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Jurnal Karya Pendidikan Matematika

JPMat
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Published by Universitas Muhammadiyah Semarang

ISSN : 23392444 EISSN : 25498401 DOI : https://dx.doi.org/10.26714/jkpm

Core Subject : Education,

Education Mathematics

JKPM | Jurnal Karya Pendidikan Matematika | P-ISSN: 2339-2444 E-ISSN: 2549-8401 is peer reviewed journal that contains the work of the field of educational research or teaching mathematics, mathematics, mathematical applications, mathematical computerization and models of mathematics education in the learning process. JKPM published twice a year, every April and September.

Arjuna Subject : Matematika - Matematika (Lain-Lain)

Articles 271 Documents

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ETHNOMATEMATIKA PENDIDIKAN DASAR Edi Prayitno; Lusi Rachmiazasi; Sri Kadarwati
Jurnal Karya Pendidikan Matematika Vol 4, No 2 (2017): Jurnal Karya Pendidikan Matematika Universitas Muhammadiyah Semarang
Publisher : Universitas Muhammadiyah Semarang

Rasa percaya diri merupakan salah satu modal keberhasilan siswa dalam belajar. Rasa percaya diri bisa tumbuh bila materi pembelajaran bukan materi yang baru bagi siswa. Ethnomatematika merupakan sarana menumbuhkan rasa percaya diri siswa dalam belajar matematika. Ethnomatematikadi sekolah dasar dikembangkan melaluitutorial mata kuliah Pendidikan Matematika 2 bagi mahasiswa FKIP Universitas Terbuka. Model ini dikembangkan pada tahun 2017 dengan para tutor Program Studi S1 PGSD Pokjar Kota Semarang sebagai sampelnya.Tutorial dilaksanakan secara terpadu antara praktik bermain Sundamanda dan berlatihinteraktif berbasis mobilelearning. Tutorial ini dimaksudkan untuk membuka potensi mahasiswa sebagai calon guru untuk selalu mempertimbangkan pengetahuan yang muncul dan berkembang di masyarakat sebagai kearifan lokal. Melalui tutorial ethnomatematika, para mahasiswa membiasakan diri mengaitkan matematika dengan budaya lokal dan memanfaatkan mobilelearning. Kata-kata Kunci: Ethnomatematika, Sundamanda, Interaktif, Kearifan Lokal. ABSTRACT Confidence is one of the keys to success in learning. Confidence can grow when learning materials are not unfamiliar material for students. Ethnomatematics is a means of fostering students' confidence in learning math. In this study Ethnomatematics in elementary school is developed through thetutorialof Pendidikan Matematika 2 forstudentsof FKIP,Indonesia Open University. This model was developed in 2017 with the tutors of S1 PGSD Pokjar Semarang as the sample. The tutorial is implemented in an integrated model between Sundamanda playing practice and interactive practice based on mobile learning. This tutorial is intended to open the potential of students as prospective teachers to always consider the knowledge that emerged and developed in the community as a local wisdom. Through ethnomatematics tutorials, students familiarize themselves with linking mathematics with local culture and utilizing mobile learning. Key Words: Ethnomatematics, Sundamanda, Interactive, Local Wisdom

EVALUASI PELAKSANAAN TUTORIAL TATAP MUKA MATAKULIAH MATEMATIKA PADA UPBJJ-UT SEMARANG Eko Andy Purnomo; hascaryo pramudibyanto; Enny Dwi Lestariningsih
Jurnal Karya Pendidikan Matematika Vol 4, No 1 (2017): Jurnal Karya Pendidikan Matematika
Publisher : Universitas Muhammadiyah Semarang

Pembelajaran di Universitas Terbuka (UT) menganut Sistem Belajar Jarak Jauh (SBJJ) yang mengedepankan kemandirian dan pembelajaran orang dewasa. Ciri utama sistem SBJJ antara mahasiswa dan dosen tidak bisa berinteraksi fisik secara langsung, yang menjadi jembatan adalah tutor. Melalui kegiatan Tutorial Tatap Muka (TTM) diharapkan dapat membantu mahasiswa dalam memahami materi yang ada. Kualitas tutor dan pelaksanaan TTM menjadi kunci utama dalam keberhasilan mahasiswa dalam belajar. Salah satu kegiatan TTM adalah pada matakuliah Matematika. Pada matakuliah Matematika mahasiswa dituntut dapat menguasai materi dengan pokok bahasan yang banyak dan cukup sulit. Matakuliah Matematika ini mempunyai bobot 4 sks dan tersebar dalam 12 modul. Sehingga diperlukan evaluasi pelaksanan TTM pada matakuliah Matematika untuk meningkatkan kualitas tutor dan TTM. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan TTM pada matakuliah Matematika. Metode penelitian ini menggunakan metode penelitian survei deskriptif, dengan sampel sebanyak 100 orang yang tersebar setiap kabupaten pada UPBJJ UT Semarang. Berdasarkan hasil penelitian pelaksanaan TTM pada matakuliah Matematika diperoleh kesimpulan sebagai berikut 1). evaluasi pelaksanaan TTM rata-rata skor yang diperoleh pada tahap awal sebesar 3,48, tahap inti 3,41 dan tahap akhir 3,46. Secara keseluruhan rata-rata skor adalah 3,44, 2). evaluasi pelaksanaan TTM secara keseluruhan dalam kategori sangat baik. Melalui penelitian ini diharapkan untuk pelasanaan TTM pada matakuliah Matematika lebih baik sehingga hasil belajar mahasiswa semakin meningkat.

PENINGKATAN KETRAMPILAN PROSES MAHASISWA MELALUI PENDEKATAN REALISTIK DAN E-LEARNING Iswahyudi Joko Suprayitno; Abdul Rohman
Jurnal Karya Pendidikan Matematika Vol 5, No 2 (2018): Jurnal Karya Pendidikan Matematika Volume 5 Nomor 2 Tahun 2018
Publisher : Universitas Muhammadiyah Semarang

AbstractProses belajar mengajar dalam dunia pendidikan merupakan suatu sistem yang menumbuhkan kemauan seorang pengajar untuk melakukan pengelolaan pengajaran secara keseluruhan. Dalam proses belajar mengajar dosen menempati kedudukan sangat sentral, sebab peranannya sangat menentukan. Dosen harus mampu menterjemahkan dan menjabarkan isi yang terdapat dalam kurikulum, kemudian mentransformasikan isi tersebut kepada mahasiswa melalui proses belajar mengajar. Lepas dari hal tersebut, peningkatan dan pengembangan mutu pendidikan selalu diharapkan. Oleh karena itu, cara peningkatan dan pengembangannya pun merupakan masalah bagi kita semua. Baik pemerintah, masyarakat, maupun masing-masing individu harus merasa berkewajiban menanggungnya.Dalam belajar, ilmu pengetahuan dan teknologi besar sekali peranannya untuk memajukan suatu negara. Untuk menjadi negara yang maju, maka bangsa itu harus cerdik, pandai dan banyak pengetahuannya, baik ilmu pengetahuan sosial, ilmu pengetahuan alam, pengantar probabilitas dan ilmu pengetahuan lain yang sifatnya ketrampilan. Tanpa mengesampingkan pengetahuan yang lain, peranan pengantar probabilitas kiranya sangat penting dan perlu penanganan yang serius. Pengantar probabilitas merupakan disiplin ilmu yang mempunyai sifat khas dibandingkan dengan disiplin ilmu-ilmunya. Oleh karena itu, kegiatan belajar dan mengajarnya diperlukan suatu metode, mengingat mahasiswa yang berbeda-beda tingkat kemampuannya.Pengantar probabilitas timbul karena pikiran-pikiran manusia yang berhubungan dengan ide, proses dan penalaran. Pembelajaran pada materi tersebut masih menggunakan metode ekspositori. Di dalam penelitian ini, akan digunakan model Realistic Matematics Education (RME) dengan berbantuan e-learning. Penelitian ini untuk meningkatkan keterampilan proses mahasiswa dalam mata kuliah pengantar probabilitas dengan model RME berbantuan e-learning.

PROFIL BERPIKIR SISWA SMP DALAM MEMECAHKAN BANGUN RUANG LIMAS BERDASARKAN TEORI BRUNER Lia Septy Nirawati; Heri Cahyono
Jurnal Karya Pendidikan Matematika Vol 6, No 1 (2019): Jurnal Karya Pendidikan Matematika Volume 6 Nomor 1 Tahun 2019
Publisher : Universitas Muhammadiyah Semarang

This study aims to determine the profile of students' thinking in solving mathematical problems and to find out the results of the application of Brunerd's theory in solving the problem of building a Limas room in junior high school students.Retrieval Techniques The subjects in this study were seen from the results of tests with high, medium, low categories. High categories were seen from the test results if the answers to the tests were all correct, the categories were seen from the test results if the answers to the tests still had errors, while the categories were low seen from the test results if the answer to the test is still wrong. This technique is used because researchers have a specific purpose for several considerations, namely to find out whether the application of bruner theory can be applied in mathematics subjects, considering that mathematics is considered a difficult subject for students. The subjects of this study were 6 students. Data collection techniques in this study used test, interview and documentation methods while the data validity techniques in this study used triangulation techniques which included 3 elements, namely sources, methods, theories. In this study researchers used data analysis techniques with 3 components, namely: data reduction, data presentation, conclusion drawing.The results showed that subjects with a high category tended to have high-thinking profiles, they had no difficulty in doing tests and interviews. The subjects with the medium category were more likely to have thinking profiles, while they had a little difficulty in doing tests and interviews, while the subjects with the lower category were more likely to have low-thinking profiles, they had difficulty doing tests and interviews. This is what causes a difference between them. Based on the discussion, it can be concluded that junior high school students in their profile think in solving problems in the building of a limiter junior high school students are able to describe the building of Limas space means that SMP students are able to understand pyramid material shown to the sensitivity of students in learning to build Limas space so that junior high school students in their imagination are able to mention 1 example of a pyramid building and all junior high school students are able to mention the types of Limas indicated by the independence of junior high school students who are able to mention various types of building> 1 in terms of bases, and junior high students are able to say> 1 element the building elements of the Limas space means that junior high school students are able to understand the pyramid material shown to the sensitivity of junior high school students to be able to mention the Limas parts properly and correctly.

PENGARUHKECERDASAN EMOSIONAL TERHADAP KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI Siti Mutmainah
Jurnal Karya Pendidikan Matematika Vol 5, No 1 (2018): Jurnal Karya Pendidikan Matematika Volume 5 Nomor 1 Tahun 2018
Publisher : Universitas Muhammadiyah Semarang

ABSTRACTThe aim of this study is to know the effect ofemotional quotienttowardhigh order mathematical thinking skill students of Universitas Nahdlatul Ulama Lampung. This research is a quantitative research. The technique of collecting data is test in the form of essay test. The population of this study is allstudents of the sixth semester of Mathematics Education studyprogram inUniversitas Nahdlatul Ulama Lampung consisting of 60 students. The sample in this research is 40 students of Mathematics Education Study Program. The collecting data instrument is the instrument of high order mathematical thinking skillstudent and emotional quotient questionnaire instrument. The validity of the test instrument and questionnaire was performed by the validator, the test reliability was tested by the KR-20 formula and the questionnaire reliability was tested by the Alpha formula. The result of analysis concluded thatthe result of student highemotional quotient have betterhigh order mathematical thinking skill with student moderate and low emotional quotient, student moderate emotional quotient have betterhigh order mathematical thinking skill with student low emotional quotient.Key Words: Emotional Quotient, High Order Mathematical Thinking Skill

PENGARUHPENGGUNAAN MODEL PEMBELAJARAN ADVANCE ORGANIZER TIPE EXPOSITORYTERHADAP HASIL BELAJARMATEMATIKA SISWA KELAS X SMA PGRI METRO Juitaning Mustika
Jurnal Karya Pendidikan Matematika Vol 6, No 1 (2019): Jurnal Karya Pendidikan Matematika Volume 6 Nomor 1 Tahun 2019
Publisher : Universitas Muhammadiyah Semarang

The learning outcomes of class X SMA PGRI METRO students based on the Pre-survey results are still many who have not met the Minimum Completion Criteria (KKM) ≥ 65. In the learning process students are less active to ask questions and less accustomed to collaborating with other friends. One alternative learning is to use an advanced expository type organizer learning model. the advanced organizer type expository learning model is a learning model that directs students to the material they are going to learn by recalling concepts related to the previous material so that students are able to discover new knowledge by expanding the understanding of the basic concepts of students. So the purpose of this study was to determine the effect of using an expository type advanced organizer learning model on the learning outcomes of class X SMAPGRI Metro. This study uses a QuasiExperimental Design research design. The quasi-experimental design used in this study is Nonequivalent Control Group Design. The data obtained were analyzed descriptively statistically. The subjects of this study were the eleventh grade students of SMAPGRI Metro which numbered 26 students. The results showed that t count> t table is 6.802> 2.056 so that it rejects the null hypothesis (H_0). Based on the results of the study it can be concluded that: the advance organizer type expository learning model has an influence on student learning outcomes.

PENINGKATAN HASIL BELAJAR MATERI TURUNAN FUNGSI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA SISWA KELAS XI IS 2 SMA N 15 SEMARANG SEMESTER 2 TAHUN PELAJARAN 2015/2016 Sri Purwaningsih
Jurnal Karya Pendidikan Matematika Vol 3, No 2 (2016): Jurnal Karya Pendidikan Matematika
Publisher : Universitas Muhammadiyah Semarang

Sampai saat ini masih banyak guru yang menerapkan pembelajaran konvensional. Pembelajaran konvensional tersebut mengakibatkan siswa tidak termotivasi, sehingga berimbas keaktifan dalam pembelajaran rendah. Motivasi dan keaktifan yang rendah menjadikan hasil belajar yang tidak maksimal. Salah satu solusi untuk meningkatkan motivasi, keaktifan dan hasil belajar adalah dengan penerapan model pembelajaran kooperatif tipe STAD. Tujuan penelitian adalah meningkatkan keaktifan, motivasi dan hasil belajar siswa bagi siswa kelas XI IS2 SMA Negeri 15 Semarang pada semester II tahun pelajaran 2015/2016. Penelitian tindakan kelas ini dilaksanakan pada siswa kelas XI IS2 SMA Negeri 15 Semarang. Penelitian ini menggunakan metode penelitian tindakan kelas dengan 2 siklus dan setiap siklus terdiri dari 4 tahap yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Metode pengumpulan data dengan pengamatan, angket dan tes hasil belajar. Hasil penelitian menunjukkan adanya peningkatan keaktifan, motivasi dan hasil belajar siswa. Pada siklus 1 keaktifan siswa sebesar 81 dan Siklus 2 meningkat menjadi 85. Pada siklus 1 motivasi siswa sebesar 79, dan Siklus 2 motivasi meningkat menjadi 83. Hasil belajar siswa juga meningkat dari siklus 1 sebesar 79 dan siklus 2 sebesar 83 dengan KKM yang ditetapkan yaitu 78. Ketuntasan siswa pada siklus 1 sebesar 84% tuntas dan pada siklus 2 terdapat 89% tuntas. Berdasarkan hasil penelitian diharapkan guru dapat menerapkan model pembelajaran kooperatif tipe STAD untuk meningkatkan motivasi, keaktifan dan hasil belajar.Kata kunci: Hasil belajar, Keaktifan, Model pembelajaran, Motivasi, STAD

PENGARUH KECERDASAN INTRAPERSONAL DAN KEAKTIFAN BELAJAR MAHASISWA TERHADAP HASIL BELAJAR Siti Qomariyah
Jurnal Karya Pendidikan Matematika Vol 5, No 1 (2018): Jurnal Karya Pendidikan Matematika Volume 5 Nomor 1 Tahun 2018
Publisher : Universitas Muhammadiyah Semarang

AbstractThe purpose of this study is to know: (1) Which gives better results, students with high intrapersonal intelligence, moderate, or low, (2) Which gives better results, students with high learning activity, moderate, or low, (3) whether there is interaction between intrapersonal intelligence with students' learning activity toward student learning outcomes. This research is a quantitative research. Technique of collecting data by using test in the form of essay test. The population of this study is all students of Mathematics Education Studies STKIP Tunas Palapa consisting of 49 students. The sample in this research is 40 students of Mathematics Education Study Program which randomly selected from 43 students who take Geometry Analytic Space course. Instruments used to collect data is the instrument of student learning outcomes, intrapersonal intelligence questionnaire instrument and questionnaire of student learning activeness. The validity of the test instrument and questionnaire was performed by the validator, the test reliability tested by the KR-20 formula and the questionnaire reliability was tested by the Alpha formula. Prerequisite test used normality test, homogeneity test. While the hypothesis test using anava three way with unequal cells continued double comparation test.From result of analysis concluded that: (1) result of student learning intrapersonal high intelligence better with student with moderate and low intrapersonal intellegence but mahasiwa with intrapersonal intellegence have same result with student with low intrapersonal intellegence, (2) result of student learning having low learning activeness as well as students who have a lively learning activity, but students who have high learning activeness better with students who have the activity of learning medium and low, (3) students with each level of intrapersonal intelligence and liveliness learning to give the same results.Key Words: Intrapersonal Intelligence, Activity Student Learning and Learning Outcomes.

PENGARUH PENDEKATAN PROBLEM POSING DAN CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA BAGI SISWA SMA Widha Nur Shanti; Dyahsih Alin Sholihah; Ahmad Anis Abdullah
Jurnal Karya Pendidikan Matematika Vol 5, No 2 (2018): Jurnal Karya Pendidikan Matematika Volume 5 Nomor 2 Tahun 2018
Publisher : Universitas Muhammadiyah Semarang

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH TRIGONOMETRI DITINJAU DARI KOMPETENSI PENGETAHUAN Anwas Mashuri; Arum Dwi Rahmawati; Heri Cahyono
Jurnal Karya Pendidikan Matematika Vol 6, No 2 (2019): Jurnal Karya Pendidikan Matematika Volume 6 Nomor 2 Tahun 2019
Publisher : Universitas Muhammadiyah Semarang

This study aims to determine the ability of verbal, visual, and symbolic mathematical representations in solving trigonometric problems. The subjects of this study were students of class XII IPA 1 Ngawi High School. This study uses a qualitative method. The data validation used in this study uses the time triangulation method. Analysis of the data used uses the stages of Huberman and Miles. The results of this study indicate that participants answered not only based on the numbers given, but also used the definition of trigonometric ratios on verbal representation. On the other hand, the subject is able to determine the position of the object to be observed. However, the subject failed to determine the direction of the depression angle in the sketch made on the visual representation. Failure to determine the direction of the angle of depression causes errors in using mathematical equations correctly. Finally, participants did not succeed in using mathematical equations correctly in symbolic representations. Based on some of the explanations above, we can recommend the importance of translation between mathematical representations and mathematical problems, as well as translations between mathematical representations (verbal, visual, and symbolic) in learning mathematics in class

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Abdul Aziz

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abdulazizrbg@gmail.com

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+6285225053968

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jkpm@unimus.ac.id

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Kota semarang,

Jawa tengah

INDONESIA