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Arif Muchyidin
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Journal of Mathematics Instruction, Social Research and Opinion
Published by MASI MANDIRI EDUKASI
ISSN : -     EISSN : 29627842     DOI : 10.58421/misro
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
The Journal of Mathematics Instruction, Social Research and Opinion (MISRO) is a peer-reviewed scholarly online journal. The MISRO is published in March, July, and November three times a year. The MISRO is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO. The MISRO welcomes any papers on: Mathematics Education Ethnomathematics Social Mathematics Social Studies Education And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2022): July" : 5 Documents clear
The Comparison of Students Mathematics Learning Outcomes Between Using Performance Assessment and Self-assessment Hernita Octaviani Putri; Jamali; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.886 KB) | DOI: 10.58421/misro.v1i2.20

Abstract

A good assessment covers three aspects: cognitive, affective, and psychomotor. Many teachers tend to assess only the cognitive aspect. This problem requires treatment in the form of appropriate assessment so that the development of student learning outcomes not only covers the knowledge aspect only. This research aims to find out the result of students learning outcomes in a group of mathematic learners after being given treatment in the form of performance assessment and self-assessment and find out which treatment gives better results amongst students who are treated in the form of performance assessment and self-assessment. This research is an experimental study. The population taken is all students in grade X of MA Ash-Siddiqiyyah. The sample was taken based on purpose, namely purposive sampling. The class used as the experimental class I is class X IPA 1, which amounted to 30 students, and class X IPS 2, which amounted to 30 students, is experimental class II. Based on the results obtained, the average student learning outcomes in experimental class I is in the high category with an average number gain value of 0.71. The average student learning outcomes in experimental class II are in the medium category and are shown by the average number of gain values of 0.64. Based on the hypothesis test results, the decision is to reject Ho and accept Ha. Then it can be concluded that the results of student learning in the learning group treated by performance assessment are better than student learning outcomes in the learning group treated with self-assessment.
Analysis of the Geometric Thinking Stage of Madrasah Tsanawiyah Students Based on Van Hiele's Theory Nasifah; Arif Muchyidin; Muhamad Ali Misri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.639 KB) | DOI: 10.58421/misro.v1i2.21

Abstract

In the process of learning mathematics, especially geometry, teachers must pay attention to the level of ability possessed by students. Van Hiele suggests that there are five stages of thinking that students will go through in learning geometry: the visualization stage, the analysis stage, the informal deduction stage, the deduction stage, and the rigor stage. Each stage of thinking will be passed by students sequentially without passing any of the previous stages. This study aimed to identify and describe the geometric thinking stages of high school students. The first is based on van Hiele's theory. The research method used in this research is descriptive quantitative. This research was conducted at MTs (Madrasah Tsanawiyah) An-Nur, Cirebon City, with a population of 318 students and a sample of 72 students selected using a purposive sampling technique. The data collection technique used is in the form of a Van Hiele geometric thinking stage test with 25 multiple choice questions divided into five subtests. The results showed that 29.17% of students were in stage 1 (visualization), 25% of students were in stage 2 (analysis), and 6.94% of students were in stage 3 (informal deduction). There are still students who have not entered the van Hiele geometric thinking stage (at stage 0), namely 13.89%. As for the students who could not determine their van Hiele geometric thinking stage, as many as 25%. The highest stage achieved by students was stage 3 (informal deduction), so no student reached stage 4 (deduction) and stage 5 (rigor). In general, the geometric thinking stage of MTs (Madrasah Tsanawiyah) An-Nur students is at stage 1 of van Hiele's geometric thinking.
Development of Peer-Based Interaction Skills Assessment Instruments in Mathematics Learning Process in Class Indah Nuraena; Budi Manfaat; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.434 KB) | DOI: 10.58421/misro.v1i2.22

Abstract

Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2
Mastery of Trigonometry Material and Its Effect on Students' Ability to Solving Three Dimensional Problems Nisa Triyatul Fitri; Arif Muchyidin; Reza Oktiana Akbar
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.033 KB) | DOI: 10.58421/misro.v1i2.23

Abstract

This study aims to describe whether or not mastery of trigonometry affects students' ability to solve geometric problems in class X at SMAN Kadugede. The form of research used in this study is a quantitative research method. The research design used in this study is a one-shot case study, meaning that the treatment is applied to one experimental group, and then the dependent variable is measured. This design aims to determine a variable's effect on other variables effectively. The data collection instrument used was a test of mastery of trigonometric material and students' abilities in solving three-dimensional space problems. The population in this study was 253 students of class X; in this study, the authors took samples using the cluster random sampling technique with the object sampled in this study, namely class X 4, as many as 34 students at SMA Negeri 1 Kadugede. Analysis of the research data using linear regression test. Mastery of trigonometry material significantly influences mastery of three-dimensional space material. This is indicated by a significant value of 0.000 < 0.05 and the regression equation obtained is Y = 11.435 + 0.758 . The equation means that the ability to solve geometrical problems increases or increases by 0.758 times the mastery of trigonometry material, while the constant value of 11.435 states that if students do not have mastery of trigonometry material, then the ability to solve three-dimensional space problems is shallow. The results of the statistical test showed that there was an effect of mastery of trigonometry material on students' ability to solve three-dimensional problems.
The Effect of Application of Creative Problem Solving Learning Methods on Students' Mathematics Learning Outcomes Dariah; Toto Syatori Nasehudin; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.871 KB) | DOI: 10.58421/misro.v1i2.24

Abstract

This study aims to determine: 1) Student responses after the application of the Creative Problem Solving learning method; 2) Students' mathematics learning outcomes after using the Creative Problem Solving learning method; 3) Whether or not there are differences and the influence of the application of the Creative Problem Solving learning method on students' mathematics learning outcomes. This research is an experimental type of research, namely research that is used to find the effect of specific treatments on others under controlled conditions. The experiment was carried out with the object of research consisting of the experimental and control classes. The researcher used class X IPS 1 as the experimental class, which consisted of 30 students, and class X IPS 2 as the control class, which consisted of 32 students. Sampling was done by random cluster sampling. The results showed that the student's response to applying the Creative Problem Solving learning method was reasonable based on the results of the questionnaire data recapitulation, which showed an average number of 77.39% and was in solid criteria. Student learning outcomes by applying the Creative Problem Solving learning method are included in the excellent category, with the average score obtained by the experimental class students of 88.50. There were 29 students out of 30 who scored above the KKM set by the school, which was 67. Meanwhile, the average score for the control class only reached 76.75. The results of the t-test show differences in student learning outcomes using the Creative Problem Solving learning method with those using ordinary or conventional learning methods with a correlation value of 0.404, which can be said to have a moderate effect

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