Temuan lain, berupa penyempurnaan penerapan google classroom dalam pembelajaran adalah perlu adanya aplikasi pendukung yang dapat memfasilitasi guru dan siswa dapat bertatap muka langsung via jaringan (web) seperti penggunaan google mett. Abstract: This study aims to determine the effectiveness of google classroom learning on students' mathematical reasoning. This research is a pre-experimental research with one-shot case type involving one class of class XI students consisting of 20 students in one high school in the city of Mataram. Research instruments in the form of tests, observations and interviews. Data analysis using one sample t-test. The results showed that learning to use google classroom on students' mathematical reasoning abilities was effective. Disciplinary attitude of students can be trained in this Google classroom LMS. Another finding, in the form of improving the implementation of google classroom in learning, is the need for supporting applications that can facilitate teachers and students face to face directly via the network (web) such as the use of Google mett.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTS PADA MATERI BANGUN RUANG SISI DATAR Suhandri Suhandri; Marzuki Marzuki; Habibi Negara Ratu Perwira Negara
Journal of Authentic Research on Mathematics Education (JARME) Vol 3, No 1 (2021)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v3i1.2440

Penelitian ini bertujuan untuk memgetahui sejauh mana kemampuan pemecahan masalah matematis siswaMTs yang meliputi memahami masalah, merencanakan strategi, menyelesaikan masalah dan memeriksakembali solusi. Subjek penelitian ini adalah siswa kelas VIII MTsN 1 Pekanbaru. Teknik pengumpulan datamenggunakan tes. Sedangkan untuk menganalisis data menggunakan rata-rata dan persentase kemampuan.Hasil penelitian menunjukan bahwa keterampilan pemecahan masalah matematis siswa masih rendah,berdasarkan hasil persentase dari indikator pemecahan masalah menyatakan bahwa siswa belum bisamemahami masalah dan memeriksa kembali solusi. Kesimpulannya kemampuan pemecahan masalahmatematis siswa berada pada kualifikasi rendah.

PENINGKATAN KOMPETENSI ICT GUNA SIMULASI UNBK SISWA MTS NURUL IHSAN KECAMATAN JONGGAT KABUPATEN LOMBOK TENGAH Habibi Ratu Perwira Negara; Farah Heniati Santosa; Samsul Bahri
JMM (Jurnal Masyarakat Mandiri) Vol 1, No 1: Desember 2017
Publisher : Universitas Muhammadiyah Mataram

Kegiatan Peningkatan Kompetensi ICT guna Simulasi UNBK ini bertujuan untuk memberikan penguatan kepada siswa-siswa kelas IX Mts. Nurul Ihsan Sukarara Kecamatan Jonggat Kabupaten Lombok Barat. Pelaksanaan simulasi berlangsung dengan memberikan kesempatan kepada setiap siswa untuk menjalankan aplikasi UNBK dan menyelesaikan beberapa soal pada paket soal yang diberikan. Kegiatan simulasi berlangsung selama 2 tahap, dimana tahap kedua merupakan penguatan kembali kepada siswa-siswa yang masih dirasa kurang dalam proses simulasi yang dilakukan pada tahap 1. Kesimpulan yang diperoleh dari kegiatan Peningkatan ICT ini adalah (1) Siswa memahami fungsi setiap tombol aplikasi UNBK yaitu, tombol memulai pengerjaan soal, tombol paket soal, tombol jawaban dan melihat hasil ujian, (2) Siswa mulai terbiasa menggunakan aplikasi UNBK serta menjawab soal pada paket soal yang telah dipilih.

Konstruksi Model Matematika Pola Curah Hujan Menggunakan Artificial Neural Network (ANN) dengan Metode Backpropagation Habibi Ratu Perwira Negara; Irzani Irzani; Ripai Ripai
Justek : Jurnal Sains dan Teknologi Vol 1, No 1 (2018): Mei
Publisher : Unversitas Muhammadiyah Mataram

Abstrak: Penelitian ini bertujuan untuk menentukan model pola curah hujan menggunakan Artificial Neural Network (ANN) dengan metode Backpropagatiaon. Sampel dalam penelitian ini adalah 5 pos pencataan hujan di daerah Lombok Tengah bagian Selatan dan 2 pos pencatatan hujan di daerah Lombok Timur bagian Selatan. Data penelitian berupa data setengah bulanan yang dicatat dari tahun 1973 sampai tahun 2010 untuk daerah Lombok Tengah bagian Selatan dan data dari tahun 1974 sampai tahun 2010 untuk daerah Lombok Timur bagian Selatan. Metode penilitian dilakukan dengan melakukan pembelajaran data curah hujan menggunakan 5 arsitektur yang berbeda. Pembelajaran dilakukan untuk menemukan arsitektur terbaik. Arsitektur untuk daerah Lombok Tengah bagian Selatan adalah 120 layer inputan, 240 layer hidden 1, 12 layer hidden 2, dan 1 layer output. Sedangkan arsitektur untuk daerah Lombok Timur bagian Selatan adalah 363 layer inputan, 54 layer hidden 1, 24 layer hidden 2, dan 1 layer output. Model matematika pola curah hujan yang diperoleh adalah .Abstract: This study aims to determine the model of rainfall pattern using Artificial Neural Network (ANN) with Backpropagatiaon method. The sample in this research is 5 rainfall checkpoint in South Central Lombok and 2 post recording of rain in South East of Lombok. The research data are semi-monthly data recorded from 1973 to 2010 for the southern part of Central Lombok and data from 1974 to 2010 for the southern part of Lombok Timur. Methods of research conducted by conducting rainfall data learning using 5 different architectures. Learning is done to find the best architecture. The architecture for the Southern Central Lombok area is 120 layers of input, 240 hidden layers 1, 12 hidden layers 2, and 1 output layer. While the architecture for the southern part of East Lombok is 363 layers inputan, 54 hidden layer 1, 24 hidden layer 2, and 1 output layer. The mathematical model of the obtained rainfall pattern is .

Pengembangan Selang Logika Sebagai Media Pembelajaran Pada Materi Logika Matematika Habibi Ratu Perwira Negara; Farah Heniati Santosa; Samsul Bahri
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 8, No 1 (2017): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v8i1.161

Abstrak: Penelitian pengembangan ini bertujuan mengahasilkan produk berupa media pembelajaran dan LKS pada materi logika Matematika submateri pernyataan majemuk. Pengembangan ini mengadopsi perngembangan 4D (Define, Design Develop, dan Disseminate) yang dikembangkan oleh S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel. Hasil validasi oleh 2 ahli terhadap media pembelajaran selang logika diperoleh rata-rata sebesar 3.833 atau dalam kategori “cukup valid”. Sedangkan hasil validasi terhadap LKS diperoleh sebesar 3.649 atau dalam kategori “cukup valid”. Pada uji coba terbatas, rata-rata respon siswa terhadap media pembelajaran selang logika sebesar 79% atau dalam kategori “Baik”, sedangkan rata-rata respon siswa terhadap LKS sebesar 76% atau dalam kategori “Baik”. Selanjutnya hasil uji coba lapangan diperoleh rata-rata respon siswa terhadap media pembelajaran selang logika sebesar 83% atau dalam kategori “Sangat Baik”, sedangkan terhadap LKS, rata-rata respon siswa sebesar 79% atau dalam ketegori “Baik”. Sehingga kualiatas hasil pengembangan media pembelajan selang logika adalah “Sangat Baik” dan kualiatas LKS pada meteri logika adalah “Baik”.Abstract: This development research aims to produce products in the form of learning media and LKS on the subject of mathematic logic sub content compound statements. This development adopts the development of 4D (Define, Design, Develop, and Disseminate) developed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel. Validation results by two experts on learning media logic hose obtained an average of 3,833 or in the category of "quite valid". While the result of validation to LKS obtained equal to 3,649 or in category "enough valid". In the limited trial, the average student response to learning media logic hole is 79% or in the "Good" category, while the average student response to LKS is 76% or in the "Good" category. Furthermore, the result of field experiment obtained average student response to learning media of logic hose equal to 83% or in category "Very Good", where was to LKS, average student response equal to 79% or in category "Good". So, the quality of the development of logic hose learning media was "Very Good" and the quality of LKS on logic subject was "Good".

MENGIDENTIFIKASI DAN MENGEMBANGKAN KEMAMPUAN PENALARAN STATISTIS Habibi Ratu Perwira Negara; Farah Heniati Santosa; Malik Ibrahim
MES: Journal of Mathematics Education and Science Vol 5, No 1 (2019)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v5i1.1930

Abstract. The purpose of this paper is in the form of a literature study of the ability of statistical reasoning. The study was conducted on the understanding of statistical reasoning abilities, identifying and developing statistical reasoning abilities by tracing the opinions of experts as well as related research results about developing statistical reasoning abilities in the learning process. The study was conducted by tracking the results of research on the ability of statistical reasoning, both national and international research results.Keywords: Statistics, Statistics, statistical reasoning.

Eksperimentasi Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) dengan Assessment for Learning (Afl) Terhadap Prestasi Belajar dan Kemampuan Komunikasi Matematis Pada Materi Segiempat ditinjau Dari Gaya Kognitif Siswa Habibi Ratu Perwira Negara
Beta: Jurnal Tadris Matematika Vol. 8 No. 2 (2015): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research aim to find out the effect of the learning models on achievement and mathematics communication ability viewed from cogn2itive style. The learning models compared were the cooperative learning of TPS type with AfL, cooperative learning of TPS type, and the direct learning mode. The research was quasi experimental. The population was all students of grade VII State Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling technique. The hypothesis test used unbalanced two ways multivariat analysis of variance. The results of the research were as follows. (1) The cooperative learning model of TPS type with AfL gives better achievement and mathematics communication ability than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives better achievement and mathematics communication ability than the direct learning model. (2) Students with the FI cognitive style had better achievement than students with the FD cognitive style, while students with the FI cognitive style had the same mathematics communication ability as students with the FD cognitive style. (3) On FD cognitive style and FI cognitive style, the cooperative learning model of TPS type with AfL gives a better achievement than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives a better achievement than the direct learning model. (4) On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style had better achievement than students with the FD cognitive style. On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style and FD cognitive style had the same mathematics communication ability.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN ASSESSMENT FOR LEARNING (AfL) TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA Habibi Ratu Perwira Negara; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This research aim to find out the effect of the learning models on achievement and mathematics communication ability viewed from cognitive style. The learning models compared were the cooperative learning of TPS type with AfL, cooperative learning of TPS type, and the direct learning mode. The research was quasi experimental. The population was all students of grade VII State Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling technique. The hypothesis test used unbalanced two ways multivariat analysis of variance. The results of the research were as follows. (1) The cooperative learning model of TPS type with AfL gives better achievement and mathematics communication ability than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives better achievement and mathematics communication ability than the direct learning model. (2) Students with the FI cognitive style had better achievement than students with the FD cognitive style, while students with the FI cognitive style had the same mathematics communication ability as students with the FD cognitive style. (3) On FD cognitive style and FI cognitive style, the cooperative learning model of TPS type with AfL gives a better achievement than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives a better achievement than the direct learning model. On FD cognitive style, the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type, and the direct learning model gives the same mathematics communication ability. On FI cognitive style, the cooperative learning model of TPS type with AfL gives the same mathematics communication ability as the cooperative learning model of TPS type, and the cooperative learning model of TPS type with AfL and the cooperative learning model of TPS type gives a better mathematics communication ability than the direct learning model. (4) On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style had better achievement than students with the FD cognitive style. On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style and FD cognitive style had the same mathematics communication ability.Keywords: TPS, AfL, cognitive style, mathematics achievement, mathematics communication ability.

Penulisan Karya Ilmiah Melalui Perkuliahan Seminar Pendidikan Matematika Berbantuan E-Learning dan Media Sosial Eyus Sudihartinih; Habibi Negara Ratu Perwira Negara; Mimi Nur Hafizah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1079

Mahasiswa harus memiliki kemampuan untuk menulis karya ilmiah karena ini adalah kompetensi yang harus dimiliki. Pendampingan penulisan karya ilmiah menjadi penting untuk diberikan kepada mahasiswa, sehingga tujuan dari penelitian ini adalah untuk menggambarkan proses pendampingan penulisan karya ilmiah dalam perkuliahan Seminar Pendidikan Matematika berbantuan e-learning dan media sosial. Penelitian ini adalah studi kasus tipe holistic. Prosedur analisis konten untuk data kualitatif dikumpulkan untuk melakukan penyelidikan interpretatif. Partisipan terdiri dari satu kelas mahasiswa semester VII di Departemen Pendidikan Matematika di salah satu universitas di Jawa Barat, Indonesia. Instrumen penelitian ini adalah peneliti, angket terbuka dan lembar observasi. Berdasarkan hasil penelitian diketahui bahwa pendampingan penulisan karya ilmiah dapat dilakukan dengan baik oleh mahasiswa melalui perkuliahan Seminar Pendidikan Matematika berbantuan e-learning dan media sosial. Selain itu, mahasiswa juga memberikan respons positif terhadap perkuliahan sehingga perkuliahan yang dibantu oleh e-learning dan media sosial dapat dilanjutkan dalam perkuliahan berikutnya dan diujikan pada penelitian lainnya.

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