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Jurnal Daya Matematis

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Published by Universitas Negeri Makassar

ISSN : 23547146 EISSN : 25414232 DOI : -

Core Subject : Education,

Mathematics

Daya Matematis: Jurnal Inovasi Pendidikan Matematika is a journal that provides an authoritative source of scientific information for researchers and academics, research institutions, government agencies, and teacher education.

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Articles 328 Documents

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Comparisson On The Effectiveness Of Cooperative Learning Model Of Numbered Heads Together (NHT) And Team Assisted Individualization(TAI) In Geometry Ruslan Djaya
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 1, No 2 (2013): Juli
Publisher : Universitas Negeri Makassar

The study is an experiment research which aims at examining (1) the implementation of cooperative learning model of TAI (Team Assisted Individualization) type and NHT (Numbered Head Together) type; (2) the effectiveness of learning model of TAI type based on the aspects of learning outcomes, students’ activity, and students’ response; (3) the effectiveness of learning model of NHT type based on the aspects of learning outcomes, students’ activity, and students’ response; and (4) the comparison on the effectiveness of cooperative learning model of TAI type and NHT type in Geometry of grade VII students at SMPN 4 Sungguminasa. The study was conducted in grade VII at SMPN 4 Sungguminasa in Gowa on the second semester of academic year 2012/2013. Samples were selected randomly and obtained two classes out of thirteen classes. The chosen classes implemented the TAI type and the other one implemented the NHT type in Geometry lesson. The effectiveness of learning which consisted of thee aspect, namely learning outcomes of students, learning activity of students, and students’ response were examined. The result of study reveal that (1) the implementation of cooperative learning model of TAI type in geometry was conducted well with the mean score 3.60; (2) the implementation of cooperative learning model of TAI type in Geometry was effective based on the aspects of a students’ learning outcomes with the mean score of post-test greater than the pre-test by 79.47 ≥ KKM and students’ mastery of the lesson was 88.89% ≥ 85%, b) students’ learning outcomes with the implementation of activity 3.24, and c) students’ response with the mean score 3.57 (positive category); (3) the implementation of cooperative learning model of NHT type was conducted well with the mean score of the implementation 3.69; (4) the implementation of cooperative learning model of NHT type was effective based on the aspect of a) students’ learning outcomes with the mean score of post-test was greater than pre-test by 78.64 ≥ KKM and students’ mastery of the lesson was 86.11% ≥ 85%, b) students’ response with the mean score 3.46; (5) based on the set effective criteria, it is confirmed that the geometry lesson by determining the circumstance and area of square and triangle and used in solving the problem on the implementation of cooperative learning model of TAI type is better than NHT type of grade VII students at SMP where the three aspects, namely students’ learning outcomes, students’ activity, and students’ response were better than the TAI type.

IMPLEMENTATION OF STAD COOPERATIVE LEARNING TO IMPROVE STUDENTS’ SELF-ESTEEM TOWARD MATHEMATICS LEARNING Arsyil Waritsman; Nidya Nina Ichiana; Neni Iryani
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 6, No 2 (2018): Juli
Publisher : Universitas Negeri Makassar

This study is aimed to improve students’ self-esteem toward mathematics learning in MTs Ummul Quro through Students Team Achievement Divisions (STAD) cooperative learning. This was a classroom action research study and the research subjects were thirty one students of Grade IX B. The data as indicators of the success of class actions were collected using a self-esteem questionnaire for mathematics learning, mathematics achievement tests, and observation sheets for the implementation of STAD cooperative learning. In the implementation, the results showed that in Cycle I there were still students who had low self-esteem, 67.74% of students attained KKM (short for kriteria ketuntasan minimal or ‘the criterion for minimum mastery’), and the percentage of the implementation of STAD cooperative learning was 85.33%. In Cycle II, no students had low self-esteem, 77.42% of students attained KKM, and the percentage of the implementation of STAD cooperative learning was 96.67%. In general, the results of the study showed that STAD cooperative learning could improve the self-esteem of Grade IX B of MTs through two cycles

ANALYTICAL PROBLEM SOLVING SKILLS AT SOCIAL ARITHMETIC IN PROJECT BASED LEARNING IN GRADE 3 SMP ISLAM ATHIRAH BUKIT BARUGA Wardah Abubakar
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 3 (2016): Desember
Publisher : Universitas Negeri Makassar

This research is a descriptive qualitative approach which aims to uncover the problem solving ability of junior high school students in project-based learning. The subjects were students of class VII SMP Islam Athirah 3 Bukit Baruga consisting of 25 people. Indicators of problem-solving ability is revealed in this study were (1) the ability to understand the problem, (2) ability to problem-solving plan, (3) ability to carry out the plan, (4) the ability to re-examine the results obtained. The data were analyzed by qualitative content analysis technique with a deductive approach that consists of four stages: preparation, organization, presentation and assessment data. The results of this study were (1) On the indicator of the ability to understand the problem, the ability of students at the high category. Students have no difficulty in writing down the things that are known and asked although generally not written in detail. (2) On the indicator of the ability to plan penyesaian problem, the ability of students in middle category. In writing the students problem-solving plan looks much trouble, generally after they write things that are known and asked them straight into a stage of problem solving. (3) On the indicator of the ability to implement the plan, the ability of students in middle category. Students at this stage are generally able to perform the settlement in accordance with the procedures and rules applicable although some of them are still mengaalami error in the calculation process determines the final answer. (4) On the indicator of the ability to re-examine the results obtained, the ability of students in middle category. Students do activities to examine the results obtained, but there are some among them who only perform checks on the final result without re-check the correctness of each step and calculations performed

IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF GROUP TYPE IN INCREASING LEARNING RESULT OF MATH Rezki Novianti
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 2 (2017): Juli
Publisher : Universitas Negeri Makassar

This study aims to determine the improvement of students' mathematics learning outcomes through the enforcement of cooperative learning model of mobile type of kelmpok in grade IX students of SMP Negeri 6 Bambang Kabupaten Mamasa. This study is a classroom action research conducted in the odd semester of 2016/2017 with the subject of research as many as 32 students. This research was conducted in two cycles. Data collection techniques are carried out with learning outcomes at each end of the cycle and observation sheets to see what needs to be maintained and need to be improved as part of the reflection. The collected data was analyzed by using descriptive analysis. The results of this study showed that: (1) the average of the learning outcomes of mathematics cycle I was 62.28 with the standard deviation of 10.77, was in the medium category, and did not meet the criteria of classical mastery. (2) the average of students' mathematics learning outcomes in cycle II is 71,41 with standard deviation of 9.94, is in high category, and has fulfilled the criteria of classical completeness that is 87,5% from many students who are solved individually. Based on these results, it can be concluded that the application of cooperative learning model of group-type type can improve the learning outcomes of students of grade IX SMP Negeri 6 Bambang Kabupaten Mamasa

THE EFFECTIVENESS OF COOPERATIVE LEARNING MODEL OF STAD THYPE BASED ON GAGNE LEARNING THEORY IN MATHEMATICS LEARNING CLASS VII AT MTS WITH B ACCREDITATION IN MAKASSAR CITY Umar Umar
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 6, No 1 (2018): Maret
Publisher : Universitas Negeri Makassar

The research aimed to discover the effectiveness of the implementations of cooperative learning model of STAD type based on Gagne learning theory in Mathematics learning of class VII at MTs with B Accreditation in Makassar City. The research was pre-experimental research. The population of the research were all of the srudents of class VII oatf MTs with B Accreditation in Makassar City. The samples were all of the students class VIIa at MTs AL-Fakhriyah Makassar and all of the students of class VIIa MTs AL-Hidayah Makassar. The data were collected by using instruments, namely learning implementation observation sheet, students’ activities observation sheet, student’ Mathematics interest questionnaire. The data were analyzed by using descriptive and inferential analysis. The result of the research showed that the learning implementation of the students in learning were in implemented very well category, the students’ activities in learning were in very active category, the student’ Mathematics learning result were in high category with the mean 82,19 and deviation standard 8,49, the proportion level of classical completeness was 0,95, the average of normalized gain of learning result was in high category, students’ responses on the impelementation of cooperative learning model of STAD type based on Gagne learning theory were in positive category with the average score 3,58. The students’ interest on the implementation of cooperative learning model of STAD type based on Gagne learning theory were in very high category with average 3,58. In general, it could be concluded that cooperative learning model of STAD type based on Gagne learning theory in Mathematics learning was effective to be implemented to the students of class VII at MTs with B Accreditation in Makassar City

THE COMPARASION OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF GIVING TASK ON PROBLEM OF COOPERATIVE SETTING OF STAD TYPE AND COOPERATIVE SETTING OF NHT TYPE IN TRIGONOMETRY TO CLASS X STUDENT AT MA DDI ALLIRITENGAE IN MAROS Siti Aisyah
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 3 (2016): Desember
Publisher : Universitas Negeri Makassar

The problems of the research were: (1) whether the implementation of giving task on problem of cooperative setting of STAD type was effective to implement in trigonometry to class X student at MA DDI Alliritengae in Maros District,(2) whether the implementation of giving task on problem of cooperative setting of NHT type was effective to implement in trigonometry to class X student at MA DDI Alliritengae in Maros District,(3) whether the implementation of giving task problem of cooperative setting of NHT type was effective to implement than cooperative setting of STAD type in trigonometry to class X student at MA DDI Alliritengae in Maros District. The popualations of the research were all the student in class X at MA DDI Alliritengae in Maros District and the samples were class X1 as the exsperiment class I and class X2 as the exsperiment class II, chosen by using random sampling. The data which was collected consisted of learning result, students’ activity, and students’ response toward learning. The data was analyzed by using inferential and descriptive analysis. The results of the research showed that: (1) descriptively, the students’ learning results in mathematics in exsperiment class I was in high category, the average gain was normalized in medium category, the students’ activity was in good category and the students’ response toward the learning was positive. Inferentially the students’ learning result in mathematics was more than 74.9, the average gain was normalized more than 0.29. Generally, it could be concluded that giving task on problem of cooperative setting of STAD type was effective to be implemented in class at MA DDI Alliritengae in Maros District, (2) descriptively, the students’ learning results in mathematics in exsperiment class II was in high category, the average gain was normalized in high category, the students’ activity was in very good category and the students’ response toward the learning was very positive. Inferentially the students’ learning result in mathematics was more than 74.9, the average gain was normalized more than 0.29. Generally, it could be concluded that giving task on problem of cooperative setting of NHT type was effective to be implemented in class at MA DDI Alliritengae in Maros District, (3) the result of hypothesis test in significant level α = 0.05, with t-test showed that giving task on problem of cooperative setting of NHT type was more effective than giving task on problem of cooperative setting of NHT type in class X at MA DDI Alliritengae in Maros District

EFFECTIVENESS COMPARATIVE OF SCIENTIFIC APPROACH ELPSA AND OPEN-ENDED SETTING COOPERATIVE STAD TYPES OF MATHEMATICS LEARNING AT VII CLASS SMP NEGERI OF A ACCREDITATION IN MAKASSAR Andi Kaharuddin
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 1, No 1 (2013): Maret
Publisher : Universitas Negeri Makassar

Thisstudyaimedto:(1)describetheeffectiveness oftheScientificlearningapproachsetting cooperativeSTADTypesinmathematicslearningatstudentsofclassVIISMPNegeriof A-AccreditationinMakassar;(2) describetheeffectivenessofELPSA learningapproach settingcooperativeSTADtypeinmathematicslearningatstudents ofclassVIISMPNegeriof A-Accreditation inMakassar;(3)describetheeffectivenessofOpen-Endedlearningapproach settingcooperativeSTADtypeinmathematicslearningatstudents ofclassVIISMPNegeriof A-Accreditation inMakassar;(4)describecomparativeeffectivenessofScientificlearning approach,ELPSAandOpen-EndedSettingCooperativeSTADTypesofMathematicsLearning atStudentsofclassVIISMPNegeriofA-Accreditation inMakassar.Thepopulationinthis researchwereallofstudentsatclassVIISMPNegeriofA-AccreditationinMakassarandthe sampleconsistedthatselectedbyusingaclusterstratifiedrandomsamplingtechnique. The resultofttestonthelevelofsignificantα=0.025atthemajorhypothesis (1)the implementation oftheScientificapproachiseffective(2)theimplementation oftheELPSA approachiseffective, (3)theimplementationoftheOpen-Endedapproachiseffective, andthe resultof anovatest on thelevelof significantα=0.05atthemajor(4)to (a)learningoutcomes (posttest,gain)(b)interestinlearning(c)response,theresultofequalitytwoproportions test there is no differences implementation in Scientific approach application, ELPSA and Open-EndedSettingCooperativeSTAD TypesinmathematicslearningatstudentsofclassVII SMPNegeriofA-AccreditationinMakassar

PROCESS SKILL ERROR: THE MAJORITY STUDENT’S ERROR IN PROBLEM SOLVING OF INTEGRAL CALCULUS Isnaeni Umi Machromah
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 5, No 3 (2017): Desember
Publisher : Universitas Negeri Makassar

There is high unpassed value of students in Mathematics Departmen UMS at Integral Calculus lecture. It is predicted that there are so many students have difficulties in Integral Calculus. Data from mid exam at academic year 2016/2017 showed that there are 80,87% from 115 students got score under 63. It is indicated that there are so many students’s error in solving integral calculus problems. Integral Calculus is one of basic lecture which is prerequisite of other complex lecture. Knowing the error’s position and the factor that caused student’s error would help lecturer pay attention in integral calculus learning. Thus, the aim of this research is identifiying error’s position that are done by students and analyzing causative factor in solving Integral Kalkulus problems. Kind of this research is qualitative description. Technique of collecting data is test and interview. This research uses technique-triangulation for validating data, it is by documentation and interview. Meanwhile, the steps for analyzing data are data reduction, data presentation, and conclusion. The result of this research showed that there is 41,40% error with type process skill error in solving Integral Calculus problems. Besides, types of student’s error in solving Integral Calculus problems are transformation error, comprehension error, and reading error. There is no encoding error that found in this research. Causative factors of that student’s error are (1) students did not careful in reading the problems, writing mathematics siymbol include symbol of integral, and calculating, (2) low of prerequisite material mastery and concept of basic mathematics, (3) low of undestanding of material and concept of integral, (4) students could not identify the characteristics or types of probles to determine the appropriate technique of integration, and (5) the use of formula which is not appropriate and not suitable with problem’s solution

ANALYSIS OF TEACHER SERVICE QUALITY ON MINIMAL COMPLETENESS CRITERIA ACHIEVEMENT IN MATHEMATICS LEARNING OF STUDENTS AT SMAN 6 JENEPONTO Siti Nuralam
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 6, No 2 (2018): Juli
Publisher : Universitas Negeri Makassar

The study is desciptive quantitative research which aims at analizing teacher service quality and discovering the proritized aspects in improving teacher service quality on KKM (Minimal Completeness Criteria) achievement in Mathematics learning of students at SMAN 6 Jeneponto. The subjects were students in class X with the total of 59 students taken by employing purposive random sampling technique with agreement through the following steps: 1) determining classes as research subject, 2) each of the class was taken with agreement between the research and students who were present when data collection was conducted, students’ presence in class was considered as random presence. The instruments used questionnaire which contained list of questions given to students to rovide description on teacher sevice aligned with their duties and responsibilities in educating, teaching, and training they had experience and expected, and observatin sheet f teachers’ activities aligned with teacher service and the research as observer. Data obtained were analyzed by using descriptive analysis and Importance Performance Analysis (IPA) with importanced the averageof teacher service. The result of the study reveal that 1) the level of students’ satisfication on teacher service in Mathematics learning according to the dimentions of teaching funcion service, teaching function, and training functionis already appropriate with students’ hopes which is in god category. Thus, teacher service quality on KKM achievement in Mathematics learning in class X at SMAN 6 Jenepont is in gd category, 2) there is n dimension to have prioritized in improving teacher service quality in Mathematics learning in class X at SMAN 6 Jenepont n KKM. In general, it can be stated that it has aligned with students’ hopes. However, it is reviewed n each of dimension of teacher service, there are still several attributes that need to be prioritized by teachers. The attribute is in teaching function service dimension, namely attitude in facing students in learning process, learning motivation proviision f students, and teachers’ attention on academic problems experienced by students

THE PROFILE OF TEACHER’S UNDERSTANDING ON STUDENT’S MATHEMATICS ABILITY BASED ON TEACHER’S TEACHING EXPERIENCE AT SMPN 1 GANTARANGKEKE Hari Aningrawati Bahri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 4, No 2 (2016): Juli
Publisher : Universitas Negeri Makassar

The objectives of the research were discover the profile of the teachers understanding by revealing the depth of students’ knowledge based on misconception and precondition knowledge in solving the questions.The research was descriptive with qualitative approach. The researcher was the main instrument guided by mathematics ability diagnostic test, format of teachers written analysis result, and interview guidance which were valid. The data of the research was collected through test; then, the test was analyzed by the teachers in writing and verified through interview. The subjects of the research were teachers and student, namely one student of class IXB at SMPN 1 Gantarangkeke and two teachers with qualification of one novice teacher and one senior teacher. The results of the research showed that: (1) in identifying the student’s misconception, the novice teacher’s perspective and senior teacher’s perspective were similar. They thought that procedure mistake was also the student’s misconception, the teachers did not differentiate the student’s mistake whether its procedural or misconception; (2) the understanding of novice teacher and senior teacher on the students precondition knowledge of the subject understood that the mistake done by the student did not remember precondition material in solving the problem; (3) the understanding of senior teacher on the students precondition knowledge was the subject understood that the mistake done by the student was due to the student did not remember precondition material in solving the problem; the follow up plan for novice teacher referred to instrumental or procedural understanding, the divergent learning was centered in one way, the PCK component of novice teacher did not develop equally between the students knowledge identification and follow up plan; (5) the follow up plan for senior teacher did not only notice the student’s conceptual knowledge, but also how to build the student’s skill in solving the question based on the right procedure, able to demonstrate the connection in learning between the knowledge on student and pedagogic knowledge

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