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PENGEMBANGAN MEDIA PEMBELAJARAN MATH TRAIN TRACK UNTUK MENGUKUR MINAT BELAJAR PESERTA DIDIK Muhamad Azi Abdul Aziz; Farhan Maulana Muslim; Usep Kosasih; Samnur Saputra
UJMES (Uninus Journal of Mathematics Education and Science) Vol 8, No 1 (2023): Januari 2023
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v8i1.2460

Mathematics is a compulsory subject at every level of school, from elementary, junior high, high school, vocational to tertiary institutions. In fact, from the results of interviews with junior high school mathematics educators, information was obtained that in general mathematics is still considered difficult to understand because mathematics is related to abstract matters, one of which is the gradient sub-material. Based on the results of field observations conducted in class VIII at one of the junior high schools in the city of Bandung, information was obtained that students really liked games. The design in this study used Formative Evaluation, with the research subjects from 20 students of Class VIII SMP students, educators, and mathematics education experts. The instrument used was the results of completing a questionnaire conducted by participants, namely class VIII students, it was found that the Math Train Track could increase students' learning interest. This research is limited only to find out the increase in students' interest in learning by the Math Train Track as a game-based learning media.

ANALISIS TERHADAP KEBUTUHAN DESAIN PEMBELAJARAN MATEMATIKA BERBASIS PERMAINAN DI SEKOLAH MENENGAH PERTAMA Nazmi Gita Pertiwi; Windi Wahyuni; Usep Kosasih; Samnur Saputra
UJMES (Uninus Journal of Mathematics Education and Science) Vol 8, No 1 (2023): Januari 2023
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v8i1.2451

This study aims to analyze the needs of mathematics learning designs for educators and students at the junior high school (SMP) level. The research method used was descriptive qualitative with the research subjects being junior high school mathematics educators and seventh grade students. The research instruments used were interview sheets and questionnaire sheets. The results of the study show that there are still many students who are constrained and have difficulty understanding online mathematics learning. Then educators also still lack variety in interesting learning media for students, so they don't get bored and are passionate about learning mathematics. The conclusion from this study is that the design of mathematics learning at the junior high school level is still in the less category because there are still many students who have difficulty learning and understanding mathematics and there are still many educators who do not yet have an attractive learning design and increase the enthusiasm for learning for students, so a design is needed. game-based learning. The benefits of this research can be used as a preliminary study to conduct further research on junior high school mathematics learning design.

Analisis Kemampuan Berpikir Matematis Siswa pada Pembelajaran Aritmatika Sosial Ditinjau dari Model Pembelajaran dan Self Efficacy Siswa Nandang Arif Saefuloh; Wahyudin Wahyudin; Sufyani Prabawanto; Usep Kosasih; Samnur Saputra; Deti Ahmatika; Iden Rainal Ihsan
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2 (2023): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v14i2.15950

The main problem in this study is students' ability to think mathematically in solving mathematical problems in learning social arithmetic in their class through minimum guidance-based learning (PBL and DL). This research uses a mixed method to look at the description of students' mathematical thinking abilities and the tendency of these abilities based on students' self-efficacy levels. The results showed that the increase in students' mathematical thinking skills at each level of low self-efficacy based on n-gain calculations. In addition, there is no significant difference in the scores for improving students' mathematical thinking skills based on the learning model and the level of self-efficacy. There is no significant interaction between the Learning Model and the Level of Self-efficacy in determining the increase in the average score of students' mathematical thinking abilities. Other findings show that students with low self-efficacy tend to have limitations in the ability to think mathematically in the process of conjecture and convincing. On the other hand, students with moderate and high self-efficacy have more complete mathematical thinking abilities, including specialization, generalization, conjecture, and convincing. However, in the process of conjecture and convincing, two sub-processes are found, namely knowledge modification using factual knowledge, contextual tools, or substantive thinking, as well as the process of selecting relevant information in solving problems. Therefore, the two groups are divided into four groups based on the way students use conjecture and convincing mathematical thinking abilities, namely: (1) students use specialization mathematical thinking skills based on the knowledge learned from the teacher, (2) students use specialization mathematical thinking abilities based on knowledge acquired in everyday life, (3) students use convincing mathematical thinking abilities by examining the formula used or based on knowledge learned from the teacher, and (4) students use convincing mathematical thinking abilities based on the knowledge obtained in everyday life (factual knowledge).

Students’ Errors and Misconceptions in Solving Fundamental Mathematics Problem Delsika Pramata Sari; Samnur Saputra; Anton Azwar Ardywinata; R. Ati Sukmawati; Muhammad Nur Fadhillah
Jurnal Pendidikan Matematika Vol 17, No 3 (2023)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.17.3.21128.313-324

The purpose of this research was to analyze students' errors and misconceptions in solving Fundamental Mathematics problems. The research method used in this study was descriptive research with a qualitative approach. The subjects of this study consisted of 23 students who took the Fundamental Mathematics course at the Computer Education Study Program. The instrument used in this research was the Fundamental Mathematics Test. The research procedure consisted of three main stages, namely: (1) preparatory stage: learning activities were carried out in 7 meetings and the development of Fundamental Mathematics questions; (2) implementation: research subjects completed the Fundamental Mathematics Test as an effort to collect data; and (3) data analysis from students' answers to Fundamental Mathematics questions to describe student mistakes in solving Fundamental Mathematics problems. The results showed that many errors and misconceptions that occurred in each question were caused by errors in understanding and translating arithmetic symbols in solving Fundamental Mathematics problems, errors in drawing conclusions, and errors in making graphs and images. In addition, misconceptions occur when solving problems involving arithmetic symbols. Furthermore, the recommendation from this study is to develop a Fundamental Mathematics didactic design that is able to minimize student errors.

GAME-BASED LEARNING: MATH TRAIN TRACK PADA PEMBELAJARAN GRADIEN Usep Kosasih; Farhan Maulana Muslim; Samnur Saputra; Deti Ahmatika
Jurnal Math-UMB.EDU Vol. 10 No. 2 (2023): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v10i2.4682

Matematika merupakan mata pelajaran wajib yang ada di setiap jenjang sekolah, mulai dari SD, SMP, SMA, SMK, hingga perguruan tinggi. Faktanya, dari hasil wawancara pendidik matematika SMP, pada umumnya mata pelajaran matematika masih dianggap sulit dipahami karena matematika berhubungan dengan hal abstrak salah satunya pada sub materi gradien. Tujuan dari penelitian ini yaitu untuk mengetahui hasil validasi, dan desain pembelajaran dari desain pembelajaran Persamaan Garis Lurus berbasis Math Train Track. Pendekatan penelitian yang digunakan yaitu Research and Development (R&D), dengan model Design Research (DR) dan Desain penelitian menggunakan Formative Evaluation, dengan subjek penelitian pendidik dan pakar pendidikan matematika sebagai validator, dan peserta didik kelas VIII. Instrumen yang digunakan yaitu hasil validasi dari expert review (pakar pendidikan matematika) dan one-to-one (pendidik matematika). Dari hasil validasi yang dilakukan validator didapat bahwa Math Train Track layak untuk diuji coba tanpa revisi. Kata Kunci: Game-Based Learning, Math Train Track, Media Pembelajaran, Gradien.

Pengembangan Lembar Kerja Peserta Didik Bernuansa Islami Terkait Kemampuan Koneksi Matematis Kosasih, Usep; Nurjanah; Saputra, Samnur; Mutmainnah, Sofidatul
Plusminus: Jurnal Pendidikan Matematika Vol. 3 No. 3 (2023): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v3i3.1510

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan koneksi matematis siswa dan belum tersedianya bahan ajar berupa lembar kerja siswa bernuansa Islami diperlukan untuk menunjang kegiatan pembelajaran, sehingga dapat membantu siswa mencapai tujuan belajar. Bahan ajar yang akan dikembangkan berupa lembar kerja siswa yang memuat kemampuan koneksi matematis. Tujuan penelitian ini adalah untuk mengetahui validitas LKPD yang dikembangkan bernuansa Islami. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis penelitian Research/Research & Development (R&D) yang mengacu pada model evaluasi formatif (Tessmer, 1993). Penelitian ini bertempat di salah satu Madrasah Tsanawiyah di kota Bandung. Sumber data yang diperoleh dalam penelitian ini adalah validator ahli materi dan ahli media. Instrumen yang digunakan berupa lembar validasi ahli materi, dan ahli media. Berdasarkan hasil pengolahan dan analisis data dapat disimpulkan bahwa lembar kerja siswa yang dikembangkan berada pada kategori valid. Berdasarkan hasil penelitian, pembahasan, dan kesimpulan, diberikan saran yang dapat dijadikan bahan pertimbangan untuk penelitian selanjutnya dengan menambahkan materi selain sudut. Untuk mengetahui tingkat kepraktisan LKPD Islam yang dikembangkan sebaiknya tidak hanya menggunakan angket respon siswa saja, namun menambahkan angket respon guru. observasi dan wawancara. The background of this research is the low ability of students' mathematical connections and the role of teaching materials in the form of student worksheets with Islamic nuances needed to support learning activities so that they can help students achieve learning goals. The teaching material to be developed is in the form of student worksheets that contain mathematical connection abilities. The purpose of this study was to determine the validity of the developed worksheets with Islamic nuances. The approach used in this research is a qualitative approach with the type of Research/Research & Development (R&D) research which refers to the formative evaluation model (Tessmer, 1993). This research took place at one of the Madrasah Tsanawiyah in the city of Bandung. Sources of data obtained in this study were material expert validators and media experts. The instrument used is in the form of material expert validation sheets, and media experts. Based on the results of data processing and analysis, it can be concluded that the student worksheets developed are in the valid category. Based on the results of the research, discussion, and conclusions, suggestions are made that can be used as consideration for further research by adding material other than angles. To find out the level of practicality of the developed Islamic worksheets, it is best not only to use student response questionnaires but also to add teacher response questionnaires. observation and interview.

DESAIN PEMBELAJARAN MATEMATIKA BERBANTUAN MATH MAZE UNTUK MEMFASILITASI RETENSI DAN MINAT BELAJAR PESERTA DIDIK Saputra, Samnur; Kosasih, Usep; Kusumaningtyas, Sarah
Bahasa Indonesia Vol 3 No 1 (2024)
Publisher : IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/add.v3i1.2995

Students' lack of interest in learning mathematics has an impact on their memory of the material being taught. This is a challenge for educators to find the right learning method. So, it is necessary to develop learning methods with the help of games for arithmetic sequences and series. The aim of the research is to determine the feasibility, retention power and interest in learning after learning mathematics assisted by Math Maze on arithmetic sequences and series. The research method used is Design Research (DR) with an ADDIE design. Data was obtained through media expert validators and material experts as well as students. Data collection techniques include validation sheets, post-test and re-test, distributing questionnaires, and interviews. From the validation results, Math Maze is categorized as valid, retention power is categorized as high, and interest in learning is categorized as very high.

STUDENT RETENTION IN ARITHMETIC SEQUENCES AND SERIES LEARNING THROUGH MATH MAZE Kosasih, Usep; Kusumaningtyas, Sarah; Saputra, Samnur
Journal of Authentic Research on Mathematics Education (JARME) VOL 6 NO 2 (2024)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v6i2.10309

Students' lack of interest in studying mathematics has an impact on their memory of the material taught. Weak memory in understanding the material is one of the obstacles in learning mathematics. This becomes a challenge for educators to find the right learning method. When studying arithmetic sequences and series, a strong memory really helps students' understanding. In this research, the mathematical maze is used as a learning method to strengthen student retention. The aim of the research is to describe the retention of student learning outcomes after mathematics learning assisted by Math Maze on arithmetic sequences and series. This research uses a qualitative approach. The data collection process was carried out by post-test and re-test. Based on the results of data analysis, it was concluded that the retention of student learning outcomes in learning arithmetic sequences and series through the mathematical maze was relatively high. This means that the math maze can be an alternative to learning mathematics.

Students' Errors and Misconceptions in Solving Fundamental Mathematics Problem Sari, Delsika Pramata; Saputra, Samnur; Ardywinata, Anton Azwar; Sukmawati, R. Ati; Fadhillah, Muhammad Nur
Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

The purpose of this research was to analyze students' errors and misconceptions in solving Fundamental Mathematics problems. The research method used in this study was descriptive research with a qualitative approach. The subjects of this study consisted of 23 students who took the Fundamental Mathematics course at the Computer Education Study Program. The instrument used in this research was the Fundamental Mathematics Test. The research procedure consisted of three main stages, namely: (1) preparatory stage: learning activities were carried out in 7 meetings and the development of Fundamental Mathematics questions; (2) implementation: research subjects completed the Fundamental Mathematics Test as an effort to collect data; and (3) data analysis from students' answers to Fundamental Mathematics questions to describe student mistakes in solving Fundamental Mathematics problems. The results showed that many errors and misconceptions that occurred in each question were caused by errors in understanding and translating arithmetic symbols in solving Fundamental Mathematics problems, errors in drawing conclusions, and errors in making graphs and images. In addition, misconceptions occur when solving problems involving arithmetic symbols. Furthermore, the recommendation from this study is to develop a Fundamental Mathematics didactic design that is able to minimize student errors. DOI: https://doi.org/10.22342/jpm.17.3.21128.313-324

STUDENT RETENTION IN ARITHMETIC SEQUENCES AND SERIES LEARNING THROUGH MATH MAZE Kosasih, Usep; Kusumaningtyas, Saarah; Saputra, Samnur
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.11434

Students' lack of interest in studying mathematics has an impact on their memory of the material taught. Weak memory in understanding the material is one of the obstacles in learning mathematics. This becomes a challenge for educators to find the right learning method. When studying arithmetic sequences and series, a strong memory really helps students' understanding. In this research, the mathematical maze is used as a learning method to strengthen student retention. The aim of the research is to describe the retention of student learning outcomes after mathematics learning assisted by Math Maze on arithmetic sequences and series. This research uses a qualitative approach. The data collection process was carried out by post-test and re-test. Based on the results of data analysis, it was concluded that the retention of student learning outcomes in learning arithmetic sequences and series through the mathematical maze was relatively high. This means that the math maze can be an alternative to learning mathematics.

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