The purpose of this study was to determine how the cognitive processes of prospective mathematics teacher students through the application of the Guided Note Taking method. The subjects of this study were the fifth semester students of the Mathematics Education Study Program, FSTT UNDIKMA. This type of research is descriptive analysis. Data collection techniques used are assignment and observation. The data analysis of this research describes each cognitive learning process starting from the process of acquiring new information, transforming the information received, and testing or developing the relevance and accuracy of knowledge. Based on the exposure of the research data, it can be said that the fifth semester students of the Mathematics Education Study Program are in the category or highest cognitive level, namely those who are able to absorb information and process it to the limit of application. Meanwhile, in cognitive processes, students are able to obtain information and information received, but have not been able to test and develop the relevance or accuracy of their knowledge
{"title":"Proses kognitif mahasiswa calon guru matematika melalui penerapan metode kooperatif tipe guided note taking","authors":"Yuntawati Yuntawati, S. Sanapiah, Lalu Abdul Aziz","doi":"10.33394/mpm.v9i2.4516","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4516","url":null,"abstract":"The purpose of this study was to determine how the cognitive processes of prospective mathematics teacher students through the application of the Guided Note Taking method. The subjects of this study were the fifth semester students of the Mathematics Education Study Program, FSTT UNDIKMA. This type of research is descriptive analysis. Data collection techniques used are assignment and observation. The data analysis of this research describes each cognitive learning process starting from the process of acquiring new information, transforming the information received, and testing or developing the relevance and accuracy of knowledge. Based on the exposure of the research data, it can be said that the fifth semester students of the Mathematics Education Study Program are in the category or highest cognitive level, namely those who are able to absorb information and process it to the limit of application. Meanwhile, in cognitive processes, students are able to obtain information and information received, but have not been able to test and develop the relevance or accuracy of their knowledge","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130296622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding of language is closely related to mathematical reasoning, because language has function as a means of communication to convey ideas or ideas to others. Submission of mathematical ideas delivered by students will show how far the level of student understading of the mathematical concepts they have. This research is a qualitative research with a descriptive approach which aims to describe the obstacles faced by students when using language on mathematical reasoning. Data obtained from observations, interviews, questionnaires, and documentations. Based on the results of the analysis conducted, it can be seen that constraints faced by students when using language on mathematical reasoning are feelings of shame and inferiority, difficulty understanding the sentence, and lack of vocabulary students have.
{"title":"Analisis kendala pemahaman bahasa untuk mengembangkan kemampuan bernalar matematika siswa","authors":"A. Ms, Alex Haris Fauzi","doi":"10.33394/mpm.v9i2.4236","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4236","url":null,"abstract":"Understanding of language is closely related to mathematical reasoning, because language has function as a means of communication to convey ideas or ideas to others. Submission of mathematical ideas delivered by students will show how far the level of student understading of the mathematical concepts they have. This research is a qualitative research with a descriptive approach which aims to describe the obstacles faced by students when using language on mathematical reasoning. Data obtained from observations, interviews, questionnaires, and documentations. Based on the results of the analysis conducted, it can be seen that constraints faced by students when using language on mathematical reasoning are feelings of shame and inferiority, difficulty understanding the sentence, and lack of vocabulary students have.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ita Chairun Nissa, B. R. A. Febrilia, Fitri Astutik
Program linier memiliki muatan materi yang menekankan pada metode penentuan nilai optimum (maksimum atau minimum). Masalah program linier pada umumnya disajikan dalam bentuk soal cerita yang melibatkan pertidaksamaan linier dan grafik garis lurus yang masing-masing memerlukan strategi dan pengetahuan yang berbeda. Penelitian ini dilakukan untuk mengetahui perbedaan kemampuan siswa yang memecahkan masalah program linier dalam bentuk soal cerita dan dalam bentuk grafik. Subjek yang digunakan dalam penelitian ini adalah 26 orang siswa kelas 11 SMA. Metode penelitian yang digunakan adalah mixed methods dengan desain eksplanatoris sekuensial. Data kuantitatif diperoleh melalui tes dan data kualitatif diperoleh melalui wawancara. Analisa data dengan uji statistik komparatif dua pihak menghasilkan tstatistik = 3.63 > tkritis satu pihak = 2.05 pada α = 0.05 yang artinya Ho ditolak. Sehingga dapat disimpulkan bahwa ada perbedaan yang signifikan atas kemampuan siswa yang memecahkan masalah program linier dalam bentuk soal cerita dan dalam bentuk grafik. Hasil penelitian ini dapat dijadikan rujukan bagi pentingnya memberikan pengalaman pemecahan masalah kepada siswa secara konsisten, berkelanjutan dan beragam dalam tingkat kesukarannya.
{"title":"Eksplorasi Kemampuan Siswa Memecahkan Masalah Matematika Program Linier","authors":"Ita Chairun Nissa, B. R. A. Febrilia, Fitri Astutik","doi":"10.33394/mpm.v9i2.4467","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4467","url":null,"abstract":"Program linier memiliki muatan materi yang menekankan pada metode penentuan nilai optimum (maksimum atau minimum). Masalah program linier pada umumnya disajikan dalam bentuk soal cerita yang melibatkan pertidaksamaan linier dan grafik garis lurus yang masing-masing memerlukan strategi dan pengetahuan yang berbeda. Penelitian ini dilakukan untuk mengetahui perbedaan kemampuan siswa yang memecahkan masalah program linier dalam bentuk soal cerita dan dalam bentuk grafik. Subjek yang digunakan dalam penelitian ini adalah 26 orang siswa kelas 11 SMA. Metode penelitian yang digunakan adalah mixed methods dengan desain eksplanatoris sekuensial. Data kuantitatif diperoleh melalui tes dan data kualitatif diperoleh melalui wawancara. Analisa data dengan uji statistik komparatif dua pihak menghasilkan tstatistik = 3.63 > tkritis satu pihak = 2.05 pada α = 0.05 yang artinya Ho ditolak. Sehingga dapat disimpulkan bahwa ada perbedaan yang signifikan atas kemampuan siswa yang memecahkan masalah program linier dalam bentuk soal cerita dan dalam bentuk grafik. Hasil penelitian ini dapat dijadikan rujukan bagi pentingnya memberikan pengalaman pemecahan masalah kepada siswa secara konsisten, berkelanjutan dan beragam dalam tingkat kesukarannya.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130333513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penyelidikan kesalahan dimaksudkan untuk mengidentifikasi miskonsepsi yang muncul karena salah satu sumber kesalahan adalah miskonsepsi. Dengan kata lain, miskonsepsi dapat dilacak melalui penyelidikan kesalahan-kesalahan yang dilakukan siswa ketika menyelesaikan permasalahan tertentu. Identifikasi miskonsepsi akan lebih bermakna apabila dipelajari lebih lanjut mengapa miskonsepsi ini bisa terjadi dan bagaimana guru harus membuat tindak lanjut dari permasalahan ini sehingga permasalahan serupa tidak akan terulang pada siswa-siswa yang lain. Melalui penyelidikan latar belakang terjadinya miskonsepsi ini guru diharapkan mampu membangun strategi pembelajaran yang dapat meminimalisir terjadinya kesalahpahaman siswa. Artikel ini menyajikan tentang kesalahan dan miskonsepsi yang kerap kali dilakukan oleh siswa dalam materi aljabar. Jenis-jenis kesalahan yang muncul ditinjau melalui studi temuan-temuan penelitian sebelumnya. Untuk mengetahui apakah kesalahan ini juga terjadi pada siswa di NTB, kami melakukan wawancara guru tentang kesalahan apa yang sering dilakukan siswa, penyebab terjadinya dan langkah apa yang dilakukan guru untuk mengantisipasinya. Setelah itu, dilakukan analisis untuk mengetahui miskonsepsi apa saja yang muncul melalui kesalahan tersebut.
{"title":"Kesalahan dan Miskonsepsi dalam Aljabar","authors":"Suningsih Rahayu, D. Setyawati, B. R. A. Febrilia","doi":"10.33394/mpm.v9i2.4267","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4267","url":null,"abstract":"Penyelidikan kesalahan dimaksudkan untuk mengidentifikasi miskonsepsi yang muncul karena salah satu sumber kesalahan adalah miskonsepsi. Dengan kata lain, miskonsepsi dapat dilacak melalui penyelidikan kesalahan-kesalahan yang dilakukan siswa ketika menyelesaikan permasalahan tertentu. Identifikasi miskonsepsi akan lebih bermakna apabila dipelajari lebih lanjut mengapa miskonsepsi ini bisa terjadi dan bagaimana guru harus membuat tindak lanjut dari permasalahan ini sehingga permasalahan serupa tidak akan terulang pada siswa-siswa yang lain. Melalui penyelidikan latar belakang terjadinya miskonsepsi ini guru diharapkan mampu membangun strategi pembelajaran yang dapat meminimalisir terjadinya kesalahpahaman siswa. Artikel ini menyajikan tentang kesalahan dan miskonsepsi yang kerap kali dilakukan oleh siswa dalam materi aljabar. Jenis-jenis kesalahan yang muncul ditinjau melalui studi temuan-temuan penelitian sebelumnya. Untuk mengetahui apakah kesalahan ini juga terjadi pada siswa di NTB, kami melakukan wawancara guru tentang kesalahan apa yang sering dilakukan siswa, penyebab terjadinya dan langkah apa yang dilakukan guru untuk mengantisipasinya. Setelah itu, dilakukan analisis untuk mengetahui miskonsepsi apa saja yang muncul melalui kesalahan tersebut.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128014713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence
{"title":"Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika","authors":"Juwita Astuti, Caswita Caswita","doi":"10.33394/mpm.v9i2.4476","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4476","url":null,"abstract":"One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121493203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstrak: Tujuan dari penelitian ini yaitu untuk menganalisis kemampuan berpikir kritis ditinjau dari self efficacy siswa dalam pembelajaran daring. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian adalah siswa kelas VII-1 SMPN 45 Bandar Lampung yang terdiri dari 25 orang siswa. Instrumen dalam penelitian ini yaitu lembar observasi terhadap pembelajaran daring, lembar angket self efficacy, dan tes uraian dari soal kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa siswa yang memiliki self efficacy rendah memiliki kemampuan berpikir kritis matematis yang rendah dan sebaliknya siswa yang memiliki self efficacy tinggi memiliki kemampuan berpikir kritis yang cukup baik dalam pembelajaran daring.Kata Kunci: Pembelajaran Daring, Self Efficacy, Kemampuan Berpikir Kritis
{"title":"Analisis kemampuan berpikir kritis matematis ditinjau dari self efficacy siswa dalam pembelajaran daring","authors":"Renir Hidayat, Sri Hastuti Noer","doi":"10.33394/mpm.v9i2.4224","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4224","url":null,"abstract":"Abstrak: Tujuan dari penelitian ini yaitu untuk menganalisis kemampuan berpikir kritis ditinjau dari self efficacy siswa dalam pembelajaran daring. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian adalah siswa kelas VII-1 SMPN 45 Bandar Lampung yang terdiri dari 25 orang siswa. Instrumen dalam penelitian ini yaitu lembar observasi terhadap pembelajaran daring, lembar angket self efficacy, dan tes uraian dari soal kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa siswa yang memiliki self efficacy rendah memiliki kemampuan berpikir kritis matematis yang rendah dan sebaliknya siswa yang memiliki self efficacy tinggi memiliki kemampuan berpikir kritis yang cukup baik dalam pembelajaran daring.Kata Kunci: Pembelajaran Daring, Self Efficacy, Kemampuan Berpikir Kritis","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128902651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bq. Malikah Hr, S. Sukandi, Ni Putu Ety Lismaya Dewi
The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.
{"title":"Penerapan pembelajaran matematika realistik pada mata kuliah matematika II ditinjau dari gaya belajar mahasiswa Teknik Sipil","authors":"Bq. Malikah Hr, S. Sukandi, Ni Putu Ety Lismaya Dewi","doi":"10.33394/mpm.v9i2.4473","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4473","url":null,"abstract":"The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128606038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creative thinking skills are an important skill that must be owned by students, but most students still have low creative thinking skills. This research aims to describe students' mathematical creative thinking skills through open ended problems. The data collection technique used in this study is to provide mathematical creative thinking skills using open ended questions in students of 8th grade torsina 3 Singkawang as many as 2 problems. The data analysis techniques used in this study are data reduction, data presentation, and conclusion withdrawal. The result of this study is the mathematical creative thinking ability of some students who work on open ended problems have fulfilled the components of profitability and flexibility for problem number 1 but there are also those who do not meet all components. And for problem number 2 most students do not meet all three components of mathematical creative thinking skills. So it can be concluded that the mathematical creative thinking skills of junior high school students who work on open ended problems are in the low category.
{"title":"Kemampuan berpikir kreatif matematis siswa smp melalui soal open ended","authors":"Buyung Buyung","doi":"10.33394/mpm.v9i2.4239","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4239","url":null,"abstract":"Creative thinking skills are an important skill that must be owned by students, but most students still have low creative thinking skills. This research aims to describe students' mathematical creative thinking skills through open ended problems. The data collection technique used in this study is to provide mathematical creative thinking skills using open ended questions in students of 8th grade torsina 3 Singkawang as many as 2 problems. The data analysis techniques used in this study are data reduction, data presentation, and conclusion withdrawal. The result of this study is the mathematical creative thinking ability of some students who work on open ended problems have fulfilled the components of profitability and flexibility for problem number 1 but there are also those who do not meet all components. And for problem number 2 most students do not meet all three components of mathematical creative thinking skills. So it can be concluded that the mathematical creative thinking skills of junior high school students who work on open ended problems are in the low category.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mendeskripsikan pengaruh perhatian orangtua terhadap motivasi belajar matematika siswa MTs, penelitian ini merupakan jenis penelitian survei. Data penelitian yang diambil menggunakan angket yang dilakukan secara online. Populasi penelitian adalah seluruh siswa MTs Mathlaul Anwar Pusat Menes tahun pelajaran 2021/2022. Dalam memilih sampel yang digunakan dalam penelitian, peneliti menggunakan jenis rumus Slovin, sehingga diperoleh data sampel sebanyak 240 siswa dari total 600 siswa. Masing-masing sampel adalah siswa kelas VII, VIII dan IX dengan menggunakan proporsional random sampling. Siswa kelas VII, VIII dan IX masing-masing berukuran 1/3 dari total sampel, sehingga diperoleh sebanyak 80 siswa dari tiap-tiap angkatan. Untuk mengetahui pengaruh perhatian orangtua terhadap motivasi belajar matematika siswa, peneliti dapat menggunakan perhitungan statistik jenis Partial Least Square Structural Equation Modeling (PLS-SEM). Hasil analisis yang diperoleh pada penelitian menghasilkan nilai determinan hanya 0.878 %. Hasil penelitian ini dapat disimpulkan bahwa faktor perhatian orangtua sebesar 87.8 % dapat menjelaskan ada pengaruh postif terhadap motivasi belajar matematika siswa MTs Mathla’ul Anwar Pusat Menes. Dengan demikian, untuk penelitian selanjutnya diharapkan dapat menyelidiki dan mengungkap faktor lain yang berkontribusi besar terhadap motivasi belajar matematika.
本研究旨在描述家长关注MTs学生数学学习动机的影响，这是一种调查研究。研究数据是在网上收集的。研究人口是所有学生MTs Mathlaul Anwar central Menes的2021/2022课。在选择研究中使用的样本时，研究人员使用了斯洛文尼亚的公式类型，从总共600名学生中获得了240名学生的样本数据。每个样本都是七年级、八年级和九年级的学生，使用比例随机抽样。七年级、八年级和九年级学生各占样本总数的三分之一，每一代学生获得80名。为了了解父母的关心对学生数学学习动机的影响，研究人员可以使用最不公平的成分计算模型(PLS-SEM)。在研究中获得的分析结果仅为108.8%。这项研究的结论是，家长关注因素的87.8%可以解释学生数学Mathla Mathla Anwar center Menes的积极影响。因此，未来的研究将有助于研究和发现其他有助于数学动力的因素。
{"title":"Pengaruh Perhatian Orangtua Terhadap Motivasi Belajar Matemtika Siswa MTs","authors":"Enda Imelda, S. Syamsuri, Novaliyosi Novaliyosi","doi":"10.33394/mpm.v9i2.4397","DOIUrl":"https://doi.org/10.33394/mpm.v9i2.4397","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan pengaruh perhatian orangtua terhadap motivasi belajar matematika siswa MTs, penelitian ini merupakan jenis penelitian survei. Data penelitian yang diambil menggunakan angket yang dilakukan secara online. Populasi penelitian adalah seluruh siswa MTs Mathlaul Anwar Pusat Menes tahun pelajaran 2021/2022. Dalam memilih sampel yang digunakan dalam penelitian, peneliti menggunakan jenis rumus Slovin, sehingga diperoleh data sampel sebanyak 240 siswa dari total 600 siswa. Masing-masing sampel adalah siswa kelas VII, VIII dan IX dengan menggunakan proporsional random sampling. Siswa kelas VII, VIII dan IX masing-masing berukuran 1/3 dari total sampel, sehingga diperoleh sebanyak 80 siswa dari tiap-tiap angkatan. Untuk mengetahui pengaruh perhatian orangtua terhadap motivasi belajar matematika siswa, peneliti dapat menggunakan perhitungan statistik jenis Partial Least Square Structural Equation Modeling (PLS-SEM). Hasil analisis yang diperoleh pada penelitian menghasilkan nilai determinan hanya 0.878 %. Hasil penelitian ini dapat disimpulkan bahwa faktor perhatian orangtua sebesar 87.8 % dapat menjelaskan ada pengaruh postif terhadap motivasi belajar matematika siswa MTs Mathla’ul Anwar Pusat Menes. Dengan demikian, untuk penelitian selanjutnya diharapkan dapat menyelidiki dan mengungkap faktor lain yang berkontribusi besar terhadap motivasi belajar matematika.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"1994 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125697760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to describe students' mistakes in solving story problems on the material of the three-variable linear equation system (SPLTV) based on the Newman procedure to minimize the occurrence of the same errors in the future. The approach used is a qualitative approach with descriptive methods. The subjects in this study were 25 students of class X SMAN 14 Bekasi. The test instruments used was 2 items in the description. In this study using errors according to Newman to analyze student errors. From the results of the analysis, it was found that the average error rate of students in answering SPLTV story questions was 34.4% and the remaining 65.6% of students could answer correctly and correctly. Of the two questions given, question number 1 had more percentage of students who made mistakes. There are various kinds of mistakes made by students, based on the error analysis according to Newman, there was a reading error of 0% because none of the students read the questions wrongly, the error in understanding was 30.23% because the students did not write known and asked, the transformation error was equal to 20.93% because the students were not able to transform the questions given into a mathematical form so they could not make mathematical models, 24.42% error in processing skills was due to the lack of students' accuracy in calculating which resulted in errors, and errors in writing the final answer of 24, 42% because the students were incomplete in making conclusions.
{"title":"Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Pada Materi Sistem Persamaan Linear Tiga Variabel","authors":"Sri Mulyani, Haerudin Haerudin","doi":"10.33394/MPM.V9I1.3524","DOIUrl":"https://doi.org/10.33394/MPM.V9I1.3524","url":null,"abstract":"The purpose of this study was to describe students' mistakes in solving story problems on the material of the three-variable linear equation system (SPLTV) based on the Newman procedure to minimize the occurrence of the same errors in the future. The approach used is a qualitative approach with descriptive methods. The subjects in this study were 25 students of class X SMAN 14 Bekasi. The test instruments used was 2 items in the description. In this study using errors according to Newman to analyze student errors. From the results of the analysis, it was found that the average error rate of students in answering SPLTV story questions was 34.4% and the remaining 65.6% of students could answer correctly and correctly. Of the two questions given, question number 1 had more percentage of students who made mistakes. There are various kinds of mistakes made by students, based on the error analysis according to Newman, there was a reading error of 0% because none of the students read the questions wrongly, the error in understanding was 30.23% because the students did not write known and asked, the transformation error was equal to 20.93% because the students were not able to transform the questions given into a mathematical form so they could not make mathematical models, 24.42% error in processing skills was due to the lack of students' accuracy in calculating which resulted in errors, and errors in writing the final answer of 24, 42% because the students were incomplete in making conclusions.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115352712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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