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Lemma: Letters of Mathematics Education
Published by Universitas PGRI Sumatera Barat
ISSN : 24074527     EISSN : 24601047     DOI : https://doi.org/10.22202/
Core Subject : Education,
Mathematics
Lemma : Letters of Mathematics Education (2407-4527) (2460-1047) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal published twice a year (June and November) by Prodi Pendidikan Matematika STKIP PGRI Sumatera Barat. All submitted manuscripts will be initially reviewed by editors and are then evaluated by minimum of two Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Lemma : Letters of Mathematics Education welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, Lesson Study for Learning Community, and Ethnomathematics. The manuscript must be original research, written in English or Bahasa Indonesia, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education" : 8 Documents clear
DESAIN BAHAN AJAR BANGUN DATAR SEGIEMPAT BERBASIS KEMAMPUAN KOMUNIKASI MATEMATIS PADA SISWA SMP MELALUI MODEL DISCOVERY LEARNING
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (100.641 KB) | DOI: 10.22202/jl.2019.v5i2.3259

Abstract

Penelitian ini bertujuan untuk mendeskripsikan learning obstacle siswa terkait kemampuan komunikasi matematis dalam memecahkan masalah yang berkaitan dengan bangun datar segiempat kelas VII SMP, mendesaian bahan ajar berbasis komunikasi matematis siswa dengan model discovery learning pada materi bangun datar segiempat yang valid, dan untuk mengetahui apakah masih terdapat learning obstacle siswa setelah implementasi bahan ajar yang dibuat. Metode penelitian yang digunakan yaitu metode kualitatif dan kuantitatif, metode kualitatif untuk menganalisis learning obstacle, dan bahan ajar. Sedangkan metode kuantitatif untuk mengetahui keseragaman pendapat (uji Q-Cochran). Teknik pengumpulan data pada penelitian ini dilakukan dengan uji instrumen. Subjek dalam penelitian ini adalah 30 siswa kelas VII SMPN 2 Jamblang untuk implementasi bahan ajar dan 24 siswa kelas VIII SMPN 2 Jamblang untuk identifikasi learning obstacle dan kemampuan komunikasi matematis siswa. Desain penelitian yang digunakan berupa desain didaktis (Didactical Design Research). Hasil penelitian ini menunjukan bahwa terdapat 16 learning obstacle siswa terkait materi bangun datar segiempat yang telah ditemukan. Validasi terhadap bahan ajar modul yang dibuat dilakukan oleh lima validator yaitu tiga dosen FKIP Unswagati dan dua guru Matematika SMPN 2 Jamblang. Berdasarkan hasil validasi tersebut disimpulkan bahwa validasi gabungan untuk bahan ajar siswa sebesar 90,75% dengan interpretasi sangat valid, sedangkan untuk pedoman guru diperoleh sebesar 92,33% dengan interpretasi sangat valid artinya bahan ajar untuk siswa dan pedoman guru layak yang dibuat digunakan dalam proses pembelajaran. Untuk implementasi bahan ajar yang dilakukan pada siswa kelas VII J SMPN 2 Jamblang, diperoleh kesimpulan bahwa dengan digunakannya bahan ajar bangun datar segiempat beberapa learning obstacle awal dapat teratasi.
PENGARUH BERPIKIR KREATIF DAN KOMUNIKASI MATEMATIKA DENGAN METODE LEARNING CYCLE
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (90.525 KB) | DOI: 10.22202/jl.2019.v5i2.3094

Abstract

ABSTRACT Based on the results of observations made the reality of the learning conditions of mathematics at Daha 1 Pawyatan Middle School Kediri focused more on teacher lectures. So that teachers play an active role, while students tend to be passive. Students only listen, take notes and work on the questions given by the teacher. In addition, learning like this also causes the mathematics learning process to become less communicative. As a result the value of students becomes less optimal and other learning behaviors such as a pleasant classroom atmosphere and communicative students in learning almost do not appear, for that variation in the learning process in a school is needed. As an effort to improve creative thinking and mathematical communication, the right learning method (learning cycle method) is needed, so that learning becomes more effective and maximum learning outcomes. The approach used in this study is a quantitative approach with the design of Posstest-Only Control Design. The population in this study were all class VIII students at Daha Pawyatan Middle School 1 Kediri Academic Year 2018/2019 and with cluster random sampling sampling techniques this study sample. Data collection is obtained by test techniques. The collected data were analyzed using the t-test. Based on testing the hypothesis, it can be concluded that. (1) the learning cycle method influences students' creative thinking abilities. This is evidenced by thcount 7,395 and the value of sig. (2-tailed) of 0,000 <0,05. (2) The learning cycle method influences students' mathematical communication. This is proven by tcount 4,716 and sig. (2-tailed) of 0,000 <0,05. From the results of the study which showed that the value of mathematics communication skills of students was 56.3% in the good category and the average creative thinking ability of students was 73.59. Based on the results of the study, it can be concluded that the learning cycle method influences students' creative thinking and mathematical communication, so it is recommended for teachers that the learning cycle method can be used as an alternative learning medium for teachers to improve creative thinking and mathematical communication of students Key Words: learning cycle method; creative thinking; mathematical communication
PENGARUH PENERAPAN MODEL PEMBELAJARAAN KOOPERATIF TIPE NUMBERED HEDS TOGETHER (NHT) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 20 SIJUNJUNG
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.068 KB) | DOI: 10.22202/jl.2019.v5i2.3280

Abstract

The problem in this research about the result of students learning outcomes are still low. This research aims to determine whether students learning outcomes by applying the Numbered Heads Together (NHT) type of cooperative learning model is better than studentsmathematics learning outcomes by applying conventional learningat Eight grade in Sijunjung 20 middle school. This type of research is an experiment. The population of this research was Eighth grade students of Sijunjung Middle School 20. The technique of sampling was done randomly, namely VIIIA as the experimental class and VIIIB class as the control class. The instrument used was the final test with the reliability of the test r11=0.928. The results of the final test analysis, namely the two classes of samples were normal and homogeneous. The data analysis technique used the one-party t-test with t-count = 0.767 and t-table = 1.678, then the hypothesis is rejected. It was concluded that the mathematics learning outcomes of students by applying the Numbered Heads Together (NHT) type of cooperative learning model were not better than students mathematics learning outcomes by applying conventional learning in class VIII of Sijunjung Middle School 20.
PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING BERBANTUAN MODUL DESAIN DIDAKTIS TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SMP KELAS VIII
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (143.411 KB) | DOI: 10.22202/jl.2019.v5i2.3380

Abstract

This research have a main problem is about the low understanding of mathematical concepts of students. This can be seen from the indicator of interpretation, namely when given a matter of concept understanding in the form of a description, the students just answer the question without any description of the steps in doing the questions or identifying the data in the questions. In addition, schools also have not maximized the use of learning media. Looking at these problems, the authors are interested in applying the Reciprocal Teaching model assisted with didactic design modules to increase understanding of mathematical concepts. This type of research is a quasi-experimental (quasi-experimental). The population in this study were all eighth grade students of 7th KOTABUMI SMP Negeri 2018/2019. The taking of sample was done randomly for random class. Data collection techniques are in the form of observations, interviews and question tests of mathematical concept understanding. The testing of data was done by the Lilifors method for normality tests and Barlett's method to test homogeneity. The analysis technique used in this study is the analysis of one-way variant with unequal cells.The testing of this hypothesis uses a one-way variance analysis with unequal cells, with a significant level of 0.05 from the results of the data obtained Fobs = 51.39948 and Ftable = 3.098. Fobs value> Ftable then H0 is rejected. This means that there is the influence of Reciprocal Teaching learning model assisted by the didactic design module to increase understanding of mathematical concepts of students. Based on the results of multiple comparisons it can be concluded that the Reciprocal Teaching learning model assisted with the didactic design module is better than the conventional model, but not better than the Reciprocal Teaching model. Keywords: Reciprocal Teaching, Didactics, Concepts, Modules,
PENGARUH PENERAPAN STRATEGI PEMBELAJARAAN AKTIF TIPE STARTS WITH A QUESTION (LSQ)TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 25 PADANG
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (138.851 KB) | DOI: 10.22202/jl.2019.v5i2.3281

Abstract

This research is conducted because of low mathematics learning achievement phenomenon. It is also aimed to know whether Learning Start with a Question (LSQ) learning will give better effect toward students’ learning achievement than conventional learning strategy at grade VIII students of SMPN 25 Padang. Thus, this research is an experimental research. The population of this research is all of grade VIII students of SMPN 25 Padang. The sample is then chosen randomly with the result of grade VIII3 as experimental class and VIII4 as control class. The instrument of this research is a test with 0,845 of reliability. The hypothesis is tested by using one-tailed t test. The result of data analysis shows that both of two classes samples have normal distribution and homogeneous variance. Based on the result of hypothesis analysis, it can be concluded that the result of students'mathematics learning achievement after applying the active learning model of Learning Starts with a Question (LSQ) is almost the same with students' mathematics learning achievement of conventional learning strategyin grade VIII of SMP 25 Padang.
ANALISIS REPRESENTASI MATEMATIS SISWA SMA MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING MATERI FUNGSI TRIGONOMETRI
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.372 KB) | DOI: 10.22202/jl.2019.v5i2.3373

Abstract

Representasi matematis adalah salah satu komponen penting yang harus dimiliki oleh siswa khususnya pada pembelajaran matematika. Hal tersebut dikarenakan dengan representasi matematis siswa dapat memahami dengan mudah materi yang diberikan, sehingga jika dihadapkan pada permasalahan siswa dapat menyelesaikannya dengan mudah. Namun dalam kenyataannya yang terjadi dilapang siswa masih mengalami kesulitan dalam menyelesaikan permasalahan. Hal itu dikarenakan kurang beragamnya representasi matematis yang dimiliki oleh siswa. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan representasi matematis siswa SMA pada materi fungsi trigonometri. Subjek dalam penelitian ini terdiri dari 2 siswa SMA yang telah dipilih secara acak. Pengumpulan data dalam penelitian ini dilakukan dengan tes tulis berupa soal essay dan dilanjutkan dengan wawancara secara individu untuk memperoleh data yang valid. Hasil yang diperoleh dari tes tulis tersebut adalah satu siswa dapat menyelesaikan soal dengan benar dan dapat digolongkan pada representasi matematis visual, sedangkan siswa yang lain tidak mengerjakan tes karena melupakan cara menyelesaikannya. Adapun kriteria represenrasi matematis dalam penelitian ini meliputi representasi matematis visual, representasi matematis berupa persamaan atau ekspresi matematis, dan representasi matematis berupa kata-kata atau teks tertulis. Dari hasil tes tersebut dapat disimpulkan bahwa representasi matematis setiap siswa berbeda.
PENGARUH PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE PRACTICE REHEARSAL PAIRS TERHADAP HASIL BELAJAR DAN AKTIVITAS SISWA KELAS VIII SMPN 9 PADANG
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.527 KB) | DOI: 10.22202/jl.2019.v5i2.3302

Abstract

Penelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika siswa dengan menerapkan strategi pembelajaran aktif tipe Practice Rehearsal Pairs lebih baik daripada hasil belajar matematika siswa dengan menerapkan pembelajaran konvensional dan bagaimanakah perkembangan aktivitas belajar siswa dengan menggunakan strategi pembelajaran aktif tipe Practice Rehearsal Pairs di kelas VIII SMPN 9 Padang. Jenis penelitian ini adalah penelitian eksperimen dengan rancangan random terhadap subjek. Populasi penelitian ini adalah seluruh siswa kelas VIII dengan kelas eksperimen yaitu VIII.3 dan kelas kontrol yaitu VIII.5. Tes hasil belajar matematika dengan reliabilitas tes adalah r11=0,07. Hasil analisis aktivitas siswa mengalami peningkatan yaitu 57% sampai 84%. Hasil dari uji hipotesis diperoleh t hitung=0,83 dan t tabel=1,67 maka hipotesis ditolak. Jadi hasil belajar matematika siswa dengan menerapkan strategi pembelajaran aktif tipe Practice Rehearsal Pairs sama dengan hasil belajar matematika siswa dengan menerapkan pembelajaran konvensional di kelas VIII SMPN 9 Padang dan perkembangan aktivitas siswa mengalami peningkatan.
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM MODEL PEMBELAJARAN PBL DENGAN PENDEKATAN RME
JURNAL LEMMA Vol 5, No 2 (2019): LEMMA : Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (88.473 KB) | DOI: 10.22202/jl.2019.v5i2.3372

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam model pembelajar PBL pendekatan RME. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Hasil penelitian ini adalah komunikasi matematis siswa baik tulisan maupun lisan dalam model pembelajaran PBL (Problem Based Learning) dengan pendekatan RME (Realistic Mathematic Education) sudah baik, meskipun masih ada kekurangan baik tulisan maupun lisan. Dalam komunikasi tulisan kekurangannya masih ada siswa yang kurang benar dalam menuliskan simbol matematika. Sedangkan dalam komunikasi lisan kekurangannya adalah masih ada siswa yang kurang lengkap dalam menyampaikan ide matematika secara lisan.

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