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<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN TAPE (TEKA-TEKI PINTAR EDUKATIF) PADA MATERI BARISAN ARITMATIKA DAN GEOMETRI ]]>
<![CDATA[Sulistyowati, Fitria]]>
<![CDATA[ EKUIVALEN - Pendidikan Matematika Vol 13, No 2 (2015): EKUIVALEN ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purworejo ]]>
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<![CDATA[Penelitian ini bertujuan untuk: (1) Menghasilkan media pembelajaran berbasis pendekatan kooperatif sebagai alat bantu pembelajaran barisan aritmatika dan geometri; (2) Mengetahui apakah media pembelajaran TAPE dapat efektif diterapkan dalam pembelajaran barisan aritmatika dan geometri. Metode penelitian yang digunakan adalah pengembangan. Model pengembangan yang digunakan adalah model 4-D yang dikemukakan Thiagarajan yang terdiri dari empat tahap yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (development) dan tahap penyebaran (disseminate). Pada penelitian ini didapatkan (1) hasil validasi media pembelajaran TAPE terkategori valid; (2) hasil uji coba terbatas menunjukkan siswa memberikan respon positif terhadap media pembelajaran TAPE; (3) hasil uji efektivitas menunjukkan prestasi belajar siswa dengan pembelajaran menggunakan media pembelajaran TAPE lebih baik daripada pembelajaran tanpa menggunakan media pembelajaran TAPE, siswa tuntas belajar lebih dari 80%, respon siswa terhadap media pembelajaran TAPE terkategori sangat positif. Sehingga disimpulkan bahwa media pembelajaran TAPE layak dan efektif diterapkan dalam pembelajaran barisan aritmatika dan geometri. Kata kunci: pengembangan, media pembelajaran TAPE]]>
<![CDATA[Pelatihan Pengembangan Media Pembelajaran Berbasis Sparkol Videoscribe untuk Meningkatkan Kemampuan 3N (Niteni, Nirokke, Nambahi) ]]>
<![CDATA[Istiqomah, Istiqomah]]>;
<![CDATA[Agustito, Denik]]>;
<![CDATA[Sulistyowati, Fitria]]>;
<![CDATA[Yuliani, Rika]]>;
<![CDATA[Irsyad, Muhammad]]>
<![CDATA[ Community Empowerment Vol 6 No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/ce.4425
<![CDATA[Media pembelajaran adalah sarana pendidikan sebagai pembawa informasi dan merangsang peserta didik untuk mempertinggi efektivitas dan efisiensi dalam mencapai tujuan pembelajaran. Guru sebagai pendidik tentunya harus memiliki kemampuan untuk mengembangkan media pembelajaran. Salah satu media pembelajaran yang dapat dikembangkan adalah Sparkol Videoscribe. Permasalahan di SMA Taman Madya Jetis adalah kurangnya penggunaan media pembelajaran berbasis teknologi dalam pembelajaran, sedangkan pada era revolusi industri 4.0 teknologi merupakan pusat perindustrian. Oleh karena itu, tujuan pelatihan ini adalah untuk memberikan wawasan sekaligus praktik tentang pengembangan media pembelajaran berbasis Sparkol Videoscribe untuk meningkatkan kemampuan 3N “niteni, nirokke, nambahiâ€. Metode yang digunakan untuk mencapai tujuan tersebut adalah sosialisasi, pelatihan dan pendampingan. Hasil dari pelaksanaan pengabdian ini adalah: (1) peserta memahami bagaimana menggunakan aplikasi Sparkol Videoscribe; (2) peserta mampu membuat media pembelajaran berbasis Sparkol Videoscribe; dan (3) peserta mampu mengaplikasikan media pembelajaran yang telah dibuat.]]>
<![CDATA[Team Games Tournament dan Numbered Head Together dalam Pembelajaran Bangun Datar ]]>
<![CDATA[Dwi Rejeki]]>;
<![CDATA[Esti Harini]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Sulistyowati, Fitria]]>
<![CDATA[ Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 11 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/buanamatematika.v11i1.2795
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model pembelajaran kooperatif tipe Team Games Tournament (TGT) dan Numbered Head Together (NHT) terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Penelitian ini merupakan true experiment dengan subjek seluruh siswa kelas VII di MTsN 7 Sleman. Teknik pengumpulan data yang digunakan yaitu teknik angket, tes dan dokumentasi. Instrumen tes hasil belajar matematika yang digunakan, memenuhi validitas, tingkat kesukaran, daya beda dan reliabilitas, sedangkan angket motivasi belajar memenuhi validitas dan reliabilitas. Analisis variansi (anava) dua arah digunakan untuk menganalisis data dan dilanjutkan dengan uji pasca anava. Hasil dari penelitian ini adalah: (1) terdapat perbedaan hasil belajar matematika antara siswa dengan perlakuan TGT dan NHT; (2) terdapat perbedaan hasil belajar siswa bermotivasi tinggi, sedang, dan rendah dan (3) tidak terdapat interaksi antara model pembelajaran dan motivasi belajar siswa terhadap hasil belajar matematika siswa. Penelitian ini diharapkan dapat menjadi acuan bagi penelitian berikutnya terkait pembelajaran TGT dan NHT.]]>
<![CDATA[Confirmatory factor analysis sosiomathematics norm among junior high school student ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[T. Turmudi]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>;
<![CDATA[Esti Harini]]>;
<![CDATA[Fitria Sulistyowati]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i2.20445
<![CDATA[The purpose of this study was to confirm the factors that influence the sociomathematics norm. The method used in this research is the ex post facto. The subjects in this study were seventh-grade junior high school students in the city of Yogyakarta, Indonesia (264 students) taken by cluster random sampling. The instrument used was a sociomathematics norm observation sheet consisting of four factors are (1) the experience of mathematics, (2) the explanation of the mathematics, (3) mathematical differences, (4) mathematical communication. Data analysis using structural equation models with the Confirmatory Factors Analysis. The results showed that the modified path analysis obtained goodness of fit mostly in the fit category, so overall the sample covariance matrix is the same as the estimated covariance matrix.]]>
<![CDATA[Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry ]]>
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Agustin Zakkia]]>;
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Betty Kusumaningrum]]>
<![CDATA[ Southeast Asian Mathematics Education Journal Vol 11, No 1 (2021) ]]>
Publisher : <![CDATA[SEAMEO Regional Centre for QITEP in Mathematics ]]>
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DOI: 10.46517/seamej.v11i1.122
<![CDATA[This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This research used a mixed method with a sequential explanatory research design. The research population was first year mathematics education students who took geometry courses, and the research samples were selected by way of purposive sampling technique. Research subjects were grouped based on high, medium, and low self-esteem categories to be interviewed about students' critical thinking skills. The research instruments were tests and interviews. The results showed that students had various mathematical critical thinking skills in terms of self-esteem. Four students possessed a high level of self-esteem as indicated by the fact that two students’ mathematical critical thinking skills results were classified in high category while the remaining two students were in medium category. Of 25 students who had moderate self-esteem, 5 students obtained high category in the results of their mathematical critical thinking skills, 14 students had their result in moderate category students, and 6 students were in the low category. Of 3 students with low self-esteem, one student had their results of the mathematical critical thinking ability result in the high category and two students had their result in the low category. It can be concluded that there is less significant correlation between self-esteem and students' critical thinking skills. Meanwhile, there are three different levels in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.]]>
<![CDATA[Team Games Tournament dan Numbered Head Together dalam Pembelajaran Bangun Datar ]]>
<![CDATA[Dwi Rejeki]]>;
<![CDATA[Esti Harini]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Fitria Sulistyowati]]>
<![CDATA[ Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 11 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/buanamatematika.v11i1.2795
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model pembelajaran kooperatif tipe Team Games Tournament (TGT) dan Numbered Head Together (NHT) terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Penelitian ini merupakan true experiment dengan subjek seluruh siswa kelas VII di MTsN 7 Sleman. Teknik pengumpulan data yang digunakan yaitu teknik angket, tes dan dokumentasi. Instrumen tes hasil belajar matematika yang digunakan, memenuhi validitas, tingkat kesukaran, daya beda dan reliabilitas, sedangkan angket motivasi belajar memenuhi validitas dan reliabilitas. Analisis variansi (anava) dua arah digunakan untuk menganalisis data dan dilanjutkan dengan uji pasca anava. Hasil dari penelitian ini adalah: (1) terdapat perbedaan hasil belajar matematika antara siswa dengan perlakuan TGT dan NHT; (2) terdapat perbedaan hasil belajar siswa bermotivasi tinggi, sedang, dan rendah dan (3) tidak terdapat interaksi antara model pembelajaran dan motivasi belajar siswa terhadap hasil belajar matematika siswa. Penelitian ini diharapkan dapat menjadi acuan bagi penelitian berikutnya terkait pembelajaran TGT dan NHT.]]>
<![CDATA[Sociomathematical norms in online learning in the COVID-19 pandemic period ]]>
<![CDATA[Samsul Maarif]]>;
<![CDATA[Novia Oktarina]]>;
<![CDATA[Sandi Sessu]]>;
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Wikan Budi Utami]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i4.23046
<![CDATA[This case study analyzed students' sociomathematical norms for the formation of study groups conducted by teachers, the role of sociomathematical norms on students' social interactions when learning mathematics, gender differences that can affect students' sociomathematical norms, and sociomathematical norms on derived material in terms of gender aspects among students. The nine subjects of this study were selected purposively. Data collection techniques were observation, interviews, and documentation. The study concluded that among the four indicators of sociomathematical norms, three indicators of male students are superior to female students. Male students are superior in accepting explanations from teachers, accepting differences of opinion, and mathematical insight. Meanwhile, female student excels in only one indicator (the effectiveness of mathematics).]]>
<![CDATA[MEDIA PEMBELAJARAN LINGKARAN BERBASIS GEOGEBRA APPLET UNTUK PENGUATAN KEMAMPUAN BERPIKIR KREATIF ]]>
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Arif Usman]]>;
<![CDATA[Esti Harini]]>
<![CDATA[ Delta: Jurnal Ilmiah Pendidikan Matematika Vol 10, No 2 (2022): Delta : Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Pekalongan ]]>
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DOI: 10.31941/delta.v10i2.1703
<![CDATA[This research is development research that was held on in August 2021 and aims to produce a circle learning media based on Geogebra Applets to reinforce the creative thinking ability of students in class XI of Senior High School. The development method used in this research is the first three steps in the 4-D development model consisting of: (1) define; (2) designs; (3) develop and limited to validity and practicality tests. Data at the define stage was collected using the documentation method, while at the development stage it was collected using a content validity questionnaire and student response questionnaires which were then analyzed descriptively by statistical analysis. This study gives the results that: (1) the circle learning media based on Geogebra Applet that was developed, is very valid with an average score of 3.83; (2) students gave a very good response with a percentage of 86.48% of the circle learning media. These results indicate that the circle learning media based on the Geogebra Applet that was developed is valid and practical. This research is expected to be a reference for further research related to the development of learning media based on Geogebra Applet.]]>
<![CDATA[Modul komputasi matematika untuk meningkatkan motivasi mahasiswa ]]>
<![CDATA[Tri Astuti Arigiyati]]>;
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Kusmanto Kusmanto]]>
<![CDATA[ Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 6 No 2 (2020): Jurnal Math Educator Nusantara ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jmen.v6i2.14453
<![CDATA[This study aims to develop a mathematics computation learning module using the Matlab program. Matlab is a computer program that is used to solve various math problems. This study uses a simplified Borg and Gall development model with the following stages: (1) product analysis; (2) initial product development; (3) Expert validation and product revision; (4) limited field trials and product revisions; (5) main field trials and final products. The first three stages have been carried out in the previous year and produced a valid Mathematical Computing module. In the limited field trial, it was found that the student response to the Mathematics Computing module was categorized as good with an average score of 3.86, while in the main trial an average score was 3.98 which was categorized good for the 6 aspects assessed. Based on these results it can be concluded that this module is suitable for use in learning mathematics computation. This module is expected to motivate students to learn Mathematical Computing so that learning objectives can be achieved.]]>
<![CDATA[Kemampuan Literasi Matematika Siswa dengan Gaya Belajar Kinestetik ]]>
<![CDATA[Fitria Sulistyowati]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Betty Kusumaningrum]]>;
<![CDATA[Krida Singgih Kuncoro]]>;
<![CDATA[Tiara Pramudianti]]>;
<![CDATA[Arif Usman]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v2i2.5628
<![CDATA[This research is a descriptive study with a qualitative approach that aims to describe the mathematical literacy ability of students with kinesthetic learning styles. The subject in this study was a fifth-grade elementary school (SD) student with a kinesthetic learning style. Data were collected using documentation, interviews, and observation. Data analysis techniques used in this research are data reduction, data presentation, verification, and decision. This study gives the results that: (1) the level of mathematical literacy ability of the research subjects is at the Cakap level and needs to be given proper learning, namely problem-based learning; (2) some calculation notations are not proper so that it is necessary to strengthen problem-solving procedures so that there are no errors in strategy selection. The results of this study are expected to be used as a reference for further research related to students' mathematical literacy skills with kinesthetic learning styles.]]>
