Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
JUMLAHKU: the scientific mathematics journal Universitas Muhammadiyah Kuningan, is a digital journal based on open access, has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal was founded by the Department of Mathematics Education in Muhammadiyah Kuningan, while this has only been indexed by Google Scholar and iOS National Library. JUMLAHKU has received the title of Sinta 4 accreditation in 2020. JUMLAHKU published scientific articles through digital journals in 2015-2022 with issue volume 1 - volume 8 2022. The period of publication of this journal is every May and November.
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310 Documents
<![CDATA[PENERAPAN MODEL PEMBELAJARAN COOPERATIVE-MEANINGFUL INSTRUCTIONAL DESIGN (C-MID) TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Komariah komariah]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Zuli Nuraeni]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of Cooperative-Meaningful InstructionalDesign (C-MID) Learning Model to Improve Student Mathematical CommunicationSkill. This study aims to examine the improvement of students' mathematicalcommunication skills with Cooperative-Meaningful Instructional Design learningmodel. This research involves experimental class and control class which is takenfrom class VII (Seven) SMP Negeri 4 Kuningan academic year 2016/2017. Theinstruments used in this study are test and questionnaire. Through experimentalmethod of pretest result it is known that the average score of mathematicalcommunication ability of control class is 31,36 while experiment class is 27,15. Andresult of posttest known that average score of communication of control class is 37,17and mean score of mathematical communication of experiment class is 43,08. Fromthe calculation of N-Gain score, the average of experimental class is 0,45 and thecontrol class is 0,26, it shows that after being given treatment of improvement ofmathematical ability of experiment class communication better than improvement ofmathematical communication ability of control class. The improvement ofmathematical communication skills of the experimental class is in the mediumcategory. In addition, from the result of questionnaire of student response, it is knownthat the students showed a positive response to the C- Cooperative-MeaningfulInstructional Design (C-MID) learning model.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS ETHNO MATHEMATICS TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA ]]>
<![CDATA[Jaja Rusja]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Uba Umbara]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Implementation of Contextual Teaching and Learning(CTL) Model Based on Ethno Mathematics on Students' Mathematical CreativeThinking Skill, Mathematics Education Study Program STKIP MuhammadiyahKuningan, 2017. Lack of creative thinking ability in learning process causes thedevelopment of the child's mindset becomes shackled and can decrease the creativityof students, whereas the ability to think creatively mathematically students is one ofthe abilities that must be possessed in learning mathematics. From the results it isknown that the mean of the control class score is 76.24 and the experimental class is81.24. Through t test on the value is known that the value of t count = 2.28. While at5% freedom level is known ttabel = 1,998. From both data we know that thitung>ttabel is 2.28> 1.998, then H1 accepted. This means that the average final test resultbetween the experiment class and the control class is different. This means that afterthe treatment of mathematical creative thinking ability of the experimental classstudents is better than the control class. The ability to think creatively mathematicallyexperimental class students are in the high category.]]>
<![CDATA[PENERAPAN MODL PEMBELAJARAN TREFFINGER DALAM UPAYA PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS SISWA SMP ]]>
<![CDATA[Onah Rohanah]]>;
<![CDATA[Zuli Nuraeni]]>;
<![CDATA[Abdul Rasyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application of Learning Model of Treffinger in Improvement of MathematicalReasoning Ability of Junior High School Students, Mathematics Education StudyProgram (PMTK) STKIP Muhammadiyah Kuningan, 2017. This study aims to examinewhether the improvement of students' mathematical reasoning using Treffingerlearning model is better than improving the ability of mathematical reasoning Studentsusing the direct learning model, examining whether improving students' mathematicalreasoning abilities by using the Treffinger learning model is in the high category, aswell as to examine how students respond to the Treffinger learning model. This type ofresearch is quasi experimental with non-equivalent control group design. The researchvariables consist of one independent variable that is Treffinger learning model and onedependent variable that is students' mathematical reasoning ability. The studypopulation consisted of all students of class VII (Seven) academic year 2016/2017SMP Negeri 4 Kuningan, consisting of class VII-A as experimental class and class VIIC as control class. The study used a description test instrument to evaluate students'mathematical reasoning abilities as well as to use a student response questionnaire tofind out the student's response to the applied learning. To compare the capabilities ofboth classes of researchers using one-way t test for two independent samples. Whileto test the hypothesis about improving the reasoning ability of mathematic researcheruse comparison gain test. The results showed that improving students' mathematicalreasoning ability by using Treffinger learning model is better than direct learningmodel. For the second hypothesis the improvement of the learning model using theTreffinger learning model is not in the high category. For the third hypothesis students'responses show almost entirely positive responses to the Treffinger learning model]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE DALAM UPAYA PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Tina Suci Susilawati]]>;
<![CDATA[Ricki Yuliardi]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Application Of Cooperative Learning ModelType Think Talk Write In An Effort To Increase Mathematical Communication Skill.This study aims to examine the improvement of students' mathematicalcommunication skills with Think Talk Write model. This research involvesexperimental class and control class which is taken from class VII (Seven) SMPNegeri 1 Lebakwangi academic year 2016/2017. From the results of the pre-testknown that mean score of the control class was 9,53 while the experiment class is16,85. While the result of the post-test show that the mean of the control classes skorare 26,12 then the mean of the experiment classes score 29,75. The data that gettingfrom post-test doesn’t come from the normal distribution, so this dara was comparedby using Mann-Whitney (U) test for large samples. From the analyze, we know thatzcount = 0,43 dan ztable = 1,64. From both of data we know that 0,43 < 1,64. It meansthat after treatment the experiment classes student’s of mathematical communicationmore than control classes. The improvement of the mathematical communicationability of the classroom is not in addition to the result of the student responsequestionnaire, it is known that the students show neutral response to the learningmodel Think Talk Write.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA BERBASIS KECERDASAN MAJEMUK ]]>
<![CDATA[Aep Sunendar]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[This article is the result of a study of how to design mathematical learning based onthe combination of each student's intelligence. One important step to achieve successin the learning process is to prepare in advance how a lesson will be implemented.Preparation is done by the teacher by making the planning, preparing step / scenariolearning and prepare the tools, media and assessment needed to support the learningprocess to be implemented. In addition, teachers must also consider the potential ofstudents. One of the potentials of students is the potential of multiple students.Multiple intelligence can be empowered in planning learning to achieve the expectedlearning competencies, including in mathematics learning.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA YANG HUMANISTIK ]]>
<![CDATA[Erik Santoso]]>;
<![CDATA[Attin Warmi]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 3 No 2 (2017): Edisi Vol 3 No 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[The problem of mathematics learning is a hot issue that continues to be a dailyfigure of mathematicians. Mathematics is still a concept or procedure that mustbe understood by the students through the learning done by the teacher in theclassroom. This problem is made into objects in a class rather than a subject inthe class. Therefore it is necessary to update the learning, which the concept isthe student as the subject, that is through the humanistic learning. Thehumanistic lessons of daring whose concepts must be related to the real worldand position the students to be creators in discovering the concept itself. Becausehumanistic learning has to be built a discovery process is part of this learning.Through learning that is able to be active in the learning process and able todevelop the ability to think creatively to be more dynamic. The creative thinkingprocess is important so that students are able to use that ability in everyday life.]]>
<![CDATA[Book of mathematic education (bom-e) : perbedaan peningkatan kemampuan komunikasi matematis siswa ]]>
<![CDATA[Moh Andi Bahtiar]]>;
<![CDATA[Evan Farhan Wahyu Puadi]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 2 (2018): Edisi Vol. 4 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[The purpose of this research is to know if there any difference and improvement of students mathematic communication ability by using learning models Teams Games Tournaments that modified by Gallery Walk between the students who used with the students who didn’t used a media device Book of Mathematic Education (BOM-E). Research method that had been used in this research is quantitative description with experimental method. The population of this research is the students of SMK Yamsik Kuningan Class XI as many as 110 students with the total of sample is 55 students. The experiment class is the students who used learning media device Book of Mathematic Education (BOM-E) and the control class is the students who didn’t used learning media device Book of Mathematic Education (BOM-E). The research intrument that had been used by this research is test instrument in the form of pretest and posttest essay questions. Data analysis techniques used Normality test as a prerequisite test, because there is a data that are not normally distributed so the data processing by non-parametric statistics used Kruskal-Wallis H Test. The result of this research showed that in Kruskal-Wallis H Test produces H values as bis as 30,3030 with Chi Square value as bis as 3,8415 and that means there is a differences of improvements in mathematical communication ability. So it can be concluded that in the application of mathematics learning media device Book of Mathematic of Education (BOM-E) has an influence on the differences in the improvement of students mathematical communication ability where the students who used learning media device Book of Mathematic Education (BOM-E) have a significant increase compared to the students who didn’t used learning media device Book of Mathematic Educationn (BOM-E).]]>
<![CDATA[Upaya meningkatkan kemampuan koneksi melalui pendekatan contextual pada mata pelajaran matematika ]]>
<![CDATA[Cicih Kurniasih]]>;
<![CDATA[Evan Farhan Wahyu Puadi]]>;
<![CDATA[Uba Umbara]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk menguji efektifitas pembelajaran matematika dengan menggunakan pendekatan constextual melalui penelitian tindakan kelas (PTK). PTK ini menyajikan temuan dari penelitian mengenai upaya meningkatkan kemampuan koneksi melalui pendekatan Contextual pada mata pelajaran matematika. Penelitian ini melibatkan kelas tujuh A di SMP Negeri 1 Maleber pada semester genap tahun ajaran 2016-2017. Penelitian menggunakan instrumen tes uraian untuk mengevaluasi kemampuan koneksi matematika siswa serta menggunakan angket respon siswa untuk mengetahui respon siswa terhadap pembelajaran yang diterapkan. Untuk mengetahui kemampuan koneksi matematika siswa, peneliti menggunakan Hasil Belajar Siswa (HBS) yang didasarkan pada Kriteria Ketuntasan Minimum (KKM), dimana KKM yang dipakai adalah 74 . Hasil kemampuan koneksi klasikal siswa perlakuan awal berada pada kategori sangat kurang yaitu sekitar 36.36% dan hasil akhir siklus kedua dan ketiga secara berturutturut adalah 72.72% dan 87.87% yaitu akhir siklus dua berada pada kategori cukup dan akhir siklus tiga pada kategori sangat baik, ini menunjukan adanya peningkatan secara signifikan. Begitupun kemampuan koneksi matematika per indikator mengalami peningkatan. Selain itu dari hasil angket respon siswa, diketahui pada awal siklus pertama respon belajar klasikal siswa hanya mencapai 2.48 yaitu berada pada kategori cukup sedangkan akhir siklus ketiga respon klasikal siswa mencapai 3.43 yaitu berada pada kategori sangat baik. Dari data tersebut bisa disimpulkan bahwa siswa merespon dengan baik terhadap penerapan pembelajaran dengan pendekatan contextual.]]>
<![CDATA[Penerapan media visual dalam upaya meningkatkan minat belajar siswakelas vii mts negeri 1 kuningan pada materi bangun datar ]]>
<![CDATA[Juju Juariah]]>;
<![CDATA[Zuli Nuraeni]]>;
<![CDATA[Ricki Yuliardi]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[The purpose in this research is to know of student respond to medium visual action in mathematic subject studying in order to up student interest in the classroom. The research is conducted through the stage of pre-test and cycle in which the data are collected through tests and analyzed descriptively. The result of the research shows that there is a significant improvement of the students’ interest after they have been exposed with the implementation of visual media presentation. The students’ completeness of the pre-test which is 56% and the average is 73 in Cycle I has increased to 69% with the average 76. The same thing happens to Cycle II in which it increases to 74% with the average of 78. It also happens to the Cycle III in which it increases to 86% and the average is 80. The result of the questionnaire which assesses the aspect of comprehension is 91,7 %. On the other side, the result of the questionnaire which assesses the aspect of the improvement of the students’ interest is 93,5 %. The success of improving the students’ interest is also due to the school facility, the readiness of the researcher, and the condition of the students in the classroom. The result of the research is that the implementation of visual media can increase the students’ interest in learning. The advise can give are the teacher should can to motivation the student with way study diversity in the classroom though student interest to mathematic subject can up more.]]>
<![CDATA[PENERAPAN PENGGUNAAN PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA ]]>
<![CDATA[Amelia Rizki Utami]]>;
<![CDATA[Zuli Nuraeni]]>;
<![CDATA[Inri Rahmawati]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 2 No 2 (2016): Edisi Vol. 2 No. 2 November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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<![CDATA[Amelia Rizki Utami (NIM: 123223004), The application of Open-Ended approach for student’s problem solving skills in mathematical, Study Programme:Educational of math 2016. In math, problem solving skills is the most important. Esspecially when we find the stories task, not a routine task and we can applicate it in daily life or other situation. Student’s skills will be increase if their often faced by problem which is requires understanding of concept, not reminde the finishing procedure. A problem which is requires student’s understanding of concept called as Open-ended. It will be increasing a various aspect of student’s skills. This research is created to find out the application about Open-Ended approach on mathematical problem solving. This is a quantitative research. A subject is student of SMP Negeri 3 Kuningan grade VIII, 2nd semester 2015/2016 educational year. Class VIII D as experimental class and class VIII C as control class. Document is taken by test and form. From analytical result, even the first and last sample normaly distributed and homogen and also before applicating the sample there is no significant differentiation. To find out the difference after apllicating, from both teaching methode using t test. Then, with test criteria thiting > ttabel the result is 2,28 > 2,00. The conclution of teching methode using Open-Ended approach is better than using conventional methode at SMP Negeri 3 Kuningan.]]>
