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All Journal AlphaMath: Journal of Mathematics Education Journal of Instructional Mathematics Indo-MathEdu Intellectuals Journal
Nuary, Rusdi Hamdany
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Education Mathematics

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Journal : AlphaMath: Journal of Mathematics Education

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The Level of Effectiveness of TPS and Conventional Methods Judging from Students' Geometry Learning Results Using the N-Gain Test Triyono, Ageng; Nuary, Rusdi Hamdany; Permatasari, Nisa; Yuni, Yatha; Wibowo, Teguh
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21530

Abstract

The low results of student geometry learning require a trial of the think-pair-share method as a replacement for conventional methods. This research aims to: (1) compare the level of effectiveness of applying the think-pair-share method with conventional learning in improving student geometry learning outcomes, and; (2) determine whether or not there is a significant effect from using the two methods. The method used is quasi-experimental with a nonequivalent pretest-posttest control group design involving an experimental group and a control group. Each group consisted of 23 class VII students selected non-randomly from the population. Data was taken using a geometry learning outcomes test instrument. Data were analyzed using the N-Gain Score test, the results of the calculations were converted into interpretation categories for N-Gain effectiveness to be concluded. Research findings: (1) the application of both methods was "ineffective", as shown by the calculation results of the average N-Gain score (%) for the experimental group of 38.112% and the control group of 30.636%, and; (2) based on the results of the hypothesis test, it was concluded that there was no significant influence from the application of the two methods on improving student geometry learning outcomes. The implication of this finding is that it is not recommended to apply the think-pair-share method if it is only focused on improving the geometry learning outcomes of class VII students, but it can still be applied for the purpose of developing students' collaboration skills
Correlation Between Mathematical Literacy Abilities and Students' Mastery of Problem Solving Abilities Ma'ruf, Abdul Hakim; Triyono, Ageng; Riaseh, Arlita Gita; Nuary, Rusdi Hamdany; Permatasari, Nisa; Saleh, Rusmin R.M.
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 2, November 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i2.24175

Abstract

This research aims to determine whether or not mathematical literacy skills influence students' problem-solving abilities. The research method used is quantitative research with a regression approach. The subjects were 64 class XI students, who were selected using cluster random sampling from a population of 133 students. Data was obtained using the Mathematical Literacy Ability Questionnaire and Mathematical Problem Solving Ability Test Instrument. Data were analyzed using appropriate test statistics, namely the Chi-Square and Simple Linearity Test as prerequisite tests. Hypothesis testing is carried out in stages: (1) Pearson's Product Moment Correlation analysis, (2) Correlation Significance Test, and (3) Coefficient of Determination Test. After the data analysis, it was concluded that mathematical literacy abilities (X) positively influenced mathematical problem-solving skills (Y). This is proven by the calculation results of Sig.=0.000 < Sig.α =0.05 and the coefficient of determination value of 0.906. This means that mathematical literacy skills strongly influence mathematical problem-solving abilities, and the effect is 90.6%. The regression equation Y = -53.813 + 0.8189X shows that for every additional unit of variable X, the Y value or students' mathematical problem-solving ability increases by 0.8189.
Co-Authors Ageng Triyono Ma'ruf, Abdul Hakim Nisa Permatasari Permatasari, Nisa Riaseh, Arlita Gita Rusmin R. M. Saleh Teguh Wibowo Yuni, Yatha