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<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI TEOREMA PYTHAGORAS ]]>
<![CDATA[Sari, Wulan Permata]]>;
<![CDATA[Purwasi, Lucy Asri]]>;
<![CDATA[Yanto, Yufitri]]>
<![CDATA[ TRANSFORMASI Vol 4 No 2 (2020): TRANSFORMASI : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi ]]>
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DOI: 10.36526/tr.v4i2.1009
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan yang dilakukan oleh siswa pada materi teorema pythagoras. Penelitian ini merupakan penelitian deskriptif kualitatif. Teknik pengumpulan data menggunakan triangulasi teknik dan sumber, yaitu berupa hasil tes dalam bentuk uraian sebanyak 3 soal, wawancara tidak berstuktur dan dokumentasi berupa buku catatan siswa dan LKS siswa. Sampel terdiri dari 24 siswa dengan kemampuan yang berbeda yaitu, rendah, tinggi dan sedang. Hasil penelitian ini diperoleh bahwa persentase rata-rata kesalahan konseptual siswa sebesar 99% dalam kategori sangat tinggi, persentase rata-rata kesalahan prosedural siswa sebesar 63% dalam kategori tinggi, dan persentase rata-rata kesalahan komputasi siswa sebesar 82% dalam kategori sangat tinggi.]]>
<![CDATA[Efektivitas Model Pembelajaran Logan Avenue Problem Solving (LAPS)-Heuristik Terhadap Kemampuan Pemecahan Masalah Siswa ]]>
<![CDATA[Nanda Nuansyah]]>;
<![CDATA[Efuansyah Efuansyah]]>;
<![CDATA[Yufitri Yanto]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 5 No 2 (2019): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika UIN Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v5i2.4201
<![CDATA[Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Logan Avenue Problem Solving (LAPS)-Heuristik terhadap kemampuan pemecahan masalah siswa kelas VIII SMP L Sidoharjo. Rumusan masalah dalam penelitian ini adalah: (1) Apakah kemampuan pemecahan masalah matematika siswa kelas VIII SMP L Sidoharjo setelah diterapkan model pembelajaran LAPS-Heuristik dikategorikan baik? (2) Bagaimana respon siswa kelas VIII SMP L. Sidoharjo setelah diterapkan model pembelajaran LAPS-Heuristik? (3) Bagaimana aktivitas siswa kelas VIII SMP L Sidoharjo pada saat proses pembelajaran dengan model pembelajaran LAPS-Heuristik?. Jenis penelitian ini adalah eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP L Sidoharjo sebanyak 210 siswa dengan sampel penelitian yaitu kelas VIII.2 berjumlah 33 siswa. Pengumpulan data dengan teknik tes, angket dan lembar observasi. Data yang terkumpul dianalisis menggunakan uji-t pada taraf signifikan α = 0,05. Berdasarkan hasil analisis dapat disimpulkan “(1) Kemampuan pemecahan masalah siswa dikategorikan baik dengan rata-rata 73,11. (2) Respon siswa dikategorikan baik dengan rata-rata 76,89%. (3) Aktivitas siswa dikategorikan aktif dengan rata-rata 60,17%.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Student Facilitator And Explaining terhadap Hasil Belajar Matematika Siswa ]]>
<![CDATA[Yufitri Yanto]]>;
<![CDATA[Ratna Juwita]]>
<![CDATA[ Jurnal Pendidikan Matematika:Judika Education Vol 1 No 1 (2018): Jurnal Pendidikan Matematika:Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v1i1.247
<![CDATA[This study aims to determine the completeness of mathematics learning outcomes of VIII grade students of SMP Negeri B. Srikaton in the academic year 2017/2018 after applying the Student Facilitator and Explaining (SFaE) cooperative learning model. This type of research is experimental, with the design used is pre-test and post-test group design. The population in this study were all eighth grade students of SMP Negeri B. Srikaton, totaling 258 students. One class was randomly sampled, namely class VIII.6 totaling 37 students as an experimental class. The research results obtained by the final score data analysis using t-test. The average score of learning outcomes in mathematics is 81.57. Based on the results of data analysis with a significant level α = 0.05 obtained tcount = 6.41 and ttable = 1.69 because tcount> ttable. Conclusions, that the Implementation of Student Facilitator and Explaining (SFaE) Cooperative Learning Models on Mathematics Learning Outcomes of Class VIII Students of State Junior High School B. Srikaton for the Academic Year 2017/2018 is completed significantly. Keywords: Learning Outcomes, Student Facilitator and Explaining (SFaE) Type of Cooperative learning model.]]>
<![CDATA[Pengembangan LKS Berbasis PMRI Menggunakan Konteks Etnomatematika pada Materi SPLDV ]]>
<![CDATA[Rini Prabawati]]>;
<![CDATA[Yufitri Yanto]]>;
<![CDATA[Novianti Mandasari]]>
<![CDATA[ Jurnal Pendidikan Matematika:Judika Education Vol 2 No 2 (2019): Jurnal Pendidikan Matematika:Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v2i2.870
<![CDATA[The purpose of this study was to develop a realistic worksheet using the Ethnomatematics on SPLDV material and to determine the quality of worksheets in terms of validity and practicality. The method used in this study is the Research and Dependency (R&D) method which is a developmental study referring to the 4-D development model, namely define, design, develop, and disseminate modified to 3-D. The instruments used to measure the quality of worksheets that were developed include validation sheets, and practicality questionnaires. The product of this research is a realistic worksheet using ethnomatematics context on SPLDV material with the advice of eighth grade students of junior high school. The results showed that: (1) the quality of worksheets seen from the validity aspects included in the valid category with an overall average score of 3.06; and (2) the quality of worksheets seen from the practical aspect is categorized very practical with an overall average score of 3.5. Conclusion, the development of PMRI-based worksheets in the context of ethnomatematics in SPLDV material was declared valid and practically used by students. Keywords: Ethnomatematics worksheet, PMRI, SPLDV]]>
<![CDATA[Pengembangan Media Pembelajaran Interaktif Berbasis PMRI Menggunakan Macromedia Flash Profesional 8 ]]>
<![CDATA[Iwan Suryadi]]>;
<![CDATA[Yufitri Yanto]]>;
<![CDATA[Novianti Mandasari]]>
<![CDATA[ Jurnal Pendidikan Matematika:Judika Education Vol 3 No 1 (2020): Jurnal Pendidikan Matematika:Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v3i1.1263
<![CDATA[This study aims to develop PMRI-based interactive learning media using professional macromedia flash 8 on square and rectangular subject matter for grade VII students of SMP Negeri 8 lubuklinggau, as well as knowing the quality of mathematics learning media developed from aspects of validity and practicality. The research method used is the Research & Development method based on the ADDIE development model. The ADDIE development model consists of 5 stages: analysis (Analyze); planning (design); development (Development); implementation (Implementation) and (5) evaluation (Evaluation). The results of this study produce a valid and practical interactive learning media. The results of validation by material experts and media experts indicate that PMRI-based interactive learning media using professional macromedia flash 8 square and rectangular subject matter meet very valid criteria with an average score of 4.22. As for the practicality assessment that was tested by teachers and students found to meet very practical criteria with an average score of 4.45. In conclusion, the development of interactive learning media using PMRI based using Macromedia Flash Professional 8 on the subject matter of square and rectangular for VII grade students of SMP Negeri 8 lubuklinggau shows valid and practical criteria to use. Keywords: Interactive learning media, Macromedia Flash, PMRI, Square and Rectangle.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK SISWA KELAS V SD NEGERI KERTOSONO ]]>
<![CDATA[Maria Luthfiana]]>;
<![CDATA[Yufitri Yanto]]>
<![CDATA[ JOURNAL of MATHEMATICS SCIENCE and EDUCATION Vol 3 No 2 (2021): JOURNAL of MATHEMATICS SCIENCE and EDUCATION ]]>
Publisher : <![CDATA[LP4MK STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jmse.v3i2.1182
<![CDATA[The aims of this research were 1) to determine designing process of developing teaching materials used the Indonesian Realistic Mathematical Approach for students grade V SDN Kertosono and 2) Produce the effective teaching materials using the Indonesian Realistic Mathematical Approach for students of SDN kertosono. This type of research is Research and Development Using the Instructional Development Model (MPI). The population of this research were all fifth grade students of SD Negeri Kertosono, there 25 students as the sample. Data collection was carried out by using interview techniques, questionnaires, and tests. The teaching material was effective based on the completeness of learning outcomes and the positive response of students. In conclusion, practical to use as seen from the expert's assessment which shows that the teaching material has very good criteria with a percentage of 82.95%. There were 22 students who showed positive responses and 3 students who showed negative responses, the student learning outcomes test showed 84% of students scored above the minimum criteria.]]>
<![CDATA[PELATIHAN LEARNING MANAGEMENT SYSTEM-SCHOOLOGY BAGI GURU MGMP MATEMATIKA SMA/SMK KABUPATEN MUSI RAWAS ]]>
<![CDATA[Drajat Friansah]]>;
<![CDATA[Yufitri Yanto]]>
<![CDATA[ JURNAL CEMERLANG : Pengabdian pada Masyarakat Vol 2 No 2 (2020): JURNAL CEMERLANG: Pengabdian pada Masyarakat ]]>
Publisher : <![CDATA[LP4MK STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jpm.v2i2.848
<![CDATA[The purpose of training using the schoology learning management system is practice mathematica teacher skills in Musi Rawas High School in using internet based learning Learning Management System using the Schoology web application to help the process of learning mathematics. e-learning on the internet can help teachers distribute material to students by interacting online. This can make it easier for teachers to deliver all material, practice exercises and evaluations that are usually done in class in the form of files that can be accessed by students through a variety of devices including mobile phones outside of face-to-face learning. Learning management training activities system-schoology for teachers at MGMP mathematics high school covering stages: 1) socialization LMS-Schoology 2), training material 3), discussion and 4) evaluation stage end and the provision of the survey to find out a response teacher. The results of the teacher's response to training activities in an effort to improve the skills of designing and using technology and information in mathematics learning are 62% of teachers answered strongly agree, 38% of teachers answered agree. This assistance is expected to provide added value to knowledge for teachers and produce the product of e-learning which can be implemented easily and can also be accessed anytime and anywhere.]]>
<![CDATA[PELATIHANPENYUSUNAN LAPORAN PERTANGGUNGJAWABAN KEGIATAN (LPJ) PADA ANGGOTA OSIS SMA KARYA 45 BANGUNREJO ]]>
<![CDATA[Lucy Asri Purwasi]]>;
<![CDATA[Maria Luthfiana]]>;
<![CDATA[Yufitri Yanto]]>
<![CDATA[ Bakti Nusantara Linggau: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 1 (2022): Bakti Nusantara Linggau ]]>
Publisher : <![CDATA[LP3MKIL ]]>
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<![CDATA[Tujuan dilakukan kegiatan pengabdian kepada masyarakat ini untuk memberikan pelatihan menyusun laporan pertanggungjawaban kegiatan (LPJ) yang sesuai dengan visi dan misi SMA Karya 45 Bangunrejo. Hal ini dikarenakan dalam melaksanakan setiap kegiatannya, OSIS diharuskan menyusun LPJ yang relevan dengan visi dan misi sekolah. Melalui kegiatan ini dapat memberikan pemahaman dan keterampilan anggota OSIS SMA Karya 45 Bangun Rejo dalam menyusun LPJ. Adapun tahapan yang digunakan dalam kegiatan ini adalah tahapan persiapan, tahapan pelaksanaan dan tahapan evaluasi.Hasil dari kegiatan ini peserta sudah terlatih dan termotivasi dalam menyelesaikan LPJ yang sesuai dengan visi dan misi sekolah.]]>
<![CDATA[Workshop Penyusunan RPP Kurikulum 2013 (RPP 1 Halaman) SMA Karya 45 Bangunrejo ]]>
<![CDATA[Yufitri Yanto]]>;
<![CDATA[Tio Gusti Satria]]>
<![CDATA[ PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 1 No. 2 (2021): Jurnal PKM Linggau (Jurnal Pengabdian dan Pemberdayaan Masyarakat) ]]>
Publisher : <![CDATA[LP3MKIL ]]>
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<![CDATA[Kegiatan Pengabdian Kepada Masyarakat ini mengangkat tema mengenai workshop penyusunan rencana pelaksanaan pembelajaran (RPP) kurikulum 2013 (RPP 1 halaman). Kenapa tema ini kami pandang perlu untuk diangkat, karena banyak guru yang belum bisa menyusun RPP kurikulum 2013. Padahal RPP sangat diperlukan sebagai panduan guru dalam melaksanaan pembelajaran hingga penilaian yang disesuaikan dengan kurikulum 2013. Kegiatan ini dilaksanakan di SMA Karya 45 Bangunrejo. Peserta yang hadir sebanyak 24 orang, dan terkumpul 18 RPP. Pelaksanaan kegiatan pengabdian ini dilaksanakan pada tanggal 17 Maret 2021 dengan agenda kegiatan pemaparan materi mengenai penyusunan RPP kurikulum 2013 dan workshop penyusunan RPP kurikulum 2013 secara kelompok berdasarkan kelas yang diajar. Rata-rata nilai RPP yang dihasilkan adalah 72,57 dan termasuk dalam kategori baik.]]>
<![CDATA[WORKSHOP PEMBELAJARAN MENGGUNAKAN PMRI GUNA MENANAMKAN KONSEP DASAR MATEMATIKA YANG DITUANGKAN DALAM BENTUK LKS ]]>
<![CDATA[Rani Refianti]]>;
<![CDATA[Anna Fauziah]]>;
<![CDATA[Maria Luthfiana]]>;
<![CDATA[Yufitri Yanto]]>
<![CDATA[ PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 2 (2022): Jurnal PKM Linggau (Jurnal Pengabdian dan Pemberdayaan Masyarakat) ]]>
Publisher : <![CDATA[LP3MKIL ]]>
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DOI: 10.55526/pkml.v2i2.291
<![CDATA[Pendekatan Matematika Realistik Indonesia (PMRI) merupakan suatu pendekatan yang berfokus pada pembelajaran matematika. Workshop pembelajaran menggunakan PMRI bertujuan agar guru dapat merancang suatu bahan ajar berupa LKS yang berfokuskan pada konsep-konsep dasar matematika sehingga matematika yang abstrak menjadi lebih mudah dipahami. Umumnya para siswa merasa bahwa matematika merupakan suatu mata pelajaran yang abstrak sehingga sulit dipahami. Kegiatan workshop ini telah menghasilkan beberapa bentuk bahan ajar berupa LKS yang berfokus pada penanaman konsep dasar matematika, sehingga dari bahan ajar yang telah dihasilkan diharapkan pebelajaran matematika yang tadinya abstrak dapat lebih mudah dipahami oleh siswa pada umumnya.]]>
