Garuda - Garba Rujukan Digital

Pengembangan film animasi aritmetika sosial berbasis ekonomi syariah untuk meningkatkan minat belajar siswa MTs Wilda Yumna Safitri; Heri Retnawati; Imam Rofiki
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34581

Penelitian ini bertujuan untuk menghasilkan film animasi aritmetika sosial berbasis ekonomi syariah yang valid, praktis, dan efektif untuk meningkatkan minat belajar siswa. Penelitian pengembangan ini menggunakan model Plomp yang terdiri dari tiga fase, yaitu fase penelitian pendahuluan, fase pembuatan prototype, dan fase penilaian. Uji coba prototype dilakukan kepada 21 siswa kelas VIII MTs di Sidoarjo, Indonesia. Instrumen penelitian terdiri dari lembar validasi ahli untuk menilai kevalidan, angket respons siswa untuk menilai kepraktisan, dan angket minat belajar siswa untuk menilai keefektifan film animasi. Penelitian ini menghasilkan film animasi aritmetika sosial berbasis ekonomi syariah untuk meningkatkan minat belajar siswa MTs terhadap pembelajaran matematika yang terintegrasi dengan ilmu keislaman. Meskipun peningkatan minat belajar siswa masih tergolong rendah, namun secara keseluruhan film animasi yang dikembangkan dinilai valid, praktis, dan efektif, sehingga layak digunakan dalam pembelajaran matematika di MTs. Development of social arithmetic animation film based on sharia economic to increase MTs students' interest in learningAbstractThis study aimed to produce an animated film of social arithmetic based on sharia economics that was valid, practical, and effective to increase students’ interest. The study was development research using Plomp’s model, which consisted of three stages: the preliminary research stage, the prototyping stage, and the assessment stage. Prototype trials were conducted on grade-eight students (n = 21) of MTs (Islamic Junior High School) in Sidoarjo, Indonesia. The instruments consisted of the expert validation sheet to assess the validity, the students' response questionnaire to assess the practicality, and the students' interest questionnaire to assess the effectiveness of the animated film. This study produced an animated film of social arithmetic based on sharia economics to increase MTs students' interest in learning mathematics integrated with Islamic science. Although the increase in student interest in learning was still low, overall, the animated film developed was considered valid, practical, and effective, so it was proper to use in mathematics learning in MTs.

Level kemampuan metakognitif siswa dalam pembelajaran matematika berdasarkan gaya kognitif Nur Eva Zakiah
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.30458

Tujuan penelitian adalah untuk mendeskripsikan level kemampuan metakognitif siswa berdasarkan gaya kognitif (Field Dependent or FD dan Field Independent or FI). Subjek penelitian adalah siswa kelas X (n = 33) salah satu SMA Negeri di Kabupaten Ciamis Provinsi Jawa Barat. Selanjutnya subjek dikelompokkan berdasarkan kategori Kemampuan Awal Matematis (KAM) (tinggi, sedang, dan rendah). Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kuantitatif dan kualitatif. Pengumpulan data menggunakan tes untuk menentukan level kemampuan metakognitif siswa dan Group Embedded Figure Test (GEFT) untuk mengklasifikasikan gaya kognitif siswa. Hasil penelitian menunjukkan bahwa: (1) level kemampuan metakognitif siswa dengan KAM tinggi untuk gaya belajar FD dan FI adalah reflective use; (2) level kemampuan metakognitif siswa dengan KAM sedang dengan gaya kognitif FD adalah strategic use, sedangkan FI adalah reflective use; dan (3) level kemampuan metakognitif siswa dengan KAM rendah dengan gaya kognitif FD adalah aware use, sedangkan FI adalah strategic use. The level of students' metacognitive ability in learning mathematics based on cognitive stylesAbstractThe research objective was to describe the level of students’ metacognitive ability based on cognitive style (Field Dependent or FD and Field Independent or FI). The research subjects were tenth-grade students (n = 33) at a public senior high school in Ciamis Regency, West Java Province. Furthermore, the subjects were grouped based on the Initial Mathematical Ability (IMA) category (high, medium, and low). This research was a descriptive study using quantitative and qualitative approaches. Data collection used a test to determine the level of students’ metacognitive ability and the Group Embedded Figure Test (GEFT) to classify students’ cognitive styles. The results showed that: (1) the level of students’ metacognitive ability with high category of IMA for the cognitive style of FD and FI was reflective use; (2) the level of students’ metacognitive ability with medium category of IMA for the cognitive style of FD was strategic use, while FI was reflective use; and (3) the level of students’ metacognitive ability with low category of IMA for the cognitive style of FD was aware use, while FI was strategic use.

Analisis kemampuan metakognitif siswa SMA kelas XI program IPA dalam pemecahan masalah matematika Sri Suryaningtyas; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.16049

Penelitian ini bertujuan untuk mendeskripsikan kemampuan metakognitif siswa SMA kelas XI program IPA dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian survei yang melibatkan siswa SMA negeri di Kabupaten Kulon Progo dan Gunungkidul. Sampel penelitian adalah 160 siswa kelas XI program IPA yang berasal dari 6 sekolah yang mewakili tiga kategori capaian akademik siswa yaitu tinggi, sedang, dan rendah. Pengambilan sampel menggunakan teknik stratified random sampling. Pengumpulan data dilakukan menggunakan tes dan angket Metacognitive Awarenes Inventory (MAI). Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa 44% siswa mempunyai kemampuan metakognitif tinggi, 10% siswa mempunyai kemampuan metakognitif sedang, dan 46% siswa mempunyai kemampuan metakognitif rendah. Sebagian besar siswa yang mempunyai kemampuan metakognitif tinggi mampu menggunakan kemampuan metakognitifnya selama memecahkan masalah. Tidak semua siswa yang mempunyai kemampuan metakognitif sedang mampu menggunakan kemampuan metakognitifnya selama memecahkan masalah. Hampir semua siswa yang mempunyai kemampuan metakognitif rendah tidak menggunakan kemampuan metakognitifnya selama memecahkan masalah. Secara keseluruhan siswa kurang maksimal menggunakan kemampuan metakognitif selama memecahkan masalah. AbstractThis study aimed to describe the metacognitive abilities of eleventh-grade high school students in the science program in solving math problems. This study was a survey involving public high school students in Kulon Progo and Gunungkidul Regency, Indonesia. The research sample was 160 students from the eleventh-grade science program from 6 public high schools representing three categories of student academic achievement, namely high, medium, and low. The sample was determined using a stratified random sampling technique. Data collection was carried out using a test and Metacognitive Awareness Inventory (MAI) questionnaire. Data were analyzed quantitatively and qualitatively. The results showed that 44% of students had high metacognition abilities, 10% of students had moderate metacognition abilities, and 46% of students had low metacognition abilities. Most students who had high metacognitive abilities were able to use their metacognitive abilities while solving problems. Not all students who had moderate metacognition abilities were able to use their metacognitive abilities while solving problems. Almost all students who had low metacognition abilities didn’t use their metacognitive abilities while solving problems. Overall, students did not use metacognition skills maximally during problem-solving.

High school students’ attitudes toward mathematics and its relation to mathematics learning achievement Khairiani Idris; Khazila Khazila; Agustina Agustina; Lisa Lisa
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.37002

Attitudes toward mathematics have been acknowledged among factors related to students’ mathematics learning achievement. The positive attitudes may decrease when the education level getting higher. This study applied a mixed-method approach to describe students’ attitudes toward mathematics and to analyze the correlation between attitudes toward mathematics and mathematics learning achievement among students in the coastal area of Aceh Province, specifically in Lhokseumawe City and North Aceh Regency. Total of 481 eleventh graders completed attitudes toward mathematics questionnaire online and 19 of them were involved in semi-structured interview. Data of mathematics learning achievement was obtained from students’ scores in their report card of the previous semester. Data analyses were conducted by using Spearman’s correlation and chi-square test. The results of the study revealed that attitudes toward mathematics have a weak negative correlation but significant with mathematics learning achievement. This shows that there is a small percentage of students who have low learning achievement in mathematics tend to have a positive attitude towards mathematics in the high category, while students with high achievement on the contrary. Based on the results of the study, we provide several suggestions regarding learning mathematics and the direction of further research.

Keefektifan model pembelajaran CORE ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa Eka Puspita Sari; Karyati Karyati
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.35487

Penelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak (simple random sampling) sehingga diperoleh kelas VIII B sebagai kelas eksperimen (n = 14) dan kelas VIII D sebagai kelas kontrol (n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.The effectiveness of the CORE learning model in term of mathematical connections skill, mathematical representations skill, and self-confidence of studentsAbstractThis study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student’s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students’ mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students’ connection skills.

Enhancing primary school students' competencies in step by step controllable argumentation using a new learning environment Dekriati Ate
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.35322

For the goal of raising the mathematical performance of students, the quality of teaching has to be improved in the direction that critical thinking and a step-by-step controllable argumentation have to be established. Metacognitive activities of teachers and students can support this. The goal of the design research presented in this paper is to show how metacognitive activities in classroom discussions can be fostered and the mechanisms can be uncovered. For this purpose, on the one hand, a new learning environment - designed for learning addition and subtraction of integers in grade four – has been created. On the other hand, the teacher and the students have been consequently educated to practice new behavior during the lessons. This pilot study is carried out in Sumba, in a regular class, grade four, consisting of 28 students. The lessons had been video graphed; selected pieces of the public discussions have been transcribed. Teacher’s and learners’ utterances and their interplay have been classified using a particular coding system developed for those purposes. The pattern of classifications has been the basis for interpreting the metacognitive-discursive learning culture. One result of the study is that students even in grade four accept such a learning environment; they practice inventing and analyzing strategies in this field of algebra as it would be a game with step-by-step controllable argumentations. After that, an astonishingly short time of educating students to practice metacognitive activities, both in oral discussions as well as in written answers to relevant formulated questions.

Tahap berpikir geometri siswa SMP berdasarkan teori Van Hiele ditinjau dari keterampilan geometri Sdyoko Susanto; Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.17044

Penelitian ini bertujuan untuk mendeskripsikan tahap berpikir geometri siswa SMP menurut teori Van Hiele ditinjau dari keterampilan geometri. Jenis penelitian adalah deskriptif menggunakan pendekatan kualitatif. Sampel penelitian adalah sembilan siswa kelas VIII dari tiga SMP Negeri Kota Sampit yang dipilih menggunakan teknik stratified proportional random sampling dan dilanjutkan dengan purposive sampling. Data penelitian dikumpulkan melalui wawancara mendalam terhadap subyek setelah diberikan tes keterampilan geometri. Teknik analisis data yang digunakan adalah kualitatif secara interaktif maju berkelanjutan di antara pengumpulan data, reduksi data, penyajian data, triangulasi data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa: (1) keterampilan geometri siswa beragam pada tiap tahap berpikir geometri; (2) keterampilan verbal dan keterampilan menggambar merupakan keterampilan yang banyak dikuasai subjek; (3) keterampilan verbal merupakan keterampilan yang paling sulit bagi siswa; (4) tahap berpikir geometri siswa SMP kelas VIII SMP Negeri Sampit adalah 43,6% siswa berada di tahap 0 (visualisasi), 35,1% siswa di tahap 1 (analisis), dan 21,3% siswa di tahap 2 (deduksi informal).AbstractThis study aimed to describe the geometric thinking stages of junior high school students according to van Hiele's theory in terms of geometry skills. This type of research is descriptive using a qualitative approach. The research sample was nine 8th grade students from three public junior high schools in Sampit City, Indonesia, who were selected using a stratified proportional random sampling technique and followed by purposive sampling. Research data were collected through in-depth interviews with subjects after being given a geometry skills test. The data analysis technique was an interactively qualitative, continuous process between data collection, data reduction, data presentation, data triangulation, and concluding. The results of the study revealed that: (1) students' geometry skills varied at each stage of geometric thinking; (2) verbal and drawing were the skills that mastered mainly by subjects; (3) verbal skill was the most difficult for students; (4) the geometric thinking stage of students was 43.6% of students in stage 0 (visualization), 35.1% of students in stage 1 (analysis), and 21.3% of students in stage 2 (informal deduction).

Kesalahan siswa dalam menyelesaikan soal operasi bilangan model ujian negara tingkat SMP Alfha Vionita; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.16447

Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model Ujian Negara (UN) untuk tingkat SMP. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif. Survei dilaksanakan pada siswa SMP kelas IX se-Kabupaten Dharmasraya, Indonesia. Sampel penelitian sebanyak 104 siswa dipilih menggunakan teknik stratified propotional random sampling. Instrumen penelitian menggunakan tes diagnostik berupa soal uraian yang dimodifikasi dari soal pilihan ganda pada UN tingkat SMP. Hasil penelitian menunjukkan bahwa jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model UN untuk tingkat SMP yaitu kesalahan membaca (reading erorrs) sebanyak 30%; kesalahan pemahaman (comprehension errors) sebanyak 40%; kesalahan transformasi (transformations errors) sebanyak 83%; kesalahan keterampilan proses (processing skill errors) sebanyak 85%; dan kesalahan menarik kesimpulan (encoding errors) sebanyak 85%. AbstractThis study aimed to describe the types of students’ errors in solving the number operation problem of the state examination (Ujian Negara or UN) model for the junior high school level. This study was a survey with a quantitative approach. The survey was conducted on ninth-grade junior high school students in Dharmasraya Regency, Indonesia. The number of study samples was 104 students who were selected using the stratified proportional random sampling technique. The instrument used was a diagnostic test in the form of an essay problem which was modified from the multiple-choice national examination test at the junior high school level. The results showed that the types of students’ errors in solving the UN model problem on the topic of number operations were: reading errors (30%); comprehension error (40%); transformations errors (83%); processing skill errors (85%); and encoding errors (85%).

Kemampuan siswa SMP dalam menyelesaikan soal matematika berbasis HOTS Myelnawan Myelnawan; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.16533

Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan kemampuan siswa SMP di Kabupaten Mamuju dalam menyelesaikan soal matematika berbasis Higher Order Thinking Skills (HOTS). Kemampuan siswa dilihat berdasarkan indikator menganalisis, mengevaluasi, dan mencipta. Subjek penelitian adalah 98 siswa SMP di Kabupaten Mamuju, Indonesia, yang berasal dari empat sekolah dengan kategori tinggi. Pengumpulan data menggunakan tes pilihan ganda, tes uraian, dan wawancara untuk menggali informasi lebih mendalam dari siswa. Hasil penelitian menunjukkan bahwa secara umum kemampuan siswa SMP di Kabupaten Mamuju dalam menyelesaikan soal matematika berbasis HOTS berada pada kriteria rendah. Persentase siswa yang mampu menjawab soal untuk indikator menganalisis termasuk pada kriteria sedang. Sedangkan, persentase siswa yang mampu menjawab soal untuk indikator mengevaluasi dan mencipta termasuk pada kriteria sangat rendah.AbstractThis qualitative descriptive study aims to describe the ability of junior high school students in Mamuju Regency to solve mathematics problems based on Higher Order Thinking Skills (HOTS). Students’ abilities were seen based on indicators of analyzing, evaluating, and creating. The research subjects were 98 junior high school students from four high-performance schools in Mamuju Regency, Indonesia. Data collection used multiple-choice tests, essay tests, and interviews to dig deeper information from students. The study results revealed that the overall ability of junior high school students in Mamuju Regency in solving mathematics problems based on HOTS was in the low criteria. The percentage of students who could answer questions for analyzing indicators was included in the medium criteria. Meanwhile, the percentage of students who were able to answer questions for indicators of evaluating and creating was included in the very low criteria.

Kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang Annisa Fitri; Agus Maman Abadi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.17004

Penelitian ini bertujuan untuk mendeskripsikan jenis kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang di Kabupaten Indragiri Hilir. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Sampel penelitian sebanyak 284 siswa SMA kelas XI Program IPA di Kabupaten Indragiri Hilir, Indonesia, yang berasal dari sepuluh sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan menggunakan teknik stratified propotional random sampling. Instrumen yang digunakan berupa tes yang telah divalidasi oleh ahli (expert judgement). Kesalahan siswa dijustifikasi berdasarkan Newman’s errors categories. Hasil penelitian menunjukkan bahwa jenis kesulitan siswa dalam menyelesaikan soal matematika pada materi peluang yaitu kesulitan memahami masalah (comprehension errors) sebanyak 64,1%; kesulitan melakukan transformasi (transformations errors) sebanyak 71,1%; kesulitan keterampilan proses (processing skill errors) sebanyak 89,4%; dan kesulitan menarik kesimpulan (encoding errors) sebanyak 94%. AbstractThis study aimed to describe the types of difficulties high school students in solving mathematics problems on probability material in Indragiri Hilir Regency. This study includes a survey with quantitative and qualitative approaches. The research sample was 284 eleventh-grade high school students in the science program on Indragiri Hilir Regency, Indonesia, from ten schools with high, medium, and low categories. The research sample was determined using a stratified proportional random sampling technique. The instrument used was a test that has been validated by an expert. Students’ errors were justified based on Newman’s errors categories. The results showed that the types of students’ difficulties in solving mathematics problems on the probability material, namely: difficulty in understanding the problem (comprehension errors) as many as 64.1%; difficulty in making transformations (transformation errors) as many as 71.1%; difficulty in process skill (processing skill errors) as many as 89.4%; and difficulty in concluding (encoding errors) as many as 94%.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA