scholarly journals Pola Penerapan Metode Co-Op Co-Op dan Strategi Peninjauan Kembali dalam Pembelajaran Matematika untuk Meningkatkan Keaktifan Dan Kreativitas Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
Muhammad Istiqlal
Keyword(s):  
Mathematics Learning ◽  
Learning Approach ◽  
Learning Methods ◽  
Student Activity ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Modern Learning ◽  
Low Activity ◽  
Selection Of

Abstrak Keaktifan dan kreativitas siswa dalam pembelajaran matematika masing tergolong rendah. Terdapat banyak hal yang mempengaruhi rendahnya keaktifan dan kreativitas siswa. Salah satu yang menyebabkannya adalah pemilihan metode pembelajaran yang kurang tepat. Pemilihan metode pembelajaran harus didasarkan pada karakteristik materi dan karakteristik siswa. Pendekatan pembelajaran modern saat ini menuntut siswa untuk berusaha membangun sendiri pengetahuannya. Bantuan guru harus diminalisir agar siswa memiliki kebebasan untuk menemukan pengetahuannya sendiri. Dengan demikian siswa dapat terlibat aktif dalam pembelajaran, dan kreatif dalam menemukan solusi permasalahan matematika. Kombinasi metode co-op dan strategi peninjauan kembali dimungkinkan untuk meningkatkan keaktifan dan kreativitas siswa. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan aktivitas siswa. Dari hasil angket dapat diketahui bahwa terdapat adanya peningkatan aktivitas siswa dari siklus I ke siklus II yaitu sebesar 6,55 %. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan kreativitas siswa. Dari hasil angket diketahui bahwa peningkatan kreativitas siswa dari siklus I ke siklus II yaitu sebesar 6,53 %. Kata Kunci: Metode Co-op co-op, strategi peninjauan kembali, keaktifan, kreativitas Abstract Activity and creativity of students in learning mathematics each classified as low. There are many things that affect the low activity and creativity of students. One of the causes is the selection of inappropriate learning methods. The selection of learning methods should be based on the topic and students characteristics. The modern learning approach requires students to try to build their own knowledge. Teacher help must be minimalized so that students have the freedom to find their own knowledge. Thus students can be actively involved in learning, and creative in finding solutions to mathematical problems. The combination of co-op method and review strategy is possible to improve students' activity and creativity. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can increase student activity. From the questionnaire results can be seen that there is an increase in student activity from cycle I to cycle II that is equal to 6.55%. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can improve students' creativity. From the result of questionnaire, it is known that the improvement of student creativity from cycle I to cycle II is 6.53%. Keywords: Co-op co-op method, review strategy, activity, creativity

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN KETERTARIKAN BELAJAR MATEMATIKA

2019 ◽  
Vol 1 (1) ◽  
pp. 8-14
Author(s):  
Akmal Hi Dahlan
Keyword(s):  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Objects ◽  
Strategic Thinking ◽  
Learning Approach ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Real Forms

This study aims to increase students' interest in learning mathematics. Based on the results of the pre-study, it was found that students were less interested in mathematics learning. This is caused by several factors including (1) mathematics learning so far generally lacks opportunities for students to develop strategic thinking skills, teachers only emphasize students to memorize all formulas or concepts without understanding their meanings, (2) learning is centered to the teacher (the use of lecture methods in mathematics learning) so that students are only used as learning objects, (3) in learning teachers rarely deliver material in real forms but only in abstract form. Therefore the learning series is designed using the Indonesian Realistic Mathematics Education (PMRI) learning approach to answer the phenomena that occur in pre-research. This study is a qualitative descriptive study. Subjects in this study were students of grade VII-A SMP Negeri 1 Pulau Morotai, North Maluku Province which numbered 25 people. The instruments used in this study were tests and interviews of teachers and students. The results showed that after the PMRI learning model was applied students felt interested and could improve mathematical knowledge and could also increase students' activeness in delivering ideas. For example, students dare to interact and negotiate between students and students and between students and teachers during the learning process. In addition, the PMRI learning approach can also reduce the level of abstractness of students in solving mathematical problems. This kind of thing does not happen to the learning by the mathematics teacher before. As a suggestion for teachers, in mathematics learning teachers should be able to connect the real world with mathematics learning because that can facilitate students to solve mathematical problems, and can increase students' interest in learning mathematics

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

scholarly journals ETHNOMATHEMATICA DALAM PEMBELAJARAN MATEMATIKA (PEMBELAJARAN BILANGAN DENGAN MEDIA BATIK MADURA, TARI KHAS TRENGGAL DAN TARI KHAS MADURA)

2017 ◽  
Vol 5 (2) ◽  
pp. 716
Author(s):  
Dyah Worowirastri Ekowati ◽  
Dian Ika Kusumaningtyas ◽  
Nawang Sulistyani
Keyword(s):  
Mathematics Learning ◽  
Cultural Background ◽  
Learning Approach ◽  
Cultural Backgrounds ◽  
Learning Mathematics ◽  
Mathematical Activities

Abstract: Cultural-based mathematics learning is a model of learning approach that prioritizes students' activities with a variety of cultural backgrounds, which are known as ethnomathematica. In this article will be elaborated mathematical activities that use cultural background. Therefore, this paper will describe a) how the application of ethnomathematica in mathematics learning, b) how the number of learning with batik madura, typical trenggal dance and typical madura dance.Keyword: learning mathematics, batik madura, dance typical trenggal, dance typical maduraAbstrak: Pembelajaran matematika berbasis budaya merupakan suatu model pendekatan pembelajaran yang lebih mengutamakan aktivitas siswa dengan berbagai ragam latar belakang budaya yang dimiliki, yang selanjutnya dikenal dengan ethnomathematica. Dalam artikel ini akan dijelas aktivitas matematika yang menggunakan latar belakang budaya. Oleh karenanya, makalah ini akan menjabarkan a) Bagaimana penerapan ethnomathematica dalam pembelajaran matematika, b) Bagaimana pembelajaran bilangan dengan media batik madura, tari khas trenggal dan tari khas madura.Kata Kunci: ethnomathematica, pembelajaran matematika, batik madura, tari khas trenggal, tari khas madura

scholarly journals PENERAPAN PENDEKATAN PEMBELAJARAN AKTIF INOVATIF KREATIF EFEKTIF DAN MENYENANGKAN (PAIKEM) PADA PEMBELAJARAN MATEMATIKA KELAS IV SD NEGERI 010 RAMBAH

2017 ◽  
Vol 5 (2) ◽  
pp. 743
Author(s):  
Pariang Sonang Siregar ◽  
Lia Wardani ◽  
Rindi Genesa Hatika
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Approach ◽  
Mathematics Students ◽  
Highly Qualified ◽  
Student Activity ◽  
Average Value ◽  
The Third ◽  
Learning Mathematics

Abstract: The purpose of this research is to improve the activity and learning outcomes of students on learning Mathemathics by appying PAIKEM learning approach in class IV SD Negeri 010 Rambah. This study is limited only to the applications of PAIKEM approach in improving the quality of Mahtematics learning and students learning outcomes. The research is a classroom Action Research (PTK) conduct ed with 4 cycles, each cycle is done by learning with PAIKEM approach. The results of the research can be concluded that the application of PAIKEM approach in learning Mathematics can improve student activity and student learning outcomes fourth grade SD Negeri 010 Rambah Rokan Hulu-Riau even semester 2016/2017. The results are as follows: 1) Improving the quality of student activity from cycle I by 50%, cycle II by 80 %, cycle III by 92 %, and cycle IV by 98%, there is an increase in student activity on the Mathematic to be highly qualified, 2) the learning outcomes of the first cycle of 90%, the second cycle of 95 %, 100% of the cycle III, and 100% of the cycle IV, which there is an increase in excellent learning outcomes, 3) Average value of the cycle I of 72.38, and second cycle is 83.00, the third cycle is 90.50, and the fourth cycle is 97.00, the meaning is classically PAIKEM approath can increase the average of Mathematics students grade IV SD Negeri 0101 Rambah.Keyword: PAIKEM approach , learning outcomes, student activityAbstrak: Tujuan dari penelitian ini adalah untuk meningkatkan aktivitas dan hasil belajar siswa pada pembelajaran Matematika dengan menerapkan pendekatan pembelajaran PAIKEM di Kelas IV SD Negeri 010 Rambah. Penelitian ini dibatasi hanya pada penerapan pendekatan PAIKEM dalam peningkatan mutu pembelajaran matematika dan hasil belajar siswa. Penelitian ini merupakan Penelitain Tindakan Kelas (PTK) yang dilaksanakan dengan 4 siklus, setiap siklus dilakukan pembelajaran dengan pendekatan PAIKEM. Hasil penelitiandapat disimpulkan bahwa penerapan pendekatan PAIKEM dalam pembelajaran Matematika dapat meningkatkan aktivitas siswa dan hasil belajar siswa kelas IV SD Negeri 010 Rambah Kabupaten Rokan Hulu-Riau semester genap tahun 2016/2017. Hasilnya sebagai berikut: 1) Peningkatan kualitas aktivitas siswa dari siklus I sebesar 50%, siklus II sebesar 80%, siklus III sebesar 92%, dan siklus IV sebesar 98%, terjadi peningkatan aktivitas siswa pada mata pelajaran Matematika menjadi sangat berkualitas, 2) Ketuntasan hasil belajar dari siklus I sebesar 90%, siklus II sebesar 95%, siklus III sebesar 100%, dan siklus IV sebesar 100%, dimana terjadi peningkatan hasil belajar yang sangat baik, 3) Rata rata nilai dari siklus I sebesar 72,38, dan siklus II sebesar 83,00, siklus III sebesar 90,50, dan siklus IV sebesar 97,00, maknanya secara klasikal pendekatan PAIKEM dapat meningkatkan rata-rata nilai Matematika siswa kelas IV SD Negeri 010 Rambah.Kata Kunci: pendekatan PAIKEM, hasil belajar, aktivitas siswa

scholarly journals MEMBENTUK KARAKTER PESERTA DIDIK MELALUI PEMBELAJARAN MATEMATIKA REALISTIK DI MADRASAH IBTIDAIYAH (MI)

2016 ◽  
Vol 14 (1) ◽  
pp. 109
Author(s):  
Ulum Fatmahanik
Keyword(s):  
Mathematics Learning ◽  
Learning Approach ◽  
Mutual Respect ◽  
Level Of Education ◽  
Learning Plan ◽  
Realistic Mathematics ◽  
Learning Mathematics

Measure of success of an education is not only seen from the success of cognitive terms but also in terms of the successful cultivation of the values of character. Mathematics become part of the curriculum in Indonesia and has a very important role in every level of education. So that learning mathematics is expected to make an important contribution in shaping the character of students. Learning mathematics should be designed either by inserting the values of the characters in the learning plan so that the purpose of forming the character of students can be achieved. In this paper the authors will examine one example of mathematics learning with learning approach realistic mathematics, the principles, characteristics and stages is expected capable sculpt the character of learners such as responsibility, hard working, honest, independent, creative, curious, tolerance, mutual respect, democratic and friendly or communicative

scholarly journals Socratic as Mathematics Learning Application for Differential Equations Concept

2021 ◽  
Vol 3 (1) ◽  
pp. 97-110
Author(s):  
Wanda Nugroho Yanuarto ◽  
Anton Jaelani ◽  
Joko Purwanto ◽  
Mohamad Ikram Zakaria
Keyword(s):  
Differential Equations ◽  
Industrial Revolution ◽  
Mathematics Learning ◽  
Relevant Literature ◽  
Technology Application ◽  
Search Results ◽  
Source Selection ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Mathematical Problems

Technological improvements in the era of the Industrial Revolution 4.0 can be applied to learning mathematics as a medium of improving teacher performance. In addition, a pandemic situation forces teachers and students to implement online learning. One of the learning media that can help teachers in learning mathematics online is Socratic. The Socratic system generally consists of four basic components: acting humanely, thinking humanely, thinking rationally and acting rationally. For example, the Socratic can provide alternative solutions to the differential equations problems. Mathematics problems can be recorded by the Socratic through three main features:1) home screen, which is used to take pictures of solving the problem needed; 2) search results, the image that has been recorded will be searched for a solution through Socratic's artificial intelligence in internet database, and 3) an explanation, the search results that have been obtained, have their own explanation. Teachers and students as users may find the best solution for each explanation by the Socratic. Meanwhile, this study uses four stages of the literature review process:1) search for relevant literature, 2) evaluation and source selection, 3) identification of themes, and 4) outline of the structure of the writing. This paper systematically investigates the use of the Socratic as a technology application that can assist mathematical problems.

scholarly journals Improving Activity and Learning Mathematics Through Strategies Teams Games Tournaments for Students Of Class IV SDN Sambirejo 4

2021 ◽  
Vol 3 (4) ◽  
pp. 13
Author(s):  
Ari Tejo Laksono
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Activity ◽  
Car Model ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Academic Year ◽  
Class Iv

<em>This study aims to improve mathematics learning outcomes about the concept of integer arithmetic operations in fourth grade students of SD Negeri Sambirejo 4 Sambirejo District for the 2019/2020 academic year. This study uses a Classroom Action Research (CAR) model which is carried out in 2 cycles. The results showed that there was an increase in student activity and learning outcomes using the Teams Group Tournament strategy. In the pre-cycle stage of 24 students who achieved learning completeness 10 students (41.7%). Then in the first cycle of learning completeness reached 16 students (66.7%) and in the second cycle there was an increase to 18 students (75%). So the conclusion of this study shows that learning with the Teams Group Tournament strategy improves mathematics learning outcomes for fourth grade students at SD Negeri Sambirejo 4, Sambirejo District, 2019/2020 Academic Year</em>

scholarly journals ETHNOMATHEMATICA DALAM PEMBELAJARAN MATEMATIKA (PEMBELAJARAN BILANGAN DENGAN MEDIA BATIK MADURA, TARI KHAS TRENGGAL DAN TARI KHAS MADURA)

2017 ◽  
Vol 5 (2) ◽  
pp. 716
Author(s):  
Dyah Worowirastri Ekowati ◽  
Dian Ika Kusumaningtyas ◽  
Nawang Sulistyani
Keyword(s):  
Mathematics Learning ◽  
Cultural Background ◽  
Learning Approach ◽  
Cultural Backgrounds ◽  
Learning Mathematics ◽  
Mathematical Activities

Abstract: Cultural-based mathematics learning is a model of learning approach that prioritizes students' activities with a variety of cultural backgrounds, which are known as ethnomathematica. In this article will be elaborated mathematical activities that use cultural background. Therefore, this paper will describe a) how the application of ethnomathematica in mathematics learning, b) how the number of learning with batik madura, typical trenggal dance and typical madura dance.Keyword: learning mathematics, batik madura, dance typical trenggal, dance typical maduraAbstrak: Pembelajaran matematika berbasis budaya merupakan suatu model pendekatan pembelajaran yang lebih mengutamakan aktivitas siswa dengan berbagai ragam latar belakang budaya yang dimiliki, yang selanjutnya dikenal dengan ethnomathematica. Dalam artikel ini akan dijelas aktivitas matematika yang menggunakan latar belakang budaya. Oleh karenanya, makalah ini akan menjabarkan a) Bagaimana penerapan ethnomathematica dalam pembelajaran matematika, b) Bagaimana pembelajaran bilangan dengan media batik madura, tari khas trenggal dan tari khas madura.Kata Kunci: ethnomathematica, pembelajaran matematika, batik madura, tari khas trenggal, tari khas madura

scholarly journals MEMBANGUN PEMAHAMAN KONSEP DASAR MATEMATIKA PADA ANAK BERKESULITAN BELAJAR MATEMATIKA DI MI

2020 ◽  
Vol 12 (1) ◽  
pp. 27
Author(s):  
Sulthon Sulthon
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Difficulties ◽  
Intellectual Ability ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Basic Concepts

This study aims to: 1) find out the types of mathematics learning difficulties experienced by MI students, 2) find out the factors that cause difficulty learning mathematics of MI students, and 3) know the concepts and understanding of mathematics to overcome the difficulties of learning mathematics at Students Islamic Elementary School (MI).The research method used in this study is qualitative. The subjects of this study were two math subject teachers and sixs students who indicated mathematics learning difficulties. While the data collection techniques are observation, interviews, and documentation. Data analysis was carried out with descriptive analysis with data reduction, data presentation, and conclusion drawing.The results showed that: 1)Types of Mathematics learning difficulties experienced by MI / SD students include are, (1) low basic Mathematics skills relating to reading errors understanding the problem; transformation, answer writing process skills; (2) concept errors occur which include: errors in determining the theorem / formula, not writing theorem / formula; (3) procedural error, that is, the inability to manipulate the working steps of Mathematics and not using reasoning conclusions correctly; (4) computational errors that consist of errors in manipulating operations, and do not check the results of the calculation again; 2. Factors causing the difficulty of learning Mathematics MI students are, (1) internal factors, namely low interest and motivation to learn, low intellectual ability, and wrong perceptions of Mathematics, and not mastering the basic concepts of Mathematics; (2) external factors namely the teacher, the teacher lacks mastery of Mathematics material, the teacher does not understand the characteristics of students in learning, the teacher is less able to use active learning techniques, the lack of fulfillment of student books, the school environment is less supportive, and the community environment;  3.  efforts to overcome the learning difficulties of MI students' Mathematics are, (1) building basic concepts of Mathematics and understanding proper Mathematics by teaching concepts, principles, with language that is easy for students and linking students' daily experiences; (2) re-teaching Mathematical concepts with theories or formulas that have been learned; (3) the development of students' intuitive thinking; (4) rebuild procedural Mathematics by repeating mathematical problems or problems by paying attention to facts, concepts, and principles that have been learned; (5) provide Mathematical remidial learning guidance. Keywords: learning difficulties, mathematics, islamic elementary school (MI) Abstrak Penelitian ini bertujuan untuk: 1) mengetahui jenis kesulitan belajar Matematika yang dialami siswa MI, 2) mengetahui faktor penyebab kesulitan belajar Matematika siswa MI, dan 3) mengetahui upaya mengatasi kesulitan belajar Matematika siswa MI. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif.  Subjek penelitian ini adalah dua guru mata pelajaran matematika dan 6 siswa yang terindikasi kesulitan belajar matematika. Sedangkan teknik pengumpulan data dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan analisis deskriptif dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1). Jenis kesulitan belajar Matematika yang dialami siswa MI/SD meliputi: (1) rendah keterampilan dasar Matematika yaitu berkaitan dengan kesalahan membaca soal, memahami masalah, transformasi, keterampilan proses penulisan jawaban; (2) terjadi kesalahan konsep yang meliputi: kesalahan dalam menentukan teorema/rumus, tidak menuliskan teorema/rumus; (3) kesalahan prosedural yaitu, ketidakmampuan memanipulasi langkah-langkah pengerjaan Matematika, dan tidak menggunakan penalaran kesimpulan dengan benar; (4) kesalahan komputasi yang terdiri dari kesalahan dalam memanipulasi operasi, dan tidak memeriksa hasil hitungannya kembali; 2). Faktor penyebab kesulitan belajar Matematika siswa MI adalah, (1) faktor internal yaitu minat dan motivasi belajar rendah, kemampuan intelektual rendah, persepsi yang salah terhadap Matematika, dan tidak dikuasainya konsep-konsep dasar Matematika; (2) faktor eksternal yaitu guru, guru kurang menguasai materi Matematika, guru tidak memahami karakteristik siswa dalam belajar, guru kurang mampu menggunakan teknik pembelajaran aktif, kurang terpenuhinya buku siswa, lingkungan sekolah kurang mendukung, dan lingkungan masyarakat; 3) upaya untuk mengatasi kesulitan belajar Matematika siswa MI adalah, (1) membangun konsep dasar Matematika serta pemahaman Matematika yang tepat dengan mengajarkan konsep, prinsip, dengan bahasa yang mudah bagi siswa serta mengaitkan pengalaman sehari-hari siswa; (2) mengajar kembali konsep Matematika dengan teori-teori atau rumus-rumus yang telah dipelajari; (3) pengembangan berpikir intuitif siswa; (4) membangun kembali procedural Matematika dengan mengulang kembali soal-soal atau permasalahan matematika dengan memperhatikan fakta-fakta, konsep-konsep, dan prisip yang pernah dipelajari; (5) memberikan bimbingan pembelajaran remidial Matematika.   Kata Kunci: Kesulitan belajar, matematika, Madrasah Ibtidaiyah.

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