scholarly journals Pengaruh Model Pembelajaran Think Pair Share Menggunakan Media Google Classroom terhadap Kemampuan Komunikasi Matematis Mahasiswa IAIN Tulungagung

2020 ◽  
Vol 3 (2) ◽  
pp. 195-206
Author(s):  
Nadya Alvi Rahma ◽  
Masithoh Yessi Rochayati ◽  
Muniri Muniri
Keyword(s):  
Mathematics Education ◽  
Communication Skill ◽  
Learning Model ◽  
Wilcoxon Test ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Mathematical Symbols ◽  
Before And After ◽  
Mathematical Problems ◽  
Academic Year

Mathematical communication skill is very important for university students because through communication, students can convey their mathematical ideas, knowledge and arguments. However, the facts show that the written mathematical communication skills of students majoring in Mathematics Education at IAIN Tulungagung are classified as low. The low written mathematical communication skill of students is indicated by errors in writing mathematical symbols on an equation and unsystematic writing of the steps to solve mathematical problems. This study aimed to determine the effectiveness of the Think Pair Share (TPS) learning model using Google Classroom media to improve the written mathematical communication skill of IAIN Tulungagung students. Several previous researchers have reviewed the use of Google Classroom in learning, but it was not integrated with the TPS learning model and did not focus on the influence on students' mathematical communication skill. The study sample was 40 students of the 5th semester in 2019/2020 academic year majoring in Mathematics Education at IAIN Tulungagung who took the Differential Equation course. The data collection was carried out by providing a pretest and posttest before and after implementing the learning using the TPS model with Google Classroom media. Then, the data from the pretest and posttest results were analyzed using the Wilcoxon test because the data were not normally distributed. The results of this study showed that the TPS learning model using Google Classroom media could improve the students' mathematical communication skill.

scholarly journals Kemampuan Metakognitif dan Komunikasi Matematis dalam Pemecahan Masalah Matematika

2019 ◽  
Vol 4 (1) ◽  
pp. 32-47
Author(s):  
Sutini Sutini
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Qualitative Study ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
The Third ◽  
Mathematical Symbols ◽  
Logical Order ◽  
The Right ◽  
Communicative Abilities

This descriptive qualitative study aims to describe the metacognitive and communicative abilities of the third-semester students of Mathematics Education of UIN Sunan Ampel Surabaya. Forty students were given a test consists of 2 essay problems of number theory. Three of the answer sheets that each one representing students with high, medium, and low scores were analyzed. Findings show that the students' ability in both aspect are unsatisfactory regardless of their different scores. They are don't show their understanding of the concepts and principles of number theories, some of them still use mathematical terms and notes, and the majority still have the wrong calculation because they not use the complete and correct algorithm. The students' ability in mathematical communication is poor because they can't write the correct mathematical symbols and can't put the mathematical ideas in an acceptable, logical order. They have written the answers that seem to the right answers, but the arrangement of the answers is irrational and jumping, resulting in the answers in low comprehensibility.

scholarly journals Analisis kesulitan kemampuan komunikasi matematika mahasiswa menggunakan aplikasi google classroom pada matakuliah aljabar

2021 ◽  
Vol 2 (1) ◽  
pp. 18-25
Author(s):  
Fitriani Fitriani ◽  
Yulia Anita Siregar ◽  
Wiwik Novitasari
Keyword(s):  
Communication Skills ◽  
Test Results ◽  
Mathematical Communication ◽  
Study Program ◽  
Writing Difficulties ◽  
Mathematical Ideas ◽  
Offline Learning ◽  
Education Study ◽  
Mathematical Problems ◽  
Academic Year

Mathematical communication skills are one of the abilities that students must have to make it easier to solve problems contained in mathematics itself and in everyday life. Because if students have mastered mathematical communication skills, it will make it easier for students to take deeper learning. This study aims to analyze the difficulty of students' mathematical communication skills using the Google Classroom Application in the Algebra course. This type of research is descriptive qualitative. The subjects of this study were tree semester students who took Algebra courses in the Mathematics Education study program at Universitas Muhammadiyah Tapanuli Selatan, academic year 2020/2021 as many as 15 people. The instrument used in this study was Test and interview. The results showed that based on the test results obtained: difficulties in the ability to interpret mathematical ideas rationally in writing, difficulties in mathematical problems into mathematical models and difficulties in the ability to express mathematical ideas in the form of descriptions. Meanwhile, based on the results of the interview, namely: (1) technical difficulties, and (2) student adaptation difficulties. To overcome these difficulties, it is necessary which is a combination of Online and Offline learning or also called blended learning.

scholarly journals ANALISIS LITERASI MATEMATIKA PESERTA DIDIK BERDASARKAN HOTS KELAS VII MTS SARJI AR-RASYID SITUBONDO

2020 ◽  
Vol 7 (2) ◽  
pp. 113-120
Author(s):  
Rida Holifa ◽  
Zainul Munawwir ◽  
Irma Noervadila
Keyword(s):  
Mathematics Education ◽  
Scientific Literacy ◽  
Low Grade ◽  
Research Subjects ◽  
Mathematical Literacy ◽  
Mathematical Ideas ◽  
Personal Experiences ◽  
Mathematical Problems ◽  
Academic Year ◽  
Literacy Test

Mathematics education is closely related to every human being's everyday life, one of which is counting. Mathematics education also needs to be taught to students to be more disciplined, develop patterns of thinking from the usual to more than before, and read the problems faced and find solutions. This study aims to describe the students' scientific literacy based on HOTS according to the criteria of high, medium, and low-grade VII MTs Sarji Ar-Rasyid for the 2019/2020 academic year. The type of research used is descriptive qualitative. This study's subjects were three class VII students of MTs Sarji Ar-Rasyid based on high, medium, and low HOTS criteria. Data collection techniques were observation, HOTS test, mathematical literacy test, interviews, and documentation. The results of the Student Matematic Literacy analysis based on HOTS with high, medium, and low criteria showed different results. In research subjects with high criteria and moderate criteria have met the indicators of mathematical literacy, namely, expressing mathematical ideas orally and in writing, combining personal experiences related to mathematical problems, and utilizing the tools needed. Simultaneously, the research subjects with low criteria have not met the indicators of mathematical literacy by looking at the unsatisfactory results of the mathematics literacy test.

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

scholarly journals MODEL PEMBELAJARAN BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN MENERAPKAN VOKAL É, E, DAN EU DALAM MENULIS PENGALAMAN

LOKABASA ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Elsa Nurlia
Keyword(s):  
Null Hypothesis ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Significant Difference ◽  
Writing Students ◽  
Before And After ◽  
Post Test ◽  
Academic Year ◽  
Year 2013

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa menerapkan vokal é, e, dan eu dalam menulis pengalaman. Penelitan ini bertujuan untuk mendeskripsikan: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif; 3) perbedaan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, serta desain penelitiannya adalah pre-test and post-test group. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif dikatagorikanC (cukup), dengan rata-rata 66,38%; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif dikatagorikan B (baik), dengan rata-rata 77,83%; serta 3) ada perbedaan yang signifikan antara kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif yang terlihat dari hasil gainnya yaitu 11,45%. Hasil uji hipotesis pun menunjukan > , yaitu4,60 > 2,76 yang artinya hipotesis kerja ( ) diterima dan hipotesis nol ( ) ditolak. Jadi, model pembelajaran berpikir induktif dapat meningkatkan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014. AbstractThis research is triggered by lack of student ability to apply vocal é, e, and eu in the writing experience. This research aims to describe: 1) the ability to apply the vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning modelof inductive thinking; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking; 3) The differences of ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking. The method used in this research is an experiment quasi and then this research design is the pre-test and the post-test group. Based on the results, it can be concluded that: 1) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning model of inductive thinking is categorized C (enough), with an average 66,38%; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking is categorized B (good), with an average 77,83%, and 3) there is a significant difference between the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking that can be seen from its gain result is 11,45%. The result of the hypothesis test represents the value >  is 4,60 > 2,76 which means that the working hypothesis ( ) is accepted and the null hypothesis ( ) is rejected. Therefore, thelearning model of inductive thinking can improve the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014.

scholarly journals The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

2018 ◽  
Vol 3 (1) ◽  
pp. 41 ◽  
Author(s):  
Fredi Ganda Putra ◽  
Santi Widyawati ◽  
Ardian Asyhari ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Learning Model ◽  
Learning Motivation ◽  
Advance Organizer ◽  
Learning Models ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Advanced Organizer

Students’ low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students’ learning motivation. Advanced organizer Model is appropriate to improve the students’ low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students’ mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasi-experimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that: (1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students’ mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING PADA MATA KULIAH PENDIDIKAN MATEMATIKA ANAK USIA DINI TERHADAP KEAKTIFAN MAHASISWA PROGRAM STUDI PGPAUD UNIVERSITAS DHARMAS INDONESIA

2018 ◽  
Vol 6 (2) ◽  
pp. 305-310
Author(s):  
Antik Estika Hader
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Model ◽  
T Test ◽  
Early Childhood Mathematics ◽  
Paired Sample ◽  
The One ◽  
Academic Year

AbstrakPendidikan matematika anak usia dini merupakan salah satu mata kuliah wajib bagi mahasiswa S1 PGPAUD Universitas Dharmas Indonesia. Peneliti sekaligus sebagai dosen pengampu mata kuliah ini, menggunakan metode ceramah dan tanya jawab pada pertemuan ke satu sampai dengan ke empat. Namun menurut pengamatan peneliti, mahasiswa kurang begitu aktif untuk bertanya dan mengemukakan pendapat. Disatu sisi penulis menyadari potensi yang dimiliki mahasiswa sangat besar karena mahasiswa yang mengambil mata kuliah ini pada tahun ajaran 2016/2017, sebagian besar merupakan guru-guru PAUD yang tersebar di beberapa kecamatan di Kabupaten Bungo, Dharmasraya, Kerinci dan Sijunjung yang telah memiliki pengalaman minimal dua tahun mengajar. Penulis mencoba menerapkan model pembelajaran student facilitator dan explaining untuk pertemuan ke lima sampai dengan ketujuh, dan melakukan pengamatan untuk melihat pengaruhnya terhadap keaktifan mahasiswa. Desain penelitian menggunakan bentuk one group pretest-posttest design. Hipotesis diuji dengan menggunakan paired sampel t test dengan software SPSS 20. Penulis menggunakan taraf kepercayaan 95%. Dari hasil analisis data diperoleh nilai signifikansi sebesar 0.01. Sehingga dapat disimpulkan terdapat pengaruh penerapan model pembelajaran student facilitator and explaining pada mata kuliah pendidikan matematika anak usia dini terhadap keaktifan mahasiswa program studi PGPAUD Universitas Dharmas Indonesia.Kata Kunci: Explaining, Model Pembelajaran, PGPAUD, Student Facilitator.AbstractEarly childhood mathematics education is one of compulsory subjects for undergraduate students of PGPAUD Universitas Dharmas Indonesia. Researcher as well as lecturer pengampu this subject, using the method of lecturing and question and answer at the meeting to one to the fourth. However, according to researcher observations, students are less active to ask and express opinions. On the one hand the author realizes the potential of the students is very large because students who take this course in the academic year 2016/2017, most of the teachers PAUD spread across several districts in Bungo, Dharmasraya, Kerinci and Sijunjung who have minimal experience Two years of teaching. The author tries to apply student learning model facilitator and explaining for the fifth to seventh meeting, and make observations to see the effect on student activeness. The research design used a one-pretest-posttest design. The hypothesis was tested using paired sample t test with SPSS 20 software. The author used 95% confidence level. From the results of data analysis obtained value of significance of 0.01. So it can be concluded that there is influence of applying student learning model facilitator and explaining on early childhood mathematics education subject to the liveliness of PGPAUD students of Universitas Dharmas Indonesia.Keyword: Explaining, Learning Model, PGPAUD, Student Facilitator.

scholarly journals Think Pair Share dengan Komik terhadap Kemampuan Pemecahan Masalah Matematis

2020 ◽  
Vol 1 (2) ◽  
pp. 44-52
Author(s):  
Lukman Kalbuadi ◽  
Annis Deshinta Ayuningtyas ◽  
Sri Adi Widodo
Keyword(s):  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Cluster Technique ◽  
Random Cluster ◽  
External Variables ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Academic Year

The purpose of this study was to determine whether the Think Pair Share learning model assisted by comics was more effective than without using comics for the ability to solve mathematical problems. This research is included in quasi-experimental research because it has a control group, but it cannot function fully in controlling external variables that affect the implementation of the experiment. The population of this study was all students of class VII of SMP Negeri 5 Yogyakarta in the second semester of 2018/2019 academic year. The sampling technique used is the Random Cluster technique. The results showed that the TPS-assisted comic-learning model was no more effective than the TPS-without comic-learning model in terms of mathematical problem-solving abilities

scholarly journals Ghanaian Indigenous Conception of Real Mathematics Education in Teaching and Learning of Mathematics

2021 ◽  
Vol 4 (1) ◽  
pp. 37-47
Author(s):  
Clement Ayarebilla Ali
Keyword(s):  
Mathematics Education ◽  
Test Scores ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Mathematical Ideas ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

Ghana abounds in indigenous resources but little mathematics has been conceptualised. The study therefore applied the four trends of real mathematics education on five main Ghanaian indigenous materials. The design was quasi-experimental non-equivalent groups of experimental (80) and control (70) students. The experimental group was taught with the four trends and the control with the traditional approach. The researcher used teacher-made test instruments through the standard psychometric techniques and tagged them as pretest and post-test scores. Both tests were similar and given to both groups before and after the treatments. The results show that the main indigenous Ghanaian materials were signs/symbols, artefacts, instruments, tools and technologies, and signs/symbols being the most significant. These results were then applied to the teaching and learning of mathematics at the senior high school levels. The researcher therefore recommends that students should be allowed to use indigenous mathematical ideas, concepts, generalizations and thoughts processes

scholarly journals KONTRIBUSI MATHEMATICS ANXIETY TERHADAP KEMAMPUAN AKADEMIK MAHASISWA PADA PEMBELAJARAN KALKULUS

2018 ◽  
Vol 8 (2) ◽  
pp. 29
Author(s):  
Rifqi Hidayat
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Differential Calculus ◽  
Academic Competence ◽  
Study Program ◽  
Training And Education ◽  
Negative Relation ◽  
Mathematical Problems ◽  
Department Faculty ◽  
Academic Year

This reseach comprehending on the relation between mathematics anxiety and the academic competence of the first level students. This research is constituted by the performance of most students of the early study program of mathematics education still feel anxiety when dealing with mathematical problems in the learning of calculus, the emerging discomfort felt by the students. The method of this research is survey with corelation technique. The use of this method is to see how strong and how far the influence of mathematics anxiety on the students academic competence. The population of this research is the students of Mathematics Department faculty of teacher training and education in  Muhammadiyah University of Cirebon in the academic year 2016/2017. The sample of the research is purposive sampling which consists of 20 students who contracted differential calculus subject. The instrument  used in this research is mathematics anxiety scala. The result of the research shows that there is a negative relation between mathematics anxiety and students’ academic competence. The mathematics anxiety gives a contribution 35% to the students’ academics competence, and 65% influenced by other factors not examined in this study.

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