Kalamatika (E-Journal)
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PENGEMBANGAN BAHAN AJAR MATERI INDUKSI MATEMATIKA DAN TEORI BINOMIAL BERBASIS PEMBUKTIAN
No full textStudents' ability in solving argumentation in mathematical induction and binomial theory is still lacking based on the results of the exam, so that evidence-based teaching materials are prepared. This study uses design research methods with the subject from 2nd semester students of the Mathematics Education Study Program. This research is a development research consisting of 6 stages: Identification of needs, Planning, Initial product development, Initial product testing, Product revision, Field trials so as to produce teaching materials. The results of the lecturer and student validation show that the teaching materials are valid and feasible to use with an average score of 45 and 45,9333. While the test of the effectiveness of teaching materials used using the t-test obtained results that ttest> ttable, 5.83 > 2.11 which means there is an increase in the average value of students before and after using teaching materials. With the increase in value, it indicates that the instructional materials prepared are effectively used
BAHAN AJAR STATISTIKA BERBASIS GENERATIVE LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS
No full textThis study aims to produce teaching materials and statistical exercises based on generative learning methods; find out the effects of teaching materials on students' mathematical understanding skills in statistical subjects. The subjects of this study were 49 students of the mathematics education program. The study uses design research with stages of development research, namely analysis, design, development, implementation, and evaluation. Data collection techniques with questionnaire validity of material experts, media experts, education experts, interview instruments, student evaluations, and tests. Based on the results of the study, teaching materials and statistical exercises based on generative learning are at a good level. The results of the student evaluation questionnaire regarding the effect of teaching materials are at a good level. The results of the mathematical comprehension ability test on statistical subjects are at a very good level. This can be seen from the value of practicality, namely that the final grade of students in the statistics course is in good and very good grades.This study aims to produce teaching materials and statistical exercises based on generative learning methods; find out the effects of teaching materials on students' mathematical understanding skills in statistical subjects. The subjects of this study were 49 students of the mathematics education program. The study uses design research with stages of development research, namely analysis, design, development, implementation, and evaluation. Data collection techniques with questionnaire validity of material experts, media experts, education experts, interview instruments, student evaluations, and tests. Based on the results of the study, teaching materials and statistical exercises based on generative learning are at a good level. The results of the student evaluation questionnaire regarding the effect of teaching materials are at a good level. The results of the mathematical comprehension ability test on statistical subjects are at a very good level. This can be seen from the value of practicality, namely that the final grade of students in the statistics course is in good and very good grades
PENGEMBANGAN MODUL BERBASIS MATEMATIKA REALISTIK BERCIRIKAN BUDAYA INDONESIA
No full textOne of the negative effects of globalization is the reduced love for culture in the younger generation. Increasing the love of culture in the younger generation can be done in mathematics learning. Realistic mathematics connects mathematics learning with daily life activities. Realistic mathematics characterized by Indonesian culture is contained in modules with the aim of learning mathematics and also can increase students' knowledge about Indonesian culture. This study aims to develop modul based on realistic mathematical characterized by Indonesian culture that is valid and practical. The instruments used in this study were validation sheets and student response questionnaire sheets. Validation sheet to obtain module validity data while student response questionnaire sheets are used to obtain module practicality data. The method used in this study is through three stages, namely the stage of defining, designing, and developing. This research and development produces modul based on realistic mathematical characterized by Indonesian culture that is valid and practical. Valid is obtained from the data analysis sheet validation filled by expert validators. The practicality of the module was obtained from the results of the student response questionnaire which showed a positive response.One of the negative effects of globalization is the reduced love for culture in the younger generation. Increasing the love of culture in the younger generation can be done in mathematics learning. Realistic mathematics connects mathematics learning with daily life activities. Realistic mathematics characterized by Indonesian culture is contained in modules with the aim of learning mathematics and also can increase students' knowledge about Indonesian culture. This study aims to develop modul based on realistic mathematical characterized by Indonesian culture that is valid and practical. The instruments used in this study were validation sheets and student response questionnaire sheets. Validation sheet to obtain module validity data while student response questionnaire sheets are used to obtain module practicality data. The method used in this study is through three stages, namely the stage of defining, designing, and developing. This research and development produces modul based on realistic mathematical characterized by Indonesian culture that is valid and practical. Valid is obtained from the data analysis sheet validation filled by expert validators. The practicality of the module was obtained from the results of the student response questionnaire which showed a positive response
PEMBELAJARAN KALKULUS BERBASIS 4K UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA
No full textThis article describes the application of 4C (Critical, Creative, Communicative, and Collaborative) in Calculus learning to improve students' ability to solve mathematical problems. This research was classroom action research. Subjects of this study were students of IKIP Budi Utomo Malang Mathematics Education program. Steps of 4C learning that can improve problem solving skills were (1) students were given problems that encourage critical and creative thinking, (2) they were asked to collaborate and communicate in groups, (3) demonstration activities that require each student to communicate in front of classmates, (4) students asked to make problems that encourage creative thinking. The results of the study indicate that there was an increase in student’s ability to solve problems after being given 4C learning. In the preliminary study, most students were able to understand problem, but few students were able to make plan and implement plan. The average score of students’ problem solving skill improved from 22.5 in the preliminary study to 60 in the first cycle and 79.75 in the second cycle. So 4C learning can improve students’ problem solving skills.Artikel ini mendeskripsikan penerapan pembelajaran Kalkulus berbasis 4K (Kritis, Kreatif, Komunikatif, dan Kolaboratif) untuk meningkatkan kemampuan mahasiswa dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini adalah mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang. Langkah-langkah pembelajaran berbasis 4K yang dapat meningkatkan kemampuan pemecahan masalah yaitu (1) mahasiswa diberikan permasalahan yang mendorong untuk berpikir kritis dan kreatif, (2) mereka diminta untuk berkolaborasi dan berkomunikasi dalam kelompok, (3) dilakukan kegiatan demonstrasi yang menuntut setiap mahasiswa berkomunikasi di hadapan teman sekelas, (4) mahasiswa diminta membuat permasalahan yang mendorong untuk berpikir kreatif. Berdasarkan hasil penelitian menunjukkan bahwa terdapat peningkatkan kemampuan mahasiswa dalam memecahkan masalah setelah diberikan pembelajaran berbasis 4K. Pada studi pendahuluan, sebagian besar mahasiswa mampu memahami masalah, namun hanya sedikit mahasiswa yang mampu membuat rencana dan melaksanakan rencana. Pada siklus I, untuk tahap memahami masalah sudah memenuhi kriteria penilaian yaitu lebih dari 70, tetapi untuk tahap yang lain masih kurang dari 70. Dikarenakan pada siklus I belum memenuhi kriteria keberhasilan, dilakukanlah siklus II. Sesuai dengan hasil penelitian siklus II diperoleh informasi bahwa skor rata-rata untuk setiap tahapan pemecahan masalah telah memenuhi kriteria lebih dari 70 yaitu dengan rincian untuk tahapan memahami masalah 88, membuat rencana 80, melaksanakan rencana 76, dan memeriksa kembali 75. Dengan demikian pembelajaran 4K dapat meningkatkan kemampuan pemecahan masalah mahasiswa
PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA
No full textThis article discusses about what conceptual understanding is in learning of mathematics and how conceptual understanding could be developed in a student’s thinking. As we know, generally, at least there are two types of learning that we have already experienced until right now, they are rote learning and meaningful learning, where each type has itself characteristic different from each other. The fundamental difference between the two types of learning is that rote learning emphasizes on memorizing structurally meanwhile meaningful learning focusing on understanding concepts learned. Therefore, teachers should carefully consider suitable strategies of teaching before deciding which types of learning could be developed in students’ thinking, and teachers need to pay attention to the effectiveness of teaching and learning in order to help students achieving a conceptual understanding
IDENTIFIKASI KESULITAN BELAJAR MAHASISWA MELALUI MODEL PROJECT BASED LEARNING
No full textThe purpose of this study was to know the learning difficulties experienced by third grade students of Mathematics Education Study Program during Project Based Learning (PjBL) implementation on Evaluation of Mathematics’ Learning Process and Result. This research used descriptive method with qualitative approach because it is relevant from the initial process to the final product, and research instrument used is in the form of interview sheet. The sample of this research is 68 third grade students of Mathematics Education Study Program of Faculty of Teaching and Educational Sciences, University of Swadaya Gunung Jati Cirebon. The study was conducted in the period of March - July 2016. Based on the results of this study it can be concluded that students' learning difficulties during the implementation of Project Based Learning caused by internal factors, that is lack of motivation, which can be seen from the lack of students in reading and looking for various references related to the material, they rely on one reference book only that used during lectures. This resulted to the lack of understanding in learning the Evaluation Instruments’ Quality which can be seen from the difficulty in classifying evaluation test questions based on Bloom's Taxonomy and arranging scoring guidelines, using validity formula, reliability, item discrimination, and index of difficulty to determine instrument quality, and difficulty in accomplishing the final product
PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL
No full textAlgebra is one of the most difficult material for students to understand, especially those experiencing math-anxiety. This study aimed to describe: (1) the thinking process of students who have high math-anxiety in solving mathematical problems according to Polya steps, (2) the thinking process of students who have low math-anxiety in solving mathematical problems according to Polya steps. Type this research is qualitative research with case study method. Sampling is done by purposive sampling technique. Subjects used in this study as much as two research subjects, namely: students who have high anxiety math, students who have low anxiety math. The instruments used to collect data are classification of anxiety level of mathematics learning, mathematics problem sheet, and interview guidance. The data validation test used is the triangulation test of time. In this study, researchers used a type of reflective and creative thinking to analyze the thinking process of the subject. The results show: (1) when understanding the problem, planning problem solving, running problem-solving plan, and re-examining answers, students experiencing high math-anxiety using reflective thinking process, (2) when understanding the problem and re-examining answers, students who experience low anxiety math using reflective thinking processes, while at the time of planning problem solving and running problem-solving plans, the subject engages in a process of reflective and creative thinking
RANCANGAN MASALAH MATEMATIKA UNTUK MENGIDENTIFIKASI BERPIKIR GEOMETRIS SISWA
No full textGeometric thinking has a very important role in developing students' mathematical thinking. To find out geometric thinking students needed a problem that could identify geometric thinking. The problem must be in accordance with the objectives to be measured, to meet validity and reliability as a valuation tool. The purpose of this research was to obtain the design of geometry problems to be able to identify valid and reliable geometric thinking. The descriptive method was used in this research. There are 6 people as validators and 3 junior high school students for testing. The results obtained prototype problems designed to pay attention to aspects of the material in accordance with the level of junior high school students and bring visualization, construction and reasoning activities. The construction aspect in which the problem does not lead to multiple interpretations. is clear and uses a question word/ command whose completion is a description. Aspects of language where the language is communicative easily understood and in accordance with the rules of the Indonesian language is good and true and meets the criteria of legibility
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DALAM MENDUKUNG KEMAMPUAN ABAD 21
No full textThe abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good
KORELASI MODEL GROUP INVESTIGATION DENGAN KEMAMPUAN BERPIKIR KREATIF DAN KEMAMPUAN PEMECAHAN MASALAH
No full textThe purpose of this research is to know the relationship of Group Investigation model with creative thinking ability and problem solving ability. Model Group Investigation is a group-based learning model where students are given opportunities to discuss, think critically, and be responsible for the learning. The research method used is experimental method, with sampling technique used is Purposive Sample. The instrument used in this research is the observation sheet of student activity, the question of creative thinking ability and the problem solving test problem. The test used is Pearson Product Moment correlation test, ANOVA Factorial test, and uji t. The results of this study are: (1) student activity in learning mathematics by using Group Investigation model overall percentage reaches 65,6% and included in good category; (2) there is correlation of Group Investigation model with creative thinking ability; (3) there is correlation of Group Investigation model with problem solving ability; (4) there is a correlation of Group Investigation model with creative thinking ability and problem-solving ability; (5) there is difference of average ability of creative thinking and problem solving ability between experiment class student and control class student, with mean value of experiment class is 76,60 whereas mean value of control class is 68,57