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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 1,006 Documents
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Perbandingan Prestasi Belajar Antara Siswa Yang Mendapatkan Pembelajaran Matematika Berbasis Karakter Dengan Konvensional Firmansyah, Hilman Yosa; Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.267

Abstract

In this paper, we compared two models of learning is a model-based learning and conventional teaching character to see how far these two learning models are instrumental in improving both student achievement or change in the character of students. Researchers want to see whether the learning ability of students get the learning model-based character better than those getting conventional model? Methods that researchers use to determine the extent to which the success of student learning and the changing character of both the gain and the character-based models that get a conventional model.
Perbedaan Kemampuan Pemecahan Masalah Matematik Siswa Antara Yang Menggunakan Metode Student Teams Achievement Division Dengan Teams Games Tournament: Penelitian dilakukan di MTs. Al-Mu’amalah Nurhaeni, Komala; Basuki
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.268

Abstract

This study uses two models of learning that is student teams' achievement division and teams' games tournament method. Research conducted a experimental study. Learning with this learning method directs students to be able to solve mathematical problems. The purpose of this study was to determine differences in mathematical problem-solving skills among students who received student teams' achievement division and teams' games tournament method is haven’t better enough significance then between two methods. After doing a pretest and posttest and using a significance level of 5% can be concluded that the mathematical problem-solving ability of students who received student teams' achievement division method is no better than teams' games tournament. Penelitian ini menggunakan dua model pembelajaran yaitu metode student teams achievement division dan teams games tournament. Penelitian yang dilakukan merupakan penelitian kuasi eksperimen. Pembelajaran dengan metode pembelajaran ini mengarahkan siswa untuk mampu memecahkan masalah matematik. Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan pemecahan masalah matematik siswa antara yang menggunakan metode student teams achievement division dengan teams games tournament. Setelah melakukan pretest dan postest dan menggunakan taraf signifikansi 5% dapat diambil kesimpulan bahwa kemampuan pemecahan masalah matematik siswa yang mendapat metode student teams' achievement division dengan teams game tournament tidak memiliki perbedaan yang cukup signifikan antara keduanya.
Pengaruh Penerapan Model Pembelajaran Kooperatipe Tipe Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa SMP: Studi Penelitian Ekspermen di SMPN 1 Banyuresmi Garut Sari, Siska Puspita; Madio, Sukanto Sukandar
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.269

Abstract

This study aims to determine whether the learning outcomes of learning mathematics that uses models of type cooperative think pair share (TPS) is better than that using learning model conventional. From normality test results of initial test data shows that the initial test scores in the experimental class were normally distributed, whereas scores initial tests on the control class distribution are not normal, so proceed with testing at the Mann Whitney test with significance level 0.05. Because the initial tests at the conclusion cannot start capability differences between the experimental class and the control class followed by normalized. based gain test data analysis results can indicate that the initial capacity of the two groups can be concluded there is influence. while the results obtained from the final test at the significant 0,5. because t > t table then Ho rejected. It can be concluded that there is significant mathematical achievement of students who use cooperative learning model think pair share.
Perbandingan Kemampuan Pemahaman Matematis Antara Siswa Yang Mendapatkan Strategi Creative Problem Solving (Cps) Dengan Model Pembelajaran Konvensional: Studi Eksperimen di kelas VII-D dan VII-E SMP Negeri 1 Limbangan Muliawati, Tina; Sofyan, Deddy
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.270

Abstract

Most student is passive in the process learning of mathematics that leads to less in their creativity and achievement. Therefore, it needs an effort and innovatively learning of mathematics. As an alternative concerning such things one should develops learning of mathematics with “Creative Problem Solving (CPS)” approach. It is a learning approach which generates an activity between mathematics and students. Thus, it motivates them to solve the problem uniquely with many stagiest. As for which being experiment class is VII-D and VII-E. Class VII-D is getting Creative Problem Solving (CPS) strategy and class VII-E is getting conventional teaching. For the experimental instrument was composed 6 essays. The gain of students' mathematics understanding ability increases getting Creative Problem Solving (CPS) strategy is better than students who received conventional teaching.
Perbedaan Hasil Belajar Matematika Siswa Antara Yang Mendapatkan Model Pembelajaran Brain Based Learning Dengan Numbered Head Together : Studi Eksperimen di SMP Negeri 1 Cikajang Kelas VII Tahun Ajaran 2012/2013 Winarti, Wiwin; Haq, Cici Nurul
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.271

Abstract

The research was conducted to distinguish the two models , this is Brain Based Learning ( BBL ) with the Numbered Head Together ( NHT ) to see the extent to which the two models are instrumental in improving the learning outcomes of students learning mathematics . Authors wanted to see if there are differences in mathematics achievement between students who received Brain Based Learning ( BBL ) with Numbered Head Together ( NHT ) ? . The method that I use in this study is experimental research that is giving treatment to two different classes . The population in this study were all students class VII of SMP Negeri 1 Cikajang with a randomly selected sample of the class VII- C and class VII - D . The instrument used to measure student learning outcomes in the form mathematics objective tests , administered before and after the treatment the author gives a treat . From the analysis of the Mann Whitney test , to test initial value Zhitung = 1.72 and Ztabel = 2.24 with a significance level of 5 % ( α = 0.05 ) zhitung which is located in the reception area Ho , Ho is accepted then it means there is no difference initial ability between experimental classes experiment I and experiment II . While the results of Mann Whitney test to post test at significance level of 5 % ( α = 0.05 ) , zhitung = 3.18 using the two test sides of Zhitung value = 3.18 > Ztabel = 2.24 , in other words zhitung rejection of Ho is in the region, in other words Ha accepteThe research was conducted to distinguish the two models , this is Brain Based Learning ( BBL ) with the Numbered Head Together ( NHT ) to see the extent to which the two models are instrumental in improving the learning outcomes of students learning mathematics . Authors wanted to see if there are differences in mathematics achievement between students who received Brain Based Learning ( BBL ) with Numbered Head Together ( NHT ) ? . The method that I use in this study is experimental research that is giving treatment to two different classes . The population in this study were all students class VII of SMP Negeri 1 Cikajang with a randomly selected sample of the class VII- C and class VII - D . The instrument used to measure student learning outcomes in the form mathematics objective tests, administered before and after the treatment the author gives a treat. From the analysis of the Mann Whitney test , to test initial value Zhitung = 1.72 and Ztabel = 2.24 with a significance level of 5 % ( α = 0.05 ) zhitung which is located in the reception area Ho , Ho is accepted then it means there is no difference initial ability between experimental classes experiment I and experiment II . While the results of Mann Whitney test to post test at significance level of 5 % ( α = 0.05 ) , zhitung = 3.18 using the two test sides of Zhitung value = 3.18 > Ztabel = 2.24 , in other words zhitung rejection of Ho is in the region, in other words Ha accepted . It means that there are differences in mathematics outcomes between students who received learning model with Brain Based Learning (BBL) with Numbered Head Together (NHT)d . It means that there are differences in mathematics outcomes between students who received learning model with Brain Based Learning (BBL) with Numbered Head Together (NHT)
Pengaruh Model Pembelajaran Kooperatif Dengan Pendekatan Number Head Together (NHT) Terhadap Kemampuan Komunikasi Matematika Siswa: Studi Kuasi Eksperimen pada Kelas VIII A dan VIII B di MTs. Muhammadiyah Bayubud Tahun Pelajaran 2012/2013 Sutisna, Eva Noviani; Nanang
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.274

Abstract

In Mathematic Subject, the quality of interpretation and response are skill a special problem for the student, it's because of math characteristic consists of a lot of terminology and symbols which is indicate that the ability of Math communicative is low. Based on that problem, to develop student’s Math Communicative skill, the whiner would try to Find out the best way to Improve its skill. The writer chooses Cooperative Learning Through Number Head Together (NHT) to develop student’s may communicative. In this research the writer uses experimental method that she generates the data to get detail result. The population of study is the student of VIII of MTs. Muhammadiyah Bayubud Wanaraja Garut. The writer takes random sample of the student, after analyzing and experimenting the development of student’s Math communicative ability through Cooperative Learning Number Head Together (NHT) is better than a convention one. Dalam matematika, kualitas interpretasi dan respon itu seringkali menjadi masalah istimewa. Hal ini sebagai salah satu akibat dari karakteristik matematika itu sendiri yang sarat dengan istilah dan symbol yang mengiindikasi bahwa kemampuan komunikasi matematika masih rendah. Berdasarkan masalah diatas, penulis mencoba mencari cara yang terbaik untuk meningkatkan Kemampuan Komunikasi Matematika siswa dengan pendekatan Kooperatif melalui teknik Number Head Together ( NHT). Penelitian ini penulis menggunakan metode kuasi eksperimen, polulasi yang diambila adalah kelas VIII MTs. Muhammadiyah Bayubud wanaraja Garut, dengan sempel acak. Setelah menganalisa dan eksperimen, diperoleh kesimpulan bahwa Kemampuan Komuniaksi Matematika siswa yang menggunakan pendekatan model pembelajaran Kooperatif Number Head Together (NHT) lebih baik dibandingkan pembelajaran Konvensional.
Perbedaan Kemampuan Komunikasi Matematik Siswa Antara Yang Mendapatkan Model Pembelajaran Student Teams Achievement Divisions Dengan Model Pembelajaranguided Note Taking: Studi Penelitian Kuasi Eksperimen di SMP Negeri 4 Garut - STKIP Garut Tahun 2012/2013) Sartika, Gesti Pratiwi; Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.275

Abstract

Experiment with pra-experiment (the statistic group pretest-posttest design) aimed to find out the difference's ability of mathematic communication student between the students who got “Student Teams Achievement Division” learning model with “Guided Note Taking” learning model. Furthermore, the researcher discovered the attitude of student toward learning mathematics using “Student Teams Achievement Divisions” learning model with “Guided Note Taking” learning model. The result showed that:(1) There is no differences between the communication skills of students' mathematic which gain “Student Teams Achievement Divisions "learning model and “Guided Note Taking” learning model, (2) generally students were good using both of learning model. Penelitian eksperimen dengan desain praeksperimen (the statistic group pretest-posttes design) bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking, serta mengetahui sikap siswa terhadap pembelajaran matematika terhadap model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking. Hasil penelitian ini menunjukan bahwa: (1) tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking; (2) sikap siswa terhadap model pembelajaran Student Teams Achievement Divisions dan model pembelajaran Guided Note Taking secara umum siswa bersikap baik terhadap kedua model pembelajaran tersebut.
Perbandingan Prestasi Belajar Matematika Siswa Antara Yang Mendapatkan Metode Kumon Dan Metode Konvensional Widiawati, Nolis; Sofyan, Deddy
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.276

Abstract

This research used two models of learning, they were Kumon and Conventional. The purpose of this study was to determine whether the Kumon learning method is better than conventional learning methods on students' mathematics achievement in learning material cube and bar. Based on the results of the pretest data processing, obtained the conclusion there is no difference between the students' mathematical ability early experimental class one and class two experiments. Then learning in both the classroom was, until finally done posttest to determine differences in student mathematics achievement. Based on the posttest data processing, obtained the conclusion that the mathematics achievement of students who get Kumon learning method is better than the students who received conventional teaching methods. Penelitian ini menggunakan dua model pembelajaran yaitu model pembelajaran Kumon dan Konvensional. Tujuan dari penelitian ini adalah untuk mengetahui apakah metode pembelajaran Kumon lebih baik dibandingkan dengan metode pembelajaran konvensional terhadap prestasi belajar matematika siswa pada materi pembelajaran Kubus dan Balok. Berdasarkan hasil pengolahan data pretest, didapat kesimpulan tidak terdapat perbedaan kemampuan awal matematik siswa antara kelas eksperimen satu dan kelas eksperimen dua. Kemudian pembelajaran di kedua kelas tersebut dilakukan, sampai akhirnya dilakukan postest. Berdasarkan pengolahan data postest, didapat kesimpulan bahwa prestasi belajar matematika siswa yang mendapatkan metode pembelajaran Kumon lebih baik dibandingkan dengan siswa yang mendapat metode pembelajaran Konvensional.
Perbedaan Kemampuan Komunikasi Matematik Siswa Antara Yang Mendapatkan Model Pembelajaran Jigsaw Dan Cooperative Script: Studi Kuasi Eksperimen di salah satu SMPN yang ada di Banyuresmi - STKIP Garut Tahun 2012/2013) Sulastri, Susi; Haq, Cici Nurul
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.277

Abstract

This research is done because a lot of students who have difficulty in understanding the concepts of mathematics. Based formulation of the problem in this study, i.e. whether there is a difference between the students' mathematical communication skills are getting instructional model jigsaw premises cooperative script? . the study aims to determine differences in mathematical ability of communication between the students who get the Jigsaw cooperative learning model script. This research was conducted using a quasi-experimental. The instrument used to measure the communication skills of mathematics that is shaped in the form of a written test descriptions. Tests administered before researcher provide treatment (pretest) and after treatment (posttest), about the same as the pretest posttest questions. Based on data from the pretest and posttest results, both normal distribution and homogeneous so that data processing followed by t-test, thus Ho is accepted. The results of this study indicate that there is no difference between the students' mathematical communication skills that get the Jigsaw cooperative learning model script. Penelitian ini dilakukan karena banyak siswa mengalami kesulitan dalam memahami konsep-konsep matematika.Berdasarkan rumusan masalah dalam penelitian ini, yaitu “apakah terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dan Cooperative Script?”, maka penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script. Penelitian ini dilakukan dengan menggunakan metode quasi eksperimen.Berdasarkan data hasil pretest dan postest, keduanya berdistribusi normal dan homogen sehingga pengolahan data dilanjutkan dengan Uji t,dengan demikian Ho diterima. Hasil dari penelitian ini menunjukkan bahwa tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Jigsaw dengan Cooperative Script.
Perbedaan Kemampuan Pemecahan Masalah Matematika Siswa Melalui Penerapan Metode Pembelajaran Stad Dengan Siswa Yang Menggunakan Metode Pembelajaran Jigsaw Wahyudi, Tri; Rahadi, Moersetyo
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.278

Abstract

This study aimed to determine differences in mathematical problem-solving ability of students through the implementation of STAD method with students who use the jigsaw learning method . The method used in this study is an experimental method with two groups of students , the experimental group 1 is the group of students who use STAD model and experimental group 2 the group of students who use the learning jigsaw . This research was conducted in the SMPN 1 Tarogong Kidul eighth grade second semester of the school year 2012/2013 , The instrument used in this study is shaped Written test descriptions and Likert scale questionnaire . Based on the research results , using the model of learning and jigsaw better than good enough student activity STAD. Involvement of the student in learning the model jigsaw get visible when the expert group discussions. Learning jigsaw model in the beginning to get a pretty good response for high ability students, but for students who are less capable, less response. But it can be solved by making changes in teaching materials packaging. Judging from the average final test, the average of experiment 1 at 64.22 and experiment 2 at 77.46 then, it can be concluded that the mathematical problem-solving ability of students who get the jigsaw learning model is better than the students who received STAD. Calculation results of the Likert scale questionnaire found that the average agreement in the experimental group 1 was 64 % (mostly), and the mean approval in the experimental group 2 was 67 % (mostly). From the data it can be seen that the average student in the experimental class 2 response to better mathematics learning and application of learning models used. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah matematika siswa melalui penerapan metode pembelajaran STAD dengan siswa yang menggunakan metode pembelajaran jigsaw. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan dua kelompok siswa, sebagai kelompok eksperimen 1 yaitu kelompok siswa yang menggunakan model STAD dan kelompok eksperimen 2 yaitu kelompok siswa yang menggunakan pembelajaran jigsaw. Penelitian ini dilaksanakan di SMPN 1 Tarogong Kidul kelas VIII semester dua tahun ajaran 2012/2013, Instrumen yang digunakan dalam penelitian ini yaitu Tes tulis berbentuk uraian dan Angket skala likert. Berdasarkan hasil penelitian, pembelajaran yang menggunakan model jigsaw lebih baik dan keaktifan siswa cukup baik dibandingkan pembelajaran STAD. Keaktifan siswa pada pembelajaran yang mendapatkan model jigsaw terlihat ketika kegiatan diskusi pada kelompok ahli. Pembelajaran dengan model jigsaw pada awalnya mendapatkan respon yang cukup baik bagi siswa yang kemampuannya tinggi, namun bagi siswa yang kemampuannya kurang, responnya kurang. Namun hal itu dapat diatasi dengan melakukan perubahan pada pengemasan materi ajar. Dilihat dari rata-rata tes akhir, rata-rata kelas eksperimen 1 sebesar 64,22 dan kelas eksperimen 2 sebesar 77,46 maka, dapat disimpulkan bahwa kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran jigsaw lebih baik dibandingkan dengan siswa yang mendapatkan pembelajaran STAD. Dari hasi perhitungan angket skala likert, diperoleh bahwa rerata persetujuan pada kelompok eksperimen 1 adalah 64% (sebagian besar), dan rerata persetujuan pada kelompok eksperimen 2 adalah 67% (sebagian besar). Dari data rerata tersebut dapat diketahui siswa pada kelas eksperimen 2 lebih baik responnya terhadap pembelajaran matematika dan penerapan model pembelajaran yang digunakan.

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