SIGMA: Jurnal Pendidikan Matematika
The aim of this journal is to publish research in mathematics education including teaching and learning, curriculum development, learning environments, teacher education, educational technology, and educational development from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Articles
366 Documents
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN MATEMATIKA REALISTIK SISWA SMP KABUPATEN BULUKUMBA ]]>
<![CDATA[Andi Alim Syahri]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 1, No 1: Desember 2009 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v1i1.7342
<![CDATA[Jenis penelitian ini adalah penelitian deskriptif yang bertujuan untuk memberikan gambaran tentang kemampuan guru mengelola pembelajaran, aktivitas siswa dalam pembelajaran, respon siswa dalam pembelajaran, dan penguasaan matematika siswa terhadap model pembelajaran kooperatif dengan pendekatan matematika realistik. Penelitian ini dilaksanakan pada siswa kelas VII SMP Negeri 2 Herlang Kabupaten Bulukumba semester II Tahun Pelajaran 2008/2009. Seluruh siswa yang ada di kelas terpilih (kelas VII5) sebanyak 30 orang dijadikan subjek penelitian. Analisis data yang digunakan adalah analisis deskriptif untuk mendeskripsikan kemampuan guru mengelola pembelajaran, aktivitas siswa, respons siswa dan penguasaan hasil belajar matematika siswa. Hasil penelitian menunjukkan bahwa: (1) kemampuan guru mengelola pembelajaran bernilai baik dimana pembelajaran lebih banyak berpusat kepada siswa (student oriented) dan guru bertindak sebagai fasilitator, (2) aktivitas siswa dalam pembelajaran menciptakan aktivitas berinteraksi dan semua aspek yang diamati berada dalam batas toleransi (3) keterlaksanaan perangkat pembelajaran secara umum terlaksana seluruhnya (4) siswa memberikan respons positif terhadap model pembelajaran kooperatif dengan pendekatan matematika realistik (5) penguasaan matematika siswa belum mencapai ketuntasan klasikal. Sebagai implikasi dari hasil penelitian ini, disarankan agar dalam pembelajaran matematika, hendaknya guru menggunakan model pembelajaran kooperatif dengan pendekatan matematika realistik.]]>
<![CDATA[MENINGKATAN HASIL BELAJAR SISWA KELAS VIIIB MUHAMMADIYAH 1 MAKASSAR MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THROWING ]]>
<![CDATA[Andi Husniati]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 1: Desember 2010 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v2i1.7347
<![CDATA[This researchis constituted by fact, that students’ mathematics achievement is still lower and learning model still predominated by lecture. Result of research show student’s achievement complete by using Snowball throwing cooverative model siclus I mean score equal 64,55 by deviation standart 29,18 improvement in siclus II with mean score 81,43 by deviation standart 18,31.]]>
<![CDATA[APLIKASI TQM DALAM PENGELOLAAN PENDIDIKAN ]]>
<![CDATA[Abdorrakhman Gintings]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 1, No 1: Desember 2009 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v1i1.7343
<![CDATA[Educational system that managed by any institutions should be seen as an obligation given by all of the educational stakeholders in the country. Ofcourse, the people trust must be returned back to the community by providing the best educational services by which all partises could be delighted. In this context, the quality of education that can fully satisfied the stakeholders is a zero defect practical educational system. This perfect educational system could only be established by managing the educational system; input, process, dan output, that is orientated to a quality standard. This aproach is well known as Total Quality Management or simply just TQM. This paper present the discussion on the understanding, background, strength, and the application strategy of TQM into educational management system including its relationship with BOMM (Bantuan Operational Management Mutu or Operational Subsidy for Quality Management).]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA SISWA KELAS VIII SMP NASIONAL MAKASSAR ]]>
<![CDATA[Andi Alim Syahri]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 1: Desember 2010 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v2i1.7348
<![CDATA[Penelitian ini adalah penelitian tindakan kelas (Classroom Action Research) yang bertujuan untuk meningkatkan hasil belajar matematika melalui pembelajaran kooperatif tipe jigsaw pada siswa kelas VIIISMP Nasional Makassar pada semester ganjil tahun pelajaran 2010/2011 dengan jumlah siswa 32 orang. Penelitian tindakan kelas ini dilakukan dengan 2 siklus, siklus I terdiri 4 pertemuan dan siklus II terdiri dari 4 pertemuan. Pada pelaksanaannya, pembelajaran dengan kooperatif tipe Jigsaw merupakan suatu tindakan yang diberikan untuk meningkatkan hasil belajar matematika siswa. Data yang terkumpul dianalisis dengan menggunakan statistik deskriptif. Dari hasil analisis dapat disimpulkan bahwa hasil belajar matematika siswa kelas VIII SMP Nasional Makassar meningkat dari siklus I ke siklus II. Setelah dilakukan pembelajaran kooperatif tipe Jigsaw selama dua siklus pembelajaran, diperoleh hasil sebagai berikut: (1) Hasil belajar matematika siswa pada siklus pertama berada pada ketegori rendah, dengan skor rata-rata 55,19. Skor tertinggi 95 dan skor terendah 25 dari skor maksimal yang mungkin dicapai yaitu 100 dengan standar deviasi 18,47. (2) Hasil belajar matematika siswa pada siklus kedua berada pada kategori tinggi dengan skor rata-rata 71,75. Skor tertinggi 100 dan skor terendah 40 dari skor maksimum yaitu 100 dengan standar deviasi 14,76. (3) Terjadi peningkatan kehadiran dan aktifitas siswa. Berdasarkan analisis di atas maka dapat disimpulkan bahwa dengan diterapkannya pembelajaran kooperatif tipe jigsaw maka hasil belajar matematika siswa kelas VIII SMP Nasional Makassar dapat meningkat.]]>
<![CDATA[PENERAPAN PENDEKATAN PROBLEM POSING BERLATAR PEMBELAJARAN KOOPERATIF DI SEKOLAH DASAR ]]>
<![CDATA[Baharullah Baharullah]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 1, No 1: Desember 2009 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v1i1.7339
<![CDATA[Penelitian ini merupakan penelitian eksperimen yang bertujuan untuk mengetahui perbedaan hasil belajar siswa yang diajar menggunakan pendekatan problem posing berlatar pembelajaran kooperatif dengan siswa yang diajar tanpa menggunakan pendekatan problem posing berlatar pembelajaran kooperatif. Sintaks pembelajaran yang digunakan adalah sintaks pembelajaran kooperatif yang terdiri atas 6 fase. Pada fase keempat disisipkan pendekatan problem posing. Subjek penelitian adalah siswa kelas V SD Inpres Bontomanai dan SD Inpres Mallengkeri 2. Pada setiap sekolah dipilih satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Hasil penelitian menunjukkan bahwa hasil belajar siswa yang diajar menggunakan pendekatan problem posing berlatar pembelajaran kooperatif lebih baik dibanding hasil belajar siswa yang diajar tanpa menggunakan pendekatan problem posing berlatar pembelajaran kooperatif.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN YANG MELIBATKAN METAKOGNISI PADA SISWA KELAS XI IPA 3 SMA NEGERI 9 MAKASSAR ]]>
<![CDATA[Rezki Ramdani]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 1: Desember 2010 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v2i1.7344
<![CDATA[Penelitian ini adalah penelitian tindakan kelas (Classroom Action Research) yang bertujuan untuk meningkatkan hasil belajar matematika yang melibatkan metakognisi siswa kelas XI IPA 3 SMA Negeri 9 Makassar pada semester ganjil tahun pelajaran 2009/2010 dengan jumlah siswa 34 orang. Penelitian tindakan kelas ini dilakukan dengan 2 siklus, siklus I terdiri 4 pertemuan dan siklus II terdiri dari 4 pertemuan. Teknik pengumpulan data adalah menggunakan lembar observasi dan tes dalam bentuk uraian pada setiap akhir siklus sesuai dengan materi yang diajarkan. Berdasarkan hasil analisis data yang diperoleh dapat disimpulkan bahwa, secara kualitatif terjadi beberapa perubahan. siswa menunjukan sikap antusias untuk mengikuti pelajaran, keberanian menyampaikan pendapat, tanggapan, bertanya mengenai materi yang belum dimengerti menjadi meningkat. Sedangkan secara kuantitatif, terjadi peningkatan skor rata-rata hasil belajar siswa Kelas XI IPA 3 SMA Negeri 9 Makassar yaitu dari kategori sedang dengan skor rata-rata 54,02 setelah pelaksanaan tindakan Siklus I menjadi kategori tinggi dengan skor rata-rata 66,17 setelah pelaksanaan Siklus II. Dari hasil penelitian ini dapat disimpulkan bahwa dengan diterapkannya pembelajaran yang melibat metakognisi pada siswa kelas XI IPA 3 SMA Negeri 9 Makassar dalam proses pembelajaran, maka hasil belajar matematika, kehadiran, kesiapan dan keaktifan siswa dapat meningkat.]]>
<![CDATA[PENERAPAN TEORI BELAJAR DAVID KOLB DALAM PEMBELAJARAN MATEMATIKA MATERI KOORDINAT KARTESIUS ]]>
<![CDATA[Zulfikar Rafi Nurcahyandi]]>;
<![CDATA[Jayanti Putri Purwaningrum]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 14, No 1: Juni 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v14i1.6888
<![CDATA[David Kolb’s learning theory called Experiential Learning Theory states that learning is not just listening, but reflecting on what has been learned. That learning process can be carried out well if students can understand the material that has been studied by being directly involved in the proving process. Especially in mathematics. Mathematics is still a subject that is not liked by students. Students assume that mathematics is a rote science and it is difficult for them to solve mathematical problems. Therefore, in this article, it will be explained related to David Kolb’s learning theory an its applicationto mathematics learning in Cartesian coordinates. The research method used in the preparation of this article is a literature study on David Kolb’s learning theory and its application to mathematics learning in cartesian coordinates. Experiential learning is carried out through 4 stages, that is 1) concrete experience (feeling), 2) refelection observation (watching), 3) abstract conceptualization (thinking), and 4) active experimentation (doing). Kolb also explained that there are 4 different learning style, that is 1) diverger, 2) assimilator, 3) converger, and 4) accommodator]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA SMP ]]>
<![CDATA[Abdul Wahid]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Nursakiah Nursakiah]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 14, No 1: Juni 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v14i1.7106
<![CDATA[The main problem in this study is whether there is a difference in the application of problem-based learning models and direct learning to mathematics learning outcomes in seventh grade students of UPT SMP Negeri 15 Selayar Islands. This study aims to determine the differences in the application of problem-based learning models and direct learning to mathematics learning outcomes in seventh grade students of UPT SMP Negeri 15 Selayar Islands. This type of research is an experimental study involving two classes, namely the experimental class and the control class. This research refers to the learning outcomes of mathematics. The design used in this study is a nonequivalent control group design. The research sample amounted to 64 students. The data analysis technique used is descriptive statistical analysis and inferential statistics using t-test.The results showed that after going through the application of the problem-based learning model, the results of the data analysis of students' mathematics learning outcomes were in the very good category, with an average score of 80% in the experimental class and the results of data analysis of students' mathematics learning outcomes were in the good category with an average score. an average of 70% in the control class. The results of the analysis with the t-test of the results of hypothesis testing using SPSS version 25 software obtained Sig , ie 0.000 0.05 so that H_0 is rejected and H_1 is accepted. This shows that there are differences in the application of problem-based learning models to students' mathematics learning outcomes. The results of observation of student activities 91% of students who actively participate in the mathematics learning process and 94% of students who give a positive response to the application of problem-based learning models (PBM), the implementation of mathematics learning with problem-based learning models with an average of 3.883% of the ideal score of 4, 0. From the results of this study, it can be concluded that there are differences in the application of problem-based learning models and direct learning to mathematics learning outcomes in class VII students of UPT SMP Negeri 15 Selayar Islands in learning mathematics.]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN DARING BERBASIS EDMODO TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA ]]>
<![CDATA[Muhammad Syahril Harahap]]>;
<![CDATA[Rahmatika Elindra]]>;
<![CDATA[Anggi Anggraini Nasution]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 14, No 1: Juni 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v14i1.6972
<![CDATA[The purpose of this study was to describe the effectiveness of the application of Edmodo-based online learning on the Ability to Understand Mathematical Concepts (AUMC) of students in class VII-1 of SMP Negeri 4 Padangsidimpuan. This research uses descriptive quantitative method with a sample of 15 students.Data collection techniques in this study using observation and tests. Based on the results of the descriptive analysis, it was found: (a) The average application of Edmodo-based online learning was 3.2 with the "Very Good" category, (b) The average student critique before the application of Edmodo-based online learning was 68 with the "Enough" category. and after the implementation of Edmodo-based online learning is 75 with the "Good" category.Furthermore, based on inferential statistics using the t test (paired sample test) and the N-Gain formula, the results obtained show a significant value of less than 0.05 (0.000 0.05) and g = 0.49 with the "Medium" category. This means that the application of Edmodo-based online learning is effective for the AUMC of students in class VII-1 of SMP Negeri 4 Padangsidimpuan.]]>
<![CDATA[ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL OPERASI PECAHAN DITINJAU DARI GAYA BELAJAR ]]>
<![CDATA[Rihana Rihana]]>;
<![CDATA[Sumarni Sumarni]]>;
<![CDATA[Mohamad Riyadi]]>
<![CDATA[ SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 14, No 1: Juni 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/sigma.v14i1.7023
<![CDATA[This study aims to: (1) find out the learning styles of students, (2) find out the difficulties experienced by students in solving fractional operations problems. This type of research is a descriptive qualitative research. The subjects of this study were seventh grade students of SMP Mubarokul Ulum with a total of 22 students who had received fractions material. The data collection procedure begins with filling out a learning style questionnaire. After getting the data on student work, two students with visual learning styles were selected, two students with auditory learning styles and two students with kinesthetic learning styles to be tested, interviewed and documented. The results showed that: (1) out of 22 students, two students had a visual learning style, eight students had an auditory learning style, 10 students had a kinesthetic learning style and there was a discovery of a new learning style, namely a blend of Visual-Kinesthetic learning styles totaling one student. and Auditorial-Kinesthetic learning style amounted to one student. (2) The difficulties experienced by the first subject with the type of visual learning style tend to be difficult in using concepts and the second subject tends to have difficulty in solving verbal problems. The third and fourth subjects who have an auditory learning style tend to have difficulty in solving verbal problems and the fifth subject with a kinesthetic learning style type that tends to have difficulty using concepts while the sixth subject tends to have difficulty using principles]]>
