Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
The Journal in Mathematics Educationand Mathematics Instructionwel comes any papers on mathematics education and mathematics instruction that report relevant classroom research in mathematics, evaluate and report on practices in teacher education in mathematics, review topical problems and report successes in mathematics education and mathematics instruction. Al Khawarizmi: Jurnal Pendidikan dan Pembelajran Matematika Instruction focuses on mathematics teaching and learning for all ages up to university through relevant articles
Articles
203 Documents
<![CDATA[EFEKTIVITAS PEMBELAJARAN MATEMATIKA MELALUI PEMBELAJARAN AKTIF TIPE EVERYONE IS A TEACHER HERE (ETH) PADA SISWA KELAS X SMA NEGERI 8 TAKALAR ]]>
<![CDATA[Wahyuddin, Wahyuddin]]>;
<![CDATA[Nurcahaya, Nurcahaya]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 1 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i1.4500
<![CDATA[This type of research was pre-experimental research (one group pretest-posttes design) which involved a class as an experimental class that aimed to determine the effectiveness of the Everyone Is A Teacher Here (ETH) Active Learning Model in Mathematics learning at 10th grade students in SMA Negeri 8 Takalar. This study referred to the criteria of the effectiveness of learning, namely: (1) individual learning completeness, gain and classical, (2) students’ activity in learning process, and (3) students’ response in learning process, (4) improvement of students' mathematics learning outcomes after the application of active learning model type Everyone Is A Teacher Here.Subjects in this study were students of class X MIA 3 SMA Negeri 8 Takalar as many as 30 students. The research was conducted for 6 meetings. Data collection techniques used are the test of learning outcomes, student activity observation sheets and the implementation of learning, and questionnaire responses of students. Data analysis techniques used were descriptive analysis to describe the learning outcomes, student activities, learning implementation, and student responses and infrensial analysis with normality test and hypothesis testing with One Sample t-test. The results shown that: (1) the average score of students' mathematics learning outcomes before being applied Active learning model Type Everyone Is A Teacher Here (ETH) was 85.7 and in the high category, where 27 students or 90% reach individual completeness, 3 students or 10% did not reach the completeness of individuals and this mean that the completeness of the classical was achieved with a normalized gain value of 0.78 in the high category. (2) Student activity in following learning with average percentage of student active activity is 83,3%. (3) The average of learning activity is 3.57 and it was in the category was done very well. (4) Student response to learning mathematics with Active Learning Model Type Everyone Is A Teacher Here (ETH) students who responded positively with the percentage of 85.1% and 14.9% of students who responded negatively. Thus it can be concluded that the Active Model of Learning Type Everyone Is A Teacher Here (ETH) was effectively applied in learning mathematics of students of class X SMA Negeri 8 Takalar.]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN KERUCUT BERBASIS TEORI BRUNER ]]>
<![CDATA[Irfan, Ade]]>;
<![CDATA[Anzora, Anzora]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4501
<![CDATA[One effort that can be done to help teachers is to offer a variety of alternative learning as inspiration for teachers in teaching. As one of the learning theory, theory of Bruner could be one appropriate strategies used in improving student learning outcomes in learning the cone. To reveal the effectiveness of cone learning based on Bruner’s theory, this research uses a quantitative approach with this type of research is quasi experiment. The design of this research is the one-group pre-test-post-test design. The subject is a student of class IX Junior High School. Data collection is done with the test results of the study, observation and question form. The results showed that the activity of students to each category on each RPP is effective, the ability of teachers in managing cone learning based on Bruner’s theory is effective at RPP I achieved an average of 4.44 and on RPP II reaches an average of 4.50. Student response against cone learning based on Bruner’s theory is effective where > 80% of students gave a positive response. Student learning results indicates that 20 students (71.43%) completely studied, while the 8 students (28.57%) is not thoroughly studied. Thus it can be concluded that the mastery learning of classical learning was not met. Even so, there was a significant increase in the mastery learning in Bruner's theory with cone in classical i.e. amounting to 50%. For the students who hadn't learned i.e. 8 students (28.57%) will be given additional duties as well as remedial and homework to help students understand the material cone hadn't he learned.]]>
<![CDATA[EFEKTIVITAS DISTRACTOR PADA TES PILIHAN GANDA UNTUK MENDETEKSI KESALAHAN SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA ]]>
<![CDATA[Yani, Muhammad]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4502
<![CDATA[The aim of this study is to determine the effectiveness of the distractor on multiple choice tests to detect the students’ errors and the types of errors students made in solving math problems. This research is a descriptive qualitative study which research subjects were students of class IX MTsN Model Banda Aceh that consisted of 36 students, then three students were selected as subjects to be interviewed about mastery and mistakes made when completing math problems. Data were collected through tests and interviews which validity was used to test the credibility of the data by means of triangulation. Data analysis consisted of the stages of data reduction, data presentation, and conclusion drawing. The results showed that: 1) A good distractor on multiple choice tests had been completed such as a description test question for each answer option chosen by the students was very effective for detecting students’ errors in solving mathematics problems, in which 17.1% of students incorrectly applied mathematical concepts , 3.7% of students made mistakes due to lack of accuracy or error, 1.2% of students misunderstood the problem, and 4.7% of students did not make a solution, but only guessed from the ten questions given. 2) Conceptual errors made by the three subjects (MAH, BSR, and PES) were errors in analyzing the combined area of space and errors in algebraic factorization. Errors in understanding and applying the difference formula were only done by the subject MAH, errors in determining the square root of a number were only done by the subject BSR, and errors in squaring a number were only done by the subject PES. While procedural errors due to lack of thoroughness or error in substituting a value were carried out by subject MAH and PES, errors due to the inability to manipulate steps to solve a problem were only carried out by the subject MAH, and errors in writing the final results were only done by the BSR subject.]]>
<![CDATA[PENGGUNAAN SOFTWARE ANATES DALAM PEMBELAJARAN EVALUASI PENDIDIKAN PADA MAHASISWA NON MATEMATIKA FTIK IAIN LANGSA ]]>
<![CDATA[Nazliati, Nazliati]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4503
<![CDATA[Evaluation is a process of measurement and assessment. It is a very crucial in teaching learning process. Education and teacher training faculty (FTIK) of IAIN Langsa stated that educational evaluation as a compulsory subject that the students have to study. However, some of non-mathematics students face difficulty in analyzing data because of number, formulas and accuracy in calculation. The objective of this study is to determine the use of Anates software in studying educational evaluation. This study is conducted in quantitative method while pretest-posttest group experimental design is used. The unit 3 of PAI students is assigned as a sample by using purposive sampling. The result shown that there is a significant different result between before and after Anates software taught where 3 categories of enhancement have indicated, 47,06% for high level, 35,29% for moderate level and 17,65% for low level. Hence, the use of Anates software can help non mathematics students in studying educational evaluation and the learning process is more efficient and accurate.]]>
<![CDATA[KEMAMPUAN MAHASISWA PGMI DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA ]]>
<![CDATA[Jarmita, Nida]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4504
<![CDATA[This research is an explorative study using qualitative approach that aims to describe the ability of students in solving geometry problems in terms of differences in mathematical skills. Students' problem-solving capabilities were reviewed based on Polya's troubleshooting techniques, namely: understanding the problem, devising a plan, carrying out the plan, and looking back to review the results obtained. The subjects of the study are three students from Department of Primary School Teacher Education (PGMI) of Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research process begins by giving a mathematics competency test to the student from a class unit, followed by selecting one student from each group, respectively from high math skills, medium math skills, and low math skills. These three selected subjects were assigned geometry-solving tasks and task-based interviews. The validity of data were checked using time triangulation. The results showed that the subject of high mathematical skill was able to use all 4 steps to solve the problem and provide correct answer. The subject of medium mathematical skill was capable of using the 4 steps of Polya's technique but also was less accurate in giving answers. Subjects of low math skill are able to use only 3 steps but are not correct in giving answers.]]>
<![CDATA[KEPUASAN MAHASISWA PENDIDIKAN MATEMATIKA DITINJAU DARI LAYANAN DOSEN PENASEHAT AKADEMIK ]]>
<![CDATA[Husna, Raudhatul]]>;
<![CDATA[Sari, Rita]]>;
<![CDATA[Anggreini, Fenny]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4505
<![CDATA[Lecturer is educators who are under the auspices of higher education institutions. one of the duties of the lecturer is to guide and help develop the potential of students so they can complete their studies. Likewise, the lecturer in the Mathematics Education study program at one of the universities in Langsa city was appointed as an academic advisor (PA). but there are some obstacles that are felt by PA lecturers, such as the absence of a guidance manual, lack of understanding of technology, students consult only once in one semester, and some students only ask for signatures to fill Study Plan Cards (KRS) and Study Results Cards (KHS ) manual. However, students also have other perceptions, according to the interview results, it is known that PA lecturers are only needed to sign the KRS and KHS, some PA lecturers are difficult to find, some PA lecturers do not have time to consult, PA lecturers do not direct courses in the following semester. so the purpose of this study was to express student satisfaction in mathematics education in terms of PA lecturer services. The approach of this research is a quantitative approach. The research sample was 61 mathematics education students with systematic sampling. For data collection techniques using questionnaires and data analysis techniques using simple regression followed by the -F test. The results showed that the level of student satisfaction in terms of PA lecturer services was in a sufficient category, so it can be concluded that there was a significant contribution between the services of PA lecturers to the satisfaction of mathematics education students.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY LEARNING (GDL) UNTUK MENINGKATKAN HASIL BELAJAR PADA SISWA SMPN I BANDAR BARU ]]>
<![CDATA[Maya, Yuni]]>;
<![CDATA[Ibrahim, Lukman]]>;
<![CDATA[Safrina, Khusnul]]>
<![CDATA[ Al-Khawarizmi Vol 2 No 2 (2018): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v2i2.4507
<![CDATA[The results of student mathematics learning in Indonesia are still relatively low, both at national and international levels. This is because in the learning process the teacher still uses theapproach teacher-centered. So that students are not optimal in developing their knowledge. Therefore, one learning model that can observe this needs to be pursued in a form of learning that is able to increase student activity and learning outcomes is one of thelearning models Guided Discovery Learning. The objectives of this study are (1) To compare the learning outcomes of students taught withmodels Guided Discovery Learning with student learning outcomes taught with conventional learning, (2) To find out the improvement in student learning outcomes taught withlearning models Guided Discovery Learning and ( 3) To find out the response of students after taking part in learning with thelearning model Guided Discovery Learning for students at Bandar Baru Middle School. The research method used was a type of Quasi Experiment with the type of control group pre-test post-test design. The population in this study were all eighth grade students of Bandar Baru Junior High School andsamples were taken, Random namely class VIII3 as the experimental class and VIII6 as the control class. Data collection uses learning outcomes tests, and student response questionnaires. Analysis of student learning outcomes data used t-test and N-gain while analysis of student response data was carried out through analysis of average score criteria. From the results of data processing it can be concluded that the learning outcomes learned usinglearning models Guided Discovery Learning are better than student learning outcomes taught with conventional learning,learning models Guided Discovery Learning can improve student learning outcomes and student responses to learning models Guided Discovery Learning very positive.]]>
<![CDATA[KEMAMPUAN BERPIKIR MAHASISWA CALON GURU DALAM PENGAJUAN SOAL MATEMATIKA TIPE POST SOLUTION POSING DITINJAU DARI GAYA BELAJAR ]]>
<![CDATA[Mei, Agustina]]>
<![CDATA[ Al-Khawarizmi Vol 3 No 1 (2019): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v3i1.5137
<![CDATA[This study aimed to describe the thought process student teachers in the filing of post-type math problem posing solution in terms of learning styles. Filing post about the type of solution posing as students to modify the conditions of interest or questions that have been completed to generate new problems. While the learning styles that students who have learning styles are visual, auditory and kinesthetic (V-A-K) This study used a qualitative approach and data collection techniques done with the learning styles test, test the submission of questions and interviews. This study used three students of University Mathematics Education FKIP Flores who have learning styles are visual, auditory and kinesthetic. The data analysis is done by step - step, namely the reduction of data, presenting data and draw conclusions. As for obtain valid research data, this study used triangulation of time. Subjects who have a visual learning style, can receive information by writing the note and asked on the matter and establish the mathematical model of any information contained on the matter. Subjects in processing information that could link the information given to the concept stored in memory that is the subject says the concept uses existing linear program and derivative material. In finding a way in solving strategies, subject to form models/equations to obtain a set tariff in order to gain the maximum profit. Subject to draw conclusions made about the same as the submission of test questions but changed the context of the information and asked different. Subjects who have auditory learning style, in receiving information by writing and calculating the net profits of each set price and subsequent counting using excel. Subject to process information that is subject may connect the information given to the concept stored in memory that is the subject says the concept uses existing linear program in calculating gains and losses.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA BERDASARKAN GAYA BELAJAR ]]>
<![CDATA[Imamuddin, M]]>
<![CDATA[ Al-Khawarizmi Vol 3 No 1 (2019): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v3i1.5138
<![CDATA[One of the goals of mathematics learning according to the content standards of mathematics is that students have the ability to solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained. So that students from elementary school to university level have been trained in mathematical problem solving questions. However, there are still many weak students in achievement in the field of mathematics such as problem solving skills. One of the factors that influence the weakness of problem solving skills is the learning style. The purpose of this study was to analyze students' mathematical problem solving abilities based on learning styles. The type of this research is descriptive quantitative, with the research subject being students of class VIII MTsN totaling 38 students. The instrument used is Questionnaire and Test the ability to solve mathematical problems. Questionnaires are used to classify student learning styles, while problem solving ability tests are used to analyze students' problem solving abilities. The results of the study concluded that mathematical problem solving abilities of students who had a visual learning style were higher than the mathematical problem solving abilities of students who had audiotorial and kinesthetic learning styles. And the ability of problem solving students who have audiotorial learning styles is higher than students who have kinesthetic learning styles.]]>
<![CDATA[ANALISIS KESALAHAN OPERASI DASAR BILANGAN BULAT PESERTA DIKLAT TEKNIS SUBSTANTIF GURU MATEMATIKA MI DI BDK ACEH TAHUN 2018 ]]>
<![CDATA[Fariha, Mutia]]>
<![CDATA[ Al-Khawarizmi Vol 3 No 1 (2019): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v3i1.5140
<![CDATA[This research is qualitative research with descriptive analysis. The research was gives an overview of the errors made when solving integer basic operations problems. Subjects consisted of 30 people who were participants in the Substantive Technical Training of Madrasah Ibtidaiyah Mathematics Teachers of the Aceh Province in the Balai Diklat Keagamaan Aceh (BDK) in 2018. Data was collected through tests and analyzed to determine the mistakes made by participants in solving problems. Data validation is done by triangulating data sources by comparing test results and interview data on the same subject. The results of the analysis showed that 13 participants (39%) from all subjects still made mistakes in solving problems. The type of error made is a procedure error, namely a sequence of steps in completing a count operation.]]>
