Articles
<![CDATA[Mathematical Reasoning Abilities of Students through a Model of Discovery Learning in Senior High School ]]>
<![CDATA[Nisya Fajri]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Muhammad Subianto]]>
<![CDATA[ Proceedings of AICS - Social Sciences Vol 8 (2018): the 8th AIC on Social Sciences, Syiah Kuala University ]]>
Publisher : <![CDATA[Proceedings of AICS - Social Sciences ]]>
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<![CDATA[Reasoning in mastering the foundations of mathematics and mathematical competence is one that should be owned by students. While a model of discovery learning is one of the models of learning that must be applied at school in accordance with the curriculum learning goals of 2013, the purpose of this research was to describe the mathematical reasoning abilities of students through a model of discovery learning. The research method used was a qualitative exploratory type approach. The data has been obtained through mathematical reasoning tests and interviews. The result of this study is: 1) High ability students only mastered the indicator to propose allegations. The ability to file allegations limited to the ability to estimate answers with the reasons but the evidence provided was not appropriate; 2) Medium-capacity students only mastered the indicator to propose allegations. Ability to file allegations limited to the ability to estimate answers with the reasons but the evidence provided was not appropriate; 3) Low ability students could not master the six indicators of mathematical reasoning ability. In the indicator of filing suspicion, students estimated answers together with the reasons through trial and error, and students did not know the supporting concepts used in showing evidence. Student’s inability in mathematical reasoning was caused by the inability to master the concept correctly as well as not able to understand the problem and to provide evidence in solving the problem. Therefore, the application of discovery learning should be carried out continuously and consistently so that students can develop reasoning abilities well.Keywords: mathematical reasoning, discovery learning.]]>
<![CDATA[Students’ Errors in Compiling Geometric Proof of Gender: A Gender Comparative Study ]]>
<![CDATA[Hendra Susanto]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Marwan Marwan]]>
<![CDATA[ Proceedings of AICS - Social Sciences Vol 8 (2018): the 8th AIC on Social Sciences, Syiah Kuala University ]]>
Publisher : <![CDATA[Proceedings of AICS - Social Sciences ]]>
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<![CDATA[Mathematical proofing ability is important to learn because it is very influential on the ability of mathematics. The low ability of mathematical proofing is still a problem that is often encountered. Therefore, the low capability of the evidence needs to be explored to know the root of the more detailed problems to be used as initial data so that the solution becomes more precise and effective. Some researchers claim that gender differences also affect mathematical skills. This study aimed to determine the errors and causes in the proof of geometry regarding gender differences. This research was qualitative descriptive research conducted in the Department of Mathematics Education Faculty of Teacher Training and Education, Syiah Kuala University with subject consisting of male and female students. Techniques of collecting data were done through tests and interviews. Data analysis was done based on Miles and Huberman stages, namely data collection, data reduction, data presentation, and conclusions. The error data compiling the geometry proof was analyzed based on Newmann Error Analysis (NEA). The results showed that: 1) mistakes made by male students tend to Process Skill Error; 2) mistakes made by female students tend to Transformation Error; 3) the cause of errors due to the lack of understanding of the concepts (definition, theorem, illustrations, and usefulness) of the students, the lack of logical knowledge and the structure of the method of proof (the way of conclusion either direct or indirect evidence) limitations of language and notation, and lack of care in the settlement procedure.Keywords: students’ errors, geometric proof, gender differences.]]>
<![CDATA[Improving the Mathematical Representation and Self Confidence through Realistic Mathematics Education Approach for Junior High School ]]>
<![CDATA[Nani Suryani]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Marwan Marwan]]>
<![CDATA[ Proceedings of AICS - Social Sciences Vol 8 (2018): the 8th AIC on Social Sciences, Syiah Kuala University ]]>
Publisher : <![CDATA[Proceedings of AICS - Social Sciences ]]>
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<![CDATA[Mathematical representation ability is one of the skills that students need to have in the 2013 curriculum learning and self-confidence is one of the psychological aspects that students need to have in the 2013 curriculum learning. The low ability of mathematical representation and confidence of students shows the need for improvement efforts in the implementation of mathematics learning, these efforts made by applying the approach of Realistic Mathematics Education. The purpose of this study was to determine the increase in the ability of mathematical representation and self-confidence of students through a realistic mathematics education approach. The type of this research is experimental research with quantitative approach. The research design used in this research is True Experimental Design with pre-test and post-test control group design. The population in this study were all students of class VII Junior High School, with two class samples of class VII-4 as the experimental class and class VII-5 as control class obtained by random sampling. The research instrument used was a mathematical representation ability test and a student confidence questionnaire — data analysis performed by finding N-Gain value, normality test, homogeneity test, and t-test based on students' initial and final ability. The results showed that there was an increase in the ability of mathematical representation and self-confidence of students through a realistic mathematics education approach.Keywords: ability of mathematical representation, self-confidence, realistic mathematics education approach.]]>
<![CDATA[The Improvement of Students Mathematical Understanding and Self-Concept through a Discovery Learning Model ]]>
<![CDATA[T. Mahmudi]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Rahmah Johar]]>
<![CDATA[ Proceedings of AICS - Social Sciences Vol 8 (2018): the 8th AIC on Social Sciences, Syiah Kuala University ]]>
Publisher : <![CDATA[Proceedings of AICS - Social Sciences ]]>
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<![CDATA[One of the competencies which students must possess is a mathematical understanding. Another aspect that supports understanding is self-concept. An effort that can be taken as a solution for improving students’ understanding and the self-concept is a model of learning which can lead students to find their concept. This model is often called discovery learning. This study aims to improve students’ mathematical understanding and the self-concept through the discovery learning model. In this study, the researcher used quantitative research. The population of this study was all senior high school Ulumuddin students in the 2016/2017 school year. The sample of this study was 40 students in grade 10 who were randomly chosen from two classes. The data in this study were obtained using instruments compiled in the form of questionnaires and tests that were answered by the respondents. The results showed that the improvement of students’ mathematical understanding and self-concept who obtained learning with the discovery learning model was better than students who gain learning without using the model of Discovery Learning. However, there was no interaction between the model and the levels of understanding and the self-concept of students.Keywords: mathematical understanding, self-concept, discovery learning.]]>
<![CDATA[Teknik Reduksi Energi pada Perancangan Data Logger Parameter Matahari ]]>
<![CDATA[M. Ikhsan]]>;
<![CDATA[Yuwaldi Away]]>
<![CDATA[ Jurnal Rekayasa Elektrika Vol 11, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.17529/jre.v11i1.1993
<![CDATA[The research discusses about the energy saving techniques in the design of data logger devices based on AVR microcontroller for monitoring parameters of the air temperature and sunlight intensity in the visible light spectrum. These energy reduction techniques include hardware aspects such as the use of the minimum system, peripherals power supply control and software such as sleep-mode. When the intensity of sun light increases, the interrupt pin will activate the system, otherwise the system is in a state of sleep-mode. The electrical energy consumption of the data logger is continuously observed and recorded on an external memory (SD card) in real-time as so the 24 hours energy consumption can be known and the long-term-used energy can be predicted. Based on the results of measurements and calculations it is known that it takes energy of 8.23 Wh to turn the data logger for 24hours. With this reduction technique, the data logger energy consumption can be reduced by 68.5%.Keywords: data logger, energy saving, sun, sleep mode, interrupt]]>
<![CDATA[Hubungan Pendidikan dan Ekonomi dalam Investasi ]]>
<![CDATA[Nazila Nasywa Maulida]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Muhammad Yasin]]>
<![CDATA[ SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 3 No. 3 (2024): September 2024 ]]>
Publisher : <![CDATA[Yayasan Literasi Sains Indonesia ]]>
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DOI: 10.55123/sosmaniora.v3i3.3854
<![CDATA[Education and the economy have a very close relationship and influence each other. Education is an important factor in determining the quality of human resources and economic growth in a country. The formulation of the problem is how the relationship between education and economic growth and also how education can be seen as an investment. The purpose of this research is to describe the relationship between education and economic growth in SDIT Daarussalaam Sangatta Utara. This research uses and investment in SMPIT Daarussalaam Sangatta Utara. Education and the economy have a close relationship. Education improves the quality of human capital by providing skills and knowledge that make individuals more productive and innovative, and contributes to the economy. Also, education is an important investment that requires money and effort with the expectation of significant long-term returns. ]]>
<![CDATA[Aktivitas Belajar Peserta Didik dengan Pembelajaran Literasi, Orientasi, Colaborasi dan Refleksi (Loc-R) di SMP Negeri 7 Kota Ternate ]]>
<![CDATA[Hernita Pasongli]]>;
<![CDATA[Eva Marthinu]]>;
<![CDATA[Julianto La Taju]]>;
<![CDATA[Syarifuddin Adjam]]>;
<![CDATA[Facriah Djumati]]>;
<![CDATA[M. Ikhsan]]>
<![CDATA[ EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v3i3.133
<![CDATA[The lack of use of learning models makes teaching and learning activities less effective and interesting. The lecture learning model commonly used by teachers in teaching and learning activities is often considered boring by students and student learning activities are low. The purpose of this study was to determine the activities of students with the application of the Literacy, Orientation, Collaboration and Reflection Learning Model (LOC-R) at SMP Negeri 7 Ternate City. The research method is descriptive research with a quantitative approach. The research sample was VIIc SMP Negeri 7 Ternate City. The number of samples selected was 35 students consisting of 23 girls and 12 boys. The sample in this study was class VIIc students, the sample was selected by purposive sampling by taking into account the characteristics of students. Collecting data using observation sheets and study documentation. Analysis of the data used is the percentage formula with categorization criteria. The results obtained by student activities at the appreciative stage were 79.9%, literacy stage was 82.8%, orientation stage was 88.4%, collaboration stage was 85.4% and reflection stage was 94.4%. Student learning activities using the LOC-R learning model are very effectively implemented in the classroom]]>
<![CDATA[Penggunaan Model Pembelajaran Kooperatif Tipe Think-Pair-Share (TPS) untuk Meningkatkan Kemampuan Komunikasi dan Disposisi Matematis Siswa di SMA Negeri 1 Bireuen ]]>
<![CDATA[Marlina Marlina]]>;
<![CDATA[Hajidin Hajidin]]>;
<![CDATA[M. Ikhsan]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The use of cooperative learning model type of Think-Pair-Share is needed in order to helps students of learning to communicate mathematically as stated ideas, ask questions and respond question, and to developed students' mathematical disposition. This study aims to find out about increasing the ability of communication and mathematical disposition among students taught through cooperative learning model Think-Pair-Share with the students taught conventionally. This study uses a quantitative approach to the experimental method. The population in this study were all students of class XI SMA Negeri 1 Bireuen and take samples of the two classes (class experimental and control) with the selection of the sample through purposive sampling technique. Collecting data in this study using two different tests and instrument the nontes. Instrument tests the ability of mathematical communication and mathematical disposition nontes include scale and observation sheets. To look at the differences increased communication ability and mathematical disposition on the experimental and control classes using the Mann Whitney test with a significance level of 0.05, and to see the interaction between learning models and the grouping of students to increase communication ability and dispositions mathematically using ANOVA two lanes. Statistical test results were analyzed using SPSS 17.0. Based on the results: (1) Increase the ability of mathematical communication between students taught through cooperative learning model TPS better than students taught conventionally based on: 1) The whole student, and 2) grouping of students. (2) There is a model of the interaction between learning and grouping of students to increase mathematical communication ability. (3) Improved mathematical dispositions among students taught through cooperative learning model TPS better than students taught conventionally based on: 1) The whole student, and 2) grouping of students. (4) There is a model of the interaction between learning and grouping of students to increase mathematical disposition. (5) The response of students towards learning math using cooperative learning model TPS is positive.]]>
<![CDATA[Penerapan Model Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa ]]>
<![CDATA[Husnidar Husnidar]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Syamsul Rizal]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this study was to determine the improvement of critical thinking skills and students mathematical dispositions, as well as the interaction between learning factors and grouping of students to the critical thinking skills and the improvement of student mathematical dispositions. This study is an experimental study with a quantitative approach that describes an increase in critical thinking skills and dispositions of students overall mathematical and grouping students. The population inthis study were students of SMP Negeri 3 Peusangan, where in the sample is a class VIII student as much as 2 classes with 47 students enrolled. The sampling technique is done by simple random sampling design with pretest-posttest control group. Based on the results of the study concluded that the improvement of students critical thinking skills mathematical significantly higher in grade PBM than conventional class as a whole with a value of t = 4.373. However, the grouping of students simply an increase in the high group and medle group only, namely the value of t = 4.064 and t = 2,554. The study also concluded that there was an interaction between learning factors and grouping of students to the mathematical ability of students to think critically. In addition, the results of a study of students mathematical dispositions that get higher problem-based learning than students who received conventional teaching overall with a value of t= 4.214. While the grouping of students is only an increase in the high group with a value of t = 2.428 and the low group with a value of t = 3.439. But in the process of interaction, there is no interaction between factors of learning and grouping of student to an increase students mathematical dispositions.]]>
<![CDATA[Implementasi Pendekatan Contextual Teaching and Learning (CTL) Bernuansa Pendidikan Karakter untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa MTsN ]]>
<![CDATA[Novi Trina Sari]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Hajidin Hajidin]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Penelitian ini bertujuan untuk menemukan perbedaan peningkatan kemampuan pemecahan masalah matemastis antara siswa yang belajar menggunakan pendekatan CTL dengan siswa yang memperoleh pembelajaran konvensional, untuk menelaah perbedaan peningkatan kemampuan pemecahan masalah antara siswa dengan kemampuan matematika tinggi, sedang dan rendah pada siswa yang belajar dengan pendekatan CTL, untuk melihat apakah terdapat pengaruh atau interaksi antara faktor pendekatan pembelajaran yang diberikan dengan faktor kategori kemampuan siswa menyangkut peningkatan kemampuan pemahaman dan pemecahan masalah siswa, untuk Penelitian ini menggunakan rancangan eksperimen dengan pendekatan kuantitatif menggunakan dua kelas, yakni kelas eksperimen dan kelas kontrol dengan pre-test post-test group design. Instrumen yang digunakan adalah tes. Populasi penelitian ini adalah seluruh siswa kelas VIII MTsN Rukoh Banda Aceh, sampel dalam penelitian ini adalah dua kelas yaitu VIII-1 sebagai kelas eksperimen dan VIII- 4 sebagai kelas kontrol dengan pengambilan sampel menggunakan teknik purposive sampling. Analisis data dilakukan secara kuantitatif dilakukan terhadap rataan gain ternormalisasi antara kedua kelompok sampel dengan menggunakan Uji-t. Pengolahan data menggunakan Software SPSS 14,0 for Window dan Microsoft Office Excel 2007. Hasil penelitian menunjukkan bahwa pembelajaran matematika dengan pendekatan kontekstual dapat meningkatkan kemampuan pemahaman dan pemecahan masalah siswa ditinjau secara keseluruhan dan kategori kemampuan matematika siswa. Pembelajaran matematika dengan pendekatan kontekstual secara signifikan lebih baik dalam meningkatkan kemampuan pemahaman dan pemecahan masalah matematis siswa dibandingkan dengan pembelajaran konvensional.]]>
