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Harina Fitriyani
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AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika
Published by Universitas Ahmad Dahlan
ISSN : 23558199     EISSN : 27755746     DOI : https://doi.org/10.12928/admathedust.v11i2.28824
Core Subject : Education,
Mathematics
The aim of the Ahmad Dahlan Mathematics Education Students (AdmathEduSt), p-ISSN 2355-8199, e-ISSN 2775-5746, is to provide an academics forum for the sharing, dissemination, and discussion of result research, experience, and perspectives across a wide range of mathematics education, applied Mathematics and Mathematical Sciences. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes but is not limited to the following topics: ICT, desaign/development reserach, mathematics ability, affective in mathematics education, etc. Research in applied mathematics includes Mathematics Modelling, Numerical Methods, graphs and Combinatorics Statistics, and research in mathematics science are Geometry, Algebra and analysis.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 18 Documents
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Search results for , issue "Vol 7, No 1: Maret 2020" : 18 Documents clear
THE EFFECT OF THE COLLABORATIVE PROBLEM SOLVING ON LEARNING RESULT REVIEWED FROM THE ABILITY OF MATHEMATIC CRITICAL THINKING OF CLASS VII Rinadin Rinadin
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20146

Abstract

The low learning results of mathematics and the ability of critical thinking mathematically to mathematics in Junior High School (SMP) Muhammadiyah 3 Depok Class VII Sleman District of Academic Year 2019/2020 which is due to identifying, choosing a problem-solving strategy, making alternatives to problem-solving, classification a statement, and making students conclusions still confused, difficult and less thorough in solving math problems. The purpose of this research is to know whether there is and or whether a significant influence (1) model factors learning to the outcome of student mathematics learning, (2) factors factor in mathematical critical thinking students against learning outcomes of mathematics, (3) Interaction between learning models and the ability of critical thinking mathematically to students of student mathematics learning outcomes. The type of research used is the type of experimental research using Factorial Design. The factorial design used is two-two factorial design. The study population was all the SMP Muhammadiyah 3 Depok Class VII Sleman District of Academic Year 2019/2020 with a class VII A sample as the control class and class VII D as an experimental class. Data analysis techniques using ANAVA two lanes with a prerequisite analysis test use the normality test and homogeneity test. The hypothesis test uses variance analysis and is continued with the LSD test. Based on the two-lane analysis test, the first hypothesis influences the learning model of mathematics learning outcomes in SMP Muhammadiyah 3 Depok Class VII Sleman District of Academic Year 2019/2020. The second hypothesis shows an influence of critical mathematical thinking ability to study the mathematics results in SMP Muhammadiyah 3 Depok Class VII Sleman District of Academic Year 2019/2020. The third hypothesis shows the influence of interaction between learning models and mathematical critical thinking abilities. Based on the LSD test calculation, the learning model of Collaborative Problem Solving (CPS) combined with high mathematical critical thinking is most influential in mathematics students SMP Muhammadiyah 3 Depok Class VII Sleman District of Academic Year 2019/2020.
THE EFFECT OF LEARNING MODELS ON MATHEMATICS LEARNING OUTCOMES ASSESSED FROM THE ACTIVITY OF VIII Wiwin Fajriah Hanna; Uswatun Khasanah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20161

Abstract

This study aims to determine whether or not there is a significant influence (1) the learning model on the mathematics learning outcomes of VIII grade students of SMP Muhammadiyah 3 Yogyakarta Even Semester of 2019/2020 Academic Year, (2) the activity factor on the learning outcomes of  VIII grade students of SMP Muhammadiyah 3 Yogyakarta Even Semester of 2019/2020 Academic Year, (3) the interaction between the learning model and the activeness of students on the mathematics learning outcomes of VIII grade students of Junior High School (SMP) Muhammadiyah 3 Yogyakarta Even Semester of the 2019/2020 Academic Year. This study's population was VIII grade students of SMP Muhammadiyah 3 Yogyakarta, consisting of 8 classes. A sample of 2 classes with 61 students was taken by random sampling technique, obtained VIII E as the experimental class and VIII F as the control class. Observation and tests are used as techniques in collecting the data. The research instrument was a test of mathematics learning outcomes and observations of student activeness. The data analysis technique used includes the prerequisite test and hypothesis testing. The results of the study with a significant level of 5% with dk: and indicate, (1) there is an effect of the learning model on mathematics learning outcomes, obtained = 44,390 dan = = 4,009, then it is obtained (2) there is an influence of student activeness factors on mathematics learning outcomes, obtained = 39,661 and = = 4,009, it is obtained , (3) there is a significant influence of the interaction between learning models and student activeness on mathematics learning outcomes, obtained = 14,731 and = = 4,009, then it is obtained.
THE EFFECTIVENESS OF SCRAMBLE LEARNING MODEL ON STUDENTS MATHEMATICS LEARNING OUTCOMES IN CLASS VII Iryana Setyaningrum; Suparman Suparman
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20152

Abstract

SMP Muhammadiyah 1 Minggir is one of the schools whose learning result of mathematics is still low. The learning process used is still teacher-centered and less varied. This makes the student's lack of attention to the teacher's explanations in the classroom learning. One of the learning models that focuses students' attention on teacher explanation is the Scramble learning model. The purpose of this study to determine the effectiveness of learning models between students who use the Scramble learning model to students in class VII odd semester junior high school (SMP) of Muhammadiyah 1 Minggir Sleman District Academic Year 2019/2020. This study population is the seven graders of junior high school Muhammadiyah 1 Minggir Sleman District Academic Year 2019/2020, which consists of seven classes. The technique of sampling research used a random sampling technique that is by lottery. The classes obtained are class VII B as the experimental class using the Scramble learning model and VII C as the control class using the direct learning model. Methods of data collection using the method of documentation of students' initial ability and test. Research instruments consisting of interviews with teachers and students, observations, and multichoice mathematical test results. Data analysis used is a prerequisite analysis test consisting of normality test and homogeneity test, then a hypothesis test using t-test the first hypothesis and t-test the second hypothesis. The significant level of 5% and DF = 62 show that: (1) there are differences in students mathematics learning outcomes using Scramble and mathematics learning outcomes of students who use direct learning. This was evidenced by the value of tcount = and ttable = , so that tcount > ttable means rejecting H0. (2) Mathematic learning of students who used the Scramble learning model was more effective than students who used direct learning on mathematics learning outcomes. The value of tcount =  evidenced this and ttable = , so that tcount > ttable means that rejecting H0.
THE EFFECT OF COLLABORATIVE PROBLEM SOLVING LEARNING MODELS ON MATHEMATICAL LEARNING RESULTS REVIEWED FROM THE ABILITY OF PROBLEM-SOLVING OF CLASS VII Sekarwuni yhudanti; Nur Arina Hidayati
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20157

Abstract

This research is motivated because, in learning mathematics, students' problem -solving abilities are still low. Students have not been able to understand the problem given. This is Indicated by many students who cannot determine what is known and what is asked in the problem. This study aims to determine the Collaborative Problem Solving Learning Model (CPS) effect on Mathematics Learning Outcomes in Students' Mathematical Problem Solving Ability. This research is an experimental study with a research design using a 2-2 factorial design. The population of the study was all VII grade students of Junior High School (SMP) Muhammadiyah 3 Depok in the even Semester of the 2019/2020 school year. The sample used in this study was to take two classes. Randomly, namely, class VII A as a control class and VII D as an experimental class. Data collection Two techniques using the test. The data analysis technique used two-way Anava with prerequisite test analysis of normality test and homogeneity test and continued with LSD test. The results of this study can be concluded: (i) Fobs(A) > F0,05;1;66, there is an influence of learning model factors on mathematics learning outcomes, (ii) Fobs(A) < F0,05;1;66, there is no influence of students mathematical problem-solving ability factors on results students mathematics learning, (iii) Fobs(A) < F0,05;1;66, there is no interaction between the factors of the learning model and students mathematical problem-solving abilities towards student mathematics learning outcomes.
THE EFFORT TO INCREASE MATHEMATICS LEARNING COOPERATION BY USING COOPERATIVE MODEL OF NUMBERED HEADS TOGETHER TYPE OF STUDENTS CLASS VIII Eka Namita Kristumurti; Romelan Hamzah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20147

Abstract

This research is motivated by the lack of student learning cooperation in learning mathematics. This study aims to improve student learning cooperation using the Numbered Heads Together (NHT) type of cooperative learning model for class VIII students of State Junior High Schol (SMP Negeri) 1 Pleret, Bantul Regency in the academic year 2019/2020. Research is a research action class that comprises over two cycles. Setting the research sets class VIII E SMP Negeri 1 Pleret half even regency of Bantul year lesson 2019/2020, with 32 students. Data collection methods used were observation and interviews. The instruments used were observation sheets, interview guidelines, and field notes. The test instrument that is used is the test of the validity of the content. Analysis of the data used is descriptive qualitative. The study results showed that the cooperative learning type NHT improved cooperation learning math student class VIII semester of even SMP Negeri 1 Pleret District Bantul years mop teachings of 2019/2020. This is evident from observations of students' mathematics learning collaboration, which has increased every cycle. In cycle I percentage of cooperative learning of mathematics students is 55,49 % with the criteria sufficiently. In cycle II the percentage of students mathematics learning cooperation was 78,89 % with good criteria. Interviews with students showed that students are interested and feel happy to learn math using a model of learning cooperative type NHT.
IMPROVING MATHEMATICS LEARNING ACTIVITIES USING STUDENT TEAMS ACHIEVEMENT DIVISION OF COOPERATIVE LEARNING MODEL Siti Karlina; Romelan Hamzah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20908

Abstract

The Teacher-centered learning results in students for being less active in responding to the teacher explanations. Therefore, there is a need for efforts to improve students learning activities. This study aims to improve mathematics learning activities using student teams achievement division (STAD) type of cooperative learning. This research was included in the classroom action research consisting of two cycles. The settings in this study were the students of class VII C in the second semester SMP Negeri 1 Imogiri Bantul in the academic year of 2018/2019, with 32 students consisting of 12 male students and 20 female atudents. The research used observation and interviews as the data collection method. The research instrument used in the form of an observation sheet and interview guidelines. The test of the research instrument is the validity test. The researcher used descriptive and qualitative methods to analyzed the datas. The results showed that using using student teams achievement division (STAD) type of cooperative learning model could improve mathematics learning activities of students of class VII C in the second semester of SMP Negeri 1 Imogiri Bantul in thr academic year of 2018/2019. This is evident from the results of observation of mathematics learning activities of student who experience an increase in earch cycle. In the first cycle the percentage of students mathematics learning activities was 40.95% with sufficient criteria. In the second cycle the percentage of students mathematics learning activities was 79.427% with good criteria. From the result of the interview it is obtained information that in general students are interested and feel happy in mathematics learning using student teams achievement division (STAD) type of cooperative learning model.
THE USE OF REALISTIC MATHEMATICS EDUCATION TO APPROACH AS AN EFFORT TO IMPROVE MATH COMMUNICATION SKILLS Romadhon Kuswantoro; Abdul Taram
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20153

Abstract

Problems about the low mathematical communication skills of students are still found in Junior High School (SMP) Muhammadiyah 2 Minggir. Based on the problem above, the researcher is interested in research to improve students' mathematical communication skills using the Realistic Mathematics Education (RME) inset material to class VII of SMP Muhammadiyah 2 Minggir in the academic year 2019/2020. The type of research used in this study is classroom action research (CAR). This study's subject was students grade VII class B of SMP Muhammadiyah 2 Minggir in 2019/2020, consisting of 29 students. This study's object is implementing the mathematics learning process through Realistic Education Learning approaches to improve students' mathematical communication skills. Data collection techniques used by researchers are observation, tests, and interviews. After obtaining the data, then the data is processed by triangulation techniques and calculated using Microsoft Excel. Based on the calculation results of mathematical communication skills in students grade VII class B of SMP Muhammadiyah 2 Minggir, which have been measured with indicators of mathematical communication abilities, the average percentage of mathematical communication abilities of students in the first cycle is 59%, which is included in the excellent category. The percentage increased to 75.19% in the second cycle or after being given an action using a learning approach to realistic mathematic educations with the category "Good" and increased mathematical communication skills 67.09%.
THE EFFORT TO IMPROVE MATHEMATICS LEARNING ACTIVITIES BY APPLYING THE STUDENT TEAMS ACHIEVEMENT DIVISION TYPE COOPERATIVE LEARNING MODEL AT CLASS VII Siti Nurrohmah; Romelan Hamzah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 7, No 1: Maret 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v7i1.20158

Abstract

Learning that uses expository models is teacher-centered learning, make students less actively involved in following the process of learning mathematics. Therefore, there is an effort to do to increase student learning activities. This research aims to improve mathematics learning activities by applying the Student Teams Achievement Division (STAD) in grade VII G in even Semester of State Junior High School (SMP Negeri) 3 Banguntapan Bantul Regency year academy 2019/2020. This research is a class action study consisting of two cycles. This research consists of 32 students of class VII G of SMP Negeri 3 Banguntapan Bantul Regency. The data collection technique used are observations, interviews, and field records. The instruments used are observation sheets, interview guidelines, and Field records. The test instrument used is the content validity test. The analysis of the data used is qualitative descriptive. The results showed that implementing a cooperative learning model of the STAD could increase the learning activity of mathematics in students of class VII G in grade VII G in even Semester of SMP Negeri 3 Banguntapan Bantul Regency 2019/2020. The observation results of students ' mathematical learning activities have improved from cycle I to cycle II. In the cycle I, the percentage of students ' mathematics learning activity averages 54.58% with moderate criteria. In cycle II the percentage of students ' math learning activity averages 72.04% with high criteria. The students' interviews showed that students are interested in learning mathematics using a STAD cooperative learning model.

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