LP - Mathematic EducationPublikasi Ilmiah Dosen Program Studi Pendidikan Matematikahttp://repository.unisma.ac.id/handle/123456789/1042024-10-11T03:32:38Z2024-10-11T03:32:38ZThe Effects of Realistic Mathematics Education and Students' Cognitive Development Levels on The Understanding of Concepts and The Ability in Solving Mathematic Problems by Junior High School StudentsSunismi, Sunismihttp://repository.unisma.ac.id/handle/123456789/91722024-03-02T03:26:21Z2014-07-22T00:00:00ZThe Effects of Realistic Mathematics Education and Students' Cognitive Development Levels on The Understanding of Concepts and The Ability in Solving Mathematic Problems by Junior High School Students
Sunismi, Sunismi
The objectives of this study are: (1) to compare the effectiveness of using Realistic Mathematics Education (RME) and conventional approach viewed from the ability in solving mathematic problems by Junior High Schools students grade 8, (2) to examine the effects of different cognitive development phases on the effectiveness of using mathematic learning approach for Junior High Schools students grade 8, (3) to examine the interaction effects between the application of Realistic Mathematics Education and conventional learning with cognitive development levels on the ability in solving mathematics problems by Junior High Schools students grade 8. This study employs quasi experiment using pretest-posttest nonequivalent control group design to archieve the objectives. To collect data, researcher uses two kinds of instruments, i.e. cognitive development level and the ability in solving mathematic problems. The data are, then, analyzed descriptively and inferentially using Multivariate Analysis of Variance (MANOVA) 2x2 factorial design run in SPSS 17.0 for Windows. The findings show that (1) the application of RME learning result in learning outcomes of math problem solving better than that of conventional learning, (2) The group of students in transition cognitive development stage have ability in solving math problem better than those who are in concrete stage of cognitive development, and (3) learning approach and cognitive development level indicate that there is no interactive effects on students' ability in solving math problems. Keywords : Problem Solving Ability, Realistic Mathematics Education (RME), Cognitive Development Levels
[ARCHIVES] Copyright Article From : Department of Mathematics Education Faculty of Teacher Training and Education Islamic University of Malang (UNISMA)
2014-07-22T00:00:00ZPengembangan Model Collaborative Learning Matematika Berbasis Media Blog Matakuliah Kalkulus IISunismi, SunismiFathani, Abdul Halimhttp://repository.unisma.ac.id/handle/123456789/91712024-03-02T03:32:41Z2017-10-21T00:00:00ZPengembangan Model Collaborative Learning Matematika Berbasis Media Blog Matakuliah Kalkulus II
Sunismi, Sunismi; Fathani, Abdul Halim
Tujuan penelitian ini tersusunnyamodel collaborative learning matematika berbasis media blog matakuliah kalkulus II. Penelitian ini menggunakan metode penelitian pengembangan (development research). Model yang digunakan Four-D, meliputi tahap define, design, develop, dan disseminate. Tahapan tersebut dilaksanakan sebanyak dua tahap (dua tahun). Tahapan model Four-D yang dikerjakan tahap I, yaitu tahapdefine, design, dan develop (prototype produk). Deskripsi hasil pengembangan tahap I, sebagai berikut: Tahap Define, berdasarkan hasil analisis kebutuhan mahasiswa dan dosen bahwa, sebagian besar mahasiswa merasa sulit mempelajari matakuliah kalkulus II, dikarenakan dosen menggunakan model pembelajaran konvensional, sehingga kurang mengaktifkan mahasiswa. Dan belum menggunakan media yang tepat untuk pembelajaran kalkulus II. Sehingga perlu dikembangkan model pembelajaran dan media yang sesuai, yaitu model collaborative learning berbasis media blog. Tahap Design, dihasilkan: 1) rancangan model collaborative learning matematika berbasis media blog, dan 2) format media pembelajaran berbasis blog. Tahap Develop, telah dihasilkan prototipemodel collaborative learning matematika berbasis media blog, dan prototipemedia pembelelajaran berbasis blog. Juga diperoleh hasil validasiawal prototype produk oleh ahli desain & media pembelajaran, sertaahli matematika. Berdasarkan hasil validasiawal diperoleh hasil bahwa model collaborative learning matematika berbasis media blog kalkulus II valid atau layak digunakan untuk melakukan validasi berikutnya. Kata Kunci-collaborative learning, media blog, kalkulus II.
[ARCHIVES] Copyright Article From : Fakultas Sains dan Teknologi Universitas Airlangga
2017-10-21T00:00:00ZQurmatica-Based Learning as a Solution to Reduce Anxiety For Students' Mathematics PhobiasArianto, Yoga KlodyCahyani, Veronika DwiHasana, LutviatulFathani, Abdul Halimhttp://repository.unisma.ac.id/handle/123456789/25692021-11-18T02:41:20Z2021-06-26T00:00:00ZQurmatica-Based Learning as a Solution to Reduce Anxiety For Students' Mathematics Phobias
Arianto, Yoga Klody; Cahyani, Veronika Dwi; Hasana, Lutviatul; Fathani, Abdul Halim
Mathematics anxiety is an obstacle for students in carrying out mathematics
learning, especially there are still students who think mathematics is a difficult and
boring subject. The ability to understand mathematical concepts of each student
is different. There are several influencing factors, one of which is the anxiety
experienced by students when learning mathematics. Therefore, mathematics is
one of the important lessons to be learned, not only students at school but also
students who are studying in Islamic boarding schools. Some of the knowledge
that students learn in Islamic boarding schools also requires mathematics. For
example, when studying the science of zakat distribution, Faraid science, and the
like. The students have applied the linkage of mathematical concepts with Islamic
concepts studied by students in Islamic boarding schools. In this study, the data
collection method used was a literature study. This method was used to obtain
additional literature data from reference books regarding mathematics anxiety
towards students. In fact, mathematics is a basic science that is important for the
advancement of science and technology, and the concepts in learning
mathematics are used in everyday life. The author tries to offer a solution to
reduce the level of anxiety of students towards mathematics by conducting
learning that integrates the Qur'an with mathematics using the Qurmatica method
as a solution can be used to play and learn mathematics and to encourage students'
enthusiasm in learning mathematics and students can reduce their mathematics
anxiety.
[ARCHIVES] Copyright Article from : Numerical: Jurnal Matematika dan Pendidikan Matematika
2021-06-26T00:00:00ZProfile of Studentsâ€™ Mathematical Creative Thinking Ability in Solving Mathematical ProblemDaiana, Putri;
Surahmat;
Fathani, Abdul Halimhttp://repository.unisma.ac.id/handle/123456789/25662021-11-18T03:11:25Z2021-02-05T00:00:00ZProfile of Studentsâ€™ Mathematical Creative Thinking Ability in Solving Mathematical Problem
Daiana, Putri;
Surahmat;
Fathani, Abdul Halim
Mathematical creative thinking ability has an important position in solving
mathematical problems so this study was aimed to describe the diversity of
students' creative thinking abilities. It is in accordance with the fact in the
field that was indicated by the score of two of the students which
were over 70. So that it has an impact on the learning outcomes of students
that are not optimal yet. And the objective of the research was to determine
the profile of studentsâ€™ mathematical creative thinking ability in solving
mathematical problem. This research used descriptive qualitative research
design.The data collection technique was in the form of a written
test. Based on the results of the analysis, it can be concluded that: (1) MAS
subject was included in the very creative category (TKBK 4) which the
subject was able to meet all indicators, namely fluency, flexibility and
novelty; (2) the MAPS subject was included in the creative category
(TKBK 3) in which the subject was able to meet two indicators, namely
fluency and flexibility; (3) ASA subjects fell into the fairly creative
category (TKBK 2) in which the subject was able to meet one indicator,
namely flexibility; (4) the FNA subject was included in the less creative
category (TKBK 1) in which the subject only met the indicators of
fluency; (5) ANS subject was included in the uncreative category (TKBK
0) in which the subject is not able to meet all indicators, namely
fluency, flexibility and novelty.
[ARCHIVES] Copyright Article from : Formatif: Jurnal Ilmiah Pendidikan MIPA
2021-02-05T00:00:00Z