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<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENGKAJI SELF-CONFIDENCE DAN PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS ]]>
<![CDATA[Rina Asvia Wadviroh]]>;
<![CDATA[Rianti Cahyani]]>;
<![CDATA[Sidiq Aulia Rahman]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 7, No 1 (2022): Januari 2022 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v7i1.2231
<![CDATA[This research was motivated by the low mathematical communication skills and lack of students' self-confidence in learning mathematics. One alternative learning that can be applied to improve students' mathematical communication skills is the Make a Match cooperative learning model. The purpose of this study was determine self-confidence and improve mathematical communication skills of junior high school students. The research method used in this study was a quasi-experimental method with Nonequivalent Pretest-posttest Control Group Design. This research was conducted at a junior high school in Bandung Regency. The research sample was students of class VII-B as the experimental class and class VII-C as the control class. The experimental class uses the make a match type cooperative model, while the control class uses the discovery learning model. The instrument used was a test of mathematical communication skills, a confidence questionnaire and an observation sheet of educator learning activities. The results of the study were analyzed using t-test. Based on the results of the analysis, it can be concluded that the self-confidence of the two classes had a very good interpretation. Meanwhile, mathematical communication skills of students whose learning using the make a match type cooperative model was better than mathematical communication skills of students whose learning uses discovery learning models.]]>
<![CDATA[PENERAPAN TEKNIK PRIORITY PYRAMID UNTUK MENINGKATKAN AKTIVITAS DAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK PESERTA DIDIK SMP ]]>
<![CDATA[Eneng Yulianti]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 2, No 2 (2017): Juli 2017 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v2i2.257
<![CDATA[Background of the research is about the low activity and mathematical creative thinking abilitis for junior high school student in mathematics learning. More students still dominate with their teacher, it made less a visible activity in learning and the student think’s not creative when they solve the problem that their teacher’s given. One of the learning alternative that can be applied for increase their activity are using priority pyramid technique. The purpose of this research is to know the student responses of mathematics, priority pyramid technique, from the achievement and a lot of exercises of match. The method of this research is using Classroom Action Research that which refers to combined step of Sanford and Kemmis. This research was conducted in three cycles. Each of three cycles is about planning, action, observation and reflection. The subject of this research is seventh grade of PGRI 330 Cikancung junior high school with total number of student 27. The research instrument that had been used is observation sheet, formative test, questionnaire and journal. The analyze data technique has been done using circular flow method, such as reduction of data, presentation data and verification. According to analyze is that shows the activity and ability to increase mathematical creative thinking in each cycles after using learning with priority pyramid technique. Besides that, the student’s responses are positive with mathematical learning, priority pyramid technique, from the achievement and a lot exercises of match.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KONFLIK KOGNITIF TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS XI ]]>
<![CDATA[Asep Sujana]]>;
<![CDATA[Enjuh Juhaedi]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 2, No 1 (2017): Januari 2017 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v2i1.950
<![CDATA[This research is intended to know the extent of the influence of the application of Cognitive Conflict Learning Model to Improving Mathematical Understanding of Students of Class XI IPS SMA Mathla'ul Anwar Menes "On the Subject of Opportunity in the School Year 2014/2015. The method used in this study is the experimental method is the only research method that is considered the most appropriate to test the hypothesis about causality. The instrument used in the form of concept comprehension skills tests related to the material already taught. Data analysis used in this research is gain test and t test. From the result of gain value achieved by each class that is, for experimental class gain value 0,49 and control class gain value 0,36, while for result of t test from result of postest is t-analyze = 10,01 and t-table value = 1,902. By comparing it to t-analyze to t-table = 10.01 1.902; H0 rejected and Ha accepted. This means that there is a difference in the ability of students to understand the concept of mathematics between using learning model of Cognitive Conflict compared with conventional learning.]]>
<![CDATA[ETNOMATEMATIKA JEMBATAN EFEKTIFITAS IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS KONSTRUKTIVISME PADA KURIKULUM 2013 ]]>
<![CDATA[Nandang Arif Saefuloh]]>;
<![CDATA[Lilim Halimah]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 6, No 2 (2021): Juli 2021 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v6i2.1290
<![CDATA[The implementation of constructivism learning goes wrong when an important part of it is forgotten, namely Scaffolding which should be integrated in every constructivism-based learning, and one form of Scaffolding is to apply ethnomathematics in its implementation, so ethnomathematics can be a bridge to achieve constructivism-based learning effectiveness.]]>
<![CDATA[PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP SELF CONCEPT DITINJAU DARI KEMAMPUAN AWAL MATEMATIS ]]>
<![CDATA[Akhmad Marium]]>;
<![CDATA[Heni Pujiastuti]]>;
<![CDATA[Abdul Fatah]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v4i1.846
<![CDATA[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.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS PESERTA DIDIK SMP KELAS VIII DENGAN MODEL KOOPERATIF TIPE STAD ]]>
<![CDATA[Mila Amelia]]>;
<![CDATA[Nurjanah Nurjanah]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 5, No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v5i2.2223
<![CDATA[This research is motivated by the low ability of students' mathematical understanding in mathematics learning. One alternative to improve students' mathematical understanding skills is the STAD type cooperative learning model (Student Teams Achievement Division). The purpose of this study was to determine the increase in the ability of mathematical understanding of students who gained learning with the STAD model and the students who received learning with the PBL (Problem Based Learning). The research method used was the quasi-experimental method with the Nonequivalent Pretest-Posttest Control Group Design. This research was conducted in one of the Public Middle Schools in Bandung. The population were all eighth grade students, with the sample being students of class VIII A as the experimental class and class VIII C as the control class. The instruments used were in the form of tests of mathematical comprehension abilities, and educator observation sheets. Based on the results of the t-test analysis, it was concluded that the increase in the ability of mathematical understanding of students who obtained learning with the STAD was higher than the students who obtained learning with the PBL profiles of students who obtained learning with the STAD included in the high category in mathematics learning. ]]>
<![CDATA[ANALISIS HOTS DALAM PEMECAHAN MASALAH DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF MATEMATIS ]]>
<![CDATA[Nisvu Nanda Saputra]]>;
<![CDATA[Ismatul Maula]]>;
<![CDATA[Siska Indriyani]]>;
<![CDATA[Tiyur Maharani]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 5, No 1 (2020): Januari 2020 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v5i1.915
<![CDATA[The purpose of this study is to analyze the ability of students to solve problems in HOTS problems in terms of the ability to thinkcreatively. The approach used in this study is a qualitative approach. The research subjects were 6 grade VIII students of SMP Negeri1 Legok, Tangerang Regency. Data collection techniques in the form of observation, tests and interviews. The results showed that theability of high-level creative thinking can solve HOTS type questions correctly and in detail in each answer, and students of mediumlevelcreative thinking can complete several stages of HOTS type problems but the students' work is not detailed in each answer, whereasstudents Low-level creative thinking skills can solve HOTS type problems, but the solution is wrong and every answer is wrong. Overallfor low ability students still need coaching.]]>
<![CDATA[APAKAH TEORI PERKEMBANGAN KOGNITIF PIAGET BERLAKU DI INDONESIA? ]]>
<![CDATA[siti hindun]]>;
<![CDATA[Endang Toha Ruseffendi]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 3, No 2 (2018): Juli 2018 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v3i2.541
<![CDATA[Research on students' cognitive development has been done in several other countries. But for research in Indonesia is still rarely done. This research uses survey method with qualitative approach. The purpose of this study is to describe an understanding concept of eternity number and concept of eternity length on elementary school students through the proof of cognitive development of Piaget's theory. The stage of cognitive development in this study is limited to the concrete operation phase. A total of 29 third graders participating in the study came from elementary schools with good quality in Indonesian education standards. The supporting instruments in this research are questionnaire and interview. The data collection is done by giving experiments about concept of eternity number and concept of eternity length presented in the questionnaire, and must be answered by the students along with the reason. Students' answers were analyzed descriptively on a percentage basis. Some cases that represent the results of the analysis, validated by conducting interviews in the form of confirmation to students. Based on the results and discussion obtained conclusion, that 100% of students at the age of concrete operation stage in this study already understand concept of eternity number. And 13.79% of students at the age of concrete operation stage in this study have had an understanding concept of eternity length.]]>
<![CDATA[RUMUS CEPAT DALAM PEMBELAJARAN MATEMATIKA, ANGEL OR DEVIL? ]]>
<![CDATA[Ade Herdian]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 4, No 1 (2019): Januari 2019 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v4i1.839
<![CDATA[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.]]>
<![CDATA[PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK DENGAN MODEL KOOPERATIF TIPE TWO STAY TWO STRAY BERBANTUAN GEOGEBRA ]]>
<![CDATA[Siti Khoerunnisa]]>;
<![CDATA[Rianti Cahyani]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 6, No 1 (2021): Januari 2021 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v6i1.1735
<![CDATA[This study aims to determine the increase in mathematical communication skills of students who get Two Stay Two Stray (TS-TS) cooperative learning model assisted by Geogebra and students who get Teams Games Tournament (TGT) cooperative learning type. The methodology used in this research is the quasi-experimental method with the Nonequivalent Pretest-posttest Control Group Design design. The research is conducted in one of the public high schools in Bandung. The population of this research are all students of X IPA, while the sample of this research are X IPA-4 as a class TS-TS and X IPA-5 as a TGT class. The instrument used in this research is amathematical communication skills test. Based on the results of the Mann Whitney test analysis, it can be concluded that the increase in mathematical communication skills of students who Geogebra-assisted TS-TS cooperative learning model is neither better nor the same as students who received TGT type cooperative learning.]]>
