Media Pendidikan Matematika
MPM focuses on publishing articles related to research results as well as the results of literature studies on mathematics education. This type of research can be in the form of classroom action research, experiments, qualitative research or other research. The results of the study can be the results of the application of the model/method/approach, the use of learning media (props).
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155 Documents
<![CDATA[PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN PEMAHAMAN KONSEP PECAHAN PADA SISWA SEKOLAH DASAR ]]>
<![CDATA[Yulianti, Sri]]>
<![CDATA[ Media Pendidikan Matematika Vol 1, No 2 (2013) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v1i2.1893
<![CDATA[Teacher does not build a connection between the concept would be taught and the prior knowledge. So that the students often memorize the concept given and solve a problem procedural. As the result, students have weak understanding about a concept and its application.This study aimed to describe the instructional steps in RME which to increase the students understanding about fraction, and how student understanding of grade 4th of SDN 6 Pringgabaya about fraction through the application with RME. This study was classroom action research (PTK).The result shows that the instructionwith RME was conducted based on the instructional steps to increase the students? understanding about fraction concept. These steps involve: (1) understanding the contextual problem deal with fraction, (2) solving in group the contextual problem about the fraction by using and modeling the manipulative materials provided, (3) comparing and discussing the student work by asking one group to present their work, and (4) concluding the topic that have been learned and discussed.The result of test, the percentage of average score of students is ³ 65 for Action II. The precise figure is 26 of 32 students participated. The means that the understanding of students about the fraction topic is increased]]>
<![CDATA[ANALISIS KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP SISTEM PERSAMAAN LINIER TIGA VARIABEL (SPLTV) BERDASARKAN TEORI APOS SISWA KELAS X IPS 1 MA TARBIYATUL MUSTAFID BATU RIMPANG ]]>
<![CDATA[Wahyuningsih, Hasbi]]>;
<![CDATA[Nissa, Ita Chairun]]>;
<![CDATA[Yuntawati, Yuntawati]]>
<![CDATA[ Media Pendidikan Matematika Vol 7, No 1 (2019) ]]>
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DOI: 10.33394/mpm.v7i1.1556
<![CDATA[This study aims to describe the ability of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema) in students of MA Tarbiyatul Mustafid Batu Rimpang. This type of research is a qualitative descriptive study with 3 students subject taken from MA Tarbiyatul Mustafid Batu Rimpang students with high, medium and low ability categories. The results of the study show that highly capable subjects have an understanding of the stages of action, processes, objects and schemes. Subjects who are capable of having understanding at the stage of action, process, object and at the schematic stage students cannot design and complete the mathematical model they form. While low-ability subjects have an understanding of the stages of action, process, object but have not fully arrived at these stages because the subject made a mistake in the calculation process so that the solution given is wrong. The understanding possessed by students with moderate and low ability is the same at the scheme stage.]]>
<![CDATA[PENERAPAN MODEL COOPERATIVE LEARNING TIPE INDEX CARD MATCH DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI POKOK FUNGSI KOMPOSISI DAN FUNGSI INVERS DI MAN 1 MATARAM ]]>
<![CDATA[Indrajaya, Indrajaya]]>
<![CDATA[ Media Pendidikan Matematika Vol 3, No 2 (2015) ]]>
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DOI: 10.33394/mpm.v3i2.1831
<![CDATA[Kurangnya respon siswa dalam belajar matematika disebabkan pasifnya siswa dalam proses pembelajaran berlangsung sehingga siswa menganggap mata pelajaran matematika adalah mata pelajaran yang sulit untuk dipahami. Adapun penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan menggunakan 2 siklus, selanjutnya adapun tujuan dalam penelitian ini adalah bagaimana penerapan cooperative learning tipe index card match dalam meningkatkan hasil belajar siswa pada materi pokok fungsi komposisi dan fungsi invers di MAN 1 Mataram. Sedangkan hasil analisis dalam penelitian menunjukan bahwa terdapat pada siklus I diperoleh ketuntasan klasikal 78,79% dengan nilai rata-rata hasil belajar siswa 69,78 dan nilai rata-rata respon belajar siswa dengan kategori Cukup, selanjutnya pada siklus II menunjukan bahwa ketuntasan klasikal 87,89% dengan nilai rata-rata hasil belajar siswa 78,94 dan nilai rata-rata respon belajar siswa dengan kategori Baik. Jadi dapat disimpulkan bahwa penerapan Model Cooperative Learning Tipe Index Card Match dapat meningkatkan hasil belajar siswa pada materi pokok fungsi komposisi dan fungsi invers.]]>
<![CDATA[PENERAPAN PEMBELAJARAN KOOPERATIF TEHNIK TARI BAMBU UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF SISWA KELAS X MA NW TERARA PADA MATERI POKOK TRIGONOMETRI ]]>
<![CDATA[Hariyanto, M Januardi Lutfi]]>
<![CDATA[ Media Pendidikan Matematika Vol 2, No 2 (2014) ]]>
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DOI: 10.33394/mpm.v2i2.1856
<![CDATA[Penyebab rendahnya kemampuan kognitif siswa kelas X.2 MA NW Terara semester genap pada karena metode pembelajaran yang diterapkan masih berpusat pada guru, tujuan penelitian ini adalah untuk meningkatkan kemampuan kognitif siswa dengan menerapkan pembelajaran tari bambu. Pembelajaran tari bambu adalah pembelajaran yang dikakukan oleh siswa dalam kelompok besar dan saling berpasangan berhadapan dalam melakukan pertukaran informasi. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus dalam empat langkah yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subyek penelitian ini adalah siswa kelas X.2 MA NW Terara yang terdiri dari 26 orang siswa.data yang di pereoleh peneliti berupa data kuantitatif yang di peroleh dari hasil evaluasi yang dilakukan pada setiap akhir siklus dan data kualitatif yang diperoleh dari observaisi aktivitas guru pada saat proses belajar mengajar.hasil penelitian ini menunjukan adanya peningkatan aktivitas guru yaitu dari 3,13 pada siklus I dan pada siklus II sebesar 3,64. Selain itu presentase rata-rata kemampuan kognitif siswa pada siklus I mencapai rata-rata 75,26 kemudian menjadi 77,38 pada siklus II. Hasil penelitian ini menunjukan adanya peningkatan hasil belajar siswa dari siklus I sampai dengan siklus II. Dengan demikian dapat disimpulkan bahwa penerapan pembelajaran kooperatif tehnik tari bambu dapat meningkatkan kemampuan kognitif siswa kelas X.2 MANW Terara pada materi pokok Trigonometri .]]>
<![CDATA[PENGARUH PENERAPAN LATTICE MULTIPLICATION METHOD UNTUK MENGATASI KESULITAN MENYELESAIKAN OPERASI PERKALIAN ]]>
<![CDATA[Fatmala, Farlina Wardiyana]]>;
<![CDATA[Muzaki, Ahmad]]>;
<![CDATA[Pujilestari, Pujilestari]]>
<![CDATA[ Media Pendidikan Matematika Vol 6, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v6i2.1888
<![CDATA[The purpose of this study was determine the effect of application of lattice multiplication method to overcome the difficulties of completing mathematical multiplication and anxiety operations in grade VIII of SMPN 7 Pujut. The method used in this study was pre-experimental research method with one group pre and posttest design research design. The sample of this study was representative of students from each class in grade VIII of SMPN 7 Pujut, it was recommended by mathematics teachers because they had difficulty completing multiplication operations, about 20 students. Based on the results of the study, the mean difference in the percentage of the initial results mathematical anxiety questionnaire with the final result was from 56.37% decreased to 42.65%, which were both still in the sufficient category. Furthermore, by testing the hypothesis using the t test (paired sample t test) assisted by SPSS 16.0 obtained data tcount = 0,000 and with a = 5% = 0.05 obtained ttable = 1.729 which means tcount ttable. These results indicate that there were significant differences between the results of the test before applying the lattice multiplication method (pretest) with the results after the application of the lattice multiplication method (posttest) obtained by students. Thus it can be concluded that there was a rejection of H0 so that Ha is accepted, where Ha reads: there was an effect of the application of lattice multiplication method to overcome the difficulties of completing mathematical multiplication and anxiety operations in grade VIII of SMPN 7 Pujut.]]>
<![CDATA[Meningkatkan Aktivitas Dan Prestasi Belajar Siswa MTs At-Tahzib Kekait Melalui Model Pembelajaran Conceptual Understanding Prosedures (CUPs) Tahun Pelajaran 2016/2017 ]]>
<![CDATA[Hidayati, Wahida]]>;
<![CDATA[Sukarma, I Ketut]]>;
<![CDATA[pujilestari, pujilestari]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i1.506
<![CDATA[The background of this study is the low activity and student achievement in learning mathematics is still one of the causes of low quality education, especially in math. One effort to further streamline the learning of mathematics is to apply the learning model Conceptual Understanding Prosedures (CUPS). The purpose of this research is to improve the activity and student achievement MTs At-Tahzib Kekait VIII class A through learning model Conceptual Understanding Prosedures (CUPS). This research was conducted in MTs At-Tahzib Kekait in class VIII A. The method used was classroom action research. The instrument used in this study is the observation sheet student activities, teacher activity observation sheet, and test evaluation. By applying the learning model Conceptual Understanding Prosedures (CUPS) in mathematics. Activities and student achievement during the learning process is increasing. This fact is shown by the acquisition of an average score of student activity in cycle I and II respectively of 2.55 and 3.16. In addition didikung by an increase in student achievement is increasing. This is evidenced by the average value of the test results of the evaluation cycle I and II is 68.59 with classical completeness of 58.33% and 78.87 with classical completeness of 87.5% in the second cycle. Based on the analysis of data that the application of learning models Conceptual Understanding Prosedures (CUPS) by increasing the activity and student achievement MTs At-Tahzib Kekait VIII grade A academic year 2016/2017. ]]>
<![CDATA[UPAYA MENINGKATKAN AKTIVITAS DAN PEMAHAMAN KONSEP SISWA PADA MATERI POKOK SPLDV KELAS VIII SMPN 3 LINGSAR MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD ]]>
<![CDATA[Satrianti, Satrianti]]>;
<![CDATA[Masjudin, Masjudin]]>;
<![CDATA[Yulianti, Sri]]>
<![CDATA[ Media Pendidikan Matematika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v3i1.1822
<![CDATA[Tujuan penelitian ini adalah untuk mendiskripsikan upaya meningkatkan aktivitas dan pemahaman konsep siswa pada materi pokok SPLDV kelas VIII SMPN 3 Lingsar melalui penerapan model pembelajaran Kooperatif tipe STAD . Jenis penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari dua siklus yang memuat tahap perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah siswa kelas VIII-B SMPN 3 Lingsar yang terdiri dari 27 siswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif berupa data hasil observasi siswa dan pendekatan kuantitatif yang berupa data hasil tes evaluasi hasil belajar siswa. Instrumen penelitian yang digunakan adalah tes hasil belajar yang diberikan setiap akhir siklus dan lembar observasi untuk memperoleh gambaran langsung tentang kegiatan belajar matematika melalui pembelajaran kooperatif tipe Student Team Achivement Division. Hasil penelitian siklus I diperoleh skor rata-rata aktivitas belajar siswa 2,13 yang berada pada kategori aktif dan presentase ketuntasan klasikal 51,85% dengan rata-rata nilai 64,66, sedangkan pada siklus II skor rata-rata aktivitas belajar siswa 2,5 yang berada pada kategori sangat aktif dan presentase ketuntasan klasikal 92,30% dengan nilai rata-rata 84,42. Dengan melihat presentase hasil belajar siswa secara klasikal telah tercapai dan aktivitas belajar siswa sudah berada pada kategori sangat aktif. Dengan demikian, dapat diambil suatu kesimpulan bahwa penerapan pembelajaran kooperatif tipe Student Team Achivement Division dapat meningkatkan aktivitas dan pemahaman konsep siswa kelas VIII-B SMPN 3 Lingsar .]]>
<![CDATA[PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN PEMAHAMAN KONSEP PECAHAN PADA SISWA SEKOLAH DASAR ]]>
<![CDATA[YULIYANTI, SRI]]>
<![CDATA[ Media Pendidikan Matematika Vol 1, No 2 (2013) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v1i2.1879
<![CDATA[Teacher does not build a connection between the concept would be taught and the prior knowledge. So that the students often memorize the concept given and solve a problem procedural. As the result, students have weak understanding about a concept and its application.This study aimed to describe the instructional steps in RME which to increase the students understanding about fraction, and how student understanding of grade 4th of SDN 6 Pringgabaya about fraction through the application with RME. This study was classroom action research (PTK).The result shows that the instructionwith RME was conducted based on the instructional steps to increase the students? understanding about fraction concept. These steps involve: (1) understanding the contextual problem deal with fraction, (2) solving in group the contextual problem about the fraction by using and modeling the manipulative materials provided, (3) comparing and discussing the student work by asking one group to present their work, and (4) concluding the topic that have been learned and discussed.The result of test, the percentage of average score of students is ³ 65 for Action II. The precise figure is 26 of 32 students participated. The means that the understanding of students about the fraction topic is increased]]>
<![CDATA[PENERAPAN MODEL APTITUDE TREATMENT INTERACTION UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATEMATIKA SISWA SMPN 3 PRAYA TIMUR TAHUN PELAJARAN 2016/2017 ]]>
<![CDATA[Aminah, Siti]]>;
<![CDATA[Sanapiah, sanapiah]]>;
<![CDATA[Febrilia, Baiq Rika Ayu]]>
<![CDATA[ Media Pendidikan Matematika Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/mpm.v5i1.492
<![CDATA[Lack of student interest in learning mathematics and the use of methods which are not effective in the learning process leads to lower student learning outcomes. One alternative solution to overcome this problem is to apply the learning model ATI. This study aimed to describe the Model ATI to Increase Interests and Student learning outcomes on the Topic Circle at SMPN 3 Praya Timur in academic year 2016/2017. This research is a classroom action research. This study consisted of two cycles. Each cycle consists of four stages: plan, execution, observation, and reflection. The data sources obtained from class VIII-A, amounting to 29 people. Types of data obtained are quantitative and qualitative data. The results showed an increase in student learning outcomes with a percentage of 42% to 86%. While the student's interest in learning increased from 1.75 to 1.85. The results showed that the use of ATI Learning Model can Increase the Interest and Results of Academic Students of SMPN 3 Praya Timur in the academic year 2016/2017.]]>
<![CDATA[MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS X MA AL MA’ARIF DENGAN MENERAPKAN PEMBELAJARAN GENERATIF TAHUN PELAJARAN 2017/2018 ]]>
<![CDATA[Muzaki, Ahmad]]>;
<![CDATA[Apriani, Yuyun]]>;
<![CDATA[Juliangkary, Eliska]]>
<![CDATA[ Media Pendidikan Matematika Vol 6, No 2 (2018) ]]>
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DOI: 10.33394/mpm.v6i2.1659
<![CDATA[This study aims to improve the learning activeness of students in grade X of MA Al-Ma?Arif Academic Year 2017/2018 by applying generative learning. The type of research used was classroom action research (CAR). This research was conducted in two cycles. Each cycle consists of planning, implementation, observation, and reflection. There were 2 meetings for each cycle. The average value of learning activeness data of student in the first cycle were 35.8 and 40.6 (first and second meetings), with categories of dislike and hesitation. And in the second cycle were 53.2 and 63.2 with categories of hesitation and likes. Thus it could be concluded that by applying generative learning can improve student learning activeness. ]]>
