Jurnal Universitas Islam Malang
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PENGEMBANGAN BAHAN AJAR DALAM BENTUK MULTIMEDIA INTERAKTIF PADA MATA KULIAH TEORI GRAPH UNTUK PEMBELAJARAN MATEMATIKA BERBASIS DIGITAL
Full text linkSalah satu upaya dalam rangka meningkatkan kualitas pembelajaran matematika dapat dilakukan dengan dukungan media pembelajaran yang sesuai dalam proses belajar-mengajar. Tujuan penelitian dan pengembangan ini adalah untuk menghasilkan bahan ajar dalam bentuk multimedia interaktif untuk pembelajaran mata kuliah Teori Graph yang diharapkan dapat membantu mahasiswa mendapatkan materi Graph Euler dan Graph Hamilton. Selain itu, bahan ajar yang dihasilkan diharapkan dapat mengatasi minimnya bahan ajar yang tersedia di Jurusan Matematika FMIPA Universitas Negeri Malang, sekaligus dapat digunakan oleh dosen dan mahasiswa sebagai salah satu sumber belajar untuk mata kuliah Teori Graph
KOMUNIKASI MATEMATIK DALAM PEMBELAJARAN PROGRAM LINIER BERKARAKTERISTIK KEWIRAUSAHAAN UNTUK MENUMBUHKAN JIWA WIRAUSAHA MAHASISWA PENDIDIKAN MATEMATIKA
Full text linkThis study aims to describe the implementation of mathematical communication skills in teaching linear program with entrepreneurial characteristic to foster the entrepreneurial spirit in students of mathematics education. This study used a qualitative approach, with a type of research is classroom action research, which was conducted in two cycles. Subject of this research is students of mathematics education who take a course in linear program with the total of 25 students. Data were collected through observation, testing, documentation, and field notes. Data were analyzed from early action learning and reflection made up statements. Data analysis techniques used in this research is descriptive qualitative data analysis that includes data reduction, data presentation, analyzing data and drawing conclusions (verification). The validity of the data use triangulation techniques. The results showed that an improvement in mathematical communication skills and foster an entrepreneurial spirit of student in the learning of linear program. This is showed by the data obtained on students’ academic ability success of 76%, the ability of mathematical communications with achievement of 82, 33% and students’ entrepreneurial spirit achieved 79, 67%
REPRESENTASI KONSEP DAN PERANANNYA DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH
Full text linkRepresentasi konsep memiliki peran yang sangat penting. Suatu masalah yang rumit dan kompleks, bisa menjadi lebih sederhana jika strategi dan pemanfaatan representasi konsep yang digunakan sesuai dengan permasalahan tersebut. Sebaliknya suatu permasalahan akan sulit dipecahkan jika penggunaan representasinya tidak tepat. Kesulitan ini akan menjadi semakin kompleks jika siswa tidak bisa merepresentasikan konsep yang tepat karena keterbatasan alternatif represenatsi yang dimilikinya. Artikel ini membahas konsep dasar representasi, jenis-jenis representasi dan peranannya dalam pembelajaran matematika
PENERAPAN PENDEKATAN PEMBELAJARAN OPEN ENDED DAN PROBLEM POSING DENGAN MEDIA POHON MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR
Full text linkBased on interviews and observations which did by researcher before doing research obtained information that creative thinking ability and students learning result of class X A of MAN Malang II Batu City still relatively low, it is because in teaching the teacher only give the procedure a matter without explaining what the procedures used. This research aims to know whether the open ended approach and problem posing with mathematical tree media can improve the creative thinking ability and learning result the trigonometry of students X A Man Malang II Batu City. Based on research which has been done found the following matters: (1) creative thinking ability of students in the cycle I classified as “creative” is the percentage of success is 67.85% while in the cycle II increased with the percentage of success is 78.57% classified as “very creative”;(2) completeness of students learning result in the cycle I still was reached 50.00% with students who completed study are 14 students and who did not complete study are 14 students with class average 63.25, while in the cycle II was reached 89.28% with students who completed study are 25 students and who did not complete study are 3 students with class average 80.46; (3)management open ended learning approach and problem posing with mathematical tree media in the cycle I was reached 88% classified as the criteria “very good” and in the cycle II was reached 100% classified as the criteria “very good” it is shown by the implementation all indicators and descriptors open ended learning approach and problem posing with mathematical tree media are very good; and (4) student’s activities in the learning using open ended learning approach and problem posing with mathematical tree media in the cycle I was reached 82.50% classified as “very good” and more enhanced again in the cycle II up to 100% classified as the criteria “very good”, it is shown with the students who had dared to asking about something which have not understood, the students dared to expressed their opinion in making the questions and answer through mathematical tree media, the students dare to presented the result of their work in front of the class
TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE
Full text linkTeaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is associated with the games. Games are one of strategy in class which is support for the student to understand the geometry with easily and make the class interactively.