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PENGARUH BLENDED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA muhammad jamaluddin
SIGMA Vol 8, No 2 (2023): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v8i2.1907

Penelitian ini bertujuan untuk menguji pengaruh blended learning terhadap kemampuan pemecahan masalah siswa. Penelitian ini menggunakan metode quasi eksperimen yang dilakukan pada siswa SMA semester genap 2022/2023. Subyek penelitian adalah siswa kelas X. Kelompok eksperimen diberikan penerapan blended learning dan pada kelas kontrol diterapkan dengan menggunakan direct instruction. Instrumen tes kemampuan pemecahan masalah. Sampel yang digunakan dipilih dengan menggunakan teknik random sampling. Teknik analisis data menggunakan Analysis of Covariance (ANCOVA).Hasil pengujian menunjukkan bahwa siswa pada kelas blended learning memperoleh skor kemampuan akhir pemecahan masalah lebih besar dibandingkan pada kelompok direct instruction setelah skor awal dikontrol (sig. < 0,000), dengan nilai partial eta square = 0,759. Hasil penelitian tersebut menunjukkan bahwa blended learning, dapat memberikan kesempatan kepada guru untuk memfasilitasi kegiatan pembelajaran dengan kondisi lingkungan dan fasilitas pembelajaran yang memungkinkan mereka mencapai tujuan pembelajaran secara optimal agar mampu memecahkan masalah dengan baik. Pembelajaran blended learning memberikan banyak kegiatan pembelajaran matematika mandiri dan kolaboratif yang berdampak positif terhadap pencapaian hasil belajar.

Development of Game-Based Mathematics Learning Media to Improve Mathematical Understanding Abilities Sita Rahmawati; Muhammad Jamaluddin
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/pnn19445

This research aims to develop mathematics learning media in the form of games. Apart from that, this research aims to determine the feasibility and find out whether the learning media being developed is appropriate and can improve students' understanding abilities in mathematics subjects. This type of research is development research with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects were class VII students at YP Sunan Dalem Gumeno Middle School. The research instruments used in this research were (1) Interview Guide (2) Validation Sheet (3) Student Response Questionnaire (4) Mathematical Understanding Ability Test Questions. The mathematics learning media in the form of games developed is expected to improve students' mathematical understanding abilities. The validation results from media experts and material experts respectively obtained an average of 4.4 and 4.2 with valid criteria. The validation results of the mathematical understanding ability test obtained an average score of 4.2 with valid criteria. The results of the student response questionnaire obtained an average practicality of 4.2 with practical criteria. The results of the mathematical understanding ability test were carried out using a t-test using the SPSS program and the results showed that the significant value was 0.000 < 0.05, meaning that students' mathematical understanding ability after using game learning media was better before using the game learning media, so it can be concluded that the learning media Games can improve students' mathematical understanding abilities and can be said to be effective. The results of this research show that learning media is said to be valid, practical, and effective. In other words, game-based mathematics learning media can improve students' mathematical understanding abilities.

Analysis of Students’ Errors in Solving Contextual Problems Based on the Learning Style Wanda Safinatun Najah; Muhammad Jamaluddin
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/b2r7kd76

This research is descriptive using a qualitative approach, which has the aim of describing the errors that students have made when solving contextual problems. Error analysis was carried out using Newman's indicators and reviewed based on student learning styles. The research subjects of class VII MTs Miftahul Ulum were three students, the selection of subjects was based on filling out a learning style questionnaire. Data collection methods in this study were written tests, questionnaires, and interviews. Data analysis in this study is data reduction, presenting data, and drawing conclusions. Based on the results of the study, it was found that (i) students with visual learning style showed signs of error in process skills and in writing the final answer (ii) students with auditory learning style showed signs of error in process skills indicators and writing the final answer (iii) students with kinesthetic learning style showed signs of error in understanding indicators, process skills and writing the final answer. The factors that cause students to make mistakes are that students usually make mistakes for two reasons, namely they have minimal knowledge of the material and they rarely practice contextual problems or other problems.

Analysis of Students’ Difficulties in Solving Story Problems in Terms of Cognitive Style Nia Purwosari; Muhammad Jamaluddin
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/wvdsty54

The purpose of this study was to describe the difficulty of students in solving story problems in terms of cognitive style. Indicators of difficulty in the study are students' difficulties in using concepts, students' difficulties in using principles, and students' difficulties in solving verbal problems. The method used in this research is descriptive qualitative. The data collection techniques used were written tests and interview techniques. The results showed that field-dependent subjects were able to understand concepts and were able to use principles, field-dependent subjects tended not to be able to solve verbal problems and had difficulty not being able to understand what was known and not being able to understand the form of mathematical models. While field-independent subjects can understand concepts and can use principles, field-independent subjects tend not to be able to solve verbal problems and have difficulty not being able to understand what is known in the problem

Analysis of Open-Ended Problem-Solving Ability in Mathematics in Terms of Cognitive Style Nasifatul Mustafida; Muhammad Jamaluddin
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/8145jx47

Problem-solving ability is a fundamental skill. Problem-solving is an effort to find a way out of a difficulty to achieve a goal to be achieved. There are 4 stages in solving problems as follows: understanding the problem, planning a solution, implementing the plan, and checking back. This research method uses a qualitative approach. The goal is to explain the ability of open-ended problem-solving mathematics students in terms of cognitive style type Field Independent and Field Dependent. Selection of the subject of this study using cognitive style test instrument Group Embedded Figure Test (GEFT). The results of this study showed that the FI subject was able to answer correctly without any doubt and was able to answer the question independently while the FD subject was able to answer the question there was doubt but answered correctly and when answering the question asked the researcher.

PENGEMBANGAN BAHAN AJAR MATA KULIAH TEORI PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR Roisatun Nisa'; Ika Victoria Nalurita; Muhammad Jamaluddin; Afidatun Nuriyah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14213

Pembelajaran di perguruan tinggi menuntut mahasiswa memiliki kemandirian belajar (self-regulated learning) sebagai salah satu kompetensi utama untuk mencapai pemahaman mendalam, khususnya pada mata kuliah yang bersifat teoretis seperti Teori Pembelajaran Matematika. Namun, berbagai penelitian menunjukkan bahwa kemandirian belajar mahasiswa masih rendah karena keterbatasan bahan ajar yang sistematis dan kontekstual. Penelitian ini bertujuan untuk mengembangkan bahan ajar mata kuliah Teori Pembelajaran Matematika yang valid, praktis, dan efektif dalam meningkatkan kemandirian belajar mahasiswa. Metode penelitian yang digunakan adalah penelitian dan pengembangan (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika Universitas Qomaruddin. Validasi dilakukan oleh tiga validator ahli, uji coba kepraktisan melibatkan 3 mahasiswa pada kelompok kecil dan 18 mahasiswa pada kelompok besar, sedangkan efektivitas diukur melalui angket kemandirian belajar dan tes pemahaman. Hasil penelitian menunjukkan bahwa bahan ajar memiliki tingkat validitas sangat tinggi (skor rata-rata 3,78), kepraktisan pada kategori sangat praktis (rata-rata 3,73), serta keefektifan dengan peningkatan nilai pemahaman mahasiswa dari 67,5 menjadi 84,35 serta skor kemandirian belajar dengan kategori sangat efektif (rata-rata 88,79). Dengan demikian, bahan ajar yang dikembangkan terbukti layak digunakan dan berkontribusi dalam meningkatkan kemandirian belajar mahasiswa pada mata kuliah Teori Pembelajaran Matematika

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