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Jalan Kalimantan No. 37 Kampus Bumi Tegalboto, Jember, Jawa Timur
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KADIKMA
Published by Universitas Jember
ISSN : 20850662     EISSN : 26863243     DOI : -
Core Subject : Education,
Mathematics
KadikmA (p-ISSN: 2085-0662 dan e-ISSN: 2686-3243) adalah jurnal nasional bidang Matematika dan Pendidikan Matematika yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP, Universitas Jember. Kadikma terbit 3 kali dalam setahun pada bulan April, Agustus dan Desember. Jurnal Matematika dan Pendidikan Matematika (Kadikma) berfokus pada penelitian matematika murni, matematika terapan, dan pendidikan matematika melalui artikel yang relevan. Jurnal Matematika dan Pendidikan Matematika (Kadikma) menyambut baik setiap artikel tentang penelitian matematika murni, penelitian matematika terapan, penelitian pendidikan matematika di dalam kelas yang relevan, mengevaluasi dan melaporkan praktik pendidikan guru dalam pembelajaran matematika, meninjau masalah topikal dan melaporkan keberhasilan dalam pendidikan matematika.
Arjuna Subject : Matematika - Matematika Terapan
Articles 16 Documents
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Search results for , issue "Vol 4 No 3 (2013): Desember 2013" : 16 Documents clear
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA POKOKBAHASAN TRIGONOMETRI KELAS XSMA BERSTANDAR NCTM(NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS) N, Indah Syurya; Hobri, H; Kristiani, Arika Indah
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1129

Abstract

Abstract.This research aims to know how the process and the result of developing mathematics learning materials based on NCTM (National Council of Teachers of Mathematics) of trigonometry topic at grade X senior high school. This study developessyllabus, lesson plan,worksheet, evaluation test, and Studentbook.The development mathematics learning materials standardized NCTM. This development model refers to 4-D Thiagarajan and Sammel & Samel models. This four steps are defining step, designing step, developing step, and disseminating step.The product of learning materials development standardized by NCTMfortrigonometry topic has fulfilled the validation criteria, practicability, and effectiveness. Key Words:Learning Materials, NCTM, Trigonometry.
PENERAPAN HYPNOTEACHING DALAM MENGURANGIKESALAHAN SISWA MENYELESAIKAN SOAL PADAPOKOK BAHASAN KUBUS DAN BALOK DI KELASVIII-F SMP NEGERI 7 JEMBER SEMESTER GENAP TAHUN AJARAN 2012/2013 Ramadhan, Dimas Ardiansyah; Susanto, S; Kristiana, Arika Indah
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1137

Abstract

Abstract.The purpose of hypnoteaching method isto make the learning proses more effective and improve the focus of students. This method is also suitable to reduce the student’s mistake in solving problem of cube and cuboid topic. The research subject is VIII-F students of SMP Negeri 7 Jember. The data collection method used in this research isinterview, documentation, observation, and test. The research observed the activity of the teachers and the students. The result shows that the activity of the teachers and the students are significantly increasing. We can conclude that the hypnoteaching method can reduce the students mistake in solving problem of cube and cuboid topic. KeyWords:Hypnoteaching, students mistake, cube and cuboid.
PENERAPAN MODEL COOPERATIVE LEARNING TIPE CO-OP CO-OP DISERTAI METODE EKSPERIMEN UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KELAS VIII PADA MATERI TEOREMA PYTHAGORAS DI SMP NEGERI 2 RAMBIPUJI TAHUN PELAJARAN 2012/2013 Dewi, D; Sugiarti, Titik; Suharto, S
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1130

Abstract

Abstract. The goals of this research were: (1) to describe the application of cooperative learning model by co-op co-op type with experiment method to increasethe activity and the result of student learning at 8th Junior High School 2 Rambipuji; (2) to describe the improvement of students learning activitiesat 8th Junior High School 2 Rambipuji; (3) to describe improvement of achievement at 8th Junior High School 2Rambipuji. The type of this research was Classroom Action Research. The research methodology of this study used Hopkins scheme model which is spiral shaped. Data collection method of this research used observation, documentation, interview, and test. The data analysis used: (1) the percentage of students learning activities; (2) the percentage of achievement. This research was done through two cycles and there was two meeting in every cycle. The percentage classically of achievement in first cycle was 84,09%. The percentage of students learning activities at first cycle was 72,21% and it involved in active category. In the second cycle, percentage classically of achievement was coming high become 86,36% and the percentage of students learning activities at second cycle was 75,81% and it involved in active category. Key Words : Cooperative Learning Model, Co-op Co-op Type, Experiment Method
PENERAPAN MODEL EXPERIENTAL LEARNING UNTUK MENINGKATKAN HASIL BELAJAR POKOK BAHASAN UNSUR LINGKARAN SISWA KELAS VIII SMP SALAFIYAH MIFTAHUL HUDA JENGGAWAH TAHUN AJARAN 2012/2013 Azizi, Alfan; Susanto, S; Pambudi, Didik Sugeng
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1138

Abstract

Abstract. One of the factors that caused students less comprehension to subject material is students were not guided to find the concepts of taught material. During this time, most of the teachers more used Classical Learning by using Tutorial Method and Cooperative Learning Model that only applied Discussion and Question Answer Method without guided the students to find the concepts of the taught material. Experiential Learning model is one of the learning model that can be used to overcome the problem. This learning model consists of four steps. The steps are Concrete Experience (CE), Reflection Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). This research design was Classroom Action Research (CAR) used two cycles. Every cycle consists of twice learning and once test in the last. The research that had been done in SMP Salafiyah Miftahul Huda Jenggawah Jember showed that the students learning achievement on Circle Elements theme used the implementation of Experiential Learning Model got increased. Key Words : Experiential Learning Model, Learning Achievement, Circle Elements
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MODEL MISSOURI MATHEMATICS PROJECT(MMP) BERBANTUAN MEDIA PEMBELAJARAN E-LEARNING MOODLE PADAPOKOK BAHASAN FUNGSI KOMPOSISI DAN FUNGSI INVERS KELAS XI IPS SEMESTER GENAPTAHUNAJARAN2012/2013 Athoillah, M. Wildan; Dafik, D; Hobri, H
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1131

Abstract

Abstract.The use of ICT in Indonesianeducation especially in the field of mathematics is less optimal. It would require the development of materials that use e-learning to facilitate students in learning. The device was developed by a model of learning missourimathematics project (MMP). The developments of material methods are using the method of Thiagarajan, Semmel and Semmel. Based on the results of the expert appraisal, validity coefficient of lesson plans,worksheets,student books, THB and e-learning in a row is 0.94; 0.96; 0.90; 0.93 and 0.92 which means the device is already valid. Observations of teachers in managing the learning ability, the percentage of student activity, student questionnaire responses, student self-assessment questionnaires and tests learning outcomes showed that the device is practical and effective. Key Words :Missouri Mathematics Project,Learning device, E-learning, Moodle.
PENERAPAN MODEL PEMBELAJARAN ARIAS(ASSURANCE, RELEVANCE, INTEREST, ASSESMENT, SATISFACTION) UNTUK MENGURANGI KESALAHAN MENYELESAIKAN SOAL KELILING DAN LUAS BANGUN DATAR SISWA KELAS X SMK NEGERI 1 JEMBER TAHUN AJARAN2012/2013 Juhayla, Azmy; Hobri, H; Sugiarti, Titik
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1139

Abstract

Abstract.ARIASlearning modelis a cooperative learning which consist five components. They are Assurance, Relevance, Interest, Assesment, Satisfaction. The purpose of this research are knowing application of ARIAS learning model to reduce errors of solving perimeter and area of plane problems.The kind of this research is about PTK usingqualitative approach. The method to collected data in this research usedobservation method, interview, and test. This research was conducted at SMK Negeri 1 Jember which the subject of research are students of X AP 1class academic year 2012-2013. The data of research are students’ activities and errorsof solving perimeter and area of plane problems. In the beginning of test, total precentage of students’ mistake is 98,11% with average precentage of mistake is 19,62%.In the test 1, total precentage of students’ mistake is 97,64% with average precentage of mistake is 19,53%,but at the end of test 1 there is increasing in some kind of mistakes. At the end of test 2, total precentage decreased until 45,95% with average precentage is 9,19%. Analysis of percentage of errors conclude the application of ARIAS learning model can reduce errors of solving perimeter and area of plane problems. Key Words: ARIAS learning model, errors, plane.
PENERAPAN PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) DENGAN AUTHENTIC ASSESSMENT UNTUK MENINGKATKAN HASIL DAN AKTIVITAS BELAJAR PADA MATERI LUAS PERMUKAAN PRISMA DAN LIMAS SISWA KELAS VIII SMP NEGERI 1 JEMBER SEMESTER GENAP TAHUN AJARAN 2012 Yuniar, Devi; Hobri, H; Sugiarti, Titik
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1132

Abstract

Abstract. In mathematics learning, the scoring method used was still dominated by one scoring method which only measure the students’ factual knowledge. Thus, the scoring method should be integrated in the teaching learning process, not merely on the result of learning it self. This research was conducted to improve the grade VIII-I student’s learning achievement and their active participation through the implication of Team Games Tournament (TGT) method of cooperative learning type with authentic assessment on the surface area of the prism and pyramid at SMPN 1 Jember in the 2012/2013 academic year. The research design was Classroom Action Research (CAR), and the data collecting method used was observation, test, interview, and documentation. From the actions implemented in each cycle, it was proved that the students’ score improved from 74,68% in Cycle 1, to 80,76% in Cycle 2. Thus, the average percentage of the second cycle was 76,32% and it fulfilled the research criteria, it showed that the implication of TGT can improve the students’ learning achievment and their active participation. Key Words : TGT, authentic assessment, surface area of the prism and pyramid
PENERAPAN STRATEGI PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN AUTHENTIC ASSESSMENT UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PADA SUB-POKOK BAHASAN LOGIKA MATEMATIKASISWA KELAS X SMA NEGERI 1 TANGGUL JEMBER SEMESTER GENAP TAHUN AJARAN 2011/2012 Rahman, Nikita; Sugiarti, Titik; Suharto, S
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1140

Abstract

Abstract. The learning strategy is one of cause influenced the student’s learning completion. It means that to reach high teaching quality, all studies, especially math, should be organized with the right organizing strategy, then explained to the students with the right strategy. One of the learning strategy which make the students learning desire grow by activating all student’s potential in visual, auditory, or kinesthetic were think talk write learning strategy with authentic assessment. The type of this research was classroom action research. The research aimed to find out the student’s activity, student’s learning completeness, and student’s respond to think talk write learning strategy. While the objects were students of X-1 Grade SMAN (Junior High School) 1 Tanggul Jember Residence with 40 students amount. The results of applied research after think talk write learning strategy with authentic assessment the average student in the first cycle with 82 reaching 92,5% completeness, where there are 37 students who completed and 3 students did not complete. Then proceed to the second round, second round results on the average value of 84,75 students to reach 100% completeness. Based on the success criteria for this study that at least 75% of the entire class of students there is scored 75-100 or completeness reach 75% -100%. Therefore, it is associated with learning the completeness criteria, the results of this study meets these criteria. It can be concluded that the application of think talk write learning strategy with authentic assessment can improve student learning outcomes in math study in SMAN (Junior High School) 1 Tanggul Jember. Key Words : Think Talk Write Learning strategy, Aunthentic Assessment, Student’s Learning Completeness, Learning Strategy, Think Talk Write Implementation.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS REALISTIC MATHEMATICS EDUCATION DENGAN SETTING KOOPERATIF TIPE TWO STAY TWO STRAY POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA VARIABEL KELAS VIII N.L.H, Dzurratul Wasi’ah; Trapsilasiwi, Dinawati; Kristiani, Arika Indah
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1133

Abstract

Abstract. The purpose of this research is to know process and result of Development of Mathematics Learning Instruments Based on Realistic Mathematics Education by Setting of Cooperative Two Stay Two Stray for System of Linear Equation in Two Variables topic at eigth grade of Junior High School. Learning instruments development model refers to Plomp models. The research has product namely lesson plan, student book, worksheet, and evaluation test. The products refer to steps of Realistic Mathematics Education and phases of Two Stay Two Stray. Based on validation process and tryout of learning instruments, it can be concluded that the learnig instruments have satisfied of the validaty, practice, and effective criteria. Key Words : Mathematics Learning Instruments, Realistic Mathematics Education, Two Stay Two Stray, System of Linear Equation in Two Variables, Plomp Models.
PENERAPAN PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN HASILBELAJAR POKOK BAHASAN TEOREMA PHYTAGORAS PADA SISWA KELAS VIIID SEMESTER GANJIL SMPN 1 PAKUSARI TAHUN AJARAN 2012/2013 Prihartanto, Y. Danni; Trapsilasiwi, Dinawati; Setiawan, Toto' Bara
Kadikma Vol 4 No 3 (2013): Desember 2013
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v4i3.1141

Abstract

Abstract.Group Investigationis one of thecooperative learning modelthat helpstudents to solvemathematics problemsin groups.The learning purposesof this researchare, (1)How dothe application ofcooperative learning modelGroup Investigationtype, (2) How dostudent activityby usingcooperative learning modeltypeGroup Investigation, (3)How do the student learningachievement student after join cooperative model Group Investigation type.This research usedtwolearningcycle. where thelearning result of first cycle88.57% andfor the second cycle is 94.29% forthe secondcycle. It can be concluded that the cooperative learning of Group Investigation type can be improve students achievement. Key Words : InvestigationGroup, Cooperative Learning, Mastery Learning.

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