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<![CDATA[PERBEDAAN PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP MELALUI PEMBELAJARAN BERBANTUAN PUZZLE DAN GEOGEBRA DITINJAU BERDASARKAN GENDER ]]>
<![CDATA[Mentari, Ayu]]>;
<![CDATA[Rahman, Bobbi]]>;
<![CDATA[Wijaya, Surya]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1503
<![CDATA[Based on TIMSS 2011 and PISA 2018, mathematical connection ability of Indonesian students has not been optimal. Some of questions in TIMSS and PISA measured the mathematical connections ability. Needed the instructional media to increase mathematical connection ability, such as puzzle and GeoGebra. In addition, gender also affects students' mathematical ability. This study aims to investigate differences in mathematical connection abilities between students who learning by puzzle and GeoGebra, investigate differences in mathematical connection abilities between male and female students, and investigate interactions between instructional media and gender. This research was a quasi-experiment which used nonequivalent control group design. The samples were students of class VIII-A and VIII-B in Junior High School of 1 Tangerang City. The instruments in this research consisted of test items, such as pretest and posttest. Hypotheses test through parametric test (ANOVA Two Tail). Based on ANOVA Two Tail-test result, showed that there is difference increase in mathematical connection ability students who learning by GeoGebra and puzzle. Then, there is no difference increase mathematical connections ability between male and female students. The factors of instructional media and gender do not equally affect the increase of mathematical connection ability.]]>
<![CDATA[PENGEMBANGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI HABIT OF THINKING INTERDEPENDENTLY ]]>
<![CDATA[Rahmadeni, Fevi]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1486
<![CDATA[Like the human body, problem solving is the heart of mathematics. Problem solving ability is a capital for students to develop and explore themselves further in mathematics learning. This article aim to explain the development of students' mathematical problem solving abilities through Habit of Thinking Interdependently (HTI). This type of research is literature review where the authors analyze and draw conclusions from several relevant references related to HTI. HTI the attitude of students towards learning mathematics in the form of the habit of thinking together in groups. The conclusions obtained indicate that students' mathematical problem solving abilities can be developed through HTI.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBANTU SOFTWARE ISPRING TERHADAP RETENSI MAHASISWA PADA KONSEP KALKULUS II ]]>
<![CDATA[Handayani, Shinta Dwi]]>;
<![CDATA[Awaludin, Aulia Ar Rakhman]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1506
<![CDATA[The purpose of this study is to develop iSpring software aided interactive learning against student retention on the concept of calculus II. This type of research is RnD research. The development procedure, will be divided into 4 parts, namely preliminary analysis, implementation and preparation of learning media, validation and revision, and small-scale trials (limited). The sampling technique that I use is to use simple random sampling. The results show that there is a positive influence, student retention on student learning achievement in learning calculus II.]]>
<![CDATA[PENERAPAN PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION DENGAN STRATEGI MEANS ENDS ANALYSIS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS ]]>
<![CDATA[Utarni, Helen]]>;
<![CDATA[Mulyatna, Fauzi]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1399
<![CDATA[This research is an effort to improve students' critical thinking ability by applying Realistic Mathematics Education (RME) learning with Means Ends Analysis (MEA) strategy. The method used in this research is classroom action research in 2 cycles. Each cycle passes through 4 stages; they are planning, implementation, observation, and reflection. The learning process in class X IPS-3 for each cycle uses RME approach with MEA strategy. Students are given an essay test at each end of the cycle to measure their critical thinking abilities. Conclusion shows that students? critical thinking ability increases from 56% (cycle I) to 84% (cycle II) by applying RME approach with MEA strategy.]]>
<![CDATA[HUBUNGAN KECEMASAN DENGAN PEMAHAMAN KONSEP MATEMATIKA DAN SISWA ]]>
<![CDATA[Munasiah, Munasiah]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1508
<![CDATA[Understanding mathematical concepts are the first key in understanding the material because there is a link between one concept with another concept. The implementation of learning is expected to link mathematical concepts in everyday life. Internal and external factors of students are very influential in mathematics learning, one of them is mathematics anxiety. Mathematics anxiety that is processed by students well can make these students enthusiastic to learn mathematics, but conversely, if students are not able to process mathematics anxiety properly it will negatively affect mathematics learning outcomes. The purpose of this study was to determine how much influence mathematics anxiety has on understanding mathematical concepts. This research is a descriptive quantitative research. The method used in this study is a survey method using questionnaires and questions in collecting data. The results of this study indicate that mathematics anxiety harms understanding mathematical concepts, with low chorea values. It can be interpreted that in this case, the respondent has not been able to process mathematics anxiety into motivation to continue learning to understand mathematical concepts. So anxiety has a significant effect on understanding mathematical concepts. From this research it is hoped that it can be used as a teacher's reference in carrying out mathematics learning, teachers can help reduce student anxiety by using learning models that are fun and effective, and teachers can provide motivation to students who experience mathematics anxiety.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA SMAN 2 PALEMBANG MELALUI MODEL DISCOVERY LEARNING PADA MATERI TRIGONOMETRI ]]>
<![CDATA[Asri, Dinna Cilvia]]>;
<![CDATA[Samosir, Sangkot]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1499
<![CDATA[The research conducted was classroom action research to improve the learning outcomes of students of class XI MIPA 6 Senior High School 2 Palembang. Improved learning outcomes are carried out by using the discovery learning model during the learning process. As for this research, using a subject consisting of 35 students. The subject used by researchers in this study is the formula of the sum and difference of sine, cosine, and tangent of two angles. In the first cycle consisted of 3 meetings and Cycle II consisted of 2 meetings. This study uses instruments in the form of test results of learning and observation. Tests of learning outcomes are used by researchers as a way to find out the achievements of students from each cycle and observations are used by researchers to collect data during the learning process takes place. Quantitative and descriptive data analysis was used in this study. Based on the results of the study, it was found that the average value of students of class XI MIPA 6 on the first cycle test was 63.00 and increased on the second cycle test to 83.69. The results of this study indicate that learning using the discovery learning model can improve students' mathematics learning outcomes, i.e. 74.28% of students have achieved indicators of success in the second cycle of research.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI PEMBELAJARAN PENEMUAN TERBIMBING ]]>
<![CDATA[Irsal, Irni Latifa]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1488
<![CDATA[The gap between facts and the importance of problem solving skill to be developed, into cornerstone of this research. Research of improving students? problem solving skill through guided discovery learning is the aim of this research. Qualitative descriptive be the method in this research. Pre-test and post-test was completed by 38 students. Pre-test and post-test result were analyzed descriptively. To get in-depth data about students? problem solving ability, interviews were conducted with 20 students. Results of interviews, observations, and research journals were analyzed qualitatively. There is a difference in the improvement of problem solving skill, seen from the increase on total value and the increase on each indicator of problem solving skill. In total value, the increase have is in the low category. Also the increase of 1st indicator and 3rd indicator is in thw low category. But, indicator 2nd and 4th is in the medium category.]]>
<![CDATA[Pengembangan Kemampuan Pemecahan Masalah Matematis melalui Habit of Thinking Interdependently ]]>
<![CDATA[Fevi Rahmadeni]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1486
<![CDATA[Like the human body, problem solving is the heart of mathematics. Problem solving ability is a capital for students to develop and explore themselves further in mathematics learning. This article aim to explain the development of students' mathematical problem solving abilities through Habit of Thinking Interdependently (HTI). This type of research is literature review where the authors analyze and draw conclusions from several relevant references related to HTI. HTI the attitude of students towards learning mathematics in the form of the habit of thinking together in groups. The conclusions obtained indicate that students' mathematical problem solving abilities can be developed through HTI.]]>
<![CDATA[Pengembangan Media Pembelajaran Interaktif Berbantu Software iSpring terhadap Retensi Mahasiswa pada Konsep Kalkulus II ]]>
<![CDATA[Shinta Dwi Handayani]]>;
<![CDATA[Aulia Ar Rakhman Awaludin]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1506
<![CDATA[The purpose of this study is to develop iSpring software aided interactive learning against student retention on the concept of calculus II. This type of research is RnD research. The development procedure, will be divided into 4 parts, namely preliminary analysis, implementation and preparation of learning media, validation and revision, and small-scale trials (limited). The sampling technique that I use is to use simple random sampling. The results show that there is a positive influence, student retention on student learning achievement in learning calculus II.]]>
<![CDATA[Penerapan Pembelajaran Realistic Mathematics Education dengan Strategi Means Ends Analysis untuk Meningkatkan Kemampuan Berpikir Kritis ]]>
<![CDATA[Helen Utarni]]>;
<![CDATA[Fauzi Mulyatna]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v2i1.1399
<![CDATA[This research is an effort to improve students' critical thinking ability by applying Realistic Mathematics Education (RME) learning with Means Ends Analysis (MEA) strategy. The method used in this research is classroom action research in 2 cycles. Each cycle passes through 4 stages; they are planning, implementation, observation, and reflection. The learning process in class X IPS-3 for each cycle uses RME approach with MEA strategy. Students are given an essay test at each end of the cycle to measure their critical thinking abilities. Conclusion shows that students’ critical thinking ability increases from 56% (cycle I) to 84% (cycle II) by applying RME approach with MEA strategy.]]>
