AKSIOMA: Jurnal Program Studi Pendidikan Matematika
AKSIOMA JOURNAL, e-ISSN: 2442-5419, p-ISSN: 2089-8703 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and IslÄmic studies in the field of science Mathematics Education. AKSIOMA JOURNAL published two times a year, the period from January to June and July to December, published by the Scientific Publication Unit FKIP University of Muhammadiyah Metro.
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<![CDATA[MATHEMATICS LEARNING ACHIEVEMENT: DISCOVERY LEARNING COLLABORATION THINK PAIR SHARE VIEWED FROM REASONING ]]>
<![CDATA[Anggoro Yugo Pamungkas]]>;
<![CDATA[Sugiman Sugiman]]>;
<![CDATA[Nining Setyaningsih]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3177
<![CDATA[This study aims to (1) analyze Discovery Learning Setting Think Pair Share on mathematics learning achievement, (2) analyze the level of students 'reasoning towards mathematics learning achievement, and (3) determine the interaction of Discovery Learning Setting Think Pair Share and the level of students' reasoning on mathematics learning achievement. This type of research uses quantitative research with a quasi-experimental design. All grade VIII students of State Junior High School 1 Sambi were the population of this study. The sample in this study consisted of two classes, 31 experimental and 32 control students, with a sampling technique using cluster random sampling. Data collection techniques using documentation, tests, and questionnaires. The data analysis technique used the ANOVA technique. Two ways with different cells. The results of the study with a significance level of 5% are (1) there is a good effect using Discovery Learning Setting Think Pair Share on students 'mathematics learning achievement, (2) there is a good effect of reasoning on students' mathematics learning achievement, and (3) there is no interaction between Discovery Learning. Think Pair Share setting and students' reasoning. Therefore, it is concluded that mathematics learning achievement can be influenced by Discovery Learning Setting Think Pair Share and reasoning. Keywords: Discovery learning setting think pair share; mathematics learning outcomes; reasoning. AbstrakPenelitian ini bertujuan untuk (1) menganalisis Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika, (2) menganalisis tingkat penalaran siswa terhadap prestasi belajar matematika, dan (3) mengetahui interaksi Discovery Learning Setting Think Pair Share dan tingkat penalaran siswa terhadap prestasi belajar matematika. Jenis penelitian menggunakan penelitian kuantitatif dengan desain quasi experiment. Seluruh siswa kelas VIII SMP Negeri 1 Sambi menjadi populasi penelitian ini. Sampel dalam penelitian ini terdiri dari dua kelas dengan 31 siswa eksperimen dan 32 siswa kontrol, dan pengambilan teknik sampling menggunakan cluster random sampling. Teknik pengumpulan data menggunakan metode dokumentasi, tes dan angket. Teknik analisis data menggunakan teknik ANAVA dua jalan dengan sel tak sama. Hasil penelitian dengan tingkat signifikansi 5% adalah (1) ada pengaruh baik menggunakan Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika siswa, (2) ada pengaruh baik penalaran terhadap prestasi belajar matematika siswa, dan (3) tidak ada interaksi antara Discovery Learning Setting Think Pair Share dan penalaran siswa. Oleh karena itu, disimpulkan bahwa prestasi belajar matematika dapat dipengaruhi oleh Discovery Learning Setting Think Pair Share dan penalaran. Kata Kunci: Discovery learning setting think pair share; penalaran; prestasi belajar matematika.]]>
<![CDATA[DEFRAGMENTATION THINKING STRUCTURE TO OVERCOME ERRORS IN ADDRESSING MATHEMATICAL PROBLEM ]]>
<![CDATA[Andriani, Siti Puri]]>;
<![CDATA[Triyanto, Triyanto]]>;
<![CDATA[Nurhasanah, Farida]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3441
<![CDATA[This research is intended to describe students' procedural errors in solving problems derivative of algebraic functions and efforts to overcome these errors by using the defragmentation process. Error analysis is carried out based on the procedural error theory based on Elbrink which includes the following aspects of errors: 1) Mis-identification; 2) Mis-generalization; 3) Repair Theory; and 4) Overspecialization. The subjects in this study are students of class XII MIPA Islamic State Senior High School (MAN) 3 Tulungagung taken from snowball random sampling. In taking the subject, the researchers select one of the students who make procedural errors by considering the completeness of the students when solving the given problems based on the problem-solving phase according to Polya. Based on the results of this study, it is found that the procedural errors made by the students are repair theory errors and overspecialization. The defragmenting process to correct these errors is intended to provide dis-equilibration and scaffolding. The results after the defragmenting process are the students can correct their mistakes and the structure of their thinking.Keywords: Defragmenting structure thinking; derivative algebraic functions; problem solving; procedural errors. AbstrakPenelitian ini bertujuan untuk menggambarkan kesalahan prosedural siswa dalam menyelesaikan masalah turunan fungsi aljabar dan upaya untuk mengatasi kesalahan tersebut dengan menggunakan proses defragmenting. Analisis kesalahan dilakukan berdasarkan konsep teori kesalahan prosedural menurut Elbrink yang mencakup aspek kesalahan sebagai berikut: Mis-identificstion; 2) Mis-generalization; 3) Repair Theory; dan 4) Overspecialization. Subjek dalam penelitian ini adalah siswa kelas XII MIPA MAN 3 Tulungagung yang diambil secara snowball random sampling. Dalam pengambilan subjek dipilih salah satu siswa yang melakukan kesalahan prosedural dengan mempertimbangkan kelengkapan siswa ketika menyelesaikan masalah yang diberikan berdasarkan tahap pemecahan masalah menurut Polya. Dari hasil penelitian ini ditemukan bahwa kesalahan prosedural yang dilakukan siswa ialah kesalahan repair theory dan overspecialization. Proses defragmenting yang dilakukan untuk memperbaiki kesalahan tersebut ialah dengan memberikan dissequillibrasi dan scaffolding. Hasil yang diperoleh setelah proses defragmenting dilakukan ialah siswa mampu memperbaiki kesalahannya dan struktur berpikirnya.Kata kunci: Defragmenting struktur berpikir, kesalahan prosedural, pemecahan masalah, turunan fungsi aljabar.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH GEOMETRI BERBASIS BUDAYA DITINJAU DARI GENDER DAN GAYA BELAJAR ]]>
<![CDATA[Wicaksono, Arief Budi]]>;
<![CDATA[Chasanah, Aprilia Nurul]]>;
<![CDATA[Sukoco, Heru]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3256
<![CDATA[Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah geometri berbasis budaya pada mahasiswa pendidikan matematika ditinjau dari perbedaan gender dan gaya belajar David Kolb. Jenis penelitian ini adalah deskriptif kualitatif dengan subjek penelitian mahasiswa Program Studi Pendidikan Matematika Universitas Tidar pada mata kuliah Geometri Ruang sebanyak delapan mahasiswa (gaya belajar diverging, assimilating, converging, dan accommodating) yang masing-masing gaya belajar terdiri dari laki-laki dan perempuan. Instrumen dalam penelitian ini adalah angket tes gaya belajar David Kolb, soal tes kemampuan pemecahan masalah geometri berbasis budaya dan pedoman wawancara. Data dianalisis secara kualitatif kemudian dibandingkan hasil tes tertulis dan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa dengan gaya belajar diverging, subjek laki-laki berada pada kategori kurang dan subjek perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar assimilating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar converging, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar accommodating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kata kunci: Budaya; gaya belajar; gender; geometri; pemecahan masalah. Abstract The purpose of this study is to describe the culturally-based geometry problem-solving ability of mathematics education students based on gender differences and David Kolb's learning style. This type of research is qualitatively descriptive with the study subjects of Mathematics Education Study Program Universitas Tidar on the Space Geometry of eight students (diverging, assimilating, converging, and accommodating learning styles) whose respective learning styles consist of male and female. The instrument in this study is David Kolb's study style test questionnaire, a culturally-based geometry problem-solving ability test, and interview guidelines. Data is qualitatively analyzed and then compared the results of test and interview. The results showed that students with diverging learning styles, male subjects were in the poor category, and female subjects were in fair categories in problem-solving. The ability of students with an assimilating learning style, both male and female subjects is in the category of fair in problem-solving. The ability of students with a converging learning style, both male and female subjects is in fair categories in problem-solving. The ability of students with accommodating learning styles, both male and female subjects is in the category of fair in problem-solving. Keywords: Culture; gender; geometry; learning style; problem solving.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED BERBASIS BUDAYA JAMBI PADA MATERI PECAHAN ]]>
<![CDATA[Muslimahayati Muslimahayati]]>;
<![CDATA[Syutaridho Syutaridho]]>;
<![CDATA[Michrun Nisa Ramli]]>;
<![CDATA[Rahmat Nursalim]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3122
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa kelas VII MTs Negeri 3 Kota Jambi dalam menyelesaikan soal terbuka (open ended problem) berbasis budaya Jambi pada materi pecahan. Penelitian ini adalah penelitian deskriptif kualitatif. Penelitian dilaksanakan di MTs Negeri 3 Kota Jambi. Subjek penelitian adalah 6 siswa kelas VII MTs Negeri 3 Kota Jambi. Subjek penelitian terdiri dari 2 siswa dengan kemampuan tinggi, 2 siswa dengan kemampuan sedang dan 2 siswa dengan kemampuan rendah. Instrumen yang digunakan adalah tes dan wawancara. Analisis data dilakukan dengan reduksi data, penyajian data dan verifikasi atau kesimpulan. Teknik keabsahan data dilakukan dengan triangulasi sumber data. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah (KPM) matematis siswa dalam menyelesaikan soal open ended berbasis budaya Jambi pada siswa kemampuan sedang dan tinggi tergolong pada kategori baik. Sedangkan untuk siswa kemampuan rendah berada pada kategori kurang sehingga siswa pada kemampuan rendah masih perlu bimbingan. Temuan penelitian menunjukkan bahwa penelitan berbasis budaya dalam penelitian ini menjadi sebuah metode baru yang mendekatkan siswa kepada pengetahuan serta menjadikan mereka mampu mentransformasikan hasil jawaban ke dalam bentuk dan prinsip yang kreatif tentang bidang ilmu.]]>
<![CDATA[KECEMASAN MATEMATIS: PERSPEKTIF SOSIAL DEMOGRAFI ]]>
<![CDATA[Apolonia Hendrice Ramda]]>;
<![CDATA[Bedilius Gunur]]>;
<![CDATA[Hildegardis Mulu]]>;
<![CDATA[Alberta Parinters Makur]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3244
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh variabel sosial demografi, yaitu gender dan latar belakang jurusan sewaktu di sekolah menengah terhadap kecemasan matematis. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Matematika Unika Santu Paulus Ruteng. Sampel penelitian dipilih secara acak dari tingkat I sampai III berjumlah 62 orang. Instrumen dalam penelitian ini adalah angket kecemasan matematis yang valid dan reliabel. Metode yang digunakan adalah kuantitatif dengan statistik deskriptif, uji-t sampel bebas, dan regresi ganda untuk mengidentifikasi seberapa besar gender dan latar belakang jurusan mempengaruhi kecemasan mahasiswa terhadap kecemasan matematis. Analisis regresi dengan metode kuadrat terkecil digunakan dengan variabel terikat kecemasan matematis mahasiswa. Hasil uji asumsi klasik menunjukkan bahwa data penelitian berdistribusi normal dan tidak ada multikolinearitas antara variabel bebas gender dan jurusan. Koefisien regresi menunjukkan bahwa nilai koefisien variabel gender 1,447 dan variabel jurusan -0,191. Hasil uji statistik t dengan tingkat kepercayaan 95% menunjukkan nilai signifikansi sebesar 0,000. Hal ini berarti terima H0 atau tidak ada pengaruh yang signifikan antara gender dan jurusan terhadap kecemasan matematis mahasiswa Program Studi Pendidikan Matematika Unika Santu Paulus Ruteng. Mahasiswa laki-laki tidak lebih baik dari perempuan dalam hal menggelolah kecemasan matematisnya, begitu pula sebaliknya. Perbedaan jurusan, baik itu jurusan IPA, IPS, maupun BAHASA tidak secara signifikan menyebabkan kecemasan matematis mahasiswa.Kata kunci: Gender; kecemasan matematis; latar belakang jurusan Abstract This study aims to determine the effect of socio-demographic variables, namely gender and department background while in high school, on mathematical anxiety. The population in this study were students of the Mathematics Education Study Program of Unika Santu Paulus Ruteng. The research sample was randomly selected from level I to III, totaling 62 people. The instrument in this study is a mathematical anxiety questionnaire that has proven its validity and reliability. The method used is quantitative with descriptive statistics, free sample t-test, and multiple regression to identify how much gender and major background in high school affect student anxiety about mathematics learning. Regression analysis with the least-squares method was used with the dependent variable student mathematical anxiety. The classical assumption test results show that the research data is normally distributed, and there is no multicollinearity between gender independent variables and majors. The regression coefficient shows that the coefficient value of the gender variable is 1.447 and the major variable is -0.191. The result of the t-test with a confidence level of 95% shows a significance value of 0.000. This means that accept H0 or, in other words, there is no significant influence between gender and department on students' mathematical anxiety of the Mathematics Education Study Program of Unika Santu Paulus Ruteng. Male students are no better than girls in terms of cultivating their mathematical anxiety and vice versa. The difference in majors, both science, social studies, and language majors, did not significantly cause students' mathematical anxiety.Keywords: Department background; Gender; mathematical anxiety]]>
<![CDATA[PENGEMBANGAN KARTU MAKE A MATCH BERBASIS KARAKTER ANTI KORUPSI ]]>
<![CDATA[Trisnawati, Nika Fetria]]>;
<![CDATA[Sundari, Sundari]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3395
<![CDATA[Penelitian ini bertujuan untuk menghasilkan produk penelitian berupa kartu Make a Match berbasis karakter anti korupsi yang Valid, Praktis, dan Efektif. Penelitian ini merupakan penelitian pengembangan R&D (research & development) dengan menggunakan model Thiagarajan yang dikenal dengan 4D (define, design, develop, and disseminate), yang kemudian diadaptasi menjadi 3 prosedur pengembangan (define, design, and develop ). Dalam penelitian ini dilakukan pengembangan kartu make a match yang terintegrasi nilai-nilai karakter anti korupsi, sehingga penanaman karakter anti korupsi diintegrasikan melalui sikap dengan penerapan langkah-langkah pembelajaran make a match, dan melalui pengetahuan dengan nilai-nilai karakter anti korupsi yang diintegrasikan pada kartu make a match yang diuji cobakan pada 28 mahasiswa yang mengontrak mata kuliah analisis kompleks. Rancangan uji coba perangkat pembelajaran menggunakan one group pre test-post test. Hasil penelitian ini yaitu 1) Kartu make a match berbasis karakter anti korupsi dinyatakan valid berdasarkan hasil validasi oleh 3 orang ahli; 2) penggunaan Kartu make a match berbasis karakter anti korupsi dinyatakan praktis berdasarkan hasil analisis angket respon dari dosen yang telah menerapkan; dan 3) kartu make a match berbasis karakter anti korupsi efektif digunakan dalam mengintegrasikan karakter anti korupsi yang dilihat dari hasil analisis observasi pelaksanaan pembelajaran dan N-Gain angket karakter anti korupsi. Kata kunci: Karakter anti korupsi kartu; make a match; media pembelajaran; pengembangan. Abstract This study aims to produce a research product in the form of a Make a Match card based on anti-corruption characters that is valid, practical, and effective. This research is a research and development research using the Thiagarajan model known as 4D (define, design, develop, and disseminate), which is then adapted into 3 development procedures (define, design, and develop). In this study a make a match card is developed which is integrated with the values of anti-corruption characters, so that the inculcation of anti-corruption characters is integrated through attitude with the application of make a match learning steps, and through knowledge with the values of anti-corruption characters integrated into the make a match card which was tested on 28 students who contracted complex analysis courses. The trial design of the learning device used one group pre-test-post test. The results of this study were 1) the make a match card based on the anti-corruption character was declared valid based on the results of validation by 3 experts; 2) the use of the make a match card based on the anti-corruption character is stated to be practical based on the results of the response questionnaire analysis from the lecturers who have implemented it; and 3) the anti-corruption character-based make a match card is effectively used in integrating the anti-corruption character as seen from the results of the observation analysis of the implementation of learning and the N-Gain anti-corruption character questionnaire.Keywords: Card Anti-Corruption Character; Make a Match; Learning Media; Development]]>
<![CDATA[GAMES PEMBELAJARAN BERBASIS ANDROID UNTUK MENDUKUNG CURIOSITY ANAK DALAM MENGENALKAN MATEMATIKA AWAL ]]>
<![CDATA[Chika Rahayu]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3546
<![CDATA[AbstrakPendesainan ini bertujuan untuk menghasilkan games pembelajaran berasis android untuk mendukung curiosity anak usia dini dalam mengenalkan matematika awal yang layak dan praktis serta memiliki efek potensial untuk mendukung curiosity anak dalam mengenalkan matematika awal. Penelitian ini menggunakan development research yang terdiri dari perencanaan, tahap pengembangan, dan evaluasi. Penelitian ini melibatkan validator sebagai ahli media serta ahli materi lainnya. Subjek penelitian adalah anak usia dini sebanyak 18 anak usia dini di TK Dharma Wanita Kota Pagaralam. Pada artikel ini akan menceritakan tentang tahapan evaluasi pendesainan games pembelajran berbasis android. Hasil dari penelitian ini menunjukan bahwa games pembelajaran berbasis android yang dikembangkan dinyatakan valid, layak digunakan dan praktis oleh para ahli yang diuji dari aspek media, aspek materi dan praktisi. Serta memiliki efek potensial untuk mendukung curiosity anak dalam mengenal matematika awal. Penelitian ini memberikan kontribusi dalam pembelajaran bagi anak usia dini dengan menggunakan mini games untuk mendukung rasa ingin tahu anak dalam pembelajaran matematika serta menambah referensi pembelajaran bagi guru usia dini dalam menggunakan teknologi pada proses pembelajaran. Kata kunci: Anak usia dini; android; curiosity; games pembelajaran; matematika awal. Abstract The aim of this design was to produce learning games based android for supporting early childhood’s curiosity in introducing initial mathematic which were proper, practical, and had a potential effect to support early childood’s curiosity for introducing initial mathematic. This research used development research with planning, developing, and evaluating stage. This research involved validator as media expert and other material experts. The subject of this research were 18 early childhood children in TK Dharma Wanita Pagar Alam. This article would explain about the evaluation stages of android based learning games. The result of this study showed that android based learning games developed by the researcher were valid, proper to be used, and practical by experts which were tested from media aspect, material aspect, and practicioners. Moreover, it had a potential effect to support children’s curiosity in recognizing mathematics.Keywords: Android; curiosity; early childhood; early mathemathics; learning games.]]>
<![CDATA[PENGEMBANGAN LEMBAR KEGIATAN SISWA BERBASIS CHALLENGE BASED LEARNING PADA MATERI PELUANG ]]>
<![CDATA[Putri Cahyani Agustine]]>;
<![CDATA[Fitri Apriani]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3216
<![CDATA[This research aims to produce development products and determine the feasibility of student activity based on challenge based learning worksheet opportunities material in grade 8 at SMP Negeri 5 Pangkalpinang. This research is a development research through two stages, first the preliminary stage consist of preparation and design. The Second is formative evaluation stage consist of self-evaluation, expert reviews, one-to-one, small group, and field test. This research produce Challenge Based Learning worksheet in opportunities material and sample consist of 38 students. The technique of collecting data by observation sheets, questionnaires, tests, and documentation. The data is analyzed so that the resulting instrument is valid and practical. Valid is described based on the validator's assessment in terms of content, construct, and language. Practicality is illustrated by the trial results at the small group stage. From the results of data analysis, the feasibility of the contents of the 3.55 categories is very good, the feasibility of serving 3.65 categories is very good, and the language feasibility is 3.12 categories are good. From the research results have produced LKS based challenge based learning on opportunity material.]]>
<![CDATA[IMPROVING MATHEMATICAL PROBLEM SOLVING ABILITIES OF THE STUDENT WITH THE PROBLEM-BASED LEARNING APPROACH ]]>
<![CDATA[Lisa Virdinarti Putra]]>;
<![CDATA[Ela Suryani]]>;
<![CDATA[Ontya Sekar Kinasih]]>;
<![CDATA[Wahyu Tyas Utami]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3315
<![CDATA[This study aimed to determine the application of the problem-based learning approach to improve the mathematics problem solving skills of the fifth grade students of SDN Susukan 04. The research was conducted at SDN Susukan 04. The method used in this study was the Plomp development model which consisted of three stages: (1) Preliminary Research; (2) Prototyping Phase; (3) Assessment Phase. The subjects in this study were students of class V SDN Susukan 04. The type of data in this study was quantitative. This quantitative data was obtained from the validation result score, the score of 10 students on the observation sheet and the learning material mastery test (TPBA) score. The validation phase of teaching materials developed with the Problem-based Learning approach and validation of the problem-solving ability test. Seeing what happened to students, it was necessary to strive the development of the teaching materials to improve problem-solving abilities in learning Mathematics with the Problem-based Learning approach, as the importance of solving abilities learning problems in teaching success. The test for the difference in the problem-solving ability test of the experimental class and the control class could be seen from the mean of the experimental class = 78.70> the mean of the control class = 64.76. So it can be concluded that the average problem-solving ability of the experimental class students were higher than the problem solving ability of control class students .]]>
<![CDATA[MATHEMATICAL CONCEPT UNDERSTANDING ABILITY AND SELF-REGULATED LEARNING: THE EFFECT OF QUICK ON THE DRAW STRATEGY ]]>
<![CDATA[Nanang Supriadi]]>;
<![CDATA[Sunarto Sunarto]]>;
<![CDATA[Putri Oktaviana]]>;
<![CDATA[Fredi Ganda Putra]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3173
<![CDATA[The mathematical concept understanding ability and self-regulated learning in mathematics need to be mastered by students to support them in the learning process and solving various mathematical problems. This research aimed to determine the effect of the Quick on the Draw strategy on students' mathematical concepts understanding and self-regulated learning. The sample of this research consisted of fifty-six students, specifically twenty-nine students in the experimental class and twenty-seven students in the control class. Furthermore, this research employed the quasi-experimental with a factorial research design. The research data that had been collected through tests and questionnaires were tested for their normality and homogeneity. The research hypothesis was tested using the Multivariate Analysis of Variance (MANOVA). Based on the results of research and data analysis, it can be concluded that there was an effect of the Quick on the Draw strategy on students' mathematical concept understanding ability and self-regulated learning.Keywords: Mathematical concept understanding; self-regulated learning; quick on the draw strategy. AbstrakKemampuan pemahaman konsep matematis dan self-regulated learning dalam pembelajaran matematika merupakan suatu kemampuan yang perlu dikuasai oleh setiap peserta didik guna menunjang peserta didik dalam proses belajar dan menyelesaikan berbagai permasalahan matematika. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran Quick on the Draw terhadap kemampuan pemahaman konsep matematis dan self-regulated learning peserta didik. Penelitian ini menggunakan sampel sebanyak 56 siswa (kelas eksperimen n = 29 dan kelas kontrol n = 27) dengan jenis penelitian Quasy Eksperimental Design dengan rancangan penelitian faktorial . Teknik pengumpulan data dalam penelitian ini berupa angket dan tes. Teknik analisis data yang digunakan yaitu uji Normalitas dan uji Homogenitas. Pengujian hipotesis dalam penelitian ini menggunakan Uji Multivariate Analysis of Variance (MANOVA). Berdasarkan hasil penelitian dan perhitungan uji Manova, diperoleh kesimpulan bahwa terdapat pengaruh penerapan strategi pembelajaran Quick on the Draw terhadap kemampuan pemahaman konsep matematis peserta didik. Terdapat pengaruh penerapan strategi pembelajaran Quick on the Draw terhadap self-regulated learning peserta didik. Terdapat pengaruh penerapan strategi pembelajaran Quick on the Draw terhadap kemampuan pemahaman konsep matematis dan self-regulated learning peserta didik.Kata Kunci: Pemahaman konsep matematis; self-regulated learning; strategi quick on the draw.]]>
