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All Journal Cendekia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Ta'allum: Jurnal Pendidikan Islam Journal of Research and Advances in Mathematics Education Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Kajian Pembelajaran Matematika MaPan : Jurnal Matematika dan Pembelajaran Jurnal Penelitian Pendidikan IPA (JPPIPA) Juring (Journal for Research in Mathematics Learning) Jurnal Pendidikan Matematika Raflesia MATEMATIKA DAN PEMBELAJARAN Jurnal Tadris Matematika EDUKATIF : JURNAL ILMU PENDIDIKAN Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Tafhim Al-'Ilmi : Jurnal Pendidikan dan Pemikiran Islam JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Arithmetic : Academic Journal of Math Range : Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika JIRA: Jurnal Inovasi dan Riset Akademik Jurnal Investasi Islam Plusminus: Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Al-Irsyad Journal of Mathematics Education PERISAI: Pendidikan dan Riset Ilmu Sains JNPM (Jurnal Nasional Pendidikan Matematika) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Tadris Matematika Jurnal Ekonomi, Manajemen, Akuntansi Ta'allum: Jurnal Pendidikan Islam Review of Education, Science, and Technology
Ummu Sholihah
Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analisis Pemahaman Integral Taktentu Berdasarkan Teori APOS (Action, Process, Object, Scheme) pada Mahasiswa Tadris Matematika (TMT) IAIN Tulungagung Sholihah, Ummu; Mubarok, Dziki Ari
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 14 NO 1 TAHUN 2016
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v14i1.620

Abstract

This research aims to describe the understanding ofmathematics Tadris students of  IAIN Tulungagungabout  indefinite integral understanding of APOS theory. The subjects of research are six students. Each two have  high, average, and low abilities. The result of the research indicated that the understanding ofmathematics Tadris (TMT) students of  IAIN Tulungagung about indefinite integral understanding on actionaspect of APOS theory, high students achieve all of understanding indicators, for average students also achieve  all of understanding indicators, meanwhile for low students achieve one indicator of two indicators. On process aspect, high students achieve all of understanding indicators and average students achieve all of understanding indicators too. Meanwhile low students achieve one indicator of three indicators. On objectaspect,high students achieve all of understanding indicators and average students achieve one indicator of three understanding indicators. Meanwhile for low students do not achieve all of understanding indicators. On schemeaspect, high students achieve all of understanding indicators and for average students achieve two understanding indicators. Meanwhile for low students achieve only one  indicatorsحاولت هذه المقالة عرض فهم طلاب قسم تعليم الرياضيات في الجامعة الإسلامية الحكومية تولونج أغونج، عن التكاملات إلى أجل غير مسمّى على أساس نظرية  APOS. وللوصول إلى الأهداف، اتّبع هذا البحث المنهج الكيفي، بعرض نتائج استيعاب الفهم على أساس نظرية APOS. ومصادر البيانات لهذا البحث هي ستتة طلاب: طالبان ذكيّان، وطالبان متوسطان في الذكاء وطالبان ضعيفان. دلت نتائج البحث على أن فهم طلاب تدريس الرياضيات في الجامعة الإسلامية الحكومية تولونج أغونج عن  التكاملات إلى أجل غير مسمّى في مرحلة التطبيق كان الطالبان الذكيان توفّرت فيهما جميع مؤشرات الفهم، وتوفّر جميع مؤشّرات الفهم كذلك في الطالبين المتوسطين في الذكاء، أما في الطالبين الضعيفين فتوفّرت فيهما مؤشّرة واحدة فقط. وأما في مرحلة العملية فإن الطالبين الذكيّين توفّرت فيهما جميع مؤشرات الفهم، وفي الطالبين المتوسطين ذكاء فتوفّر فيهما جميع مؤشرات الفهم كذلك، أما في الطالبين الضعيفين فتوفّرت فيهما مؤشرة واحدة فقط من ثلاث مؤشرات. وفي مرحلة الموضوع، فإن الطالبين الذكيين توفّر فيهما جميع مؤشرات الفهم، والطالبان المتوسطان فتوفّر فيهما مؤشرة واحدة فقط من ثلاث مؤشرات الفهم، وأما الطالبان الضعيفان فلا تتوفّر فيهما أية مؤشرة من ثلاث مؤشرات الفهم. وأما في مرحلة التخطيط فإن الطالبين الذكيين توفّرت فيهما جميع مؤشرات الفهم، وفي الطالبين المتوسطين توفرت فيهما مؤشرتان فقط، وأما في الطالبين الضعيفين فتوفّرت فيهما مؤشرة واحدة فقط
PERAN ICT DALAM MODERNISASI PENDIDIKAN PONDOK PESANTREN Sholihah, Ummu
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 1 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i1.399

Abstract

Abstract: The advancement of Information and Communications Technology has led to the modernization of education especially in Islamic boarding school. Modernization of education in Islamic boarding school is one of ways to counter the negative assumption of the society who think that it is just as traditional educational institution. Modernization of education is not only aimed at creating excellent Islamic aspiring cadres, but also purposed to create great scholars who can nurture and develop the nation and society. One of modernization forms is by using information communication technology (ICT) in educational process. The use of ICT has raised the concept of e-Islamic boarding school. It provides a lot of benefits for the students, teachers, and school principle to increase the quality of process and outcome of learning, teaching practice, and management of educational program. Beside that, the integration of ICT in the educational system has improved the quality of education and eased to get the propagation purposes. The positive wash back of the integration of ICT in educational process is that it encourages the acceleration of computer literacy on our society.
Membangun Metakognisi Siswa dalam Memecahkan Masalah Matematika Sholihah, Ummu
Taallum: Jurnal Pendidikan Islam Vol 4, No 1 (2016)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2016.4.1.83-100

Abstract

Problem solving is a high level of mental activity, where every student has the ability or cognitive styles vary, so the ability to solve problems will also be different. Cognitive styles one can explain the success of individual differences in learning. In evaluating the achievement of learning outcomes currently only gives emphasis on the cognitive goals without regard to the dimensions of cognitive processes, particularly metacognitive knowledge and metacognitive skills. As a result, efforts to introduce metacognition in solving mathematical problems to students is very less. Metacognition is the students ‘knowledge of cognition involving awareness of their own thinking in terms of the ability of planning, monitoring and evaluation process of thinking. The purpose of this article to describe a strategy to build students’ metacognition when solving math problems. With the development of metacognition awareness, students are expected to get used to monitor, control and evaluate what has been and will be done, so that students know and realize the strengths and the weaknesses in solving mathematical problems.
Students’ visual thinking ability in solving the integral problem Sholihah, Ummu; Maryono, Maryono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10286

Abstract

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  
PENGEMBANGAN E-MODUL BERBASIS FLIP PDF CORPORATE PADA MATERI LUAS DAN VOLUME BOLA Susanti, Erina Dwi; Sholihah, Ummu
RANGE: Jurnal Pendidikan Matematika Vol 3 No 1 (2021): RANGE Juli 2021
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v3i1.1275

Abstract

Tujuan dari penelitian ini adalah menghasilkan media pembelajaran yang berupa e-modul berbasis Flip PDF Corporate pada materi luas dan volume bola yang valid, praktis dan efektif. Model pengembangan yang digunakan adalah model penelitian Borg & Gall, hanya 8 langkah, yaitu: 1) potensi dan masalah, 2) pengumpulan data, 3) desain produk, 4) validasi desain, 5) revisi desain, 6) uji coba produk, 7) revisi produk, 8) uji coba pemakaian. Desain dalam penelitian ini menggunakan Quasi Experimental Design. Sampel yang digunakan siswa kelas VI SDN 1 Gamping, Tulungagung. Metode pengumpulan data menggunakan angket dan tes. Nilai angket validitas dari ahli media adalah 95,6% dan ahli materi sebesar 93,4% termasuk kategori sangat valid. Nilai angket rata-rata kepraktisan pada uji coba pada siswa pada adalah 77,5 % termasuk kategori praktis. Pada uji independent sample t test dari hasil tes diperoleh nilai thitung adalah 5,592 dan ttabel adalah 2,080. Karena nilai thitung > ttabel maka terdapat perbedaan nilai rata-rata kelas kontrol dan eksperimen dan juga diketahui rata-rata kelas eksperimen yaitu 79,50 lebih tinggi dari nilai rata-rata kelas kontrol yaitu 63,85. Dapat disimpulkan bahwa e-modul berbasis Flip PDF Corporate pada materi luas dan volume bola valid, praktis dan efektif.
Analisis Kesalahan Siswa Olimpiade MTsN 2 Kediri dalam Menyelesaikan Soal Cerita Ditinjau dari Tahapan Newman Tahun Ajaran 2018/2019 Beni Asyhar; Ummu Sholihah; Siti Lailiatul Munawaroh
Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Vol 3 No 1 (2019): Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami)
Publisher : Mathematics Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.443 KB)

Abstract

The phenomenon of the many olympic students in Islamic Junior High School 2 in Kediri who made mistakes in solving story problems repeatedly and continuously. Whereas in solving students' word problems through stages that can be viewed from the Newman stage, which can be analyzed when students make mistakes in a stage. The Newman stage consists of reading, comprehension, transformation, skill process and encoding. In this case, there is a need for research that analyzes errors made by olympic students of the MTsN 2 Kediri academic year 2018/2019. The purpose of this study is to describe the mistakes of olympic students of the Islamic Junior High School 2 Kediri type of visual, auditory, and kinesthetic learning in solving word problems in terms of the stages of Newman. This research includes qualitative research, data collection is done by using questionnaires, tests, and interviews. The analysis technique used is data reduction, data presentation, and conclusion drawing. The population is olympic students of the Islamic Junior High School 2 Kediri, with questionnaires and test samples totalling 37 and interview samples of 6 students. The results of the study show, (1) Errors of olympic students of the MTsN 2 Kediri type of visual learning in solving word problems in terms of stages Newman makes different mistakes but occurs in all steps namely reading, comprehension, transformation, skills process, encoding. (2) Errors of olympic students of the MTsN 2 Kediri types of auditory learning in solving word problems in terms of stages Newman makes different mistakes but occurs in all steps, namely reading comprehension, transformation, skill process, encoding (3) errors of olympic students of the MTsN 2 Kediri types of kinesthetic learning in solving word problems in terms of the stages of Newman only make reading errors, transformation errors and skill process errors
Membangun Metakognisi Siswa dalam Memecahkan Masalah Matematika Ummu Sholihah
Ta'allum: Jurnal Pendidikan Islam Vol 4 No 1 (2016)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2016.4.1.83-100

Abstract

Problem solving is a high level of mental activity, where every student has the ability or cognitive styles vary, so the ability to solve problems will also be different. Cognitive styles one can explain the success of individual differences in learning. In evaluating the achievement of learning outcomes currently only gives emphasis on the cognitive goals without regard to the dimensions of cognitive processes, particularly metacognitive knowledge and metacognitive skills. As a result, efforts to introduce metacognition in solving mathematical problems to students is very less. Metacognition is the students ‘knowledge of cognition involving awareness of their own thinking in terms of the ability of planning, monitoring and evaluation process of thinking. The purpose of this article to describe a strategy to build students’ metacognition when solving math problems. With the development of metacognition awareness, students are expected to get used to monitor, control and evaluate what has been and will be done, so that students know and realize the strengths and the weaknesses in solving mathematical problems.
Students’ visual thinking ability in solving the integral problem Ummu Sholihah; Maryono Maryono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10286

Abstract

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  
Pengembangan Media Pembelajaran Video Interaktif Berbasis Power Director pada Materi Luas Segitiga Alfi 'Inayatul Firdaus; Ummu Sholihah
ARITHMETIC: Academic Journal of Math Vol 3, No 2 (2021)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ja.v3i2.3115

Abstract

This study aims to determine the validity and effectiveness of interactive video learning media based on Power Director in the area of the triangle material. The research approach used is the Research and Development (RnD) approach with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The subjects in this study were class X-TOT 1 (control class) and class X-TOT 2 (Experimental Class). Methods of data collection using questionnaires and tests. Questionnaires were used to obtain media validity data and tests were used to determine the effectiveness of using media. The results showed that the Power Director-based interactive video learning media was valid for use with a media validity value of 3.02 and a material validity value of 3.7. The results of the t-test calculation carried out obtained a value of 0.001 <0.05 which indicates that there is a significant difference between the control class and the experimental class in the use of Power Director-based learning media. So, Power Director-based interactive video learning media is effectively used because it can improve student learning outcomes in solving the area of the triangle problem.
Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal Materi Komposisi Fungsi Ditinjau dari Kemampuan Matematika Lutfianannisak Lutfianannisak; Ummu Sholihah
Jurnal Tadris Matematika Vol 1 No 1 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2018.1.1.1-8

Abstract

Mathematical communication is the way students express mathematical ideas either orally, written, drawing/diagrams, presenting in algebraic form, or using mathematical symbols. This research is motivated by field fact that shows that the learning process in school has not given opportunity to students to communicate idea related to their understanding. In this case the authors analyze the mathematical communication skills of X-IPA MA superior students Jabal Noor Trenggalek use the indicators on mathematical communication by selecting the subject by purposive sampling as much as 6 students of X-IPA class academic year 2016/2017 high-ability, average, and low. The purpose of this study is to describe the mathematical communication ability of the X-IPA MA superior students of Jabal Noor Trenggalek in solving the mathematical problems of the composition of functional material in terms of mathematical ability. This research uses qualitative approach with descriptive research type. Data were collected by giving tests and interviews. Data analysis is done through data reduction, data presentation, and conclusion. The results showed that the mathematical communication ability of high, medium, and low-ability students fulfilled the 3 components of communication standards established by NCTM, namely: 1) organizing and consolidating their mathematical thinking through communication; 2) analyzing and evaluating mathematical thinking (mathematical thinking) and strategies used by others, 3) using mathematical language to express mathematical ideas correctly.
Co-Authors Al Faritsi, Mohamad Salman Alfi &#039;Inayatul Firdaus Alfi Inayatul Firdaus Alinatul Fuad Ani Rohma Beni Asyhar Berliana, Dinda Putri Deris Lazuardi Devin Anggraeni Fitri Dewi Asmarani Dewi Asmarani Dinda Putri Berliana Dwi Agustin Irmawati Dwi Yuliastuti Eny Suryowati Erviana, Risa Eylen Jisan Fitriangga Fadilla, Anisa'ul Fatqurhohman Fatqurhohman Febrianto, M. Nanang Junaidi, Moh Lestari, Lisa Yuni Lutfianannisak Lutfianannisak Maryono Maryono Maryono Maryono Maryono Maryono Mrs. Indiyanti Mubarok, Dziki Ari Musrikah Musrikah, Musrikah Muzaki, M. Falahudin Nur Fatwa, Nur Rista Wiladatul Hidayah Rizkiyanti, Eva Rizkyaningrum, Adinda Agustinayu Rokhmat Subagiyo Rokhmat Subagiyo, Rokhmat Rosiyati, Diana Santi Cahyo Dewanti Santoso, Ilham Budi Savitry, Desy Hidayatus Shinta, Dita Apriselia Ratna Siti Lailiatul Munawaroh Soleman Saidi, Soleman Sufatul Masfiyah Susanti, Erina Dwi Sutopo Sutopo Zabidi, Mohammad Naufal