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<![CDATA[MODEL PEMBELAJARAN COOPERATIVE TIPE MEANINGFUL INSTRUCTIONAL DESIGN (MID) TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK PESERTA DIDIK SMA ]]>
<![CDATA[Ati Suryati]]>;
<![CDATA[Rianti Cahyani]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 3, No 1 (2018): Januari 2018 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v3i1.835
<![CDATA[The problem in the present study was the low level of comprehension mathematic concept students. The alternative learningcan be applied to improve the comprehension mathematic concept students is a cooperative model type of MeaningfulInstructional Design (MID). The purpose of research to know the effect of type Cooperative MID models to increase of thecomprehension mathematic concept students and know a student response learning mathematics model of type CooperativeMID. The method in this research is quasi-experimental, with pretest-posttest control group design. The experiment wasconducted in SMA Negeri 1 Ciparay. The population in this study were all students of class X SMA Negeri 1 Ciparay.The samples are students of class X MIPA as an experimental class 1 and class 2 X MIPA as the control class.Experimental class treatment model MID Cooperative type and control class treatment with models Problem-BasedLearning. The instrument were a test mathematic concepts and questionnaires. The study concluded of comprehension thatthe model of Cooperative type MID give a positive effect to increase of comprehension mathematic concepts students. Studentgive a positive response to the study of mathematics by using models of type Cooperative MID.]]>
<![CDATA[PENERAPAN MODEL KOOPERATIF TIPE JIGSAW II UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-ESTEEM PESERTA DIDIK SMP ]]>
<![CDATA[Ana Lulu'ul Faizah]]>
<![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.v6i1.1731
<![CDATA[The problem behind this research is the low mathematical communication skills of students in learning mathematics. One alternative learning that can be applied to improve students' mathematical communication skills is the Jigsaw II Cooperative Model. This study aims to compare the improvement of mathematical communication skills of students who learn to use the Jigsaw II Cooperative Model with those who learn to use the Problem Base Learning Model and to determine the effect of the Jigsaw II Cooperative Model on the Self-Esteem of students. The method used in this study is quasi-experiment with the Nonequivalent Pretest-Postest Control Group Design design. The study was conducted in one of the junior high schools in the city of Bandung. The population in the study were all students of class VII with the sample, namely students of class VII-A as the experimental class and class VII-B as the control class. The instrument used was a mathematical communication ability test, a Self-Esteem questionnaire, and an observation sheet. Based on the analysis of the results of the mathematical communication ability test, it can be concluded that the improvement of mathematical communication skills of students who learn using the Jigsaw II Cooperative Model is better than students who learn using the Problem Base Learning Model and the Jigsaw II Cooperative Model affect the Self-Esteem ability learners.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR MATERI BANGUN RUANG SISI DATAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN TERPADU TIPE CONNECTED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA SMP ]]>
<![CDATA[Citra Lestari Permana]]>
<![CDATA[ UJMES (Uninus Journal of Mathematics Education and Science) Vol 1, No 2 (2016): Juli 2016 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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DOI: 10.30999/ujmes.v1i2.870
<![CDATA[The background of this research is based on the low level of the student creative thinking ability which is supported by the sourcebooks that used by the student does not lead them to think creatively in solving problems. Therefore, the researcher developedthe teaching which is appropriate with the student creative thinking ability by using the integrated learning model with connectedtype. The abjective of this research were to describe the learning material design which can improve the student creative thinkingability and to find out the effectiveness of the learning material that was made. This research was used the research developmentby using the development design from Sugiyono that has been modified by the research at several step. The subject of this researchwas the VIII-A student of SMP Plus Baiturahman. The instrument consist of validity, practically and effectiveness. Practicalitytest instrument which use to collect the data were the test instrument, which is consist of the observation sheet, pre-test an posttestquestion in a small group trial and questionnaire of student responses and journal. Wheteas, the assessment of theeffectiveness were tested by using creative thinking test, questionnaires of student respon and journal. The validity test showedvalid criteria. The result of student observation sheet is “very good” criteria and the result of student responses questionnaire is“good” criteria based on the result of this research, the learning device can be said that is practical and the tes of effectivenessshowed good criteria.]]>
<![CDATA[PENERAPAN PEMBELAJARAN PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN MINAT BELAJAR PESERTA DIDIK ]]>
<![CDATA[Risma Ardiwianti]]>;
<![CDATA[Heru Sujiarto]]>;
<![CDATA[Usep Kosasih]]>
<![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.v7i1.2235
<![CDATA[The background of this research is the low ability of students to think creative mathematically and interest in learning mathematics in the learning process. The alternative learning that can be applied to improve the student’s Mathematical creative thinking ability and interest in learning mathematics is the Problem-Based Learning model. The aim of this research is to improve the student’s Mathematical creative thinking ability and interest in learning mathematics by using the Problem-Based Learning model. The research is classroom action research carried out in three cycles with research design including planning, action implementation, observation, and reflection. The research subjects were students of class VII E one of the schools in Bandung District. The data collection instruments used consisted of observation sheets, tests, questionnaires, and journals. The test results, questionnaires, and observations were analyzed using percentages. Based on the result of the analysis: The student’s mathematical creative thinking ability and interest in learning mathematics in class VII E one of the schools in Bandung District increased after learning by using the Problem-based learning model.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN 7E (ELICIT, ENGAGE, EXPLORE, EXPLAIN, ELABORATE, EVALUATE, EXTEND) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH ]]>
<![CDATA[Ramdhan Asyari]]>
<![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.v2i2.261
<![CDATA[This research is motivated by the lack of learning activities and students' mathematical problem solving abilities. The purpose of this research is to know the increase of activity and problem solving ability of student mathematical with use of 7E learning model (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend). To be more focused this study examines: (1) Student activity using 7E learning model; (2) students' mathematical problem solving skills by using 7E learning model in each cycle (three cycle); (3) Student response to mathematics learning using 7E learning model. This research uses qualitative and quantitative approach, with classroom action research method. The study was conducted in class IX SMP Muslimin 5 Bandung with 34 students on learning material Curved-face three-dimensional objects (cylinder and cone). Instruments used were formative tests, observation sheets, and student response questionnaires. Based on the results of processing and data analysis the researcher obtained three conclusions. (1) Student activity increase with use of 7E learning model in each cycle, (2) Student mathematical problem solving ability increase with use of 7E learning model in each cycle, (3) Student show positive response to 7E learning model.]]>
<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK PESERTA DIDIK MTS MELALUI PENGGUNAAN TEKNIK PEMBELAJARAN TALKING CHIPS ]]>
<![CDATA[Fauziyatul Jannah]]>
<![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.v2i1.952
<![CDATA[This research motivated by the lack of student’s mathematical communication ability in mathematics teaching and learning process. One of teaching alternatives that can be applied to improve student’s mathematical communication ability is talking chips technique. The purpose of this research is to identify student’s mathematical communication ability after the implementation of talking chips technique. In addition, this research also aimed to determine student’s responses toward the implementation of talking chips technique. The approaches used in this research are quantitative and qualitative approach. The research method used in this study is Classroom Action Research (CAR) that conducted in three cycles. The subject of this research is all eight grade students in MTs. Nurrohmah Bandung. The instruments used for collecting data consist of formative test, questionnaire, abservation sheet and journal. This research obtained quantitative and qualitative data. Quantitative data are obtained from the result of formative test, while quantitative data are obtained from the result of observation sheet, questionnaire and journal. The technique of data analysis is conducted by looking at the percentage of data. The result of data analysis obtained the conclusion of student’s mathematical communication ability improvement after the implementation of talking chips technique and toward the mathematical communication test in mathematical teaching and learning process.]]>
<![CDATA[KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII DITINJAU DARI KECEMASAN MATEMATIS PADA PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA VISUAL ]]>
<![CDATA[anggita rahma ristayanti]]>;
<![CDATA[iwan junaedi]]>
<![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.v6i2.1272
<![CDATA[The purpose of this study was to determine the effectiveness of learning teams games tournament assisted by visual media and to describe students' mathematical reasoning abilities in terms of mathematical anxiety. This research method is a mix method. This research was conducted at SMP N 23 Semarang with 30 students of class VIII G as the experimental class and 30 students of class VIII H as the control class. Data were collected by using a written test technique and a mathematical anxiety scale. The results of this study indicate that the TGT model is effective for improving students' mathematical reasoning abilities and students' mathematical reasoning abilities in terms of mathematical anxiety, namely (1) Students with high mathematical anxiety have varied abilities, KMT students with category I mathematical reasoning abilities master all indicators, students KMT with category II mathematical reasoning abilities lacked mastery over the indicators of submitting conjectures, KMT students with category III mathematical reasoning abilities did not master all indicators, (2) Students with moderate mathematical anxiety had varied abilities, KMS students with category I mathematical reasoning abilities mastered all indicators, KMS students with category II mathematical reasoning abilities lacked mastery of indicators in proposing conjectures and drawing conclusions, KMS students with category III mathematical reasoning abilities only mastered indicators of finding patterns to make generalizations (3) Students with anxiety low mathematical scores have varied abilities, KMR students with category I mathematical reasoning abilities master all indicators, KMR students with category II mathematical reasoning abilities do not master the indicators of proposing conjectures, KMR students with category III mathematical reasoning abilities only master indicators of finding patterns to make generalizations.]]>
<![CDATA[PENERAPAN MODEL GROUP INVESTIGATION UNTUK MENINGKATKAN KEMAMPUAN ANALISIS MATEMATIS PESERTA DIDIK SMP ]]>
<![CDATA[Yesi Agustina]]>
<![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.v4i1.850
<![CDATA[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.]]>
<![CDATA[PENERAPAN PENDEKATAN CREATIVE PROBLEM SOLVING (CPS) UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK SMP ]]>
<![CDATA[Elva Tati Susanti]]>;
<![CDATA[Yayu Laila Sulastri]]>
<![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.v5i2.2225
<![CDATA[The underlying problem of this research is the low ability of students in mathematical representation in learning mathematics. One alternative learning that can be applied to improve students' mathematical representation ability is the Creative Problem Solving (CPS) approach. The purpose of this study is to analyze the improvement of mathematical representation ability of students who learn using the Creative Problem Solving (CPS) approach with students learning to use the expository method. This study uses a quasi-experimental method with the nonequvallent pretest and posttest group control design. The study was conducted in one of the junior high schools in Bandung Regency. The population in this study were all students with samples namely class VII A (experimental class) and VII B (control class). The research data obtained from the use of instruments in the form of mathematical representation ability tests and questionnaire responses of students. The results of the analysis show that: 1) Increasing the mathematical representation ability of students who get learning using the Creative Problem Solving (CPS) approach is better than students who get learning with the expository method, 2) Students' responses to learning using the Creative Problem Solving approach (CPS) positive. ]]>
<![CDATA[MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK SMP MELALUI STRATEGI KONFLIK KOGNITIF PENDEKATAN PROBLEM-BASED LEARNING (PBL) DENGAN SIKAP PESERTA DIDIK SEBAGAI VARIABEL INTERVENING ]]>
<![CDATA[Nandang Arif Saefuloh]]>;
<![CDATA[Bana Goerbana Kartasasmita]]>;
<![CDATA[Usep Kosasih]]>
<![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.v5i1.918
<![CDATA[Contextual mathematical questions make it difficult for students to solve, however, the problem is needed to train students' cognitivelevels, furthermore, in contextual matters, students are required to have problem-solving abilities, which are the focus of mathematicslearning by many experts. mathematics education. The design of this study is a mixed method with the Concurrent Embedded Model.The population of this study was all students of XYZ Junior High School Bandung with a sample of class VII students as many astwo classes selected purposively. Data analysis was carried out quantitatively and qualitatively. Quantitative analysis was performedon the initial test data, the final test, and the normalized gain of mathematical problem solving abilities, as well as on the test data ofthe two groups performed a mean difference test between the two populations and two-way ANOVA. Qualitative analysis wasconducted to examine students' attitudes toward learning using cognitive conflict strategies with the PBL approach. The results showedthat increasing the problem solving ability of students who get learning by using the cognitive conflict strategy PBL approach is betterthan students who get conventional learning as measured by the MEA of students, as well as, student attitudes as positive interveningvariables towards learning with conflict learning cognitive PBL approach.]]>
