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Malikussaleh Journal of Mathematics Learning (MJML)
Malikussaleh Journal of Mathematics Learning (MJML) is a peer-reviewed open-access journal who aims to provide an international forum for researchers, professionals, lecturer, and educational practitioners on all topics related to mathematics education for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education.
Articles
6
Articles
Authentic assessment for academic performance: study on the attitudes, skills, and knowledge of grade 8 mathematics students

Winarso, Widodo

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the students response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the students response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that  there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.

Validity of learning website of kapita selekta mathematics course at UIN Suska Riau Students

Thahir, Musa, Roza, Yenita, Murni, Atma

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

This article is based on the limited lecture model for Kapita Selekta Mathematics (KSM) courses.  This article aims to reveal the results of technology validation of the website of the mathematics proficiency course (KSM) on UIN Suska Riau students. This article uses a development research model that uses Sugiyonos research steps but only limited to two stages, namely design stage and product validation stage. The validated aspect of the learning website is graphic feasibility and program feasibility with indicators: 1) the size of the learning website, 2) the design of the learning website, and 3) the design of the content of the learning website. The validation instrument is a questionnaire using Likert scale that is filled by three expert technology experts. Assessment of the validity of the learning web on the aspect of feasibility of the graphics resulted in a total validity value of 3.9 with valid categories. As for the web learning on the feasibility aspect of the program to produce the value of validity as a whole that is 4 with valid categories

The effect of realistic mathematics education on students mathematical communication ability

Trisnawati, Trisnawati, Pratiwi, Rani, Waziana, Winia

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).

Relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement

Nasir, A. Muhajir, Hasmar, Dian Hardianti

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

This is ex post facto research to find the relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of the Department of Mathematics Education of Universitas Muslim Maros. The population is all students of the Department of Mathematics Education Universitas Muslim Maros in academic year 2017/2018. And the sample is 30 respondents of students who taught by statistics lecturer. Data analyze by SPSS software. According to analyze get that student’s perception to statistics lecturer generally very positive with average 138,57 and statistics achievement is very good with average 79,63. Besides that, inferential show that there is relation between student’s perceptions to the statistics lecturer with coefficient is 0,594. From analyze, it can conclude that there are relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of Department of Mathematics Education Universitas Muslim Maros.

Difference of learning mathematics between open question model and conventional model

Afandi, Ahmad

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

Open learning model as well as conventional learning model is a learning model that is able to enable students in acquiring knowledge and learning experiences. The purpose of this research is to know the difference of learning result between students taught by using model of open matter problem and conventional learning model on the subject of wake up space. This research was conducted at SMP Al Badri Arjasa Jember in February 2018. The research subjects were 70 students in two classes namely class VIII - A and class VIII - B. This research uses experimental design that is, one experiment class and one control class. The results obtained in the study are learning outcomes using open-ended learning model and conventional learning model. T-test conducted shows that there are differences. Average learning outcomes of experimental class students after treatment was 69.657 while the control class learning outcome was 56.886. The conclusion that can be drawn from data analysis and discussion result is difference of student learning result by using model of open learning problem with conventional learning model, and model of open learning problem is suitable to be applied to the subject of student room of SMP Al Badri Arjasa Jember.

Improving students’ mathematics self-efficacy through problem based learning

Masitoh, Lisda Fitriana, Fitriyani, Harina

Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1 (2018): May
Publisher : Universitas Malikussaleh, Lhokseumawe, Indonesia

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Abstract

One of the important affective factors for students in mathematics learning is self-efficacy. The students should have high mathematics self-efficacy. So, it can support the success of learning process. The facts that indicated the low of students’ mathematics self-efficacy, encouraging the efforts to improve self-efficacy through the improvement of the learning process. One of them is by applying the problem based learning approach. This research was a classroom action research by applying problem based learning approach to improve students’ mathematics self-efficacy. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the problem based learning approach could improve student’s mathematics self-efficacy. At the end of the first cycle, the students’ mathematics self-efficacy was still in the medium category and increased at the end of the second cycle, which students’ mathematics self-efficacy has been in high category.