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All Journal Jurnal Pendidikan dan Pengajaran AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Proceedings Education and Language International Conference Formatif: Jurnal Ilmiah Pendidikan MIPA Zero : Jurnal Sains, Matematika, dan Terapan JURNAL PENDIDIKAN TAMBUSAI JNPM (Jurnal Nasional Pendidikan Matematika) Pedagogy Review
Pramudya, Ikrar
Department Of Mathematics Education, Sebelas Maret University, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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STUDENTS’ ABILITY WITH GUARDIAN PERSONALITY TYPE TO PRESENT MATHEMATICAL STATEMENTS IN GRAPHS AT CARTESIAN COORDINATE SYSTEM Sayekti Dwiningrum; Mardiyana Mardiyana; Ikrar Pramudya
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

Reasoning ability is needed by students to understand mathematical concepts. In fact, a lot of students tend to be passive in reasoning. The characteristic of such students will affect their success in learning. One of the important indicators to figure out students’ mathematical reasoning ability is presenting mathematical statements in graphs, and one of students’ characteristics that should be noted by teacher is their personality. According to Keirsey, there are four types of personality. One of the four personality types is guardian. This research is a descriptive qualitative where the subjects are two students with guardian personality; a male and a female students. Both subjects are eighth grade students of junior high school 2 Ngemplak Boyolali who have received straight line equation concept. Students’ ability to present mathematical statements in graphs is explored by interviews based on the outcome of a written test and then analyzed by descriptive qualitative method. The data analysis of the written test and interview conclude that guardian students were able to present mathematics concept in graphs; students were able to draw a straight line at cartesian coordinate system. But, students were only able to draw the line if the points of the coordinate are given in a complete manner. Students were not able to draw the line if they were given only one point and one gradient aid instrument. Students realized that to draw a straight line is needed two points but they were unable to find another point referred to. In conclusion, detailed instructions were needed by guardian students to present mathematical statements in the graphs at cartesian coordinate system. Keywords: Straight Line Equation, Graph, Guardian Personality Type
THE EFFECTIVENESS OF TPS MIND MAPPING STRATEGY AND TTW MIND MAPPING STRATEGY IN STRAIGHT LINE EQUATION MATERIAL VIEWED FROM LOGICAL MATHEMATICS INTELLIGENCE Arif Hardiyanti; Mardiyana Mardiyana; Ikrar Pramudya
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

The purpose of this study was to find out:  (1) Which is more effective, TPS Mind Mapping (TPS MM) strategy or Think Talk Write Mind Mapping strategy (TTW MM), (2) Which category of logical mathematic intelligence that can provide better mathematics achievement, (3) In each of the model, which in the categories of logical mathematical intelligence that can provide learning achievement better mathematics learning, logical mathematical intelligence is high, medium or low,(4) In each category of the logical mathematic intelligence ( high, medium,and low ), which is more effective between TPS Mind Mapping strategy and TTW Mind Mapping strategy. This type of research is a quasi experimental with 2×3 factoriall design. The Pupulation on the research is all eighth grade of students  junior high schools in Sukoharjo regency in the academic years of 2016/2017. The sample was conducted by using stratified cluster random sampling. The study concluded: (1) TPS Mind Mapping strategy was as effective as TTW Mind Mapping strategy, (2) the students’ learning achievement with high logical mathematic inteligence is better than students achievement with  mediumm or low logical mathematic intelligence, while the students’ learning achievement with medium logical mathematic intelligence was better than students’ achievement with low logical mathematic intelligence, (3) in each of the model, the students’ with high logical mathematic inteligence has better than students with medium and low logical mathematic inteligence, and students with logical mathematics intelligence had an equal achievement with low logical mathematic intelligence, (4)on each of category the logical mathematic intelligence, TPS Mind Mapping strategy provides similar outcome with TTW Mind Mapping strategy.Keywords: Think Talk Write, Think Pair Share, Mind Mapping, Logical Mathematic Intelligence
THE CONTRIBUTION OF READING COMPREHENSION SKILL TO MATHEMATICS PROBLEM SOLVING STUDENTS OF 11th GRADE HIGH SCHOOLMTA SURAKARTA IN LINEAR PROGRAM MATERIAL Kusnul Chotimah Dwi Sanhadi; Mardiyana Mardiyana; Ikrar Pramudya
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This study aims to determine the contribution of reading comprehension skill of students to their mathematics learning outcomes in problem solving linear program material for XI SMA MTA Surakarta academic year 2016/2017. In this study, the ability to understand the reading () serves as the independent variable and the results of students' mathematics learning () as the dependent variable. The population in this study were all students of class XI SMA MTA Surakarta academic year 2016/2017 and the obtained sample were 200 students. Based on descriptive analysis, it is obtained an average score of reading comprehension skill is 62.5142, and for mathematics learning outcomes is 46.5075. Based on the results obtained by analysis of linear regression, it is obtained the alleged regression model obtained means or can be used to predict the results of students’ mathematics learning. From the regression equation estimators obtained, a regression coefficient of 0.706 states that any change in the reading comprehension skill by 1 unit will improve mathematics achievement of 0.706 units. Therefore, it can be concluded that there are significant ability to understand the reading of the results of learning mathematics in solving linear program material positively. Keywords: Mathematics Problem Solving, Reading Comprehension Skill
THE EFFECT OF COOPERATIVE LEARNING TEAM ASSISTED INDIVIDUALIZATION WITH SAVI APPROACH TO THE STUDENTS’ MATHEMATICS ACHIEVEMENT VIEWED FROM THEIR LEARNING STYLE Putri Sintia Gusantika; Mardiyana Mardiyana; Ikrar Pramudya
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This research aims to determine the effect of teaching strategy to learning approach, mathematics learning style and the interaction between them to the students’ mathematics achievement. This research design was a quasi-experimental research with a 2x3 factorial design. The population of this research is all students of eleventh grade students of private vocational school in Grobogan academic year 2016/2017. Sampling was done by stratified cluster random sampling. Data were analyzed using two-way analysis of variance with different cells. Based on the research results, it was obtained that: (1) the students’ mathematics achievement who were taught by TAI learning model with SAVI approach better than direct instructional model, (2) the mathematics achievement of students with auditory learning styles were better than those with visual and kinesthetic learning style, whereas mathematics achievement of students with visual learning style were similar to those with kinesthetic. (3)  in the visual and auditory learning styles, the students who were taught by using TAI with SAVI and direct instructional model had the same mathematical achievements, meanwhile for the students with kinesthetic learning style who were taught by using TAI with SAVI had better achievement than those who were taught by direct instructional model. (4) on TAI model with SAVI, students with all kinds of learning style had the similar mathematical achievement, while in direct instructional model, students with auditory learning style had better achievement than those with kinesthetic learning style. At each teaching strategy, the students with visual, auditorial or kinesthetic learning style had the same mathematical achievement. Keywords: TAI SAVI, VAK Learning Style, Mathematics Achievement
THE DEVELOPMENT OF TSTS TEACHING STRATEGY WITH OUTDOOR LEARNING METHOD IN SYSTEM OF LINEAR EQUATION AND INEQUALITY MATERIAL Nurul Kustiyati; Mardiyana Mardiyana; Ikrar Pramudya
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This study began with developing a learning model which aims to produce a valid instructional model for teaching system of linear equations and inequalities. The results of the development is the combination of Two Stay Two Stray (TSTS) teaching strategy with outdoor learning method. The subject of the development of this model is the tenth grade science students of SMA N 1 Mojolaban. To test the effectiveness of this teaching strategy, the researcher conducted an experiment study with a 3x3 factorial design. The populations of this study was all students of tenth grade students of SMA in Sukoharjo district. The sample in this study was 338 students carried out by stratified cluster random sampling. The results of the study concluded that: (1) The results of the development in the form of combination between TSTS teaching strategy with learning methods or with several activities and games (2) TSTS teaching strategy combined with outdoor learning provided better achievement than the direct instructional method, yet it provided the same performance with TSTS teaching strategy. (3) Students with high emotional intelligence provide better learning achievement than students with moderate and low emotional intelligence, while the students with moderate emotional intelligence provided similar achievement with those who had low emotional intelligence (4) At each level of students’ emotional intelligence, TSTS teaching strategy combined with Outdoor learning provided better learning achievement than TSTS teaching strategy and direct instructional method, while TSTS teaching strategy provided better learning achievement than direct instructional model (5) At each learning model, students with high emotional intelligence provided better learning achievement than students with medium and low emotional intelligence, while students with medium emotional intelligence provided better learning achievement than students with low emotional intelligence.Keywords: Development, TSTS, Outdoor Learning
Pemanfaatan Boardgame Geometry At Home Untuk Meningkatkan Hasil Belajar Geometri Siswa SMP Leo Setiawan; Farida Nurhasanah; Ikrar Pramudya
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 7, No 1 (2023)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (705.862 KB) | DOI: 10.33603/jnpm.v7i1.7495

Abstract

Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh boardgame terhadap hasil belajar geometri siswa. Penelitian ini dikategorikan penelitian eksperimental. Populasi yang digunakan adalah seluruh siswa kelas VIII SMP Negeri 3 Ngargoyoso tahun ajaran 2021/2022. Sampel yang digunakan adalah kelas VIII A dengan jumlah siswa 30 dan kelas VIII B dengan jumlah siswa 29. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Teknik Pengumpulan data yang digunakan berupa metode tes untuk mengukur hasil belajar siswa dan metode angket untuk mengukur level keaktifan belajar siswa. Teknik analisis data menggunakan uji normalitas metode Liliefors bertujuan untuk mengetahui sampel berasal dari populasi yang berdistribusi normal, uji homogenitas metode Bartlett bertujuan untuk menguji populasi mempunyai variansi yang sama, kemudian  analisis variansi dua jalan sel tak sama, dilanjutkan uji pasca anava dengan uji komparasi ganda metode Scheffe.Kata Kunci: Boardgame, Hasil Belajar, Geometri.
ANALISIS KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL LUAS PERMUKAAN DAN VOLUME PRISMA Fransiska Januarti Gusman; Ikrar Pramudya; Riyadi Riyadi
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 10, No 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v10i2.26323

Abstract

Pembelajaran matematika merupakan belajar tentang konsep dan struktur matematika yang  terdapat dalam materi yang dipelajari serta mencari hubungan antara konsep dan struktur matematika di dalamnya. Pada kenyataannya pembelajaran matematika tidak berjalan dengan mudah, banyak siswa sangat kesulitan dalam memahami dan berinteraksi dengan matematika. Materi-materi yang dipelajari membuat siswa cukup kesulitan dikarenakan matematika begitu abstrak, banyak rumus, dan banyak perhitungan yang mengakibatkan  siswa merasa bosan, takut dan sering melakukan kesalahan dalam proses pengerjaan soal matematika. Salah satu materi yang tidak jarang terdapat kesalahan dalam proses pengerjaannya adalah materi geometri. Tujuan penelitian untuk mengetahui dan menganalisis kesalahan yang dilakukan siswa dalam menyelesaikan soal luas permukaan dan volume prisma. Metode yang digunakan deskriptif kualitatif dan subjek penelitian 20 siswa SMPN Fatumfaun. Instrumen yang digunakan adalah soal tes uraian 3 soal serta wawancara. Dari 20 siswa dipilih 3 siswa  yang berkemampuan tinggi, sedang, dan rendah melalui soal tes setelah itu dilakukan wawancara. Soal tes digunakan untuk menganalisis kesalahan siswa dalam menyelesaikan soal dan wawancara digunakan untuk mengetahui penyebab kesalahan. Hasil penelitian menunjukkan bahwa kesalahan yang banyak dialami siswa adalah kesalahan konseptual, kesalahan prosedural, dan kesalahan teknis. Penyebab kesalahan-kesalahan yaitu: 1) Kurangnya pemahaman rumus yang digunakan, tidak mengetahui rumus secara benar serta tidak menuliskan rumus secara detail. 2) Kurangnya memahami informasi di soal, proses penyelesaian yang tidak sampai tuntas. 3) Pengoperasian perkalian, penjumlahan, pengurangan, dan perkalian yang masih keliru, serta tidak teliti dalam menguraikan proses penyelesaian sehingga tidak mendetail.
Analisis Evaluasi Pembelajaran Ditinjau Berdasarkan Kemampuan Pemecahan Masalah Matematis Siswa SMP Ivana Ivana; Ikrar Pramudya; Riyadi Riyadi
Jurnal Pendidikan Tambusai Vol. 7 No. 2 (2023): Agustus 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Pembelajaran matematika merupakan salah satu bidang dalam pendidikan formal yang dipelajari siswa mulai dari tingkat sekolah dasar hingga perguruan tinggi. Melalui pembelajaran matematika diharapkan siswa mampu mencapai kemampuan berpikir tingkat tinggi atau Higher Order Thinking Ability (HOTS). Namun sebelum siswa mampu mencapai kemampuan berpikir tingkat tinggi, siswa terlebih dahulu harus memiliki kemampuan pemecahan masalah yang baik. Kemampuan pemecahan masalah matematis siswa di SMP Negeri 2 Palangka Raya masih terbilang rendah. Maka perlu dilakukan evaluasi terhadap proses pembelajaran disekolah. Tujuan dari penelitian ini untuk mengetahui faktor penghambat dalam pencapaian standar kemampuan pemecahan masalah matematis siswa SMP baik dari segi siswa maupun dari segi guru. Penelitian ini menggunakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subjek dalam penelitian ini adalah guru dan siswa kelas VIII SMP Negeri 2 Palangka Raya, teknik pengumpulan data melalui observasi, wawancara dan penyebaran kuesioner. Hasil penelitian ada dua faktor yang menjadi penghambat dalam pencapaian standar kemampuan pemecahan masalah matematis siswa (1) Kurang nya minat siswa dalam belajar matematika, tidak sedikit siswa yang merasa bahwa matematika merupakan pelajaran yang sulit (2) Pada proses pembelajaran dikelas guru tidak pernah menggunakan media pembelajaran, guru merasa kesulitan dalam menyediakan media pembelajaran karena kurangnya pengetahuan guru terhadap penggunaan gadget.,
The Effectiveness of Scratch Learning Media Using the PMRI Approach to Improving Students’ Learning Outcomes Fransiska Januarti Gusman; Ikrar Pramudya; Riyadi
Jurnal Pendidikan dan Pengajaran Vol 56 No 2 (2023): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v56i2.66086

Abstract

In the process of learning mathematics, the teacher always strives for the material presented to be well understood by students, with the intention that the objectives of learning can be achieved properly. This study aimed to analyze the effectiveness of scratch learning media with the PMRI approach in improving student learning outcomes. The type of research used was research and development referring to the ADDIE model. The development stage consists of 3 stages: preliminary stage, development stage, and testing stage. The data collection instrument used expert validation sheets, student and teacher response questionnaires, and test questions. The process of effectiveness through validation on scratch learning media with the PMRI approach and also measuring the practicality of scratch media with the PMRI approach through student and teacher response questionnaires, while the effectiveness of scratch learning media with the PMRI approach through the test given questions. The results obtained showed that the scratch learning media with the PMRI approach is declared valid with an average score of 70.28% in the valid category. Scratch learning media with the PMRI approach was said to be practical with an average score of 82.61% in the very practical category. Scratch learning media with effective criteria from learning test results with a score of 2.1286 > 2.0057 which meant learning outcomes using scratch learning media with the PMRI approach were better than learning outcomes without using scratch learning media with the PMRI approach, so that scratch learning media with the PMRI approach was effective in improving learning outcomes.
Numeracy: How About Student of Junior High School Ability to Solve Problem Use Conten Uncertainty and Data with Personal Contex? Tsaqifah, Sofi; Sujadi, Imam; Pramudya, Ikrar
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 1 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v14i1.19251

Abstract

Numeracy is part of the Minimum Competency Assessment (MCA) which is defined as the ability to think using mathematical concepts, procedures, facts, and tools to solve everyday problems in various relevant contexts. The assessment components in numeracy include content, context, and cognitive processes. Content in numeracy includes coverage of algebra, numbers, geometry and measurement, and data and uncertainty. Components in the cognitive process include three aspects understanding, application, and reasoning. The context of numeracy is related to personal, socio-cultural, and scientific. This research uses data and uncertainty content with a personal context. The research conducted is qualitative research with data collection using task-based interviews conducted twice with one question for each test conducted. Subjects were selected based on student mastery of data and uncertainty material and the subjects selected were students who had good communication. Data collection was carried out by giving written tests and followed by interviews. The results of the task-based interview were then analyzed and conclusions were drawn. The results obtained are the ability of students to solve numeracy problems on data content and uncertainty with personal contexts including the application cognitive process. The indicators of ability mastered by students include: students are able to master indicators of mathematical facts, students are able to master indicators of mathematical concepts, and students are able to master indicators of mathematical tools.
Co-Authors Arif Hardiyanti Dyah Ratri Aryuna Era Hervilia Farida Nurhasanah Fatkhunur Fariza Rahmadiansyah Fransiska Januarti Gusman Imam Sujadi Isnandar Slamet Ivana Ivana Kusnul Chotimah Dwi Sanhadi Leo Setiawan Lintang Fitra Utami Mardiyana Mardiyana Nugroho, Purwo Setiyo Nurul Kustiyati Ponco Sujatmiko Putri Sintia Gusantika Riyadi Riyadi Rubono Setiawan Sayekti Dwiningrum Sri Subanti Tsaqifah, Sofi