Tatang Herman, Tatang
Universitas Pendidikan Indonesia, Bandung

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Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills Runisah, Runisah; Herman, Tatang; Dahlan, Jarnawi Afgani
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.274 KB) | DOI: 10.12928/ijeme.v1i1.5698

Abstract

This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students’ mathematical critical thinking skills.
Menumbuhkan Kemampuan Disposisi Matematis Melalui PBL-Team Teaching Maharani, Anggita; Darhim, Darhim; Sabandar, Jozua; Herman, Tatang
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 2, No 2 (2018): EDISI SEPTEMBER
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (454.079 KB) | DOI: 10.25157/jnpm.v2i2.840

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Artikel ini merupakan hasil penelitian terkait kemampuan Disposisi Matematis siswa SMK pada dua sekolah dengan level yang berbeda di Kabupaten Cirebon. Penelitian menggunakan metode quasi eksperimen dengan desain pre test-post test yang melibatkan 228 siswa SMK Kelompok Teknologi & Rekayasa. Hasil penelitian menunjukkan adanya perbedaan peningkatan serta interaksi kemampuan disposisi matematis antara kelas konvensional, kelas PBL, dan kelas PBL-Team Teaching pada dua level sekolah berbeda ditinjau dari kemampuan awal siswa.
PEMBELAJARANBERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA SMP Herman, Tatang
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPPMP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.575 KB) | DOI: 10.21831/cp.v1i1.8544

Abstract

_ .... JI..\\..Il'-'.llAII,A,.ll learning of mathematics, generally learners...... _Jl..Jl..Jl..lI,A..... JI.. ...........' ....... to ask questions and argunlents throug11a process in-group negotiation, and reflection so thatthey could formulate conjectures and conclusions.collaborative research conducted throughproblem-based and focused onmathematical reasoning ability of junior high school-.'L' .....? .......... _' ...... U ...ALLJI ...... _ .......:J were forty-six students of Grade 2BBandung, a state junior higl1 school. Thethe research were tests on reasoning ability,sheets, students' diaries/journals, andresearch results indicate that the learning
MATHEMATICAL CRITICAL THINKING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING APPROACH Kurniati, Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang
Journal on Mathematics Education Vol 6, No 1 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.6.1.1901.53-62

Abstract

This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one  university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both the student who received the CTL and TTL; and (3) There is no interaction between learning factors (CTL and TTL) with MPA (high, medium and low) toward the enhance of MCTA.Keywords: Critical Thinking Ability in Mathematics, Contextual Teaching and Learning Approach, Prior Mathematical Ability DOI: dx.doi.org/10.22342/jme.61.53
PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS DAN SELF ESTEEM SISWA KELAS V MELALUI STRATEGI MULTIPLE INTELLIGENCES Fauzan, -; Herman, Tatang
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 8, No 2: Juli 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v8i2.5138

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Abstract: This study focused on looking at the extent to which differences in mathematical reasoning capacity building and self-esteem of students who take the multiple intelligences learning strategy and regular learning. The research subject is a fifth grade students from two different classes at the same school. There are two main instruments used to collect data that achievement test and attitude scale. Both classes are given the same instrument. The results showed that there are significant differences between the mathematical reasoning abilities of students who take the multiple intelligences learning strategy and regular learning. In contrast, there are no significant differences between self-esteem of students who take the multiple intelligences learning strategy and regular learning. The studys findings provide awareness that the teacher has a very important role in facilitating student learning. Although directed to student centered learning, but nonetheless pedagogical, especially, must be owned by a teacher. Each person may be a teacher, but not everyone can be an educator. However, students will not reach the level of proficiency is high if not under the guidance of teachers who excel.Keywords: mathematical reasoning, self-esteem, multiple intelligencesAbstrak: Penelitian ini fokus pada melihat sejauh mana perbedaan peningkatan kemampuan penalaran matematis dan self esteem siswa yang mengikuti pembelajaran dengan strategi multiple intelligences dan pembelajaran biasa. Subjek penelitian merupakan siswa kelas V yang berasal dari dua kelas yang berbeda pada satu sekolah yang sama. Terdapat dua instrumen utama yang digunakan untuk mengumpulkan data yakni tes hasil belajar dan skala sikap. Kedua kelas diberikan instrumen yang sama. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan penalaran matematis siswa yang mengikuti pembelajaran dengan strategi multiple intelligences dan pembelajaran biasa. Sebaliknya, tidak terdapat perbedaan yang signifikan antara self esteem siswa yang mengikuti pembelajaran dengan strategi multiple intelligences dan pembelajaran biasa. Temuan penelitian memberikan kesadaran bahwa guru memiliki peranan sangat penting dalam memfasilitasi siswa belajar. Meskipun pembelajaran diarahkan kepada student centered, tetapi tetap saja kompetensi pedagogik, terutama, mesti dimiliki guru. Setiap orang mungkin bisa menjadi guru, tapi tidak setiap orang bisa menjadi pendidik. Bagaimanapun, siswa tidak akan mencapai tingkat kemampuan yang tinggi jika tidak di bawah bimbingan guru yang unggul.Kata Kunci: penalaran matematis, self esteem, multiple intelligences
PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS, SERTA KEMANDIRIAN BELAJAR SISWA SEKOLAH DASAR Purnamasari, Setyarini; Herman, Tatang
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 8, No 2: Juli 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v8i2.5140

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Abstract: The purpose of this research is to know the difference increase mathematical ability of understanding and communication, as well as students who obtain independent learning using multimedia interactive learning and conventional learning. Studies conducted using a quasi-experimental method with pre-test and post-test control group design. This study was conducted at two private schools in the city of Bandung, involving 60 students of class V as a research subject. The research instrument used was a test of mathematical ability of understanding and communication, learning independence questionnaires, observation sheets, and interviews. The results showed that: (1) There are differences in upgrading mathematical understanding between students who obtained using multimedia interactive learning with students who received conventional learning; (2) There are differences in improvement of communication skills among students acquire mathematical learning using interactive multimedia to students who received conventional learning; (3) There is no difference in improvement of communication skills among students acquire mathematical learning using interactive multimedia to students who received conventional learning.Keywords: interactive multimedia, and communication mathematical understanding of elementary school students, independent learning.Abstrak: Tujuan dari penelitian ini adalah mengetahui perbedaan peningkatan kemampuan pemahaman dan komunikasi matematis, serta kemandirian belajar siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dan pembelajaran konvensional. Penelitian yang dilaksanakan menggunakan metode kuasi eksperimen dengan Pre-test dan Post-test Control Group design. Penelitian ini dilakukan pada dua sekolah swasta di Kota Bandung dengan melibatkan 60 siswa kelas v sebagai subjek penelitian. Instrumen penelitian yang digunakan adalah tes kemampuan pemahaman dan komunikasi matematis, angket kemandirian belajar, lembar observasi, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan peningkatan kemampuan pemahaman matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional; (2) Terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional; (3) Tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional.Kata kunci: multimedia interaktif, pemahaman dan komunikasi matematis siswa sekolah dasar, kemandirian belajar.
Pengaruh Problem Based Learning (PBL) Terhadap Kemampuan Heuristik Pemecahan Masalah dan Sikap Matematis Siswa Sekolah Dasar Ruchaedi, Diding; Suryadi, Didi; Herman, Tatang
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 7, No 1: Januari 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v7i1.2792

Abstract

Penelitian  ini  dilatarbelakangi  oleh rendahnya kemampuan heuristik pemecahan masalah dan  sikap  matematis  siswa  terhadap pelajaran  matematika.  Penelitian  ini  bertujuan  untuk  menelaah perbedaan peningkatan kemampuan pemecahan masalah dan sikap matematis siswa yang menggunakan Problem Based Learning (PBL) dengan siswa yang menggunakan pembelajaran konvensional.  Metode  dalam  penelitian  ini menggunakan  desain  kuasi  eksperimen  dengan  subjek penelitian seluruh siswa kelas V SD Negeri Leuwikujang I sebagai kelas eksperimen dan seluruh siswa kelas V SD Negeri Rajawangi I sebagai kelas kontrol.  Instrumen  yang digunakan  adalah  tes  kemampuan  pemecahan masalah  dan  skala  sikap  matematis siswa.  Data  hasil  penelitian  berupa  skor   pra tes  dan  pasca tes  siswa  dianalisis  dengan menggunakan  uji  t  dan  uji  korelasi  Product  Moment  Pearson.  Berdasarkan  hasil analisis  data  diperoleh  kesimpulan  bahwa, siswa  yang mendapatkan  pembelajaran  Problem Based Learning (PBL) mengalami  peningkatan  pada  kemampuan  strategi heuristic pemecahan masalah dan sikap matematis yang lebih  baik  dibandingkan  dengan  siswa  yang  mendapatkan  pembelajaran matematika  secara  konvensional.
Pengaruh Penerapan Model Pembelajaran Discovery Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis dan Self Confidence Siswa Kelas V Sekolah Dasar -, Yusmanto; Herman, Tatang
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 7, No 2: Juli 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v7i2.2705

Abstract

Masalah utama penelitian ini adalah bagaimana peningkatan kemampuan berpikir kritis matematis siswa setelah memperoleh pembelajaran dengan model discovery learning, perbedaan self-confidence siswa setelah memperoleh pembelajaran dengan model discovery learning, dan hubungan kemampuan berpikir kritis matematis dengan selfconfidence siswa. Penelitian ini menggunakan metode kuasi eksperimen dengan desain kelompok kontrol non ekuivalen. Populasi penelitian adalah siswa kelas V Sekolah Dasar di Kecamatan Tanggeung kabupaten Cianjur. Sampel terdiri dari kelas 48 orang yang dibagi menjadi 24 siswa di kelas Va sebagai kelompok eksperimen dan 24 siswa di kelas Vb sebagai kelompok kontrol. Instrumen yang digunakan terdiri dari instrumen tes, skala self-confidence matematika. Analisis kuantitatif dilakukan terhadap rata-rata pretes dan postes dengan menggunakan Uji-t, rata-rata gain ternormalisasi antara kedua kelompok sampel dengan uji nonparametrik Mann-Whitney, rata-rata self confidence dengan uji-t, dan hubungan antara kemampuan berpikir kritis matematis dan self-confidence siswa dengan uji korelasi Rank Spearman. Hasil penelitian menunjukkan bahwa pembelajaran matematika dengan model discovery learning dapat meningkatkan kemampuan berpikir kritis matematis. Self-confidence matematika siswa di kelas eksperimen yang menggunakan model discovery learning lebih baik dibandingkan dengan kelas kontrol yang menggunakan pembelajaran langsung. Tidak terdapat hubungan antara kemampuan berpikir kritis matematis dan self-confidence Siswa SD. Pembelajaran dengan model discovery learning dapat menjadi alternatif model pendekatan pembelajaran yang dapat digunakan di Sekolah Dasar.
Development of Student Worksheets to Improve the Ability of Mathematical Problem Posing Putra, Harry Dwi; Herman, Tatang; Sumarmo, Utari
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.931 KB) | DOI: 10.12928/ijeme.v1i1.5507

Abstract

Activities posing and solving a problem are important parts in mathematics, so the problem posing is an activity that was instrumental in mathematical thinking and become an important part in solving the problem. This type of research is research and development that aims to develop student worksheets through scientific approach with what if not strategy. The research method consists of stages: literature study, observation, interviews, development of student worksheets, assessment of two experts, and restricted trial to the eleventh grade students in SMAN 2 Cimahi, SMAN 3 Cimahi, and SMAN 4 Cimahi. Based on the findings, it was concluded that the student worksheets through scientific approach with what if not strategy load some activities including observing, questioning, trying, reasoning, and concluding. The activity of questioning using what if not strategy involves changing data, adding data, changing data with the same question, or changing question with the same data. The student worksheets also presented some contextual problems in accordance with the experience of students. After tested using worksheet, the improvement of student mathematical problem posing in the three schools was in moderate criteria.
THE EFFECT OF MULTIREPRESENTATION DISCOURSE LEARNING ON STUDENTS PROBLEM SOLVING ABILITY Herman, Tatang; Artinah, Tetin; Usdiyana, Dian
Jurnal Pengajaran MIPA Vol 22, No 1 (2017): Jurnal Pengajaran MIPA - April 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i1.8376

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Solving mathematical problem for most secondary students was still a very difficult job, particularly in understanding the problem and assigning mathematical models. This research attempted to overcome the lack of mathematical problem solving skills of students by using Multi Representation Discourse model (DMR). The purpose of this research was to improve mathematical problem solving skills of junior high school students by implementing DMR model. The method of the research was quasi experiment method with control group pretest-posttest. The population of this research was 7th grade students the one of junior high school in Bandung city. From this research, the researcher randomly took two classes as sample. Instrument of this research was test for measuring the mathematical problem solving skills and a questionnaire and form observation for describing students’ respons. The result of this research shows that  mathematical problem solving skills of students who got DMR learning model is higher than that of students who got direct instruction learning. Also students show positive responses enthusiastic, excited, fun and self-confident in learning mathematics.AbstrakMenyelesaikan soal pemecahan masalah matematika bagi kebanyakan siswa SMP merupakan pekerjaan yang sulit, terutama dalam memahami masalah dan menyusun model matematika. Penelitian ini dilakukan untuk mengatasi rendahnya kemampuan pemecahan masalah matematis menggunakan model pembelajaran Diskursus Multirepresentasi (DMR). Fokus utama penelitian ini adalah mengungkap apakah peningkatan model pembelajaran DMR dapat mengatasi kesulitan siswa dalam menyelesaikan soal pemecahan masalah matematika siswa SMP kelas VII.  Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain kelompok kontrol pretes-postes. Populasi dalam penelitian ini adalah seluruh siswa kelas VII salah satu SMPN di Kota Bandung dengan dipilih sampel dua kelas VII. Instrumen dalam penelitian ini adalah tes untuk mengukur kemampuan pemecahan masalah matematis dan instrumen non tes berupa angket dan lembar observasi untuk memngetahui respon siswa terhadap pembelajaran yang dilakukan. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis siswa yang mengikuti model DMR lebih tinggi dibandingkan siswa yang memperoleh pembelajaran langsung. Selain itu siswa menunjukkan respon yang positif, seperti antusias, senang dan percaya diri dalam pembelajaran matematika.