Articles
<![CDATA[Analysis of Students’ Mathematical Problem-Solving Ability in Term of Multiple Intelligence ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Irmawaty Natsir]]>;
<![CDATA[Abdul Rachman Taufik]]>
<![CDATA[ Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v8i2.20369
<![CDATA[Many factors can influence students' ability to solve mathematical problems, and one of them is intelligence. The purpose of this study was to describe problem-solving abilities in terms of dominating multiple intelligences. The descriptive qualitative design was used for this investigation. The subjects of this study were six 7th-grade students chosen through purposive sampling based on dominating intellect in a group of six students. The data for this study were gathered through the use of validated questionnaires, interviews, and tests. The data analysis, which comprises data reduction, presentation, conclusion. Findings of this study show that pupils with naturalist, interpersonal, kinesthetic intelligence are able to solve problems according to plan, and loocking back when they are incorrect. Students with dominating intelligences such as linguistic-verbal, logical-mathematical, and visual-spatial can plan, conduct step-by-step rechecking of the solution to a problem that has not yet been finished. Furthemore, the effect of various intelligences can solve mathematics problems successfully.]]>
<![CDATA[Pengembangan Lembar Kerja Siswa Model ELPSA pada Materi Matriks ]]>
<![CDATA[Indri Rahayu]]>;
<![CDATA[Dian Mayasari]]>;
<![CDATA[Sadrack Luden Pagiling]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 6 No. 2 (2021) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jrpm.2021.6.2.166-183
<![CDATA[This study aims to produce a valid, practical, and effective ELPSA (Experiences, Language, Picture, Symbol, Applications) learning tool of matrix content. Research method using ADDIE model. The media tested at one of the vocational high schools in Merauke Regency. Validation sheets measure the validity of student worksheets and lesson plans assessed by the three validators. The practicality of the worksheet is measured by student responses questionnaires and learning implementation observation sheets. The effectiveness was measured by pretest and post-test. The result of this study showed that the validity of the lesson plan was 54% and 28%, the validity of the students’ worksheets was 63% and 27%. The validity of the pretest was 59%, and post-test sheets were 23%. The practicality value obtained from the student response questionnaire was 75%. Teacher and student activities in the learning process meet the excellent category. On the effectiveness test, all students did not satisfy the minimum class criteria at the pretest with an average score of 23.70. In the post-test results, all students passed with an average score of 84.20. After learning by the ELPSA model, student mathematics achievement increased by 100%. It can be concluded that the ELPSA model learning tool has met the valid, practical, and effective criteria to suit classroom learning.]]>
<![CDATA[Efektifitas Pembelajaran Problem Solving Ditinjau dari Daya Juang dan Hasil Belajar Siswa ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Sadrack Luden Pagiling]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 6 No 2 (2020): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika UIN Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v6i2.5779
<![CDATA[This study aimed to determine the effectiveness of problem-solving learning reviewed on adversity quotient and student learning outcomes. This research is a quasi-experimental research with the design Nonequivalent Control Group Design. The population in this study were all students of class VII at one of the junior high schools in Merauke, while the random sample was obtained that VII D students became the control class and VII E became the experimental class. The instruments used were tests and non-tests. The data were analyzed in the form of assumption tests with normality and homogeneity tests. With a significance level of 5%, these research results are 1) there are differences in the effectiveness of problem-solving and conventional learning on adversity quotient and student learning outcomes, 2) learning with problem-solving is more effective than conventionally for student learning outcomes, 3) learning with problem-solving is more effective than conventionally against the adversity quotient of students.]]>
<![CDATA[ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Nova Lina Sari Habeahan]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i1.3265
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep siswa dalam menyelesaikan soal cerita. Subjek penelitian ialah 28 siswa kelas VII SMP Negeri 8 Merauke. Teknik pengumpulan data yang dilakukan berupa tes kemampuan siswa dalam memahami konsep dan wawancara yang tidak terstruktur. Tes yang digunakan untuk mengukur kemampuan pemahaman konsep berupa soal uraian sebanyak 4 soal dengan materi operasi bilangan bulat pada soal cerita. Sumber data penelitian ini adalah hasil tes dan hasil wawancara. Hasil penelitian ini menunjukkan bahwa pemahaman konsep matematis siswa dengan kategori tingi sebanyak 17%, kategori sedang sebanyak 10%, dan kategori rendah sebanyak 73%. Hasil penelitian ini juga menunjukkan bahwa kinerja siswa dari masing-masing kategori adalah sebagai berikut: (a) siswa pada kategori tinggi dapat mengerjakan 4 butir soal atau menguasai 6 indikator kemampuan pemahaman konsep matematis; (b) siswa pada kategori sedang dapat mengerjakan 4 butir soal atau menguasai 6 indikator kemampuan pemahaman konsep matematis; dan (c) siswa pada kategori rendah dapat mengerjakan 4 butir soal atau menguasai 4 indikator kemampuan pemahaman konsep matematis. Melalui pemahaman konsep yang baik siswa dapat membantu siswa untuk meningkatkan kemampuan pemecahan masalah khususnya pada pelajaran matematika.Kata kunci: Analisis; kemampuan; pemahaman konsep; soal cerita. Abstract This study aims to describe the ability of students to understand concepts in solving story problems. The research subjects were 28 grade VII students of SMP Negeri 8 Merauke. Data collection techniques were carried out in the form of tests of students' abilities in understanding concepts and unstructured interviews. The test used to measure the ability to understand the concept is in the form of description questions as many as 4 questions with integer operation material on the story problem. The data sources of this research are test results and interview results. The results of this study indicate that students' understanding of mathematical concepts with high category is 17%, medium category is 10%, and low category is 73%. The results of this study also indicate that the performance of students from each category is as follows: (a) students in the high category can work on 4 items or master 6 indicators of the ability to understand mathematical concepts; (b) students in the moderate category can work on 4 items or master 6 indicators of the ability to understand mathematical concepts; and (c) students in the low category can work on 4 items or master 4 indicators of the ability to understand mathematical concepts. Through a good understanding of concepts students can help students to improve problem solving skills, especially in mathematics lessons.Keywords: Ability; analysis; mathematical understanding; word problem.]]>
<![CDATA[PEMBUATAN KONTEN PEMBELAJARAN YANG MENARIK BERBASIS PEMECAHAN MASALAH DI SMP BP-ALMUNAWAROH ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Sadrack Luden Pagiling]]>
<![CDATA[ Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) Vol. 1 No. 3 (2021): Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jub.v1i3.47
<![CDATA[Creating engaging content is the foundation for teachers to improve the quality of their students' learning. The training is designed to assist teachers in creating engaging learning experiences for their students and increasing student motivation to learn. Because of the current COVID-19 pandemic, all levels of education require distance learning. As a result, all teachers must deliver lessons to students remotely. Furthermore, this training is intended to prepare teachers to adapt to technological advancements because learning and teaching activities may be carried out online or offline in the future. ]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA SISWA MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR ]]>
<![CDATA[Wiwin Purwanti]]>;
<![CDATA[Dian Mayasari]]>;
<![CDATA[Anis Munfarikhatin]]>
<![CDATA[ Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 3 No 1 (2021): Alifmatika - June ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/alifmatika.2021.v3i1.70-79
<![CDATA[The aims of this study were to develop teaching materials of Mathematic Student Worksheets in class VIII SMP using cooperative learning model type Numbered Heads Together (NHT).The type of this research were development with the ADDIE model which were carried out until the implementations and stages due to the COVID-19 pandemic. The Research subject was at SMP Negeri 8 Merauke, in the class VIII by trial sample 6 students with comparison materials. The data collections were carried out through observations, interviews, tests and questionnaires. The results of developing student worksheets are categorized as valid with a percentage value of 95%. The students responses of questionnaire were included in the practical category with an.amount of 81.7%. The teacher response questionnaire included practical criteria with a percentage of 68.75%. The results of learning observations for the first meeting obtained a percentage score of 87%, the second meeting was 80% so that it met the practical criteria. The results of the N-gain test show that student worksheets using the NHT model can improve students achievement.]]>
<![CDATA[Pelatihan Moodle Sebagai Alternatif Pembelajaran Jarak Jauh ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Nova Lina Sari Habeahan]]>
<![CDATA[ Jurnal Abdidas Vol. 1 No. 3 (2020): Vol 1 No 3 July Pages 88-182 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdidas.v1i3.24
<![CDATA[Penggunaan e-learning diyakini dapat mengatasi keterbatasan perkuliahan di kelas dan menyediakan layanan belajar yang dapat diakses darimana saja dan kapan saja. Kegiatan pelatihan ini diharapkan dapat meningkatkan keterampilan pendidik dalam menggunakan e-learning. Pelatihan ini dilaksanakan selama satu hari di melalui aplikasi Webex dan didampingi oleh Gelora Jatim. Kegiatan dilaksanakan dalam bentuk simulasi, latihan, dan pemecahan masalah. Materi pelatihan adalah pedoman penggunaan e-learning berbasis. Moodle untuk dosen, yang terdiri dari pengaturan mata kuliah, penambahan sumber belajar, membuat grup, memantau progres belajar mahasiswa, dan penggunaan fitur forum, chatting, penugasan, kuis, dan laporan nilai. Kegiatan pelatihan dapat dikatakan berhasil berdasarkan kemampuan peserta dalam memperagakan materi dan dibuktikan dengan hasil karya mereka pada laman e-learning. Peserta merasa pelatihan ini penting karena dapat meningkatkan keterampilan mereka dalam mengelola pembelajaran melalui e-learning]]>
<![CDATA[Pelatihan Moodle Sebagai Alternatif Pembelajaran Jarak Jauh ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Nova Lina Sari Habeahan]]>
<![CDATA[ Jurnal Abdidas Vol. 1 No. 4 (2020): Vol 1 No 4 August Pages 183-305 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdidas.v1i4.49
<![CDATA[Penggunaan e-learning diyakini dapat mengatasi keterbatasan perkuliahan di kelas dan menyediakan layanan belajar yang dapat diakses darimana saja dan kapan saja. Kegiatan pelatihan ini diharapkan dapat meningkatkan keterampilan pendidik dalam menggunakan e-learning. Pelatihan ini dilaksanakan selama satu hari di melalui aplikasi Webex dan didampingi oleh Gelora Jatim. Kegiatan dilaksanakan dalam bentuk simulasi, latihan, dan pemecahan masalah. Materi pelatihan adalah pedoman penggunaan e-learning berbasis. Moodle untuk dosen, yang terdiri dari pengaturan mata kuliah, penambahan sumber belajar, membuat grup, memantau progres belajar mahasiswa, dan penggunaan fitur forum, chatting, penugasan, kuis, dan laporan nilai. Kegiatan pelatihan dapat dikatakan berhasil berdasarkan kemampuan peserta dalam memperagakan materi dan dibuktikan dengan hasil karya mereka pada laman e-learning. Peserta merasa pelatihan ini penting karena dapat meningkatkan keterampilan mereka dalam mengelola pembelajaran melalui e-learning.]]>
<![CDATA[PELATIHAN MODEL PEMBELAJARAN JARAK JAUH BERBASIS MOODLE SEBAGAI MEDIA PEMBELAJARAN ]]>
<![CDATA[Selly Marlina]]>;
<![CDATA[Dian Mayasari]]>;
<![CDATA[Ranta Butarbutar]]>
<![CDATA[ JURNAL PengaMAS Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS KHAIRUN ]]>
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DOI: 10.33387/pengamas.v3i2.1816
<![CDATA[Penggunaan e-learning diyakini dapat mengatasi keterbatasan perkuliahan di kelas dan menyediakan layanan belajar yang dapat diakses darimana saja dan kapan saja. Kegiatan pelatihan ini diharapkan dapat meningkatkan keterampilan pendidik dalam menggunakan e-learning. Pelatihan ini dilaksanakan selama satu hari di melalui aplikasi webex dan didampingi oleh Gelora jatim . Kegiatan dilaksanakan dalam bentuk simulasi, latihan, dan pemecahan masalah. Materi pelatihan adalah pedoman penggunaan e-learning berbasis Moodle untuk dosen, yang terdiri dari pengaturan mata kuliah, penambahan sumber belajar, membuat grup, memantau progress belajar mahasiswa, dan penggunaan fitur forum, chatting, penugasan, kuis, dan laporan nilai. Kegiatan pelatihan dapat dikatakan berhasil berdasarkan kemampuan peserta dalam memperagakan materi dan dibuktikan dengan hasil karya mereka pada laman e-learning. Peserta merasa pelatihan ini penting karena dapat meningkatkan keterampilan mereka dalam mengelola pembelajaran melalui e-learning]]>
<![CDATA[Pengembangan Lembar Kerja Siswa Model Kooperatif untuk Meningkatkan Hasil Belajar Matematika Siswa Melalui Lesson Study ]]>
<![CDATA[Dian Mayasari]]>;
<![CDATA[Erika Yuliantika]]>;
<![CDATA[Natalia Desti]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022 ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v6i1.393
<![CDATA[Penelitian ini bertujuan untuk menghasilkan Lembar Kerja Siswa matematika di kelas VII SMP dengan menggunakan model pembelajaran kooperatif yang valid, praktis melalui lesson study. Lembar kerja siswa yang dihasilkan dapat digunakan sebagai fasilitas siswa dalam belajar. Pengembangan lembar kerja siswa dilakukan melalui lesson studi yang terdiri dari plan, do dan see. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE (analysis, design, development, implementation, and evaluation). Data dikumpulkan dengan menggunakan lembar validasi. Analisis data dilakukan dengan metode deskriptif kuantitatif terhadap validitas Hasil pengembangan lembar kerja siswa termasuk kategori valid dengan persentase nilai sebesar 95%. Angket respon siswa termasuk kategori praktis dengan sebesar 81.7%. Angket respon guru termasuk kriteria praktis dengan persentase 68.75%. Hasil observasi pembelajaran untuk pertemuan pertama didapat skor persentase memenuhi kriteria praktis]]>
