Formatif: Jurnal Ilmiah Pendidikan MIPA
Formatif: Jurnal Ilmiah Pendidikan MIPA (ISSN 2502 5457 for the electronic version and ISSN 2088 351X for the print version) first published in April 2011 is a double-blind peer-reviewed scientific open access journal. The journal is dedicated to publishing articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science (Physic, Biology, and Chemistry) Education. The journal is published by Universitas Indraprasta PGRI.
Articles
384 Documents
<![CDATA[Pengaruh Kecerdasan Spiritual dan Motivasi Belajar terhadap Prestasi Belajar Matematika ]]>
<![CDATA[Kasih Haryo Basuki]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 2 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v5i2.332
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh kecerdasan spiritual dan motivasi belajar siswa terhadap prestasi belajar matematika siswa. Metode penelitian yang digunakan adalah metode survei. Sampel berukuran 120 siswa yang diambil secara random dan berstrata berdasarkan perbandingan jumlah siswa di setiap SMA Negeri di Kota Depok. Analisis data meliputi: analisis deskriptif, uji normalitas, uji Linieritas, uji multikolinieritas, analisis korelasi, koefisien jalur dan analisis jalur. Uji statistik yang digunakan adalah uji t. Hasil penelitian menunjukan: 1) Terdapat pengaruh langsung yang signifikan kecerdasan spiritual terhadap motivasi belajar, 2) Terdapat pengaruh langsung yang signifikan kecerdasan spiritual terhadap prestasi belajar matematika, 3) Terdapat pengaruh langsung yang signifikan motivasi belajar terhadap prestasi belajar matematika, dan 4) Terdapat pengaruh tidak langsung yang signifikan kecerdasan spiritual terhadap prestasi belajar matematika melalui motivasi belajar. Dari hasil tersebut dapat diartikan bahwa semakin tinggi kecerdasan spiritual dan motivasi belajar siswa maka semakin tinggi juga prestasi belajar matematika siswa SMA negeri di Kota Depok. ]]>
<![CDATA[Hubungan antara Persepsi Siswa terhadap Kepribadian Guru dan Jenis Kelamin Siswa dengan Minat Belajar Matematika (Survei studi kasus terhadap siswa/i SMA Tugu Ibu Depok) ]]>
<![CDATA[Ul'fah Hernaeny]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 2 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v1i2.71
<![CDATA[Mathematics has an influence and a very large role in discovering and developing Science and Technology. For that, mathematics has priority in education. Student success in learning mathematics can be known from the ability to put that understanding to solve any mathematical problem and other problems in everyday life. Capabilities acquired by students in understanding the lessons in school because no other role of a teacher who is able to provide concepts is easily accepted by students. Personality of a teacher is affecting students' interest in studying mathematics. This study departed from the idea that the perception of students towards mathematics teacher's personality is affecting student interest in learning mathematics, students both male and female students. The purpose of this study, among others, want to know and analyze the relationship between student perceptions of teacher's personality and gender of students with interest in learning math in high school Yaspen Tugu Ibu Depok. As the population in this research determines the entire class X school year 2005/2006, which consists of three classes with 120 people the number of students per class is 40 people. While the sample used is a class X A. Peneltian methods used to analyze the relationship between student perceptions of teacher's personality and gender of students with interest in learning math in high school Yaspen Tugu Ibu Depok method is to use descriptive correlative. The tendency of writers to use it because the method is explained and described the existing conditions of objects as well as coordinating existing objects. After the authors analyze the relationship between student perceptions of teacher's personality and gender of students to the interest in learning mathematics in high school Yaspen Tugu Ibu Depok, ultimately the author can draw the conclusion that there is a very significant and strong between teacher personality and gender of students with interest in learning mathematics.]]>
<![CDATA[Peran Berpikir Kreatif dalam Proses Pembelajaran Matematika ]]>
<![CDATA[Supardi U.S.]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 3 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v2i3.107
<![CDATA[This study aimed to investigate the influence of creative thinking on the subject of mathematics learning achievement. The benefit of this study is to provide information of what the impact of creative thinking on mathematics learning achievement. The method used in this study is a survey method correlation with regression analysis. The population is class IX SMP At-Taqwa. Samples were 30 taken by purposive sampling technique. Instruments to collect data on the study of creativity in the form of a test that consists of 7 items and instruments question multiple-choice test consisting of 20 items about. From the alculations, the magnitude of the correlation coefficient or rhitung was 0.37 and the 5% significance level of 0.361 it can be seen that the price rhitung> rtabel means there is a significant correlation between creative thinking mathematics learning achievement. From the calculation of the level test hypotheses derived Fhitung = 4.45 by looking at the tables on the distribution F with the real level of 5% or ? = 5% was obtained Ftable = 4.20 in order to obtain that Fhitung ? F table. This concluded that there are positive effects of creative thinking mathematics learning achievement.]]>
<![CDATA[Kecerdasan Visual-Spasial, Kemampuan Numerik, dan Prestasi Belajar Matematika ]]>
<![CDATA[Maman Achdiyat]]>;
<![CDATA[Rido Utomo]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 3 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v7i3.2234
<![CDATA[This research uses survey method aimed to know the influence of visual-spatial intelligence and numerical ability on mathematics learning achievement, in class VIII students of PGRI Junior High School in Tenjolaya Subdistrict. Sampling technique with random sampling to 111 samples. The technique of collecting data 25-point test of visual-spatial intelligence and 30 items about numerical ability in multiple choice, while mathematics learning achievement data is taken from grade repetition value (UKK). Before performing the hypothesis test, the validity test item for visual-spatial intelligence test and numerical ability test were tested using biserial point correlation. The calculation result of normality of data using chi-square means otherwise. Testing of statistical hypothesis with t-test and F-test. The result of the research shows that there is a significant influence on visual-spatial intelligence and numerical ability together to the achievement of learning mathematics.]]>
<![CDATA[Blended Learning, Trend Strategi Pembelajaran Matematika Masa Depan ]]>
<![CDATA[Hasbullah Hasbullah]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 1 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v4i1.140
<![CDATA[The objectives of this paper is to describe how the role and how to apply starategy blended learning in mathematics. blended learning strategy is mixing two or more strategies or learning methods to obtain the expected learning outcomes. Blended learning strategy in mathematics learning has three components which are mixed into one form of learning. The components consist of 1) online learning, 2) to-face learning, and 3) self-learning. Appropriate blended learning strategy is used in mathematics to study the future of the development of information and communication technology in Indonesia is very adequate.]]>
<![CDATA[Kemampuan Pemecahan Masalah dan Kemampuan Komunikasi Matematika Siswa ]]>
<![CDATA[Ihwan Zulkarnain]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 1 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v5i1.164
<![CDATA[This research is aimed to analyze the influence of cooperative learning model toward the ability of problem solving in Mathematics and students’ ability in Mathematics communication. This research uses experiment method. Data analysis uses MANOVA (Multivariate Analysis of Variants). Result shows that: there is influence of cooperative learning model to the ability of Mathematics problem solving and the ability of Mathematics communication multivariately. This shows that there is difference between matrices of ability of Mathematics problem solving and Mathematics communication to the given cooperative learning model type STAD (Student Team Achievement Division) and type TPS (think, pair, share). (2) by univariate, the result shows: (a) there is no difference in the ability of Mathematics problem solving to those who were given cooperative learning model type STAD and type TPS. This indicates the influence cooperative learning model to the ability of students’ Mathematics problem solving. (b) there is difference in terms of students’ ability of Mathematics communication to who were given cooperative learning model type STAD with type TPS. This shows that there is an influence of cooperative learning model to the ability of Mathematics communication. Keywords: Problem Solving, Mathematics Communication, Learning Model, STAD, TPS.]]>
<![CDATA[Pengaruh Kecerdasan Matematis–Logis dan Kemandirian Belajar terhadap Hasil Belajar Matematika ]]>
<![CDATA[Huri Suhendri]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 1 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v1i1.61
<![CDATA[This study aims to obtain empirical data and analyze the influence of mathematical-logical intelligence, and self study of learning outcomes in mathematics. The variables consisted of: independent variable mathematical-logical intelligence and self study, the dependent variable is the result of learning mathematics. This research was done in class X Vocational High School in South Jakarta district municipality Jagakarsa. The research method used is survey method with correlation analysis. The sample totaled 120 students. Based on the testing of hypotheses to conclusions: (1) There is a significant positive effect of mathematical-logical intelligence on the results of learning mathematics, where the value of the simple correlation coefficient is positive, significant correlation with test Sig. <0.05, and test the regression coefficient with the Sig. <0.05. (2) There are no significant positive influence on the result of self study to learn mathematics. Where the value of the simple correlation coefficient is positive, significant correlation with test Sig. <0.05, and test the regression coefficient with the Sig. > 0.05. (3) There is a significant positive effect of mathematical-logical intelligence and independence of learning on mathematics learning outcomes. Where the value of multiple correlation coefficient is positive, significant correlation with test Sig. <0.05, and test the regression coefficient with the Sig. <0.05. And multiple regression models are free from multicollinearity or no relationship between the independent variables.]]>
<![CDATA[Efektifitas Mathmagic dalam Peningkatan Hasil Belajar Matematika ]]>
<![CDATA[Ari Irawan]]>;
<![CDATA[Chatarina Febriyanti]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 1 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v6i1.755
<![CDATA[This study aims to determine the effectiveness of the use of mathmagic on learning outcomes of mathematics at elementary school. The method used in this study is the experimental method is to provide treatments or treatment in the study sample. Where will compare between pretest and posttest. Research hypothesis testing by means of the t test are two different test average. After a study found 0,012 results <0.05 it can be concluded there is an average difference between before and after treatments. With the correlation value of 0.494, which means strong enough or the coefficient of determination 24.41%. With the value of effectiveness when compared between before and after treatments amounted to 90.42%. Keywords: Effectiveness, Mathmagic, Results Learning Mathematics, Elementary School]]>
<![CDATA[Membangun Interaksi Edukatif yang Bernilai Normatif Melalui Pengajaran Berbasis Aktifitas ]]>
<![CDATA[Hawa Liberna]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 2, No 2 (2012): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v2i2.96
<![CDATA[To solve the problem of students' interest in mathematics, we need a model of interactive learning and not boring. It is important to establish educational interactions, and one of them to do with the activity-based teaching. Learning is an activity-oriented action research and reflective study is conducted in the classroom, as well as aiming to improve the quality of learning. This process is applied to the "boards nailed" to practice, both by teachers and students collectively. The teacher's role is only to the response associated with the wake geometry as flat and square. This evaluation starts with preparing the implementation plan thematic learning with competency standards in the wake circumference flat, square and rectangular wider, as well as applications and problem solving.]]>
<![CDATA[Analisis Kesulitan Siswa SMA Kelas XI Dalam Mempelajari Ukuran Tendensi Sentral ]]>
<![CDATA[Aulia Ar Rakhman Awaludin]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v7i2.1799
<![CDATA[This study aims to determine the difficulties of learning what are the natural students of class XI SMA Batik 1 Surakarta on the material statistics the size of the central tendency of group data, what causes the difficulty of learning students class XI SMA Batik 1 Surakarta on the material statistics the size of the central tendency of group data and how the alternative Solving the results of the analysis of learning difficulties on the statistical matter of the size of the central tendency of group data. The method used is literature study. Alternative results for students who have difficulty in understanding the concept is to apply learning contextual approach is learning that aims to motivate students to understand the meaning of the material in the learning by associating with the context of everyday life such as knowing the average of a value of repetition, know mode (value Which many students get) from a repetition so that learning will be memoras and remembered by students and for students who have difficulty application of formulas and solutions is the alternative given is to multiply the exercise questions and need for the elaboration of what is known and can be from where. When students are accustomed to such things then students will be easy in applying the formula and solve the problem correctly. ]]>
