Journal of the Indonesian Mathematics Education Society

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA BERSTANDAR CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION (CAIE) DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS

Delia Safira Rahmah — 2020-02-04

The ability to solve problems is the ability to find a way out or answer by doing certain stages and understanding mature thinking. This study aims to describe the ability of Cambridge standard mathematical problem solving students who think critically high, medium, and low. This type of research is a qualitative descriptive study. The subjects in this study consisted of six students who answered correctly from class IX-1 MTs Bilingual Muslimat NU Pucang Sidoarjo. Data collection techniques are done by written tests and interviews. Data from written tests and interviews were analyzed according to indicators of critical thinking, then presented and analyzed using descriptive analysis. Based on the description and analysis of the data, it shows that students in high critical thinking categories in solving mathematical problems are of Cambridge standard, able to understand problems, plan and carry out problem solving, and re-examine problem solving. Students in the critical thinking category are currently solving Cambridge standard mathematical problems, tend to be less able to re-examine problem solving, but are able to understand problems, plan and implement problem solving. Students with low critical thinking categories in solving mathematics problems with Cambridge standards, tend to be less able in expressing planning and in re-examining problem solving, but are able to understand and carry out problem solving

Analisis Pemahaman Konsep Peserta Didik Reflektif Terhadap Soal Cerita Matematika Aritmatika Sosial Berdasarkan Teori APOS

Selvia Indi Nur Aini — 2020-02-07

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep peserta didik bergaya kognitif reflektif terhadap soal cerita matematika Aritmatika Sosial berdasarkan Teori APOS. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitin ini adalah peserta didik kelas VII B semester genap Tahun Pelajaran 2019/2020 di SMP Brawijaya Smart Shcool Malang dan sudah mendapatkan materi Aritmatika Sosial dengan jumlah peserta didik adalah 31 orang. Berdasarkan hasil penelitian yang telah dilakukan terdapat tiga subjek yang memiliki gaya kognitif reflektif dan dianalisis jawabannya untuk mengetahui pemahaman konsep peserta didik terhadap materi Aritmatika Sosial. Ketiga subjek tersebut mampu mencapai tahap aksi di soal nomor 1 sampai nomor 3 dengan baik sesuai tahapan Teori APOS. Pada tahap proses, ketiga subjek mampu memahaminya di soal nomor 1 dan 2, sedangkan soal nomor 3 dan 4 tidak dapat dilalui dengan baik karena terdapat kekurangan dalam pemahaman mereka. Hal ini berlaku juga pada tahap objek dan skema. Dari ketiga subjek menunjukkan bahwa subjek dengan kemampuan sedang, pemahamannya lebih cenderung seperti subjek dengan kemampuan rendah.

Kata Kunci : Pemahaman Konsep, Teori APOS, Kognitif Reflektif

MENINGKATKAN PRESTASI BELAJAR MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING

Mustasyfiyah Mustasyfiyah — 2020-07-01

This research to describe the student learning achievement with the Problem Based Learning Model in class XI MM 2 consists of 12 female students and 17 male students. This research uses the Classroom Action Research (CAR) method with 4 stages, namely: Planning, Acting, Observing, and Reflecting. Data sources in this research are students and teachers. The type of data collected includes student achievement data. The data was obtained by a test method and a documentation method. Data analysis technique is student achievement. All data are analyzed and it can be concluded that the Problem Based Learning model can improve mathematics learning achievement. In cycle I, mastery learning by 64% increased to 76.2% in cycle II. The increase in the average value of the class in cycle I of 59.8 increased to 78.33 in cycle II. The activeness of students during the learning process using the PBL learning model also increased. The biggest increase occurred in doing LKS. Students are more active in discussions and present problems that have been resolved.

EFEKTIVITAS PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN MENGGUNAKAN MEDIA BUTIK PADA MATERI SEGITIGA

Abdul Rochim — 2020-07-01

Abstract. This research aimed to describe the results of the management of learning, student activities, learning outcomes, and students' responses after conducting a jigsaw type in cooperative learning model using boutique media on triangular material for VII grade junior high school students.The method used a quantitative descriptive method because the data are numbers which are then developed descriptively. The subjects were students of class VII Tribhuwana 2 Setro Menganti. The research design used one shot case study which was conducted for three meetings using the jigsaw type in cooperative learning model. The results showed: (1) management of learning as a whole can be categorized very well with an average score of 3.5; (2) overall student activity can be categorized as active with an average percentage of 92.2% (3) the average value of student learning outcomes is 82.2 with an average percentage of classical completeness 81.82%; and (4) student's responses in learning by using the jigsaw cooperative learning model with BUTIK media are positive.

Keywords: Cooperative, Jigsaw, butik

Abstrak. Penelitian ini bertujuan mendeskripsikan hasil pengelolaan pembelajaran, aktivitas siswa, hasil belajar, dan respon siswa setelah melakukan model pembelajaran kooperatif type jigsaw dengan menggunakan media butik pada materi segitiga pada siswa SMP kelas VII. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kuantitatif karena data berupa angka-angka yang kemudian dikembangkan lagi secara deskriptif. Subjek dalam penelitian ini adalah siswa kelas VII SMP Tribhuwana 2 Setro Menganti. Adapun rancanga. penelitian yang digunakan yaitu one shot case study yang dilaksanakan selama tiga pertemuan menggunakan dengan model pembelajaran kooperatif type jigsaw. Hasil analisis data menunjukkan: (1) pengelolaan pembelajaran secara keseluruhan dapat dikategorikan sangat baik dengan skor rata-rata 3,5; (2) aktivitas siswa secara keseluruhan dapat dikategorikan aktif dengan persentase rata-rata 92,2% (3) nilai rata-rata hasil belajar siswa yaitu 82,2 dengan persentase rata-rata ketuntasan klasikal 81,82%; dan (4) respons siswa terhadap pembelajaran menggunakan model pembelajaran kooperatif type jigsaw dengan media BUTIK adalah positif.

Kata kunci: kooperatif, jigsaw, butik

IMPROVING STUDENT LEARNING OUTCOMES WITH GUIDED DISCOVERY METHOD USING GEOGEBRA SOFTWARE

Sulaiman Sulaiman — 2020-07-01

ABSTRACT

Along with developing of science and technology, the education world should be willing to hold positive innovations for education advancement. Educational technology could change the conventional instruction into non-conventional. Therefore author wants to provide an alternative method of instruction that is able to make students more active, namely guided discovery methods using GeoGebra software.

The purpose of this study was to determine student activities, student responses and improvement in student learning outcomes through the application of guided discovery methods using GeoGebra software with congruence topics of grade 9 of SMPN 1 Saronggi Sumenep academic year 2018/2019.
This research was conducted in Sumenep on September 2, 2018 up to September 13, 2018 in semester I of the 2018/2019 academic year with a total of 22 students. This classroom action research was carried out for two cycles with each cycle through the stages of planning, implementation, observation, and reflection. Researchers used the observation method to determine student activities, questionnaires to determine student responses and and test methods to determine improvement in student learning outcomes. Data analysis uses descriptive data analysis.
From the results of data analysis, it can be concluded that student activity has increased by 0.4 in the good category, student response has increased by 7.14%. with a very good category and student learning outcomes have increased by 11.91 with good criteria. So that the application of guided discovery methods using GeoGebra software can be said to be good to apply.

Keywords: Guided discovery, GeoGebran software