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Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika
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Articles 72 Documents
PROFIL BERPIKIR KREATIF DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA Susanti, Dian
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

 This research will be based in the background by the problems often encountered by students that is completing a math problem, in particular the question of the story. Most students consider the intricate story is primarily a matter which could not be resolved in a practical way. Formulation of the problem in this research is "how the profile of the creative thinking of students of class VIII C 1 PGRI Surabaya in JUNIOR HIGH solve math story?”.The purpose of this research is to know the profile of the creative thinking of students of class VIII C 1 PGRI Surabaya SMP in solving math story problem, especially in terms of his thinking ability. the thought process is a process that consists of the reception of information (from outside or in the students), management, storage, and callbacks that information from the students memory. This means that in thinking someone is sure doing a process to find a conclusion or completion of something that thought. Thought process in this study are grouped into three conceptual thought process, that is the way of thinking of students in solving a problem using concepts that have been learned. Semikonseptual, that is the way of thinking of students in solving a problem using concepts that have been learned, but not complete. Computational, i.e. a way of thinking of students in solving a problem without using concepts that have been learned. In research done by using written tests, documentation, and interviews.The subject in this study consisted of 6 students consisting of two people of high ability students, two students are capable of being, and two low-capable students. The data obtained by means of the previous semester raport values obtained, test essay be reserved story sdah validated by two validator, and then in kroschek with the interview. The results showed that the thought process of a group of high-ability students tend to think conceptually, capabilities are likely to be in the process of thinking is semikonseptual, whereas the thought processes of a group of low ability students tend to be on Computational thinking processes. Keywords: process of thinking, conceptual, computational, semikonseptual.
HUBUNGAN KESULITAN BELAJAR MATEMATIKA TERHADAP KEMAMPUAN KONEKSI MATEMATIKA PADA SISWA SMK KARTIKA 1 SURABAYA Hartanti, Elok Hidhayati
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

This research is motivated by the low ability students mathematical connections. Mathematical reasoning and connections are two basic mathematical ability that must be mastered middle school students. However, many students have problems and learning difficulties in solving mathematical problems. Through the process of mathematical connections, conceptual thinking and students horizons will be broader, the students will have the skills to solve problems and make decisions. The problem of this research is " Is there any connection to the students mathematics learning difficulties mathematical connection capability? ". Subjects in these criteria is a class XI student of SMK Kartika Accounting 1 Surabaya. Data obtained by questionnaire to measure students learning difficulties and then given treatment for the provision of learning achievement test items to get valid data. Based on the analysis of data by using the formula Pearson product moment is known H_0 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya while the H1 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya. Of the formula product moment correlation can be obtained rhitung with significance level of 5% showed greater than the value rtabel = 0.344 and rhitung = 0.45; where r_hitung> r_tabel or 0.45> 0.344, it can be concluded that learning difficulties affect the ability of students mathematical connections. Keywords: Learning Difficulties, Mathematics Connection Capability
PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI) Ariyanti, Hidayatul Purnama
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students mathematical representation and communication.   Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.  
PENGARUH MODEL PEMBELAJARAN TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP HASIL BELAJAR SISWA Halih, Moh.
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

The research was done because there were a lot of students who have minimum score in mathematic subject. The statement of the problem is “Is there any influence in TAI teaching model to the students’ achievement?”. The purpose of this study is to know the influence of TAI teaching model to the students’ mathematic achievement. TAI teaching model is one of the model in teaching which focuses on group, the students were divided in some small group in a class, member of group were consists of 4-5 students in a group. Then in this research the students were given “Himpunan”material.The sample of this research consists of two classes, the first is experiment class with 33 students who were given TAI teaching model, then the second is control class with 33 students who were given conventional teaching model. To know and analyze the students’ achievements, the researcher used posttest for both two classes. Based on  the research conducted at SMP Rahmat Surabaya. The researcher concluded that the result of using TAI teaching model was given significant change the students score of experiment class, than using conventional teaching model in control class. After the students are given “Himpunan” material, they are given a posttest for the data analysis. The writer uses t-test for the data analysis. The research result is tcount<ttable (). So it could be conclude that TAI teaching model influenced  on the students’ mathematic achievement for the seventh grade students on SMP Rahmat Surabaya.   Keywords: TAI teaching model, students’ achievement.
PROFIL GAYA BELAJAR SISWA MELALUI PENDEKATAN KONSTRUKTIVISME DI SMA ANTARTIKA SIDOARJO Opticia, Nerva Nur
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

Understanding of mathematical concepts can be controlled well by the students if teachers can make students tend to be active pembelajaran.Untuk approach is needed to make students more active role in learning. One way that could condition the students play an active role in learning is the constructivism approach. This approach begins with giving problems to the students who ultimately students are expected to find their own way of solving the problem. In order for this study could be run better then the teacher should know the learning styles of each Shiva in order to adapt the way of good teaching. Observed learning styles are visual, auditory, and kinesthetic. The data source of this research in X Mipa 5 SMA Antartika Sidoarjo. Of the class was given a questionnaire about learning styles. Then the results of the questionnaire is reduced so that the two subjects are drawn from every learning style. Having drawn six subjects, administered tests problem solving with the criteria for having written a neat, use of symbols in the plant concept, task writing / composing, sensitivity to issues of artistic and understand about the form of the writing / reading From the results of these tests chrosscheked with interview , From the analysis of the test has been obtained, is obtained as follows. Profiles visual learning style has characteristics include in Lesson prefer casual, like raised his voice while reading, more like a lot of theory in practice, dislikes memorize and like math but weak in the count. Profile auditory learning style has characteristics include the time work on the problems less conscientious, like move their lips while reading, more like learning groups, dislike to memorize, like mathematics. Profile kinesthetic learning style has characteristics include the time learning like more prektek, sometimes like moving his lips while reading, more like learning groups, dislike to memorize, dislike math. Keywords: Learning Styles, Constructivist Approach.
PERBEDAAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN MODEL PEMBELAJARAN KONVENSIONAL TERHADAP PRESTASI BELAJAR MATEMATIKA Fafiliyanto, Danang
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

The low learning outcomes of students, it is due to the learning process that is dominated by traditional learning. At this learning atmosphere tends to teacher-centered classroom so that students become passive, therefore it is necessary to implement a learning strategy that can help students to understand the teaching material and its application in everyday life. Based on this, in this study it will be discussed whether there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and the conventional model of learning in class XI SMA Kartika IV-3 Surabaya. The purpose of this study was to determine differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models. This study uses quantitative research. As the population is students in class XI MIA Kartika IV-3 Surabaya The sample consisted of students of class XI MIA 1, amounting to 25 students as the experimental class and the students of class XI MIA 2, amounting to 25 students as the control class.  Data collection method used is to use the test method. Data in the form of student test results done once the post-test is to determine the value of learning mathematics achievement of students in each sample after treatments or treatments performed. From the analysis we found differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models, in this case increased learning achievement in cooperative learning model STAD. With the calculation of the t-test is greater than the table or 4.98> 1.98 then H0 is rejected and H1 is accepted. The conclusion from this study is that there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and conventional learning models, characterized by differences in mathematics achievement. Keywords: Type STAD Cooperative Learning Model, Model Conventional Learning, Math Learning Achievement.
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR SISWA Arif, Rohman
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

Cooperative learning model Team Assisted Individualization is one approach that helps students to solve a creative problem-solving. The research was conducted at SMK NU Gresik. With the research subjects were students of class X MM SMK NU Gresik This study uses two cycles that each cycle has four stages: planning, implementation, observation phase, and the phase of reflection. Data collection method used is to use a subjective test in every cycle. Data in the form of student test results will then be analyzed descriptively to determine student mastery of learning outcomes in the classical style. From the results of the research activities that have been carried out for two cycles, and based on the discussion and analysis that has been carried out can be concluded that the application of cooperative learning model Team Assisted Individualization (TAI) to improve learning outcomes quadratic equation mathematics subject in class X-MM SMK NU Gresik 2012-2013 school year. It can be seen from the improvement of student learning in the classical mastery of each cycle, the prasiklus 57.5% to 72.5% in the first cycle, but has yet to achieve mastery in the classical learning. Then the deficiencies in the first cycle improvements held on the second cycle increased 87.5% to reach 15% of cycle I. In the second cycle students have achieved mastery in the classical so expect the teachers to consider using this learning model Keywords: Team Assisted Individualization, mathematics learning achievements, quadratic equation
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP PEMBELAJARAN MATEMATIKA SISWA KELAS X SMK PGRI 7 SURABAYA Mere, Sebastianus
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

Background of this research is caused by the lower of the education quality that is the used of unappropriate model by the teachers in teaching learning mathematics in classroom, so  it makes the result of the teaching learning, kognitive ability, efective ability, and psikomotoric abilty are not ballance. Based on the explanation above, the teachers are suggested to create the education environment by using the appropriate model in teaching learning mathematics that is Cooperative STAD Model. This model is more presure the students to look for the solves in working in group with their friends. The statement of the problem in this research is “how is the student activities, responses, and the completeness of students’ learning after the using of Cooperartive STAD Model at the second grade students of SMK PGRI 7 Surabaya”. The purpose is to describe the students activities, responses, and the completeness of students’  learning if the Cooperative STAD Model is attached at the second grade students of SMK PGRI 7 Surabaya. Data analysis techinique in this research is descriptive kualitative with the data source is the second grade students of SMK PGRI 7 Surabaya that number in 40 students  and data collection technique is using observation, questionnaire, and post-test. Based on the research finding, it can conclude that the result of the  students’ learning at the second grade students of SMK PGRI 7 Surabaya with the relation as the topic in teaching learning are completeness with the 95 % as clasical completeness percentage. The students’ activities are more active with the percentage 87. 65% that higher than the students are not active with percentage 12. 35%  and the students’ responses at the teaching learning show the positive responses with the percentage 93.08%. Keywords: Cooperative STAD Model
PENGARUH MODEL PEMBELAJARAN STAD DAN NHT TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X-1 DAN X-2 AKUTANSI Ardillah, Silfi
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

This research was motivated by a change of the curriculum from the curriculum KTSP is changed into the 2013 curriculum  which aims to make the 2013 curriculum students productive, innovative and effective. In order for a teacher-centered learning into an interactive learning. Therefore, the necessary learning model that can support the passage of the curriculum in 2013 that STAD cooperative learning model and cooperative learning model NHT.Formulation of the problem in this research is "Are there any differences in mathematics learning outcomes matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK of SMK Mahardika Surabaya ? ". The purpose of this study was to determine whether there is a difference in the mathematics learning outcomes matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK SMK Mahardika Surabaya?.The population in this study were all students of class X AK SMK Mahardika Surabaya. While the sample is composed of two classes, namely class X AK AK AK-1 and X-2. Data was collected by providing a subjective test on the subject of the matrix given to both classes.From the data analysis calculated that t_hit > t_tabel of 4.2> 1.99125 and the average value of students who use cooperative learning model STAD is greater than the average value of students who use cooperative learning model NHT. So it can be concluded that there are differences in mathematics learning outcomes in the matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK SMK of Mahardika Surabaya. Keywords: Model STAD cooperative learning, cooperative learning model NHT, student learning outcomes.
MENENTUKAN DETERMINAN SUATU MATRIKS DENGAN METODE CHIO Saepudin, Asep
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1: (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

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Abstract

Matrix theory is a branch of linear algebra that discussed in the mathematical sciences. Mathematical sciences play an important role in human life, it is necessary to solve problems that can not be solved directly. Thus, the problem can be transformed into the form of a mathematical model. One is the SPL (Linear Equation System). Various methods can be used to solve it. But for the SPL with a large variable can be solved by matrix methods, namely the inverse matrix. In the inverse matrix of the determinants involved. If the search value that ordo major determinant of the matrix (𝑛×𝑛), it would require an effective method. One is the method of Chio. Chio method can be applied to all square matrixas long as the element is 𝑎11 not equal to zero (𝑎11≠0). Chio method of calculating the determinant of the matrix by decomposing determinant will look into sub-determinant of degree two (2×2) using the matrix element row 1 and column 1 as pointof departure. The decomposition is performed using the following sized matrix:   Keywords: Matrix, Matrix Determinant, Chio method.