MENINGKATKAN KEMAMPUAN PENGUASAAN KONSEP DAN METODE PEMBELAJARAN  MATEMATIKA DENGAN PAIKEM BERBASIS ICT BAGI GURU MADRASAH IBTIDAIYAH (MI)

To improve the quality of mathematics learning, Madrasah Ibtidaiyah in district Ngaliyan has conducted various types of activities, one of the efforts was to form a working group on teachers (KKG). As a result, madrasah teacher empowerment especially in mathematics learning both in concept and mastery learning methodologies are not as expected. KKG as formal institution that hosts MI teachers need to be empowered with the support of various parties. Problems occurred was a classroom teacher MI less mastered the concept of integrative mathematics so there was some misconception of the material and they also has limited knowledge of the variation of mathematics learning method in a fun, meaningful and engaging the liveliness of the learners according scientific approach. The phases program public service performed are: (1) brainstorming and (2) training. The result of these outreach programs include: training PAIKEM Learning and Contextual ICT Media for the teachers who are members of KKG MI Subdistrict Ngaliyan goeswell. Participants who attend the training look very enthusiastic because theyrarely get similar training.From the results of training obtained by awide range of new knowledge about learning math in an active and funway. Producing a contextual ICT media for learning mathematics. Brainstorming is done against the commitee of KKG MI Ngaliyan and greeted with enthusiasm, especially with the offer of assistance and cooperation with the Department of Mathematics Education of the Faculty of Science and Technology UIN Walisongo Semarang.

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Strategi Motivasi Green’s, Gaya Baru Pembelajaran Matematika pada Siswa Kemampuan Rendah di Indonesia

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v9i3.787 ◽

2020 ◽

Vol 9 (3) ◽

pp. 383-394

Author(s):

Indra Siregar ◽

Veny Triyana Andika Sari

Keyword(s):

Mathematics Education ◽

Research Method ◽

Mathematics Learning ◽

Learning Method ◽

Motivational Strategies ◽

Self Confidence ◽

Detailed Explanation ◽

Learning Mathematics ◽

Motivation Strategy ◽

Motivation Strategies

AbstrakTujuan dari penelitian ini adalah memberikan deskripsi mengenai pembelajaran matematika yang menerapkan strategi motivasi Green’s mampu mendorong siswa yang memiliki kemampuan rendah semangat saat pembelajaran berlangsung. Gambaran pada artikel ini berupa penjelasan yang lebih rinci dibandingkan artikel sebelumnya, karena adanya foto siswa yang memperlihatkan tanggapan positif pada saat pembelajaran matematika menggunakan strategi motivasi Green’s berlangsung. Metode pembelajaran matematika dengan strategi motivasi Green’s terdiri dari empat prinsip yaitu mengukapkan bukti dari permasalahan, tersampaikannya aspirasi tinggi, memberikan opini (komentar) dan memberikan nilai atau hadiah. Metode penelitian berupa kualitatif dasar. Hasilnya berupa pendeskripsian pembelajaran matematika dengan menerapkan Green’s Motivational Strategies merupakan gaya baru pembelajaran matematika karena dapat memunculkan motivasi dan kepercayaan diri. Oleh karena itu, pembelajaran matematika dengan menerapkan strategi motivasi Green’s perlu dipertimbangkan untuk menjadi salah satu pembelajaran matematika gaya baru khususnya pada pendidikan matematika Indonesia. Green's Motivation Strategies, A New Style of Mathematics Learning in Low Ability Students in IndonesiaAbstractThe purpose of this study is to provide a description of mathematics learning that applies Green's motivation strategy to be able to encourage students who have low enthusiasm when learning takes place. The description in this article is a more detailed explanation than the previous article because there are photos of students who show positive responses when learning mathematics using Green's motivation strategy takes place. The mathematics learning method with Green's motivational strategy consists of four principles, namely providing evidence of the problem, conveying high aspirations, providing opinions (comments), and providing value (gifts). The research method is a basic qualitative. The result is a description of mathematics learning by applying Green's Motivational Strategies, which is a new style of learning mathematics because it can generate motivation and self-confidence. Therefore, learning mathematics by applying Green's motivational strategy needs to be considered to be a new style of mathematics learning, especially in Indonesian mathematics education.

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TrendEvaluasidalamPendidikanMatematika

Jurnal Sekolah Dasar ◽

10.36805/jurnalsekolahdasar.v3i1.414 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Andes Safarandes Asmara ◽

Tarpan Suparman

Keyword(s):

Mathematics Education ◽

Learning Process ◽

Mathematics Learning ◽

Learning Theories ◽

Learning Mathematics ◽

Nature Of Mathematics

Abstrak Pendidikan matematika di Indonesia berkembang dengan pesat sejalan dengan perkembangan pendidikan matematika dunia. Perubahan-perubahan yang terjadi dalam proses pembelajaran di kelas, dipengaruhi adanya tuntutan sesuai perkembangan teknologi dan ilmu pengetahuan juga diawali adanya perubahan pandangan tentang hakekat matematika serta pembelajarannya. Perubahan pandangan tentang trend hakekat matematika dapat mendorong terjadinya perubahan substansi kurikulum. Sementara itu perubahan pandangan tentang pembelajaran matematika sangat dipengaruhi oleh terjadinya perkembangan mengenai teori belajar baik yang bersifat umum maupun yang khusus berkaitan dengan belajar matematika. Untuk mengetahui ada nya perubahan tersebut maka di butuhkan evaluasi untuk mengukurnya. Evaluasi yang bisa digunakan untuk mengukur tingkt berpikir rendah dan tingkat berfikir tinggi, namun ada evaluasi yang dilakukan untuk mengukur pembelajaran matematika secara umum, yaitu dengan TIMMS. Abstract: Mathematics education in Indonesia is growing rapidly in line with the development of mathematics education world. Changes that occur in the learning process in the classroom, influenced by the demands according to the development of technology and science also began with a change in views about the nature of mathematics and learning. Changes in views about the trend of the nature of mathematics can encourage changes in the substance of the curriculum. Meanwhile, changes in views about learning mathematics are strongly influenced by the development of learning theories both general and specifically related to learning mathematics. To find out the existence of these changes, an evaluation is needed to measure them. Evaluation can be used to measure low thinking levels and high levels of thinking, but there are evaluations conducted to measure mathematics learning in general, namely TIMMS. Keywords: evaluation, highlevel thinking, lowlevel thinking, TIMSS

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Peningkatan Prestasi Belajar Matematika Siswa Kelas IV SD 4 Adiwarno Melalui Metode Guided Discovery Learning

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53353 ◽

2021 ◽

Vol 3 (4) ◽

pp. 329

Author(s):

Mamik Junianti

Keyword(s):

Elementary School Teachers ◽

Learning Outcomes ◽

Initial Conditions ◽

Mathematics Learning ◽

Fourth Grade ◽

Discovery Learning ◽

Learning Method ◽

Guided Discovery ◽

Learning Mathematics ◽

Improve Student Achievement

research was motivated by the problem of the low learning outcomes of fourth grade mathematics. This is because mathematics learning is still teacher centered or still dominated by teachers, teachers tend to still teach mathematics in an abstract/symbolic way where the learning method is contrary to the cognitive development of students. This study aims to determine whether there is an increase in mathematics learning outcomes using the Guided Discovery Learning method in fourth grade students of SD 4 Adiwarno. The research was conducted in March-April 2020 in the fourth grade of SD 4 Adiwarno, Mejobo District, Kudus Regency as the research subject. The results of the study showed that the results of learning mathematics in the initial conditions were only 33.33% of students who reached the KKM. There was an increase in the first cycle of learning outcomes to 50% of students and in the second cycle increased to 94.4% of students who reached the KKM. The author suggests elementary school teachers to apply the Guided Discovery Learning method in learning mathematics in order to improve student achievement.

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Strategi Siswa dalam Mengerjakan Soal Kontekstual dengan Pendekatan Matematika Realistik Topik Persamaan Linear Satu Variabel

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v7i1.5015 ◽

2016 ◽

Vol 7 (1) ◽

pp. 82-90

Author(s):

Almu Noor Romadoni ◽

M. Andy Rudhito

Keyword(s):

Mathematics Education ◽

Lesson Plan ◽

Mathematics Learning ◽

Linear Equations ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Qualitative Descriptive ◽

Educational Paradigm ◽

Math Concepts

Pendidikan Matematika Realistik merupakan pendekatan dalam pembelajaran matematika yang sesuai dengan paradigma pendidikan sekarang. Pendidikan Matematika Realistik menginginkan adanya perubahan dalam paradigma pembelajaran, yaitu dari paradigma mengajar menjadi paradigma belajar. Pada Pembelajaran Matematika Realistik (PMR) mengutamakan pengenalan konsep melalui masalah kontekstual, hal-hal yang konkrit atau dari lingkungan sekitar dengan proses matematisasi oleh siswa dengan mengkonstruksikan idenya sendiri. Tujuan penelitian ini ialah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran matematika realistik pada pokok bahasan persamaan linier satu variable. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Berdasarkan hasil analisis data, bahwa pemahaman konsep matematika siswa dengan pendekatan matematika realistik dapat di lihat bahwa secara keseluruhan kegiatan pembelajaran sudah sesuai dengan rancangan pembelajaran, siswa dapat mengkonstruksi sendiri konsep persamaan linear satu variable dan beberapa kelompok dapat menyelesaikan masalah konstektual sebalum diajarkan cara mengerjakan terlebih dahulu. Saran, sebagai tenaga pengajar hendaknya menciptakan suatu inovasi yang dapat mengembangkan bakat, menumbuhkan minat dan meningkatkan kebiasaan belajar siswa, sehingga konsep belajar matematika yang diperolehnya diharapkan lebih baik.Realistic Mathematics Education is an approach to learning mathematics in accordance with the current educational paradigm. Realistic Mathematics Education wants to change the paradigm of learning, from the paradigm of teaching to be learning. Realistic Mathematics Education (RME) prioritizing the introduction of concepts through contextual issues, things that are concrete or of the surrounding environment with a mathematical process by students with constructing his own. The purpose of this study was to describe how the process of implementation of realistic mathematics learning on the subject of one variable linear equations. This type of research is a qualitative descriptive. Based on the results of data analysis, that the understanding of math concepts students to approach realistic mathematics can be seen that the overall learning activities are in accordance with the lesson plan, students can construct their own concept of linear equations in one variable, and some groups can solve the contextual problem before teacher teach how to solve it first , Suggestions, as teachers should create an innovation that can make growing talent, cultivate interest and enhance the students' learning habits, so the concept is expected to study mathematics gained more better.

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Pelatihan Geogebra Sebagai Media Pembelajaran Matematika Pada Guru-Guru SMP Di Kota Mataram Tahun 2021

Rengganis Jurnal Pengabdian Masyarakat ◽

10.29303/rengganis.v1i2.94 ◽

2021 ◽

Vol 1 (2) ◽

pp. 146-155

Author(s):

Amrullah Amrullah ◽

Nilza Humaira Salsabila ◽

Junaidi Junaidi ◽

Hapipi Hapipi ◽

Sudi Prayitno

Keyword(s):

High School ◽

Mathematics Teachers ◽

Junior High School ◽

Junior High ◽

Mathematics Learning ◽

Quality Of Education ◽

Teacher Competence ◽

Learning Mathematics ◽

The City

In the 2019 survey, 82.2% of teachers never participated in media training, especially learning media based on geogebra technology. Meanwhile, 92.8% of teachers stated that mathematics requires learning media. The low quality of education in NTB requires special attention from both the government and the private sector, so it is important to conduct technology-based learning media training in order to improve the quality of education, especially improving the quality of teachers. The training was carried out using offline and online methods for two days, 19 and 20 August 2021 at SMPN 16 Mataram. The training was attended by 22 participants from junior high school mathematics teachers in the city of Mataram. In the implementation of the training, an evaluation was carried out using questionnaires and observations. The conclusions from the results of the service were as follows: Geogebra training as a medium for learning mathematics for SMP teachers in the city of Mataram in 2021 received a very good response and was well received by the teachers. Geogebra training as a medium for learning mathematics for junior high school teachers in the city of Mataram in 2021 is very in line with what is expected by mathematics teachers in the City of Mataram and increases teacher competence in the context of applying technology in learning to develop technology-based mathematics learning media.

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PENINGKATAN PRESTASI BELAJAR MATEMATIKA POKOK BAHASAN RUMUS-RUMUS SEGITIGA PADA SISWA KELAS X MM2 SMK NEGERI 1 KABANJAHE DENGAN PENERAPAN METODE DISCOVERY LEARNING DI SEMESTER GANJIL TAHUN PELAJARAN 2018/2019

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v14i2.28337 ◽

2021 ◽

Vol 14 (2) ◽

pp. 120

Author(s):

Henniwati .

Keyword(s):

Subject Matter ◽

Mathematics Learning ◽

Research Problem ◽

Discovery Learning ◽

Learning Method ◽

Learning Achievement ◽

Learning Mathematics ◽

The Subject ◽

North Sumatra ◽

Academic Year

Abstrak: Permasalahan penelitian bagaimana meningkatkan prestasi belajar pada materi pokok rumus segitiga dengan menerapkan metode discovery learning. Tujuan penelitian untuk mengetahui peningkatan prestasi belajar siswa melalui penerapan metode discovery learning. Sumber data penelitian adalah siswa kelas X MM2 SMK Negeri 1 Kabanjahe Kabupaten Karo Provinsi Sumatera Utara pada semester genap tahun pelajaran 2018/2019 berjumlah 32 siswa. Pengumpulan data dilakukan secara kuantitatif dan kualitatif. Hasil penelitian penerapan menunjukan metode discovery learning dapat meningkatkan prestasi belajar pada siswa kelas X MM2 SMK Negeri 1 Kabanjahe materi pokok Rumus Segitiga. Hasil prasiklus ditemukan 13 siswa (48,15%) dari 32 siswa tuntas belajar. Hasil ini meningkat pada Siklus menjadi 17 siswa tuntas belajar atau (62,96%), dan selanjutnya pada Siklus I mencapai 23 siswa tuntas belajar (85,19%). Rata-rata hasil belajar Matematika menunjukkan peningkatan signifikan dari prasiklus sebesar 57,34 menjadi 64,69 pada Siklus I, lalu meningkat pada Siklus II sebesar 79,53. Dengan demikian penerapan metode discovery learning terbukti meningkatkan prestasi belajar Matematika materi rumus segitiga pada kelas X MM2 SMK Negeri 1 Kabanjahe, sehingga dapat untuk diterapkan. Kata kunci: Pembelajaran discovery learning, Prestasi belajar Matematika Abstract: The research problem is how to improve learning achievement on the subject matter of the triangle formula by applying the discovery learning method. The purpose of the study was to determine the increase in student achievement through the application of the discovery learning method. The source of the research data were students of class X MM2 SMK Negeri 1 Kabanjahe, Karo Regency, North Sumatra Province in the even semester of the 2018/2019 academic year totaling 32 students. Data collection was carried out quantitatively and qualitatively. The results of the application research show that the discovery learning method can improve learning achievement in class X MM2 SMK Negeri 1 Kabanjahe with the subject matter of the Triangle Formula. Pre-cycle results found 13 students (48.15%) out of 32 students had completed their studies. This result increased in the cycle to 17 students who finished studying or (62.96%) and then in the cycle reached 23 students who finished learning (85.19%). The average mathematics learning outcomes showed a significant increase from pre-cycle of 57.34 to 64.69 in Cycle, then increased to 79.53 in Cycle I. Thus, the application of the discovery learning method is proven to improve learning achievement in mathematics with the triangle formula material in class X MM2 SMK Negeri 1 Kabanjahe, so it can be applied. Keywords: Discovery learning, Mathematics learning achievement

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Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i2.20640 ◽

2021 ◽

Vol 10 (2) ◽

pp. 522

Author(s):

Anderson Leonardo Palinussa ◽

Juliana Selvina Molle ◽

Magy Gaspersz

Keyword(s):

Mathematics Education ◽

Communication Skills ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Mathematical Problems ◽

Geographical Position ◽

Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

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INVESTIGATION ON THE ATTITUDE OF MATHEMATICS EDUCATION STUDENTS TOWARDS LEARNING MATHEMATICS IN GUILIN

KALAMATIKA Jurnal Pendidikan Matematika ◽

10.22236/kalamatika.vol5no2.2020pp93-102 ◽

2020 ◽

Vol 5 (2) ◽

pp. 93-102

Author(s):

Zhou Ying ◽

Tommy Tanu Wijaya ◽

Gao Ya

Keyword(s):

Mathematics Education ◽

Qualitative Method ◽

Mathematics Learning ◽

Female Students ◽

Education Students ◽

Learning Mathematics ◽

Attitude Towards Mathematics ◽

Cluster Random Sampling ◽

Research Show ◽

Good Attitude

The aim of this study is to know attitude of mathematics education students towards mathematics learning in Guilin, China. The method used in this study is a qualitative method. The sample is taken using cluster random sampling from third and fifth semester students at Guangxi Normal University. Data were collected using questionnaire. The results of the research show that 27 male and 133 female students have a very good attitude towards mathematics. While, there are 4 male and 12 female students have a good attitude towards mathematics and 17 male and 5 female students have an average attitude towards mathematics. For the 5th semester students, there are 21 male and 151 female students with a very good attitude towards mathematics. On the other hand, there are 4 male and 18 female students that have a good attitude toward mathematics and 3 male and 7 female students have an average attitude towards mathematics.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PADA MATERI FPB DAN KPK (Penelitian Tindakan di SDN 1 Sukarame, Bandar Lampung)

Pedagogia: Jurnal Ilmiah Pendidikan Dasar Indonesia ◽

10.52217/pedagogia.v2i2.782 ◽

2021 ◽

Vol 2 (2) ◽

pp. 245-254

Author(s):

Lesmi Atika

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Learning Method ◽

Research Subjects ◽

Student Activities ◽

Teacher Skills ◽

Field Notes ◽

Academic Year

The purpose of this study was to improve the quality of mathematics learning in determining FPB and KPK through the application of the NHT type cooperative learning model to grade VI students of SDN 1 Sukarame, Sukarame District, Bandar Lampung. This type of research is a classroom action research with two cycles. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. In each cycle, two meetings were held. The research subjects were 22 students of class VI SDN 1 Sukarame in the 2018/2019 academic year, consisting of 16 boys and 6 girls. Data collection techniques using tests, observations / observations, field notes, and documentation. The results of the research is that through the application of the Numbered Head Together (NHT) learning method in mathematics learning, the material determines FPB and KPK to improve teacher skills, student activities, and student learning outcomes of Class VI SDN Sukarame for the 2018/2019 academic year. Suggestions are given that teachers should use innovative models and varied media in learning.

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Intellectual growth and understanding mathematics: implications for teaching

The Arithmetic Teacher ◽

10.5951/at.19.4.0277 ◽

1972 ◽

Vol 19 (4) ◽

pp. 277-282

Author(s):

Kenneth R. Lovell

Keyword(s):

United States ◽

Mathematics Education ◽

Mathematics Learning ◽

History Of Mathematics ◽

The United States ◽

Vast Array ◽

New Knowledge ◽

History Of ◽

The Moment ◽

Widespread Interest

The thirty-second yearbook of the NCTM (Jones 1970) deals with the history of mathematics education in the United States and Canada. Scattered throughout the book are references to psychological and educational theories and their impact on mathematics education. The name of Piaget occurs on seven pages, and some of his books are named; but the volume does not spell out the precise ways in which Piaget's work is of value to the mathematics educator. Personally, I have been greatly influenced by his work, details of which have been published in a vast array of books and papers over almost fifty years, although it would be true to say that it is only in the last ten years that there has developed a widespread interest in his work in the United States. I believe that his position regarding the acquisition of certain kinds necesof new knowledge is of more value to the mathematics teacher than any other position at the moment, although I affirm with equal conviction that his theory does not cover a11 the facts and that one day it will be replaced or subsumed by a more allembracing one. Some of the strengths and inadequacies of his theory in relation to mathematics learning have been given by Lovell ([a] 1966) and Beilin (1971). Although it would be wrong for me to outline Piaget's cognitive-development system here, I must make six points that are the assumptions, so to speak, on which the remainder of my paper rests.

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