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Kamirsyah Wahyu
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INDONESIA
Beta: Jurnal Tadris Matematika
ISSN : 20855893     EISSN : 25410458     DOI : -
Core Subject : Education, Social,
Bετα: Jurnal Tadris Matematika (p-ISSN: 2085-5893 | e-ISSN: 2541-0458) is scientific, peer-reviewed, and open access journal published by Universitas Islam Negeri (UIN) Mataram in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) half-yearly on May and November. It has been indexed in SINTA 2 (Accredited Journal, Decree No.21/E/KPT/2018) by Director General of Strengthening Research and Development, Ministry of Research Technology and Higher Education of the Republic of Indonesia in 2018. The indexing status will be active until 2020.
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Search results for , issue " Vol 7 No 2 (2014): Beta Nopember" : 6 Documents clear
Abu Abdullah Ibn Musa Al-Khawarizmi (Pelopor Matematika dalam Islam) Muhtar, Fathurrahman
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Under the Caliph al-Ma’mÅ©n (reigned 813-833) Al-KhwārizmÄ« became a member of the “House of Wisdom” (Dār Al-Hikma), a kind of academy of scientists set up at Baghdad, probably by Caliph HarÅ©n Al-RashÄ«d, but owing its preeminence to the interest of Al-Ma’mÅ©n, a great patron of learning and scientific investigation. It was for Al-Ma’ũn that Al-KhwārizmÄ« composed his astronomical treatise, and his Algebra also is dedicated to that ruler. Using the old Roman numeral system made advanced math next to impossible. With a number system that goes from 0 to 9, Al-Khawarizmi is able to develop fields such as algebra, which he initially used to calculate Muslim inheritance laws. He builds more on the geometry of the Greeks, and develops the basic ideas many high school math students can recognize today. But his real issue remains with the number zero. It cannot be proven to exist using math. The old Indian texts insist zero divided by zero equals zero. But Al-Khawarizmi knows that any division by zero is impossible. Eventually he comes to the conclusion that the zero must simply be accepted without being proven. Furthermore, he reports to the Caliph Al-Mamun that belief in Allah is the same: it cannot be proven using science, but must be accepted on faith in the religion. Al-Khawarizmi was as much a philosopher as he was a mathematician. In addition to math, he writes a compendium on geography that lists the latitude and longitude of 2,400 cities around the world. He also writes books on the astrolabe, sundials, and even the Jewish calendar. For 700 years after his death, European mathematicians cite him in their works, referring to him as “Algorismi”. The modern word for a complex mathematical formula, algorithm, is derived from his name. His legacy lives on, even if the modern world that he helped build has all but forgotten of his contributions.  
Efektivitas Strategi Problem Based Learning (PBL) Terhadap Kemampuan Berfikir Kreatif Peserta Didik Azmi, Baiq Mariaul; Irzani, Irzani; Khusnial, Nurul Lailatul
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Penelitian ini bertujuan mengetahui efektivitas strategi Problem Based Learning terhadap kemampuan berfikir kreatif peserta didik kelas VII MTs N 3 Mataram Tahun Pembelajaran 2013/2014. Populasi penelitian ini adalah seluruh siswa kelas VII MTs. Negeri 3 Mataram dengan jumlah siswa  sebanyak 136 orang dan sampelnya dengan jumlah siswa 67 orang adalah kelas VII A  sebagai kelas eksperimen dan kelas VII B sebagai kelas kontrol.  Teknik pengambilan sampel dengan cluster random sampling.  Beradasrkan hasil analisis pos-tes diperoleh nilai rata-rata eksprimen sebesar 73,24 dan rata-rata kelas kontrol sebesar 62,33 dan data homogen serta terdistribusi normal uji yang digunakan untuk hasil analisis hipotesis pos-tes adalah polled varian. Hasil analisis dengan uji-t diperoleh thitung= 3,97 pada dk= n1+n2-2, 34+33-2= 65 dan ttabel= 5%(t0,05,65)=1,67 sedangkan pada taraf signifikan 1% didapatkan ttabel=2,39 atau (t0,01,65)=2,39. Jadi pada dk=  65, ttabel 5% < thitung =1,67 <  3,97 kemudian ttabel 1% = 1,67< 3,97. Berarti dalam hal ini pada taraf signifikan 5% atupun 1% dapat diterima. kesimpulannya H0 ditolak baik dengan taraf kepercayaan 5% ataupun 1%. Berarti Ha diterima dengan kata lain strategi problem based learning efektif terhadap kemampuan berfikir kreatif peserta didik kelas VII MTs N 3 Mataram tahun Pembelajaran 2013/2014.
Efektivitas Pembelajaran Aljabar dengan Model Elaborasi Terhadap Peningkatan Keterampilan Berpikir Kreatif Mahasiswa Saparwadi, Lalu
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Pembelajaran di perguruan tinggi saat ini masih didominas dengan menggunakan metode ceramah, tanya jawab serta mencatat dan mahasiswa kurang diberi kesempatan untuk mengembangkan keterampilan berpikir. Salah satunya adalah keterampilan berpikir kreatif yang perlu dikembangkan bangku kuliah. Matematika sebagai wahana untuk menumbuhkan keterampilan berpikir, diharapkan dapat menjadi bekal dalam menghadapi berbagai permasalahan dalam kehidupan. Tujuan penelitian ini untuk mengetahui efektivitas pembelajaran elaborasi dalam meningkatkan keterampilan berpikir kreatif mahasiswa pada pokok bahasan fungsi pecahan, barisan dan deret aritmatika dan geometri dibandingkan dengan pembelajaran tradisional. Metode penelitian yang digunakan adalah eksperimen semu dengan desain penelitian Non-Randomized Control-Group Pretest-Posttest Design. Sampel penelitian terdiri dari dua kelas yaitu kelas eksperimen sebanyak 30 mahasiswa dan kelas kontrol sebanyak 28 mahasiswa. Sebagai alat pengumpul data yaitu tes keterampilan berpikir kreatif. Berdasarkan hasil analisis menunjukkan bahwa peningkatan yang ditunjukkan dengan gain yang dinormalisasi pada kelas yang mendapatkan pembelajaran elaborasi lebih besar dari kelas yang mendapatkan pembelajaran tradisional, begitupun peningkatan pada tiap aspeknya yaitu fluency, flexibility, originality dan elaboration. Hasil uji statistik menggunakan Uji Mann-Whitney U pada taraf signifikansi 0,05 diperoleh bahwa pembelajaran elaborasi secara signifikan lebih meningkatkan keterampilan berpikir kreatif mahasiswa daripada pembelajaran tradisional. Maka dapat disimpulkan penerapan model pembelajaran elaborasi pada pokok bahasan Fungsi pecahan, barisan dan deret aritmatika dan geometri lebih efektif dalam meningkatkan keterampilan berpikir kreatif mahasiswa.
Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Pembuktian Struktur Aljabar Yuniati, Suci
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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This study was based on the lack of ability of students to solve problems of proving. Students’ low ability can be seen from the works of students in solving problems of algebra structures. They are still experiencing difficulties in linking known information to what will be proven in the matter, although in the meetings, exercises are always raised about the proving. Maybe the problem was caused by students’ difficulty in linking the concepts so they found it difficult to determine the steps to be taken in a matter of proving. Besides the difficulty in linking the existing concepts, there were other mistakes made that caused low outcomes. The writer as the subject lecturer analyzed mistakes in the algebraic structure committed: what were students mistakes in solving problems of proving and what factors cause the student made the mistakes abaut groups? This study used descriptive qualitative research method. Data collection methods were test and interview. The data obtained described what would be analyzed. The research subjects in this study were students of semester VI Mathematics Education Department of the State Islamic University of Sultan Syarif Kasim Riau (UIN Suska Riau) Academic Year 2011/2012. There was only one class who took the course in algebraic structures, that was class VI C, amount 50 students. From the mistakes writer identified: 1) mistakes in receiving the information, 2) mistakes associated with the concept of, 3) mistakes in calculating and 4) mistakes associated with the material prerequisites.  It appeared that a lot of mistakes made, the writer got a picture of the students’ performance and hence the writer should improve the learning process to lessen the mistakes occurred.
Pengembangan Perangkat Pembelajaran Kooperatif Multilevel Pada Pelajaran Matematika di Sekolah Dasar Atiaturrahmaniah, Atiaturrahmaniah
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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This study aims to develop multilevel cooperative teaching kits for Mathematics in Elementary Schools. The kits have been tested and are feasible to use in the learning process.  The development of the kits was made through the steps of data collection, product design, product validation, tryouts and revision, and final product. This study produces multilevel cooperative teaching kits for the topic of Fractions, and the kits consist of Lesson Plans, Teacher’s Book, Student’s Book, Student’s Worksheet, and Achievement Test. The results of the study show that the multilevel cooperative teaching kits are in the good category. The scores of the pretest and posttest show that the application of this learning model has a good impact on the students’ learning mastery. Of 82 students, there are 43 students achieving the minimum standard for mastery learning, namely a score of ≥ 65. Meanwhile, the percentage of the learning mastery by using the teaching kits and applying the multilevel cooperative learning strategy is 86.6% or 71 students attaining the mastery, which is in the very good learning mastery category.
Pembelajaran Interaktif Konsep Barisan Konvergen Bagi Mahasiswa Sucipto, Lalu
Beta: Jurnal Tadris Matematika Vol 7 No 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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This research aims at generating the interactivity learning procedure for convergent sequences concept for university students in the fourth semester at Offering C, mathematics education department, Malang Kanjuruhan University batch 2008/2009. Interactivity learning has several characteristics, namely intervention, collaboration, negotiation, and evaluation. In intervention, students are given problems related to convergent sequences concept whereas the lecturer provides intervention and problems. In negotiation, students discuss findings, while the lecturer plays a role as a mediator in the discussion. Next, in collaboration students sitting on the same bench cooperate to solve the problems; besides collaborating, they also negotiate and evaluate the result of negotiation. Then, in evaluation the lecturer evaluates the process and result of learning. Based on findings, it is found that interactivity learning for convergent sequences concept for university students in the fourth semester at Offering C, mathematics education department, Malang Kanjuruhan University is able to build a mathematic analysis. The interactivity learning procedures consist of 10 stages, namely (1) giving orientation about learning, (2) delivering the objective of learning, (3) motivating and percepting, (4) conducting intervention by the lecturer, (5) negotiating between the lecturer and students, (6) collaborating among students, (7) negotiating among students, (8) conducting intervention by the lecturer during students conducting collaboration and negotiation, (9) negotiating between the lecturer and students in order to draw a conclusion, and (10) evaluating by the lecturer.

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