Rima Aksen Cahdriyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

Published : 5 Documents
Articles

Found 5 Documents
Search

REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL

Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Original Source | Check in Google Scholar

Abstract

Abstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing  concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using  symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing  of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation.

REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL

Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Original Source | Check in Google Scholar

Abstract

Abstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing  concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using  symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing  of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation.

TINGKAT KREATIVITAS SLOW LEARNERS DALAM MEMECAHKAN MASALAH MATEMATIKA

KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP UHAMKA

Show Abstract | Original Source | Check in Google Scholar

Abstract

The heterogeneity of students in Indonesia is a challenge for teachers today. Creativity is not only for students with high mathematical abilities, but also introduced to students who are in the slow learner category. This research is a qualitative descriptive study that aims to describe the level of creativity of the slow learner, and to describe how to develop creative thinking skills for slow learners. The subjects in this study from one of the schools in Yogyakarta whose students were included in the slow learner category. The subjects were selected by purposive sampling. Data collection had been done by giving problems solving to subjects, then interviewing them to clarify the answers that have been written. Data analysis had been stopped on the third subject because the data from the third subject was no difference with data from the previous subject. The results of this study indicate that slow learners are not able to show the three indicators of creativity in solving mathematical problems (fluency, flexibility, and novelty), so that the slow learners are classified as creative thinking skills level 0 or included in not creative students. Other findings indicate that one subject indicated being able to show one indicator of creativity, namely fluency, so that subject classified as level 1 (almost not creative).

KARAKTERISTIK MEDIA PEMBELAJARAN BERBASIS KOMPUTER UNTUK SISWA SMP

ALPHAMATH Vol 2, No 2 (2016)
Publisher : ALPHAMATH

Show Abstract | Original Source | Check in Google Scholar | Full PDF (762.451 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui karakteristik media pembelajaran berbasis komputerbagi siswa SMP sebagai hasil pengembangan berdasarkan kajian teori, pendapat atau penilaian pakar, dan pendapat atau penilaian calon pengguna, yaitu guru dan siswa. Dalam mengembangkan media pembelajaran ini peneliti mengacu pada model pengembangan DDD-E yang meliputi empat tahap yaitu decide (penentuan), design(desain), development (pengembangan),danevaluate (evaluasi).Subjek penelitian adalah empat guru matematika SMP di Yogyakarta dan 35 siswa kelas IX di SMP Negeri 10 Yogyakarta. Instrumen yang digunakan dalam penelitian ini adalah lembar penilaian oleh ahli materi, lembar penilaian oleh ahli media, lembar penilaian oleh guru, dan lembar respon oleh siswa. Karakteristik-karakteristik yang dihasilkan dari pengembangan media pembelajaran berbasis komputer ini adalah sebagai berikut: (1) tujuan pembelajaran jelas, (2) materi yang disajikan sesuai dengan kompetensi (KTSP 2006), (3) kebenaran konsep, (4) alur pembelajaran jelas, (5) petunjuk penggunaan jelas, (6) terdapat apersepsi, (7) terdapat kesimpulan, contoh, dan latihan yang disertai umpan balik, (8)mampu membangkitkan motivasi belajar siswa, (9) terdapat evaluasi yang disertai hasildan pembahasan, (10) memiliki intro yang menarik, (11) gambar, animasi, teks, warna tersaji serasi, harmonis, dan proporsional, (12) interaktif, (13) navigasi mudah, dan (14) bahasa yang digunakan mudah dipahami oleh siswa. Kata Kunci: karakteristik, media pembelajaran, komputer, siswa SMP

Pelatihan Active Learning bagi Guru SMP Muhammadiyah se-Kota Yogyakarta

ABDIMAS DEWANTARA Vol 2, No 1 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Original Source | Check in Google Scholar | Full PDF (770.679 KB)

Abstract

Pelaksanaan pelatihan ini dilakukan dengan metode berikut ini. (1) Pemberian pelatihan tentang pembuatan Rencana Pelaksanaan Pembelajaran (RPP) dengan model maupun metode yang menggunakan pendekatan pembelajaran aktif, (2) pemberian pelatihan tentang praktek pembelajaran dengan pendekatan pembelajaran aktif, (3) Pendampingan dalam penerapan active learning di sekolah. Pelatihan dilaksanakan di aula SMP Muhammadiyah 2 Yogyakarta pada tanggal 10 dan 17 Februari 2018, sedangkan pendampingan dilaksanakan pada tanggal 29 Maret 2018 di SMP Muhammadiyah 10 Yogyakarta. Hasil dari pelatihan dan pendampingan active learning adalah sepuluh guru peserta pelatihan telah mengumpulkan RPP dengan kegiatan pembelajaran yang menggunakan pendekatan active learning, dan dua peserta yang menjadi guru model telah menerapkan active learning di sekolah berdasarkan RPP yang telah dibuat.