Kalamatika (E-Journal)
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TEAM GAMES TOURNAMENT AND MEANS-ENDS ANALYSIS: LEARNING TYPES IN IMPROVING MATHEMATICAL CRITICAL THINKING
No full textThe purpose of this research was to determine the effectiveness of Teams Games Tournament (TGT) and Means-Ends Analysis (MEA) learning types in improving mathematical critical thinking skills and to compare the effectiveness of the two learning types. This research used a quantitative approach with a purposive sampling technique. Two classes were selected from all XI classes at MA Ma'ahid Kudus: experimental class 1, which applied the TGT learning type, and experimental class 2, which applied the MEA learning type. Both experimental classes were chosen based on the pretest homogeneity test, and the two classes were homogeneous. The results obtained from this research are as follows: 1) There is an increase in students' mathematical critical thinking skills after being given the TGT learning type, 2) There is an increase in students' mathematical critical thinking skills after being given the MEA learning type, and 3) There is a difference in effectiveness between the TGT and MEA cooperative learning models
ENHANCING PROBLEM-SOLVING SKILLS THROUGH NUMERACY INSTRUMENT DESIGN: INCORPORATING PANDEGLANG’S LOCAL WISDOM IN GEOMETRY CONTENT
No full textProblem solving is a crucial aspect of the education curriculum, as it reflects the skills expected to be possessed by students. Indicating that the majority of students face difficulties in this process. Studies also indicate that numeracy literacy plays a significant role in enhancing mathematical problem-solving skills. This research aims to develop a numeracy literacy assessment that integrates Pandeglang Regency's local knowledge, with a particular emphasis on geometry, to enhance the mathematical problem-solving abilities of Grade IX. This study fits into the Tessmer formative research model, which is related to the category of development research. The study involved 35 ninth-grade students from MTsN 2 Pandeglang as participants. Various tools were used to gather data, such as validation sheets, interview guidelines, and numeracy literacy tests inspired by local knowledge in the Pandeglang Regency. The analysis process included assessing these tools' effectiveness, reliability, and precision through expert assessments and statistical methods. The study's conclusions show that the developed test's quality comprises moderate difficulty for each of the three items, good validity, and satisfactory item discrimination.
 
Bahasa Inggris
No full textNowadays, technology is developing rapidly. Augmented reality is one of the technologies frequently used in the learning process. The purpose of augmented reality-based learning is to improve mathematical reasoning skills by providing interesting and appropriate learning media. This study aims to develop mathematics learning media for flat-sided spatial geometry material based on augmented reality that can be tested on grade VII students of SMPN 16 Tangerang City. This research uses the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research data includes both qualitative and quantitative data. The instruments used are media validity expert assessments, media practitioner assessments, and respondent responses. The results of the study showed a significant increase in students' knowledge and skills during the learning process of mathematics on cube and cuboid materials based on augmented reality in grade VII students of SMPN 16 Tangerang City. This is indicated by the expert assessment results, which rated it as "valid," the media expert assessment results, which rated it as "very practical," and the respondents' answers, which were categorized as "moderate." Students' knowledge and skills increased significantly due to the application of augmented reality-based mathematics learning on cubes and cuboids. The application of this learning method provides an effective increase in students' knowledge and skills and helps achieve learning objectives
ANALYSIS OF NUMERACY SKILLS IN GRADE VI ELEMENTARY SCHOOL STUDENTS IN SOLVING MINIMUM COMPETENCY ASSESSMENT QUESTIONS
No full textThis piece of writing is inspired by the inadequate numeracy skills of students, leading to their confusion when it comes to creating visual representations and comprehending the analysis related to the problems they are tasked with. The minimum competency assessment serves as a tool to evaluate students' numeracy skills and, in turn, enhances the overall quality of elementary education. The primary objective of this study was to elucidate the numeracy skills of students and to delve into their responses when addressing questions in the minimum competency assessment. For this research, a descriptive qualitative method with a case study approach was employed. The research subjects comprised sixth-grade students at Pondok Cabe Ilir 01 State Elementary School during the odd semester of the 2023/2024 academic year. Data collection methods encompassed observation, numeracy minimum competency assessment tests, interviews, documentation, and data triangulation. Data analysis involved data reduction, data presentation, and drawing conclusions.The findings of this research revealed that students' numeracy skills fell into three categories: high, medium, and low, based on their performance across three specific indicators. The implications of this study are significant for schools, educators, and students, as they provide valuable insights into the preparation and enhancement of numeracy skills when addressing questions in the minimum competency assessment.Tulisan ini terinspirasi dari kemampuan berhitung siswa yang belum memadai sehingga menyebabkan siswa kebingungan dalam membuat representasi visual dan memahami analisis terkait permasalahan yang diberikan. Penilaian kompetensi minimum berfungsi sebagai alat untuk mengevaluasi keterampilan berhitung siswa dan, pada gilirannya, meningkatkan kualitas pendidikan dasar secara keseluruhan. Tujuan utama dari penelitian ini adalah untuk menjelaskan keterampilan berhitung siswa dan untuk mengetahui respon mereka ketika menjawab pertanyaan dalam penilaian kompetensi minimum. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah siswa kelas VI SD Negeri Pondok Cabe Ilir 01 semester ganjil tahun ajaran 2023/2024. Metode pengumpulan data meliputi observasi, tes kompetensi minimal numerasi, wawancara, dokumentasi, dan triangulasi data. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini mengungkapkan bahwa keterampilan berhitung siswa terbagi dalam tiga kategori: tinggi, sedang, dan rendah, berdasarkan kinerja mereka pada tiga indikator tertentu. Implikasi dari penelitian ini sangat penting bagi sekolah, pendidik, dan siswa karena memberikan wawasan berharga dalam persiapan dan peningkatan keterampilan berhitung ketika menjawab pertanyaan-pertanyaan dalam penilaian kompetensi minimum
VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES
No full textThe guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.Model pembelajaran inquiry terbimbing merupakan aktivitas siswa yang menekankan secara maksimal untuk melatih keterampilan berpikir kritis. Perangkat pembelajaran yang dikembangkan harus disesuaikan dengan sintaks/tahap pada model pembelajaran inquiry terbimbing. Beberapa perangkat pembelajaran telah dikembangkan untuk membantu guru dalam membuat bahan ajar, akan tetapi pada kenyataannya masih banyak ditemukan guru yang belum menguasai atau memahami penggunaan teknologi terutama media pembelajaran dalam bentuk aplikasi. Oleh karena itu, guru membutuhkan aplikasi belajar di sekolah seperti applet geogebra. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbantuan applet geogebra yang valid untuk materi lingkaran menggunakan model inquiry terbimbing. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang melibatkan tahap pendahuluan (preliminary research), dan tahap pembuatan (prototyping stage). Teknik pengumpulan data pada penelitian ini mengandalkan komentar dan masukkan dari validator melalui lembar validasi terkait dengan perangkat pembelajaran berupa RPP, LKPD, dan applet geogebra. Hasil analisis data menunjukkan bahwa perangkat pembelajaran dinyatakan valid dengan nilai rata-rata RPP 4,75, nilai rata-rata total validasi LKPD sebesar 4,60 dan nilai rata-rata total validasi applet geogebra sebesar 4,94. Harapan dari penelitian ini adalah adanya penelitian lanjutan terkait kepraktisan dan keefeketifan dari perangkat pembelajaran yang telah dikembangkan sehingga perangkat tersebut tidak hanya valid tetapi praktis dan juga efektif digunakan dalam proses pembelajaran.  
DESAIN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS VIDEO KEARIFAN LOKAL MATERI POLA BILANGAN ERA 5.0
No full textTeachers often face challenges in creating effective learning materials, particularly in mathematics. Traditional lecture methods and insufficiently engaging learning tools can lead to student disinterest. Hence, it is essential to develop mathematics learning media that stimulate interest and connect to real-world experiences, including local cultural practices. Therefore, this study aimed to design effective learning media for Year 8 students focused on number patterns and to assess the validity of this media. This research adopted a development approach, utilizing the Analysis, Design, and Development (ADDIE) method. The development process was limited to the Analysis, Design, and Development stages. An assessment questionnaire was used to evaluate the validity of the video media, with input from both media experts and material experts. Five experts from each field were consulted for media validation. Results of the validation process indicated that the video media scored 88% and 87% in the material expert and media expert evaluations, respectively. These scores met the criteria for validity, indicating that the media is suitable for use in the classroom.Pembuatan media pembelajaran khususnya dalam pelajaran matematika seringkali menjadi kendala bagi guru. Hal ini dikarenakan guru mengalami kesulitan dalam mengembangkan media pembelajaran yang sesuai dengan materi yang disampaikan. Metode ceramah dan media yang kurang mendukung dalam proses pembelajaran membuat siswa bosan dan tidak tertarik dengan materi yang disampaikan. Salah satu materi yang sulit dipahami siswa adalah materi pola bilangan dimana siswa mengalami kesulitan dalam memahami dan menentukan rumus setiap pola. Maka perlu adanya media pembelajaran yang dapat membantu siswa memahami materi pola bilangan baik di sekolah maupun di luar sekolah, selain itu agar siswa lebih memahami materi pola bilangan ini dapat dikaitkan dengan kehidupan sehari-hari termasuk kearifan lokal daerah setempat. Maka penelitian ini bertujuan untuk merancang media pembelajaran matematika kelas VIII materi pola bilangan dan mengetahui kevalidan media tersebut. Penelitian ini merupakan penelitian pengembangan dengan melalui tahapan Analysis, Design dan Development. Instrumen dalam penelitian ini berupa angket penilaian oleh ahli media dan ahli materi untuk mengukur validitas media video. Validasi media dilakukan oleh lima orang ahli media dan ahli materi. Berdasarkan hasil validasi media video nilai ahli materi dan ahli media adalah 88% dan 87% dengan kriteria “Valid” dan layak digunakan
Eksplorasi Etnomatematika Pada Makanan Khas Tumbu’ Bugis
No full textCulture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals
METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION
No full textOne of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use
THE IMPACT OF PROBLEM-BASED LEARNING AUGMENTED WITH HOTS PROBLEMS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES
No full textThis study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL PEMBELAJARAN REALISTIK UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA DAN MINAT BELAJAR SISWA
No full textThis study employed GeoGebra to develop interactive learning instruments for SLETV content, using the 4-D Thiagaradjan model as the framework, involving four phases: define, design, develop, and disseminate. The investigation included two eighth-grade math teachers and fourteen-year-old eighth-graders, and observational data were collected through needs analysis, interviews, and questionnaires. The data collection comprised need analysis, interviews, and surveys. Before trial implementation, three crucial development requirements had to be met: validity, practicality, and efficacy. The validation of learning instrument formats, illustrations, language, and content showed valid. The research findings indicate that the developed learning instruments were effective, with an average student score of 74.3 on the pretest and 87 on the posttest (meeting the minimum criteria of mastery learning). Teacher's ability to manage learning was rated as very good, with an average score of 4.4. The observation of learning implementation showed an average score of 4.4 in the very good category (practical). The learning instruments based on RME can be used to enhance students' mathematical literacy and learning interest.Dalam rangka meningkatkan kemampuan literasi matematis siswa, penelitian ini bertujuan untuk 1) menemukan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika yang memenuhi validitas, kepraktisan, dan keefektifan; dan 2) mendeskripsikan bagaimana peningkatan kemampuan literasi matematis siswa dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika. 3) Mendeskripsikan cara penggunaan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam Pembelajaran Matematika untuk meningkatkan semangat belajar siswa. Investigasi ini berkaitan dengan pertumbuhan. Model pengembangan Thiagaradjan 4-D digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa: 1) perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika memenuhi kriteria kevalidan, keterapan, dan keefektifan perangkat pembelajaran; dan 2) dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika dapat meningkatkan kemampuan literasi matematis siswa yang diukur dengan n-gai. 3) Kajian n-gain menunjukkan adanya peningkatan kemampuan minat siswa ketika perangkat pembelajaran berbasis paradigma pembelajaran Realistic Mathematical Education (RME) digunakan bersamaan dengan Geogebra