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Uninus Journal of Mathematics Educations and Science (UJMES)
Published by Universitas Islam Nusantara
ISSN : 25280686     EISSN : 27157407     DOI : https://doi.org/10.30999
Core Subject : Education,
Mathematics
Uninus Journal of Mathematics Educations and Science (UJMES) menerima dan menerbitkan artikel hasil penelitian pada bidang Pendidikan Matematika dan Ilmu Pengetahuan Alam (IPA). Terbit dua kali dalam satu tahun pada bulan Januari dan Juli.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol 4, No 1 (2019): Januari 2019" : 8 Documents clear
MODEL PEMBELAJARAN IMPROVE UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS DAN METAKOGNITIF PESERTA DIDIK Lisna Nur Dina Yanti; Rianti Cahyani
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.93 KB) | DOI: 10.30999/ujmes.v4i1.843

Abstract

This research is motivated by the low mathematical representation ability of students. One alternative learning that can be applied to improve the mathematical representation ability of students is the IMPROVE model. The purpose of the study was to determine the improvement of the mathematical and metacognitive representations of students who learned the IMPROVE and PBL models, as well as the correlation between the ability of mathematical representation to metacognitive students. The method used is quasi-experimental method with nonequivalent control group pretest-posttest design. The sample used by students in class VIII I as an experimental class (30 students) and class VIII J as a control class (32 students) one of the high school in Bandung Regency. The experimental class was treated using the IMPROVE model and the control class with the PBL model. The instrument used is a mathematical representation ability test, metacognitive ability questionnaire, and observation sheet. The results showed that the mathematical representation ability of students with the IMPROVE model was better than PBL, and the metacognitive abilities of students with IMPROVE and PBL models were either positive or good.
PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP SELF CONCEPT DITINJAU DARI KEMAMPUAN AWAL MATEMATIS Akhmad Marium; Heni Pujiastuti; Abdul Fatah
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (403.107 KB) | DOI: 10.30999/ujmes.v4i1.846

Abstract

Learning using the Realistic Mathematics Education approach is a learning model using a teaching approach that starts from the things that are real for students in the learning process. The Realistic Mathematics Education (RME) approach in learning applied to class VII A SMP Negeri 3 Ciruas as a sample used as an experimental class has shown an increase in student attitudes in terms of their attitude is a self concept. Learning that is carried out both in class and outside the classroom will work if there are students who have high creativity, of course, in thinking. One of the supports for the creative mindset of students is the application of learning models that are used like the Realistic Mathematics Education (RME) approach which serves to Improve Self Concept in terms of Students' Early Mathematical Capabilities in Learning Activities.
RUMUS CEPAT DALAM PEMBELAJARAN MATEMATIKA, ANGEL OR DEVIL? Ade Herdian
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.938 KB) | DOI: 10.30999/ujmes.v4i1.839

Abstract

This paper discusses differences in people's perspectives on the use of fast formulas in mathematics. Some people argue that the use offast formulas can increase student motivation in learning, and help students in examinations. Fast formulas can help students improvetheir learning achievements. The fast formula is also very helpful for students in taking college entrance exams. For them the presenceof a fast formula is like a helping angel. However, some people argue otherwise. The fast formula is considered to damage the basicconcepts that have been built in the school. The fast formula is also seen to reduce the credibility of the teachers. The fast formula canlead students if they are not careful in using it. Even a fast formula can obscure the quality of the results of the exam so that the examno longer reflects the true abilities of students. The existence of a formula can quickly become a stain in the education system. For them,the existence of a fast formula is like a sweet-faced demon, but it is misleading. This paper examines the nature of the existence of thefast formula, starting from the reason why the fast formula was created, how fast formula was obtained, how the nature of the fastformula, and how fast formula should be used so that it can contribute to improving the quality of mathematics education. Thus thecommunity will look at the fast formula from the right perspective so that it can take its positive benefits and avoid the adverse effectsthat might result from it.
PENGGUNAAN MODEL KOOPERATIF TIPE TPS (THINK PAIR SHARE) PADA PEMBELAJARAN TRIGONOMETRI DALAM UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PESERTA DIDIK Nandang Arif Saefuloh; Yayu Laila Sulastri; Agus Salim
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.835 KB) | DOI: 10.30999/ujmes.v4i1.848

Abstract

The optimum portion of learning activities of students in a learning becomes urgent given to students, with the ultimate goal of obtaining the expected learning outcomes. However, the reality that occurs, the learning process often marginalizes the activities of students, one of the causes of this problem is the learning process that is fixed on the old pattern, namely the one-way learning process, from the teacher to the students, the teacher carries out learning by ignoring the optimization of participants' learning activities students, learning activities of students are only limited to listening and or taking notes. In other words, the teacher is active while the child is receptive. So that learning outcomes are expected to be at a low level or may not be achieved at all. This research is a Classroom Action Research (CAR/PTK), PTK is defined as a teacher's measured and systematic effort to solve problems that arise in learning events in his class, as well as to determine the quality of the process and learning outcomes of students. Solving these problems is done inclusive in the implementation of learning that is practical, situational, conditional, and contextual. The conclusion of this study is that cooperative model of TPS type can relatively improve student learning activities, cooperative model of TPS type can relatively improve student learning outcomes, and learning by using cooperative model of TPS type obtain positive responses from students.
PENERAPAN PENDEKATAN OPEN-ENDED UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-CONCEPT PESERTA DIDIK SMP Dadang Hamdani; Sidiq Aulia Rahman
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (414.146 KB) | DOI: 10.30999/ujmes.v4i1.840

Abstract

This research motivited by the low of students' mathematical problem solving abilities. The one of alternative learning thatis applied to improve the mathematical problem solving ability of students by using Open-ended approach. The purpose ofthis research was to find out whether there were differences in the improvement of mathematical problem solving abilitiesbetween students using Open-ended approach and students used the Problem-Based Learning model, as well as knowing thestudents' self-concept of mathematics learning with the Open-ended approach. The method was used in this study is a quasiexperimentalmethod, with a pretest-posttest control group design research. The study was conducted in one of the junior highschools in Bandung Regency. The population in this study were all seventh grade students of one of the junior high schoolsin Bandung Regency, while the samples were students of class VII-A as an experimental class and class VII-D as a controlclass. The experimental class is treated with Open-ended approach and the control class is treated with Problem-BasedLearning model. The instrument were a mathematical problem solving ability test, student questionnaire and teacherobservation sheet. In this study quantitative and qualitative data were obtained. Based on the analysis of the results ofmathematical problem solving tests, the conclusion is the improvement of students' problem solving ability using the Openendedapproach is no better than the students who use the Problem-Based Learning model in mathematics learning. Althoughthe improvement of problem solving in experimental class students is not better than control class students, but at least theOpen-ended approach has a positive effect on students' self-concept.
PENERAPAN MODEL GROUP INVESTIGATION UNTUK MENINGKATKAN KEMAMPUAN ANALISIS MATEMATIS PESERTA DIDIK SMP Yesi Agustina
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.818 KB) | DOI: 10.30999/ujmes.v4i1.850

Abstract

The problem behind this research is the low mathematical analysis ability of learners in mathematics learning. One alternativelearning that can be applied to improve learners mathematical analysis ability is the Group Investigation Model. The purposeof this study was to determine the improvement of mathematical analysis abilities of learners who learned using the GroupInvestigation Model and Discovery Learning Model. The research method used in this study is a quasi-experimental method.The population in this study were all VIII grade learners in one of junior high schools in Bandung district with a sampleof learners in class VIII-H as an experimental class and class VIII-J as a control class. The instruments used is amathematical analysis ability test. Based on the results of the Mann Whitney test analysis the mathematical analysis abilitytest obtained a conclusion that is improvement of mathematical analysis ability of learners who learn using GroupInvestigation Model better than learners who learn using Discovery Learning Model.
PENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION (RME) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR METAFORA PESERTA DIDIK SMP Nurfitri Nurfitri; Dinny Mardiana
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.469 KB) | DOI: 10.30999/ujmes.v4i1.841

Abstract

The research was motivated by low students’ thinking ability. One of alternative that can be applied to improve students'metaphorical thinking ability was the Realistic Mathematic Education (RME) approach. The aims of this study was findout the improvement of students’ metaphorical thinking ability using RME approach compared with conventional learning,and students' response to mathematics learning using RME approach. The research method was quasi-experimental method,with non equivalent pretest-posttest control group design. The research was conducted in one of the Private Junior HighSchools in Sumedang District. The research population was all students of class VIII, class VIII C as experimental classand VIII D as control class. RME approach was given to the experimental class, while conventional learning was given tothe control class. The instruments used were metaphorical thinking skills test, student's questionnaire, and observation sheetsof educator. The results of the research are qualitative and quantitative datas. Based on the analysis of metaphorical thinkingability test results obtained conclusion: improvement of students' metaphorical thinking ability by using RME approachbetter than students with conventional approach, and students’ respond positively to learning mathematics by using RMEapproach
PENGEMBANGAN BAHAN AJAR MATEMATIKA MATERI SEGITIGA DENGAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK PESERTA DIDIK SMP Siti Kurnia Puspita; Achmad Mudrikah
UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.681 KB) | DOI: 10.30999/ujmes.v4i1.842

Abstract

This research is motivated by the lack of student’s mathematical understanding ability. The alternative to evercome thatproblem is developing the teaching material of mathematics learning by the discovery learning models. The purpose of thisresearch is arranging and developing the material learning that is valid and practice, finding out whether the use of teachingmaterial that is developed effectivelly in improving VII grade student’s mathematical understanding ability, and finding outthe respons of students to teaching materials. The research used the Research and Development method, by modificatingSugiyono’s R D model in teaching and learning design. The population in this research is VII grade the students. Thesample is a classes of them, class VII K as the product trial class, and class VII H as the usage trial class. The instrumentin the research are questionnaire for students and teacher, test for students, and observation sheet. The result of the researchshows that the teaching materials are valid and effective to improve student’s. The student’s responses are positive to theprocess of teaching and learning.

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