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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 503 Documents
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THE DEVELOPMENT INTERACTIVE LEARNING MEDIA ON LINEAR PROGRAM WITH MACROMEDIA FLASH 8 HOTS EXERCISES FOR STUDENT OF SMA/MA IN CLASS XI Putri Wulandari; Suparman Suparman
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 5, No 11: November 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v5i11.18215

Abstract

This study aims to develop learning media on a linear program with Macromedia Flash 8 HOTS exercises for SMA/MA students in class XI. This research is included in the research and development using the development model of ADDIE consisting of five-phase, namely analysis, design, development, implementation, and evaluation. The research subject is media experts, material experts, and student response of State Senior High School (SMA Negeri) 1 Kasihan and SMA Negeri 1 Sanden Kabupaten Bantul. Data collection techniques in the form of questionnaires, observation, interviews, and exercises were done before developing the product. The research instrument used is observation sheet, interview sheet, and questioners to assess the interactive learning media that has been developed. The data analysis technique uses qualitative analysis that is converted into a Likert scale cumulative value. The results of the expert assessment of the media obtained an average score 4,58 very good category, by the expert assessment of the materials obtained an average score of 4,50 very good category, the student responses to the technical quality assessed in the small-scale trials obtained an average of 4,17 good category, and the student responses to the technical quality assessed in the classroom usage test scored an average of 4,44 very good category. Based on the average, the learning media of mathematics developed is a media of mathematics learning.
EFEKTIVITAS MODEL ELICITING ACTIVITIES DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR MATEMATIKASISWA KELAS XI IPA SEMESTER GANJIL MAN SABDODADI BANTUL TAHUN AJARAN 2015/2016 Ayu Trisna Dewi; Abdul Taram
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 3, No 1: Maret 2016
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v3i1.5952

Abstract

Pembelajaran yang monoton membuat siswa menjadi jenuh. Selain itu, pembelajaran yang masih berpusat pada guru menyebabkan siswa menjadi kurang aktif dalam proses belajar mengajar, sehingga diperlukan model pembelajaran yang dapat meningkatkan keaktifan siswa yaitu model eliciting activities dan model pembelajaran kooperatif tipe STAD. Penelitian ini bertujuan untuk mengetahui efektivitas model eliciting activities dan model pembelajaran kooperatif tipe STAD terhadap hasil belajar matematika siswa kelas XI IPA semester ganjil MAN Sabdodadi tahun ajaran 2015/2016.Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA semester ganjilMAN Sabdodadi Bantul tahun ajaran 2015/2016 yang terdiri dari 3 kelas. pengambilan sampel dengan teknik Random Sampling terhadap kelas. Sampel dalam penelitian adalah kelas XI IPA 1 dan kelas XI IPA 3. Metode pengumpulan data yang digunakan adalah metode dokumentasi dan metode tes. Instrumen yang digunakan adalah soal tes hasil belajar matematika. Analisis data untuk pengujian hipotesis menggunakan uji-t.Hasil penelitian pada taraf signifikan 5% dan derajat kebebasan = 47 menunjukkan: (1) Ada perbedaan hasil belajar matematika siswa yang menggunakan model eliciting activities dengan hasil belajar matematika siswa yang menggunakan model pembelajaran kooperatif tipe STAD kelas XI IPA semester ganjil MAN Sabdodadi Bantul tahun ajaran 2015/2016. Hal ini ditunjukan dengan uji hipotesis dua pihak dengan uji-t diperoleh  = 2,062 dan  = 2,014. (2) Pembelajaran menggunakan model eliciting activities lebih efektif dibandingkan pembelajaran dengan menggunakan model pembelajaran kooperatif tipe STAD terhadap hasil belajar matematika siswa kelas XI IPA semester ganjil MAN Sabdodadi tahun ajaran 2015/2016. Hal ini ditunjukan dengan uji hipotesis satu pihak dengan uji-t diperoleh  = 2,062 dan  =1,67945. Hal ini ditunjukan dengan uji-t satu pihak dengan  = 2,062 dan  = 1,67945. (3) Tidak ada perbedaan antara nilai kemampuan awal dengan nilai hasil belajar matematika siswa yang pembelajarannya menggunakan model eliciting activities dengan siswa yang pembelajarannya menggunakan model pembelajaran kooperatif tipe STAD kelas XI IPA semester ganjil MAN Sabdodadi Bantul tahun ajaran 2015/2016. Hal ini ditunjukan dengan uji hipotesis dua pihak dengan uji-t diperoleh  = 1,500 dan  = 2,014. Kata kunci: Efektivitas, Model Pembelajaran Kooperatif, Hasil Belajar Matematika.
LEARNING STRATEGIES FOR STUDENTS WITH DIFFICULTY LEARNING MATHEMATICS (DISCALCULIA) IN CLASS XI Idha Atmim Umurona; Rostien Puput Anggoro
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 6, No 12: Desember 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v6i12.19485

Abstract

This study aims to describe the learning strategies in learning approaches and learning methods and the impact of using these learning strategies for dyscalculia students in class XI of State Special Need School (SLBN) Tamanwinagun Kebumen in the 2018/2019 academic year. The subject of this study was a student of class XI Sate Special School (SLBN) Tamanwinagun Kebumen in the 2018/2019 academic year with the source of research data, namely a classroom teacher. This research's object is the mathematics learning strategy for students having difficulty learning mathematics (dyscalculia). Data collection techniques in the form of observation, interviews, tests, and documentation. The data analysis used an interactive model from Miles and Huberman, which describes conditions or phenomena as they are. The research conducted by researchers used a qualitative approach with a study design at SLBN Tamanwinangun Kebumen. The results showed that the teacher's learning strategies for dyscalculia consisted of learning approaches and methods. The learning approach includes a contextual approach, and an individual approach with an approach suitable for students is a contextual approach. The learning methods used include the lecture method, the question and answer method, the assignment method, and the visual method. The appropriate learning method for students is the visual method. The application of learning strategies in the form of approaches and methods used by the teacher in overcoming student dyscalculia impacts learning mathematics. This impact can be seen from the cognitive aspects of the students with dyscalculia, including memory, understanding, application, analysis, evaluation.
RELATIONSHIP BETWEEN LEARNING FACILITIES, LEARNING INTENSITY, AND SELF-CONFIDENCE WITH STUDENTS 'MATHEMATICS RESULTS OF CLASS VII MTs MUHAMMADIYAH KARANGKAJEN Dwi Arimbi; Edi Prajitno
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 5, No 1: Januari 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v5i1.17250

Abstract

Low student learning outcomes are associated with many factors. Learning facilities, learning intensity, and self-confidence are some of the factors associated with learning outcomes. This study aims to determine whether or not a positive and significant relationship between learning facilities, learning intensity, and self-confidence results from learning mathematics students of class VII MTs Muhammadiyah Karangkajen Yogyakarta Semester Even In Academic Year    2016/2017. The population in this research was the students of VII grade in MTs Muhammadiyah Karangkajen Yogyakarta semester even in the academic year 2016/2017, consisted of class    VIIA, VIIB, VIIC, VIID, VIIE totaling 145 students. Trial class and sample class were taken by random sampling technique. They obtained trial class from VIIA and sample class from VII C. The writer uses a questionnaire method to collect the data of learning facilities, learning intensity learning, and self-confidence and test method to get the results of learning mathematics. The research instrument: validity test, different power test, and reliability test. Test requirement analysis includes a test of normality, linearity test, and the test of independence. The writer uses product-moment correlation analysis and multiple linear regression analysis to analyze the data. The results showed that there was a positive and significant relationship between learning facilities, learning intensity, and self-confidence with the results of learning mathematics students class VII of MTs Muhammadiyah Karangkajen Yogyakarta semester even in academic year 2016/2017. It is showed by Fcount  Ftable is 3.1689 > 3.07 with R = 0.4864 and (R2) = 0.2365 with with Relative Contribution = , Relative Contribution    =  and Relative Contribution = , Effective Contribution = , Effective Contribution =  and Effective Contribution = .
THE RELATIONSHIP BETWEEN LEARNING INTEREST AND LEARNING AREA IN THE HOME WITH MATHEMATICS LEARNING OUTCOMES IN STUDENTS CLASS VII Hasnawati Hasnawati; Widayati Widayati
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 6, No 2: Februari 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v6i2.18821

Abstract

The low interest in student learning can be seen from students paying less attention when math lessons are taking place. The noisy home situation makes it difficult for students to concentrate on learning mathematics at home. This study aims to determine the presence or absence of a positive and significant relationship between interest in learning and the learning environment at home with the learning outcomes of mathematics in students class VII MTs Muhammadiyah Gedongtengen Yogyakarta semester in the academic Year Of  2017/2018. This study's population was all students of class VIII odd semester at State Junior High School (MTs) Muhammadiyah Gedongtengen Yogyakarta in 2017/2018, consisting of 2 classes. The sample was taken from class VII B, which consisted of 21 students—the data collection ware test techniques and non - test. The data collection instruments were collected using a questionnaire and test methods. Test research instruments used were validity tests, different power tests, and reliability tests. The prerequisite test used was a normality test, linearity test, and independent test. Analysis of data used product-moment correlation analysis and multiple linear regression analysis. The results showed that there was a positive and significant relationship between interest in learning and the learning environment at home with the results of learning mathematics with Fcount = 5,3828 dan Ftable= 3,55 so that Fcount>Ftable, the double correlation coefficient of  (R) 0,6118 and the coefficient of determination double  (R2) 0,3742. While the double regression equation Ŷ = 16,57 + 0,35 X₁ + 0,42 X₂ and obtained too RC = 40,15% and RC  = 59,85% and EC = 15,03% and EC = 22,4%.
THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH IN MATHEMATICS LEARNING OF STUDENTS IN MTs NEGERI GODEAN SLEMAN Fitria Fitria; Edi Prajitno
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 4, No 3:Maret 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v4i3.16310

Abstract

Teacher-centered learning often makes students feel bored and not interested in participating in learning mathematics. This causes students to be less active in learning activities so that students become less familiar with the material described by teachers and resulted in low learning outcomes of mathematical learning. This study aims to determine whereas more effective learning between mathematics learning using the Realistic Mathematics Education (RME) approach with mathematics learning using a traditional approach to mathematics learning outcomes of students. The population in this study is the seventh-grade students of MTs Negeri Godean Sleman in the academic year 2015/2016 which consists of 4 classes. The sampling technique using a purposive sampling technique (sampling technique with certain considerations) to the class that obtained class VII B as an experimental class and class VII A as a control class. The data was collected using the test method. Instrument testing used validity, reliability, and difficulty level. The data analysis technique used analysis prerequisites of normality test, homogeneity test, and hypothesis testing. The result showed that 1) there is a different learning outcome between learning mathematics using the Realistic Mathematics Education (RME) approach with learning mathematics using a traditional approach. It’s based on two-tailed t-test obtained  and  with a significance level of 5% and the degrees of freedom, respectively and   , which meanings , and than is rejected and  accepted. 2) Learning mathematics using the Realistic Mathematics Education (RME) approach is more effective than learning mathematics using the traditional approach through mathematics learning outcomes on seventh-grade students of MTs Negeri Godean Sleman in the academic year of 2015/2016. It is based on the one tiled t-test obtained  and  with a significance level of 5% and the degrees of freedom, respectively and  which meanings , and than is rejected and  accepted. 
THE RELATIONSHIP BETWEEN EARLY ABILITY, LEARNING MOTIVATION AND LEARNING HABITS WITH MATHEMATICS LEARNING OUTCOMES IN STUDENTS CLASS X Nadhif Nur Kholifah; Edi Prajitno
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 5, No 4:April 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v5i4.17354

Abstract

Low student learning outcomes associated with many factors. The relationship between Early Ability, Learning Motivation, and Learning Habits is allegedly related to learning outcomes. This research aims to determine the presence or absence of positive and significant the relationship between Early Ability, Learning Motivation, and Learning Habits with Mathematics Learning Outcomes in Students Class X MIA in Odd Semester of SMA Muhammadiyah 5 Yogyakarta in Academic Year of 2017/2018. The population in this research was the students of class X MIA in odd semester of SMA Muhammadiyah 5 Yogyakarta in the academic year of 2017/2018, consisted of class X MIA 1, X MIA 2 totaling 60 students. While research samples are one class, i.e., class X MIA 1 was taken by a random sampling technique to the class. Technique data collection using the questionnaire method and test method. The research instrument use validity test, different power, and reliability test. Test requirement analysis includes a test of normality, a test of independence, and a linearity test. The writer uses linear regression analysis and correlation analysis. The results showed that there was a positive and significant relationship between early ability, learning motivation, and learning habits with mathematics learning outcomes in students class X MIA in Odd Semester of SMA Muhammadiyah 5 Yogyakarta in Academic Year of 2017/2018. It is showed by is and  2,98 with Coefficient of multiple correlation ( ) amount 0,880 and coefficient determination double amount 0,332 with the linear regression equation .  38,048%, and  and and  .
RELATIONSHIP BETWEEN HOW TO LEARN, MATHEMATIC COMMUNICATION, AND LEARNING FACILITIES WITH RESULTS OF MATHEMATICS STUDENTS IN SMP MUHAMMADIYAH 4 YOGYAKARTA Desta Senja Nuansa; Uswatun Khasanah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 4, No 6: Juni 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v4i6.16387

Abstract

Student learning outcomes are determined by many factors. How to learn, mathematical communication and learning tools are several factors related to student learning outcomes. This study aims to determine whether or not there is a positive and significant relationship between learning methods, mathematical communication, and learning tools with mathematics learning outcomes for students of class VIII of SMP Muhammadiyah 4 Yogyakarta odd semester 2016/2017 academic year. The population in this study were eighth-grade students of SMP Muhammadiyah 4 Yogyakarta 2016/2017 academic year, consisting of classes VIIIA, VIIIB, VIIIC, VIIID totaling 104 students. Samples were taken from class VIIIB as a class of research samples with random sampling techniques to the class. Data collection techniques used a questionnaire method to obtain data on learning methods and learning tools, as well as test methods to obtain mathematical communication data and mathematics learning outcomes. Research instrument test: validity test, different power test, and reliability test. Analysis prerequisite tests include normality test, linearity test, and independence test. Data analysis uses product moment analysis and multiple linear regression analysis. The results showed that there was a positive and significant relationship between ways of learning, mathematical communication, and learning facilities with mathematics learning outcomes of VIII grade students of SMP Muhammadiyah 4 Yogyakarta Odd Semester 2016/2017 Academic Year. This was indicated by Fcount  Ftable that  is 4,692 > 3,05 with R = 0,6252 and R2 = 0,391 with , with SR, SR  and SR , SE=, SE  and SE .
EFFECTIVENESS OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) AND TYPE TWO STAY TWO STRAY (TSTS) ON MATHEMATICS LEARNING OUTCOMES STUDENT CLASS VIII Fitriani Dyah Wahyuningtyas; Nur Arina Hidayati
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 5, No 7: Juli 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v5i7.17657

Abstract

The teacher's learning model can influence the low learning outcomes of students. The research aimed to determine the effectiveness of the cooperative learning model of TPS type with cooperative learning model TSTS type on mathematics outcomes. The population in this study were students of class VIII State Junior High School 2 Patikraja (SMP Negeri 2 Patikraja) consisted of 6 classes. The sampling technique used a random sampling technique to class, obtained class VIII C as experimental class I, which uses a cooperative learning model of type TPS and VIII B as experiment class II, which uses a cooperative learning model of type TSTS. Data collection techniques used were documentation and tests. Instrument-testing used validity and reliability test. Data analysis techniques used for the analysis include the prerequisite test, normality test, and homogeneity test. To test the hypothesis in this study, using a two-party t-test and one-party t-test. Based on the calculation of two-test and one-party t-test with 5% significant level and degree of freedom 68 on the calculation of t-test two parties obtained value tcount = 2.693058071> ttable = 1,99863, indicating that there are differences in learning outcomes mathematics students using cooperative learning models type TPS with students using cooperative learning models type TSTS. On the calculation of one t-test, tcount = 2,693058071> ttable = 1,99863 indicates that the TPS type is more effective than the TSTS type cooperative learning model in grade VIII students in even semester of SMP Negeri 2 Patikraja Banyumas regency teachings 2016/2017.
THE EFFECTIVENESS OF TEAM ASSISTED INDIVIDUALIZATION OF COOPERATIVE LEARNING ON MATHEMATICS LEARNING OUTCOMES Devi Oktiani; Sunaryo Sunaryo
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 6, No 8: Agustus 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v6i8.19315

Abstract

The direct learning method's use affects students' passive participation in classroom activities, resulting in poor mathematics learning outcomes. This study aims to know the effectiveness of team assisted individualization on mathematics learning outcomes of grade VII students of State Junior High School (SMPN) 1 Ngemplak, Sleman Regency in the even semester of the academic year 2017/2018. This study belongs to quantitative research. This study's populations were six classes of grade VII SMPN 1 Ngemplak, Sleman Regency in the even semester of the academic year of 2017/2018. Random sampling technique was applied to take the sample of this research: grade VII students class B in the treatment class; class E in the experiment class using team assisted individualization cooperative learning; and class C in the control class using direct learning model. The research instruments used in this study were multiple-choice tests. The research instruments were tested using a validity test, differential test, and reliability test. The data were analyzed using a normality test, homogeneity test, and hypothesis test for the prerequisite analysis, including t-test. From two-party t-test with  of significance level and  degrees of freedom resulted in . Thus  is rejected. This means that students' mathematics learning outcomes between those taught using team assisted individualization cooperative learning and direct learning.  A one-party t-test with a 5% significance level and  degrees of freedom resulted in . Thus  is rejected; it means that team assisted individualization cooperative learning is more effective than direct learning towards students' mathematics learning outcomes.

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