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MaPan : Jurnal Matematika dan Pembelajaran
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 249 Documents
 17   18   19   20   21 
DEVELOPMENT OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHING MATERIALS ASSISTED BY GEOGEBRA SOFTWARE WITH A CONTEXTUAL APPROACH TO IMPROVE MATHEMATICAL CREATIVE THINKING: PENGEMBANGAN BAHAN AJAR MATEMATIKA SMP BERBANTUAN SOFTWARE GEOGEBRA DENGAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN PEMIKIRAN KREATIF MATEMATIS Hikmal Setiawan; Nelly Fitriani; Jozua Sabandar
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a3

Abstract

The purpose of this study was to develop mathematics teaching materials assisted by geogebra media on the mathematical creative thinking abilities of seventh-grade students of junior high school. Implementation of teaching materials using geogebra-assisted media is a way to help students understand mathematics learning, especially in quadrilateral material. For the quality teaching materials to meet the criteria of being valid, practical, and effective. This research uses a type of research and development (R&D). In this research, a development model is used, namely the ADDIE model. The ADDIE model is a research and development model consisting of 5 (five) stages, namely analysis, design, development, implementation, and evaluation. The results obtained from this study are the validity of teaching materials that are declared very valid with teaching materials that have been developed using geogebra assistance produces valid and practical teaching materials for the learning process with the results of an average validity value of 96.93% and an average practicality value of 94.6%. Suggestions that can be given are to take advantage of the teaching materials that have been developed so that educators or students can take advantage of teaching materials carried out remotely online or offline. Then other researchers can develop this teaching material on other mathematics material so that it can be utilized by other audiences.
THE RELATIONSHIP BETWEEN LEARNING MOTIVATION WITH MATHEMATICAL PROBLEM SOLVING ABILITY IN CLASS XI STUDENTS: HUBUNGAN MOTIVASI BELAJAR DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA SISWA KELAS XI Arisman Zebua; Heris Hendriana; Jozua Subandar; Asep Ikin Sugandi
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a4

Abstract

The ability to solve problems is one of the cognitive abilities in mathematics that need to be mastered by students. In supporting mastery to solve problems, it is necessary to have the motivation to learn for students. This study aims to determine the relationship between learning motivation to students' mathematical problem-solving. The research method used is the correlation method with a quantitative approach. The population of this study was all students of class XI at Toma Nasional high school 2 and the sample selected was class XI science majors which collected 15 students. The instrument used in this research is a test to measure the ability to solve problems in the form of an explanation of 3 questions, while the non-test instrument to measure the level of learning motivation is in the form of a scale in the questionnaire. Data were analyzed using Pearson's product-moment correlation test. The results of this study indicate that at a significance level of 0.05 there is a relationship between learning motivation and students' problem-solving abilities. In addition, the linear regression equation Y = 12.964+0.422X is obtained, which means that for every additional 1 value of learning motivation, the mathematical problem-solving ability increases by 0.422.
ANALYSIS OF STUDENTS’ ERRORS IN SOLVING CURVED FACE THREE-DIMENSIONAL PROBLEMS BASED ON KASTOLAN’S STAGE REVIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES: ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL BANGUN RUANG SISI LENGKUNG BERDASARKAN TAHAPAN KASTOLAN DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT Erfan Yudianto; Liski Roswita Dinia; Titik Sugiarti; Dian Kurniati; Nurcholif Diah Sri Lestari
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a1

Abstract

This study aims to analyze the types of errors made by students in solving curved face three-dimensional problems based on Kastolan’s stages reviewed from field-dependent and field-independent cognitive styles. This study uses descriptive research with a qualitative approach. The subjects in this study were 4 students of class IX A SMP Muhammadiyah 1 Jember who had completed the cognitive style test and soblukan ethno mathematical story questions, then continued with interviews to obtain more in-depth information. The subject was chosen based on the work of students who made the most mistakes according to the Kastolan error stage indicator. The results obtained in this study are field-dependent students mostly make conceptual, procedural, and technical errors. The form of conceptual error experienced was that students misinterpreted the problem in the form of pictures, students did not conceptualize the height of the cone, and students misinterpreted the shape of the cylinder. The form of procedural error experienced was wrong in determining the formula and students were wrong in determining the surface area of ​​the soblukan’s lid. The form of technical error experienced, students were wrong in doing calculations. The field-independent students made more technical errors. The form of technical error is that students are wrong in doing calculations. Through this research, it is expected that teachers can design learning to minimize student errors in solving problems by looking at the types of errors that have the most.
THE VALIDITY OF PROBLEM-BASED LEARNING TEACHING MATERIAL FOR TEACHING BASIC STATISTICS TO GRAPHICS ENGINEERING STUDENTS: VALIDITAS BAHAN AJAR BERBASIS PROBLEM-BASED LEARNING UNTUK PEMBELAJARAN STATISTIKA DASAR BAGI MAHASISWA TEKNIK GRAFIS Fitriani Halik; Lukytta Gusti Acfira; Besse Irna Tawaddud
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a2

Abstract

This research aims to determine the validity of the problem-based learning module teaching materials in the basic statistics course for graphic engineering students at the State Polytechnic of Creative Media PSDKU Makassar. The type of research used is research and development concerning the 4D development model. The 4D development model consists of several phases: define, design, develop, and disseminate. The product developed is module teaching materials based on problem-based learning on basic statistics material. The test subjects in this research were graphic engineering students at the State Polytechnic of Creative Media PSDKU Makassar. The instrument used in this research was a validation sheet consisting of two validators from design experts and material experts. Based on the results of the research that has been carried out, it is obtained that the analysis of the validation results: (1) the feasibility of the graphic, namely 4.8 is in the very valid category, (2) the feasibility of the language, which is 4.8, is in the very valid category, (3) the feasibility of the content is 4.8 in the very valid category, and (4) the feasibility of presenting that is 4.8, is in the very valid category so that the average value of all aspects is 4.7 which is in the very valid category. So, the problem-based learning module teaching materials in basic statistics courses that have been developed are valid to be used as teaching materials in the learning process.
DEVELOPMENT OF ELEMENTARY LINEAR ALGEBRA COURSE E-MODULES BASED ON FLIP BOOK MAKER WITH INTEGRATED ISLAMIC VALUES: PENGEMBANGAN E-MODUL MATA KULIAH ALJABAR LINEAR ELEMENTER BERBASIS FLIP BOOK MAKER YANG TERINTEGRASI NILAI-NILAI KEISLAMAN Andi Ika Prasasti Abrar; Idah Suaidah; Sulfiani
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a7

Abstract

The aims of this study were (1) to find out the process of developing an e-module for elementary linear algebra courses based on a flip book maker that integrates Islamic values. (2) to determine the characteristics of the e-module. (3) to determine the level of validity, practicality, and effectiveness of e-modules. The type of research used is Research and Development concerning the Plomp development model which consists of 5 stages. The product developed is an e-module course on elementary linear algebra based on a flip book maker. The test subjects in this study were second-semester students at UIN Alauddin Makassar, in the academic year 2021/2022. The instruments used were expert validation sheets, lecturer response questionnaires, observation sheets on the ability of lecturers to manage to learn, learning implementation observation sheets, student response questionnaires, student activity sheets, and learning achievement tests. Based on the trial results, it was found that (1) the product development process referred to as the Plomp development model was not fully implemented until the implementation stage due to time constraints, (2) the characteristics of the e-module are digitally designed with the flip book maker application which can be accessed using Android or Android. laptop, load learning videos, load examples of contextual questions integrated with Islamic values, and presentation of material using a scientific approach, (3) e-modules are categorized as valid with an average validity of 4.25, declared practical because all aspects are fully implemented, and declared effective because the level of completeness reached 96.3%.
DEVELOPMENT OF MACROMEDIA FLASH MODULE IN THE LEARNING MEDIA COURSE FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF PEJUANG REPUBLIK INDONESIA: PENGEMBANGAN MODUL MAKROMEDIA FLASH PADA MATA KULIAH MEDIA PEMBELAJARAN FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS PEJUANG REPUBLIK INDONESIA Ratnah Kurniati; Rizal Arizaldy Ramly
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a8

Abstract

Students in the Faculty of Teacher Training and Education, University of Pejuang Republik Indonesia, comes from different background and knowledge. The problem is when the lecturer teaches the students to use an application on the computer, in this case the macromedia flash application. This research aims to develop a macromedia flash module that can be used by the students in the Faculty of Teacher Training and Education, University of Pejuang Republik Indonesia, as well as to determine the need, design, level of validity, practicality, and effectiveness of the Macromedia flash module. Furthermore, to distribute the module. In this study, the researcher uses research and development (R&D) methods with a 4-D development model, define, design, develop and disseminate. The developed module is then tested for its feasibility with validity, testing, and product evaluation. The results of this research showed that the level of validity coefficient by the two validators with an average score of 75%, with the level of practicality after being given a limited trial to students getting a very practical category with an average score of 3.32% and the level of effectiveness of the Macromedia flash module could be seen through pre-test and post-test with an average score of 56.00% during the pre-test and 89.20% during the post-test. In conclusion, the macromedia flash module can help lecturers and students to make the learning process more effective.
Bahasa Inggris Suri Toding Lembang; Kristanto; Daud Rodi Palimbong; Chelin Dion Patimang; Ovalin Paseon; Yenni Pasomba
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a9

Abstract

This research implements the carvings of the Toraja Tongkonan house on the transformation geometry material in class XI SMA Negeri 2 Toraja Utara. The purpose of this study was to determine the learning outcomes and student activities in implementing Tongkonan house carvings on the Transformation Geometry material. The research method used is quantitative. Data collection using observation, pre-test, and post-test sheets. An essay test with five question items was used in this study as an instrument. The research sample was a class XI science high school student. Sampling Technique with cluster random sample. This research was conducted at SMA Negeri Toraja in the even semester of 2021. Data analysis techniques are carried out with descriptive statistics in the form of percentage analysis for student activities and student learning outcomes. The results showed that (1) the average score of student activity in learning was 4.05 which can be categorized as active, and (2) student learning outcomes can be categorized as good as evidenced by the average score of student learning outcomes being 76.35.
IMPLEMENTATION OF THE MERDEKA BELAJAR CURRICULUM THROUGH THE APPLICATION OF PROJECT-BASED LEARNING MODELS TO IMPROVE STUDENT LEARNING OUTCOMES IN MATHEMATICS LEARNING: IMPLEMENTASI KURIKULUM MERDEKA BELAJAR MELALUI PENERAPAN MODEL PEMBELAJARAN BERBASIS PROJECT UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA Baharullah; Sri Satriani; Fathrul Arriah; Ashar Hidayah
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a6

Abstract

The merdeka curriculum is a form of evaluation of the previous curriculum, namely the 2013 curriculum. In an independent curriculum, students are no longer forced to study subjects that are not their main interest. Therefore, a learning model is needed to support this independent curriculum's implementation. One suitable learning model to implement the curriculum is a project-based learning model. This study aims to improve student learning outcomes in mathematics learning through the Project Based Learning learning model. This type of research is classroom action research with data collection carried out through observations, and tests. The research subject is class XII in statistics subject totaling 26 students. The data analysis technique used qualitative and quantitative and was carried out for 2 cycles. The results showed that the application of the project-based learning model could improve student learning outcomes in learning mathematics. This can be seen from the average score of learning outcomes in the cognitive domain in the first cycle of 57.12% increased to 82.88% in the second cycle, the average score of learning outcomes in the psychomotor domain in the first cycle of 53.65% increased to 84.61%, and the average score of learning outcomes in the affective domain in the first cycle of 72.5% increased to 83.85%. This shows that the application of the project-based learning model can improve student learning outcomes.
inggris Nur Asrawati; Sitti Fatimah Sangkala Sirate
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a5

Abstract

This study aims to determine the increase in students' mathematical creativity through the auditory, intellectual, repetition (AIR) learning model in class XI students of SMK Techno Terapan Makassar. Creativity referred to in this study pays attention to 3 aspects of indicators, namely fluency, flexibility, and novelty. This research is research class action (PTK). The subjects of this study were students of class XI at SMK Techno Terapan Makassar. The results showed that there was an increase in creativity in learning mathematics through the auditory, intellectual, repetition (AIR) learning model. Student test results seen based on the percentage per indicator increased from cycle I to cycle II seen in the aspect of fluency 66.66% increasing to 81.48%, the aspect of flexibility 62.96% increasing to 77.78%, and the novelty aspect increasing 33.33% to 48.14%. the learning completeness criteria in cycle I was 55.55% and classically complete in cycle II was 77.77% or as many as 22 people who scored . Data from the analysis of teacher activity in cycle 1 increased by 60.42% to 72.90% while the results of student activity analysis in cycle 1 amounted to 56.26% increased to 70.92%. From the research results obtained, it can be concluded that the Auditory, Intellectual, Repetition (AIR) learning model can increase the mathematical creativity of class XI students of SMK Techno Terapan Makassar.
STUDENTS’ THINKING PROCESS IN SOLVING MATHEMATICS PROBLEMS REVIEWING FROM COGNITIVE STYLE: PROSES BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF Rahmi Yuliana M.; Hartini
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a10

Abstract

This research aims to identify and describe the thinking process of students in solving mathematical problems, both students who have a field-independent type of cognitive style (GK-FI) and students who have a field-dependent type of cognitive style (GK-FD). The subjects of this study were eight people, consisting of four GK-FI students and four GK-FD students. Data was collected using the Group Embedded Figure Test (GEFT). The process of selecting subjects was carried out in stages (a) determining the class to be the subject of the study, (b) giving the GEFT test, (c) analyzing the results of the GEFT test, (d) determining the research subjects, each consisting of 4 students. The research process follows the stages: (a) reviewing theory and conducting an initial survey, (b) preparing research instruments, (c) collecting research data both written data and interview data, (d) validating data using triangulation techniques, (e) analyzing data on mathematical problems to get an overview of the procedures used by students in solving mathematical problems, and (f) revealing students' thinking processes in solving mathematical problems based on students' cognitive styles. The thinking processes of GK-FI and GK-FD subjects in solving mathematical problems are as follows: (1) In the process of forming an understanding, the GK-FI subject receives and parses based on its parts, then makes a problem-solving plan, while the GK-FD subject does not parse based on its parts. (2) In the process of forming opinions, the subject of GK-FI performs with an analytical process while the subject of GK-FD performs with a process of trial and error and matching. (3) In the process of drawing conclusions, the GK-FI subject conducts an examination or checks the results first, while the GK-FD subject does not do.

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