Abstrak Salah satu tujuan pembelajaran matematika adalah mengembangkan pemikiran. Untuk itu, perlu dilakukan penanganan dan penyelesaian masalah tersebut. Seorang siswa dalam menyelesaikan masalah harus berpikir, menganalisis masalah, mencari formulasi secara kritis yang sesuai dengan masalah, memeriksa data formulasi dan berusaha mencari strategi pemecahan masalah yang memungkinkan mendapatkan solusi. Pada banyak penelitian telah mengungkapkan tentang berpikir kreatif siswa, tapi belum ada hasil penelitian yang mengungkapkan secara detail bagaimana munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem. Untuk itu, melalui penelitian kualitatif deskriptif, yang dilakukan pada beberapa kabupaten/kota di Provinsi Sulawesi Selatan dan Jawa Timur. Terungkap secara detail proses munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem. Hasilnya adalah muncul kreativitas siswa dalam menyelesaikan ill structured mathematical problem. Kreativitas terjadi melalui proses membuat jawaban yang beragam dan benar dalam memecahkan masalah (fluency), karena ISMP memiliki beberapa jalur solusi; kemudian 2) memecahkan masalah dengan berbagai cara yang berbeda (flexibility), karena ISMP memiliki konteks yang spesifik dan situasi yang kompleks; dan 3) membuat berbagai jawaban yang berbeda dan benar dalam memecahkan masalah (novelty) karena ISMP sesuai dengan kehidupan sehari-hari sehingga siswa merasa mengalami masalah tersebut. Sehingga dengan think aloud dan klarifikasi melalui wawancara, siswa mengungkapkan proses kreativitasnya dalam menyelesaikan masalah yang disajikan. Kata kunci: kreativitas siswa, Ill Structured Mathematical Problem Abstract One of the goals of learning mathematics is to develop thinking. Therefore, it is necessary to handle and solve the problem. A student in solving a problem must think, analyze the problem, find the formulation critically according to the problem, check the formulation data and try to find a problem solving strategy that allows the solution. In many studies have revealed about creative thinking of students, but no research results reveal in detail how the emergence of student creativity due to solve ill structured mathematical problem. For that, through descriptive qualitative research, conducted on several districts / cities in the Province of South Sulawesi and East Java. Revealed in detail the process of the emergence of student creativity due to complete ill structured mathematical problem. The result shows that there is exist student’s creativity when solve ill stuctured mathematical problem. 1) Creativity are made by making variety and correct answer when solve problem (fluency) because ISMP has some pathed solution, then 2) solved problem into different way (flexibility) because ISMP has detailed context and complexity situtation and 3) making different and correct answers when solve the problem (novelty) because ISMP based on real life conte
{"title":"Munculnya Kreativitas Siswa Akibat Ill Structured Mathematical Problem","authors":"Abdillah Abdillah, Ajeng Gelora Mastuti","doi":"10.33477/MP.V6I1.442","DOIUrl":"https://doi.org/10.33477/MP.V6I1.442","url":null,"abstract":"Abstrak \u0000 \u0000Salah satu tujuan pembelajaran matematika adalah mengembangkan pemikiran. Untuk itu, perlu dilakukan penanganan dan penyelesaian masalah tersebut. Seorang siswa dalam menyelesaikan masalah harus berpikir, menganalisis masalah, mencari formulasi secara kritis yang sesuai dengan masalah, memeriksa data formulasi dan berusaha mencari strategi pemecahan masalah yang memungkinkan mendapatkan solusi. \u0000Pada banyak penelitian telah mengungkapkan tentang berpikir kreatif siswa, tapi belum ada hasil penelitian yang mengungkapkan secara detail bagaimana munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem. Untuk itu, melalui penelitian kualitatif deskriptif, yang dilakukan pada beberapa kabupaten/kota di Provinsi Sulawesi Selatan dan Jawa Timur. Terungkap secara detail proses munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem. \u0000Hasilnya adalah muncul kreativitas siswa dalam menyelesaikan ill structured mathematical problem. Kreativitas terjadi melalui proses membuat jawaban yang beragam dan benar dalam memecahkan masalah (fluency), karena ISMP memiliki beberapa jalur solusi; kemudian 2) memecahkan masalah dengan berbagai cara yang berbeda (flexibility), karena ISMP memiliki konteks yang spesifik dan situasi yang kompleks; dan 3) membuat berbagai jawaban yang berbeda dan benar dalam memecahkan masalah (novelty) karena ISMP sesuai dengan kehidupan sehari-hari sehingga siswa merasa mengalami masalah tersebut. Sehingga dengan think aloud dan klarifikasi melalui wawancara, siswa mengungkapkan proses kreativitasnya dalam menyelesaikan masalah yang disajikan. \u0000 \u0000Kata kunci: kreativitas siswa, Ill Structured Mathematical Problem \u0000 \u0000Abstract \u0000 \u0000One of the goals of learning mathematics is to develop thinking. Therefore, it is necessary to handle and solve the problem. A student in solving a problem must think, analyze the problem, find the formulation critically according to the problem, check the formulation data and try to find a problem solving strategy that allows the solution. \u0000In many studies have revealed about creative thinking of students, but no research results reveal in detail how the emergence of student creativity due to solve ill structured mathematical problem. For that, through descriptive qualitative research, conducted on several districts / cities in the Province of South Sulawesi and East Java. Revealed in detail the process of the emergence of student creativity due to complete ill structured mathematical problem. \u0000The result shows that there is exist student’s creativity when solve ill stuctured mathematical problem. 1) Creativity are made by making variety and correct answer when solve problem (fluency) because ISMP has some pathed solution, then 2) solved problem into different way (flexibility) because ISMP has detailed context and complexity situtation and 3) making different and correct answers when solve the problem (novelty) because ISMP based on real life conte","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85265477","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 Rumus umum fungsi logaritma asli dengan daerah asal suatu matriks adalah lnA=T S_((J_A ) ) {ln〖(λ_1 I^((p_1 ) )+H^((p_1 ) ) ),ln(λ_2 I^((p_2 ) )+H^((p_2 ) ) ),…,ln(λ_u I^((p_u ) )+H^((p_u ) ) ) 〗 } 〖S_((J_A ) )〗^(-1) T^(-1) dengan T adalah matriks non-singular dimana A=TJ_A T^(-1), S_((J_A ) )adalah sebarang matriks yang komutatif dengan J_A, J_A adalah matriks Jordan dari matriks A, λ_i adalah nilai karakteristik dari pembagi elementer A, I adalah matriks identitas dan H^((p)) adalah matriks berukuran p×p yang mempunyai 1 sebagai anggota pada superdiagonal pertama dan 0 untuk lainnya. Karakteristik matriks A sebagai daerah asal suatu fungsi logaritma adalah matriks persegi yang non-singular dengan nilai-nilai karakteristik real positif Kata Kunci: matriks, daerah asal, logaritma asli Abstract The general formula of the natural logarithm function with domain of a matrix is lnA=T S_((J_A ) ) {ln〖(λ_1 I^((p_1 ) )+H^((p_1 ) ) ),ln(λ_2 I^((p_2 ) )+H^((p_2 ) ) ),…,ln(λ_u I^((p_u ) )+H^((p_u ) ) ) 〗 } 〖S_((J_A ) )〗^(-1) T^(-1) with T is the non-singular matrix which A=TJ_A T^(-1), S_((J_A ) ) is any commutative matrix with J_A, J_Ais the Jordan matrix of the matrix A, λ_i is the characteristic value of the elementary divider A, I is the identity matrix and H^((p)) is a square matrix which has 1 as a member of the first superdiagonal and 0 for other. The characteristic of matrix A as domain of a natural logarithm function is a non-singular square matrix with real positive characteristic values Keywords: matrix, domain, natural logarithm
{"title":"Karakteristik Matriks sebagai Daerah Asal Suatu Logaritma","authors":"E. Kartika","doi":"10.33477/mp.v6i1.443","DOIUrl":"https://doi.org/10.33477/mp.v6i1.443","url":null,"abstract":"Abstrak \u0000 \u0000Rumus umum fungsi logaritma asli dengan daerah asal suatu matriks adalah \u0000lnA=T S_((J_A ) ) {ln〖(λ_1 I^((p_1 ) )+H^((p_1 ) ) ),ln(λ_2 I^((p_2 ) )+H^((p_2 ) ) ),…,ln(λ_u I^((p_u ) )+H^((p_u ) ) ) 〗 } 〖S_((J_A ) )〗^(-1) T^(-1) \u0000dengan T adalah matriks non-singular dimana A=TJ_A T^(-1), S_((J_A ) )adalah sebarang matriks yang komutatif dengan J_A, J_A adalah matriks Jordan dari matriks A, λ_i adalah nilai karakteristik dari pembagi elementer A, I adalah matriks identitas dan H^((p)) adalah matriks berukuran p×p yang mempunyai 1 sebagai anggota pada superdiagonal pertama dan 0 untuk lainnya. Karakteristik matriks A sebagai daerah asal suatu fungsi logaritma adalah matriks persegi yang non-singular dengan nilai-nilai karakteristik real positif \u0000Kata Kunci: matriks, daerah asal, logaritma asli \u0000 \u0000Abstract \u0000 \u0000The general formula of the natural logarithm function with domain of a matrix is \u0000lnA=T S_((J_A ) ) {ln〖(λ_1 I^((p_1 ) )+H^((p_1 ) ) ),ln(λ_2 I^((p_2 ) )+H^((p_2 ) ) ),…,ln(λ_u I^((p_u ) )+H^((p_u ) ) ) 〗 } 〖S_((J_A ) )〗^(-1) T^(-1) \u0000with T is the non-singular matrix which A=TJ_A T^(-1), S_((J_A ) ) is any commutative matrix with J_A, J_Ais the Jordan matrix of the matrix A, λ_i is the characteristic value of the elementary divider A, I is the identity matrix and H^((p)) is a square matrix which has 1 as a member of the first superdiagonal and 0 for other. The characteristic of matrix A as domain of a natural logarithm function is a non-singular square matrix with real positive characteristic values \u0000 \u0000 Keywords: matrix, domain, natural logarithm","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87443025","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}
Abstract Teaching counting lessons to kindergarten students is often considered taboo. Some people assume that should not teach counting lessons to children who have not even reached the age of seven years. A long debate arose due to an elementary school admission test that contained numerical questions. Is it true that kindergarten students are not allowed to learn numeracy lesson? The purpose of this study is to introduce a montessori approach, a feasible approach used to teach the concept of counting in kindergarten students. This research is a qualitative descriptive research conducted on TK A Putera Zaman students. The research begins with the conduct of obeservasi and interview, then proceed with applying montessori approach in learning done with teacher in class. The results of the research with the stand on the opinion of Maria Montessori that the early age to the age of six years is the phase Absorbent Minds, the child's brain will continue to change, grow rapidly, and open to new stimuli, so kindergarten A students have learned to count. Some steps to embed the concept of counting to the students of Kindergarten A Putera Zaman can be done with the following delivery steps: (1) Introduction to quantity 1 - 10, (2) What is zero, (3) Matching numbers with quantity 0 - 10, (4) Relation of 1 – 10, (5) Basic sum operation, and (8) Basic reduction operation. The result of cultivating the concept of chopping with montessori approach is that students can use mathematics based on reasoning, not just counting without logic. Keywords: montessori, concept, whole number, counting atkindergarten
{"title":"Penerapan Pendekatan Montessori untuk Menanamkan Pemahaman Konsep Bilangan Cacah pada Siswa TK Putera Zaman Malang","authors":"Dyah Ayu Sulistyaning Cipta","doi":"10.33477/MP.V6I1.440","DOIUrl":"https://doi.org/10.33477/MP.V6I1.440","url":null,"abstract":"Abstract \u0000Teaching counting lessons to kindergarten students is often considered taboo. Some people assume that should not teach counting lessons to children who have not even reached the age of seven years. A long debate arose due to an elementary school admission test that contained numerical questions. Is it true that kindergarten students are not allowed to learn numeracy lesson? The purpose of this study is to introduce a montessori approach, a feasible approach used to teach the concept of counting in kindergarten students. \u0000This research is a qualitative descriptive research conducted on TK A Putera Zaman students. The research begins with the conduct of obeservasi and interview, then proceed with applying montessori approach in learning done with teacher in class. \u0000The results of the research with the stand on the opinion of Maria Montessori that the early age to the age of six years is the phase Absorbent Minds, the child's brain will continue to change, grow rapidly, and open to new stimuli, so kindergarten A students have learned to count. Some steps to embed the concept of counting to the students of Kindergarten A Putera Zaman can be done with the following delivery steps: (1) Introduction to quantity 1 - 10, (2) What is zero, (3) Matching numbers with quantity 0 - 10, (4) Relation of 1 – 10, (5) Basic sum operation, and (8) Basic reduction operation. The result of cultivating the concept of chopping with montessori approach is that students can use mathematics based on reasoning, not just counting without logic. \u0000 \u0000Keywords: montessori, concept, whole number, counting atkindergarten","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89437500","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 Mengonstruksi bukti matematis merupkan bentuk khusus dari pemecahan masalah sehingga perlu proses berpikir yang sedikit berbeda. Penelitian ini bertujuan untuk merumuskan tahapan berpikir mahasiswa dalam menelesaikan masalah pembuktian. Metoda penelitian yang digunakan adalah metoda kualitatif. Pengumpulan data dilakukan dengan memberikan satu masalah pembuktian kepada 10 orang mahasiswa. Mahasiswa diminta melakukan think aloud ketika sedang berupaya mengonstruksi bukti. Semua aktifitas di rekap dengan camera video. Hasil kerja yang dianalisis adalah yang hasil konstruksi bukti yang valid. Temuan dari penelitian ini adalah ada 5 tahapan berpikir mahasiswa ketika berupaya menghasilkan konstruksi bukti yang valid, yaitu (1) memahami masalah pembuktian, (2) membuat koneksi dan menyeleksi, (3) Menemukan ide utama,(4) merangkai bukti dan menimpulkan, dan (5) melakukan refleksi. Kata kunci: konstruksi bukti, proses berpikir, fungsi komposisi. Abstract Constructing mathematical proofs is a special case of problem solving so it needs a slightly different thinking process. This study aims to formulate the stages of student thinking in solving the problem of proof. The research method used is qualitative method. Data collection was done by giving two models of proof problem to 17 students. Students were asked to think aloud while trying to construct of proof. All activities were recaps with video camera. The results of the analyzed work were those of valid proof construction. The findings of this study were five stages of student thinking when attempt to construct a valid construction proof, namely (1) understanding the problem of proof, (2) making connections and selecting, (3) finding the main idea, (4) assembling evidence and concluding, and (5) doing reflection. Keywords: Constructing proof, thinking process, composition function
{"title":"Tahapan Berpikir Mahasiswa dalam Mengonstruksi Bukti Matematis","authors":"Syukma Netti","doi":"10.33477/MP.V6I1.437","DOIUrl":"https://doi.org/10.33477/MP.V6I1.437","url":null,"abstract":"Abstrak \u0000 \u0000Mengonstruksi bukti matematis merupkan bentuk khusus dari pemecahan masalah sehingga perlu proses berpikir yang sedikit berbeda. Penelitian ini bertujuan untuk merumuskan tahapan berpikir mahasiswa dalam menelesaikan masalah pembuktian. Metoda penelitian yang digunakan adalah metoda kualitatif. Pengumpulan data dilakukan dengan memberikan satu masalah pembuktian kepada 10 orang mahasiswa. Mahasiswa diminta melakukan think aloud ketika sedang berupaya mengonstruksi bukti. Semua aktifitas di rekap dengan camera video. Hasil kerja yang dianalisis adalah yang hasil konstruksi bukti yang valid. Temuan dari penelitian ini adalah ada 5 tahapan berpikir mahasiswa ketika berupaya menghasilkan konstruksi bukti yang valid, yaitu (1) memahami masalah pembuktian, (2) membuat koneksi dan menyeleksi, (3) Menemukan ide utama,(4) merangkai bukti dan menimpulkan, dan (5) melakukan refleksi. \u0000Kata kunci: konstruksi bukti, proses berpikir, fungsi komposisi. \u0000 \u0000Abstract \u0000 \u0000Constructing mathematical proofs is a special case of problem solving so it needs a slightly different thinking process. This study aims to formulate the stages of student thinking in solving the problem of proof. The research method used is qualitative method. Data collection was done by giving two models of proof problem to 17 students. Students were asked to think aloud while trying to construct of proof. All activities were recaps with video camera. The results of the analyzed work were those of valid proof construction. The findings of this study were five stages of student thinking when attempt to construct a valid construction proof, namely (1) understanding the problem of proof, (2) making connections and selecting, (3) finding the main idea, (4) assembling evidence and concluding, and (5) doing reflection. \u0000 \u0000Keywords: Constructing proof, thinking process, composition function","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76686258","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 Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran mandiri berbasis soal terbuka berupa Satuan Acara Perkuliahan (SAP) dan Modul. Proses Pengembangan Perangkat Pembelajaran Mandiri Berbasis Soal Terbuka ini mengikuti model pengembangan Plomp, yaitu: (1) Fase Investigasi Awal (Preliminary Investigation Phase), mencakup kajian teori pendukung, analisis masalah pembelajaran, analisis kurikulum, analisis karakteristik mahasiswa, dan analisis konsep, (2) Fase Perancangan (Design Phase), pada fase ini dirancang perangkat pembelajaran dan instrumen penelitian yang dibutuhkan, (3) Fase Realisasi/Konstruksi (Realization/Construction Phase), pada fase ini dilakukan penyusunan perangkat pembelajaran dan instrumen penelitian berdasarkan rancangan pada fase perancangan, dan (4) Fase Tes, Evaluasi, dan Revisi (Test, Evaluation and Revision Phase), pada fase ini dilakukan dua kegiatan utama, yaitu: (a) Validasi perangkat pembelajaran dan (b) Uji Coba. Hasil pengembangan perangkat pembelajaran yang diperoleh yaitu (1) perangkat pembelajaran telah memenuhi kriteria kevalidan (valid: 2,5 M < 3,5) berdasarkan nilai rata-rata total validasi oleh dua orang validator terhadap SAP sebesar 3,48 dan Modul sebesar 3,42, (2) perangkat pembelajaran yang dikembangkan sudah memenuhi kriteria kepraktisan (terlaksana seluruhnya: 1,5 ≤ M ≤ 2,0) berdasarkan nilai rata-rata total aspek keterlaksanaan pembelajaran dari dua orang pengamat sebesar 1,54, (3) perangkat pembelajaran yang dikembangkan dapat dikatakan efektif karena ketuntasan belajar mahasiswa secara klasikal sebesar 87% telah memenuhi kriteria yang ditetapkan yaitu minimal 85% mahasiswa, sebanyak 24 atau 61% mahasiswa memiliki nilai kreativitas di atas nilai minimal 65, aktivitas mahasiswa dapat dikatakan ideal karena setiap kegiatan berada pada interval toleransi waktu yang diberikan, serta sebanyak 75% mahasiswa memberikan respons positif terhadap perangkat dan pelaksanaan pembelajaran. Kata kunci: Perangkat Pembelajaran Mandiri, Soal Terbuka, Kalkulus Abstract The research aims was conducted to develop independent learning devices with open-questfon basis in fomrs of Satuan Acara Perkuliahan (SAP) or Course Unit and Module. The development process of independent learning devices with open-questions basis refered to Plomp's development model, namely: (1) Preliminary Investigation Phase, consisted of theoretical literature study, learning problem analysis, curriculum analysis, students’ characteristics analysis, and conceptual analysis; (2) Design phase, where the researcher designed the necessary learning devices and research instruments; (3) Realization/ Construction phase, where the researcher produced the learning devices amd research instruments based on the design form of the design phase; (4) Test, evaluation and revision phase, conducted in two main activities: (a) Learning devices validation, and (b) Trial process. The results of development of learning devices reveal th
本研究旨在开发一种基于开放式的自学工具，以教学为基础的课程单元(SAP)和模块。这种以开放为基础的自学工具开发过程遵循了Plomp开发模式，即:(1)早期调查阶段(先验研究阶段)包括支持理论、学习问题分析、课程分析、学生特征分析和概念分析，(2)设计阶段(设计阶段)设计所需的学习工具和工具，(3)实现/建立阶段，在这个阶段，根据设计阶段的设计设计设计的学习工具和工具的建立，(4)测试、评估和复习阶段(测试、评估和复习阶段)，在这个阶段进行两项主要活动，即(a)学习设备验证和(b)测试。获得的学习工具开发的结果是(1)学习工具已经符合有效标准(有效:2.5米< 3.5米)，基于两个人对SAP的平均验证值为3.48和3.42的模块，(2)开发的学习工具已经符合实际标准(完全实现:1.5≤M≤2.0)根据总平均成绩方面学习keterlaksanaan两个观察者1.54,(3)大小的发展可以说是有效的学习设备因为ketuntasan klasikal地高达87%的学生学习了符合规定的标准,即至少有85%的学生多达24或61%的学生至少65的成绩,上有价值的创造力学生的活动可以说是理想的，因为每一项活动都在给定的时间范围内，多达75%的学生对设备和学习进行积极响应。关键字:开放的独立学习工具，微积分抽象研究的结果是专门研究大学活动(SAP)或课程单元和模块中的独立学习功能。具有开放问题基础的独立学习缺陷，namely:(1)潜在分析分析、学习问题分析、行为分析、学生分析、性格分析和实证分析;(2)设计阶段，研究设计有必要的学习设备和研究工具;(3)实现阶段，研究工具是基于设计阶段;(4)测试、评估和修正阶段，两大主要活动的结果:(a)学习障碍验证，(b)试验过程。The results of development of学习透露那个带给您:(1)《圣经学习have met validation带给您criteria(有效:2 .≤M≤3。5)改编自validation平均得分是树的两个assessors on 3 . 48,《模块是发展》3 . 42,(2)学习有met The practical带给您criteria (implemented entirely: 1 . 5≤M≤2.0)平均分数》改编自学习implementation aspect来自两个观察者,1。54;(3) the development of leaming stated美国有效,因为是学生带给您“古典学习completeness是87%,这有大都会completeness criteria, sfudents至少85%的地方,他们得到的24名学生或61%的知识得分最低标准的65头顶,美国学生对活动可以成为stated理想,因为每活动是在学生时代tolerant吉文,75%和》把阳性反应给学习乐器和学习的过程。独立学习障碍，开放问题，微积分
{"title":"Pengembangan Perangkat Pembelajaran Mandiri Berbasis Soal Terbuka dalam Pembelajaran Kalkulus pada Prodi Pendidikan Matematika Universitas Negeri Makassar","authors":"Arianti Arianti, Hardiyanto Hardiyanto","doi":"10.33477/MP.V6I1.441","DOIUrl":"https://doi.org/10.33477/MP.V6I1.441","url":null,"abstract":"Abstrak \u0000 \u0000Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran mandiri berbasis soal terbuka berupa Satuan Acara Perkuliahan (SAP) dan Modul. Proses Pengembangan Perangkat Pembelajaran Mandiri Berbasis Soal Terbuka ini mengikuti model pengembangan Plomp, yaitu: (1) Fase Investigasi Awal (Preliminary Investigation Phase), mencakup kajian teori pendukung, analisis masalah pembelajaran, analisis kurikulum, analisis karakteristik mahasiswa, dan analisis konsep, (2) Fase Perancangan (Design Phase), pada fase ini dirancang perangkat pembelajaran dan instrumen penelitian yang dibutuhkan, (3) Fase Realisasi/Konstruksi (Realization/Construction Phase), pada fase ini dilakukan penyusunan perangkat pembelajaran dan instrumen penelitian berdasarkan rancangan pada fase perancangan, dan (4) Fase Tes, Evaluasi, dan Revisi (Test, Evaluation and Revision Phase), pada fase ini dilakukan dua kegiatan utama, yaitu: (a) Validasi perangkat pembelajaran dan (b) Uji Coba. Hasil pengembangan perangkat pembelajaran yang diperoleh yaitu (1) perangkat pembelajaran telah memenuhi kriteria kevalidan (valid: 2,5 M < 3,5) berdasarkan nilai rata-rata total validasi oleh dua orang validator terhadap SAP sebesar 3,48 dan Modul sebesar 3,42, (2) perangkat pembelajaran yang dikembangkan sudah memenuhi kriteria kepraktisan (terlaksana seluruhnya: 1,5 ≤ M ≤ 2,0) berdasarkan nilai rata-rata total aspek keterlaksanaan pembelajaran dari dua orang pengamat sebesar 1,54, (3) perangkat pembelajaran yang dikembangkan dapat dikatakan efektif karena ketuntasan belajar mahasiswa secara klasikal sebesar 87% telah memenuhi kriteria yang ditetapkan yaitu minimal 85% mahasiswa, sebanyak 24 atau 61% mahasiswa memiliki nilai kreativitas di atas nilai minimal 65, aktivitas mahasiswa dapat dikatakan ideal karena setiap kegiatan berada pada interval toleransi waktu yang diberikan, serta sebanyak 75% mahasiswa memberikan respons positif terhadap perangkat dan pelaksanaan pembelajaran. \u0000 \u0000Kata kunci: Perangkat Pembelajaran Mandiri, Soal Terbuka, Kalkulus \u0000 \u0000 \u0000Abstract \u0000 \u0000The research aims was conducted to develop independent learning devices with open-questfon basis in fomrs of Satuan Acara Perkuliahan (SAP) or Course Unit and Module. The development process of independent learning devices with open-questions basis refered to Plomp's development model, namely: (1) Preliminary Investigation Phase, consisted of theoretical literature study, learning problem analysis, curriculum analysis, students’ characteristics analysis, and conceptual analysis; (2) Design phase, where the researcher designed the necessary learning devices and research instruments; (3) Realization/ Construction phase, where the researcher produced the learning devices amd research instruments based on the design form of the design phase; (4) Test, evaluation and revision phase, conducted in two main activities: (a) Learning devices validation, and (b) Trial process. The results of development of learning devices reveal th","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73607348","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}
{"title":"Cover, Dewan Redaksi, dan Daftar Isi","authors":"Dewan Redaksi dan Daftar Isi Cover","doi":"10.33477/MP.V6I1.449","DOIUrl":"https://doi.org/10.33477/MP.V6I1.449","url":null,"abstract":"Jurnal Matematika dan Pembelajaran","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86688843","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 Persepsi merupakan penafsiran secara konkrit dan nyata dari masing-masing orang dalam memandang sesuatu. Pada penelitian ini, objek yang diamati adalah Lembar Kerja Mahasiswa (LKM). LKM yang dimaksud adalah LKM Geometri Transformasi berbasis discovery learning dengan pendekatan kontekstual yang telah dinyatakan efektif, praktis, dan efisien. Penelitian ini merupakan penelitian deskriptif yang pengumpulan datanya menggunakan angket. Berdasarkan angket yang telah diambil terhadap 34 mahasiswa Pendidikan Matematika IKIP Budi Utomo Malang, didapatkan secara umum persepsi mahasiswa terhadap LKM berbasis discovery learning dengan pendekatan kontekstual sangat baik, menarik, dan membantu mahasiswa dalam pembelajaran Geometri Transformasi. Pada dasarnya, skor yang diperoleh berdasarkan hasil angket respons mahasiswa mencapai 80% sehingga LKM termasuk kategori sangat baik. Dengan demikian berdasarkan hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap kehadiran LKM berbasis discovery learning dengan pendekatan kontekstual pada materi geometri transformasi direspons dengan sangat baik untuk meningkatkan proses pembelajaran yang efektif, praktis dan efisien. Kata kunci: penafsiran, LKM, geometri transformasi, discovery learning , kontekstual Abstract Perception constitutes konkrit's ala interpretation and reality of each insider sees something. On this research, observed object is College Student job Sheet (LKM). LKM that intended is LKM Transformasi's Geometry gets basis discovery learning with kontekstual's approaching already been declared for effective, practical, and efficient. P enelitian this constitute descriptive research that its data collecting utilizes questionnaire . Base questionnaire already being taken to 34 Mathematics Education college students in IKIP Budi Utomo Malang, gotten in common college student perception for LKM to get basis discovery learning with kontekstual's approaching very good, pull, and helps college student in Transformasi's Geometry learning. Basically, acquired score bases response questionnaire result college student reach 80% so LKM comprises pretty good categories. Thus bases to usufruct research points out that college student perception to LKM'S present gets basis discovery learning with contextual's approaching on transformasi's geometry material at response excellently to increase effective learning process, practical and efficient. Keywords: perception, LKM, Transformasi's Geometry, discovery learning, Contextual
{"title":"Persepsi Mahasiswa terhadap LKM Geometri Transformasi Berbasis Discovery Learning dengan Pendekatan Kontekstual","authors":"Zamzam Fadhilah Kenys, Siti Napfiah, A. Anugraini","doi":"10.33477/mp.v6i1.450","DOIUrl":"https://doi.org/10.33477/mp.v6i1.450","url":null,"abstract":"Abstrak \u0000 \u0000Persepsi merupakan penafsiran secara konkrit dan nyata dari masing-masing orang dalam memandang sesuatu. Pada penelitian ini, objek yang diamati adalah Lembar Kerja Mahasiswa (LKM). LKM yang dimaksud adalah LKM Geometri Transformasi berbasis discovery learning dengan pendekatan kontekstual yang telah dinyatakan efektif, praktis, dan efisien. Penelitian ini merupakan penelitian deskriptif yang pengumpulan datanya menggunakan angket. Berdasarkan angket yang telah diambil terhadap 34 mahasiswa Pendidikan Matematika IKIP Budi Utomo Malang, didapatkan secara umum persepsi mahasiswa terhadap LKM berbasis discovery learning dengan pendekatan kontekstual sangat baik, menarik, dan membantu mahasiswa dalam pembelajaran Geometri Transformasi. Pada dasarnya, skor yang diperoleh berdasarkan hasil angket respons mahasiswa mencapai 80% sehingga LKM termasuk kategori sangat baik. Dengan demikian berdasarkan hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap kehadiran LKM berbasis discovery learning dengan pendekatan kontekstual pada materi geometri transformasi direspons dengan sangat baik untuk meningkatkan proses pembelajaran yang efektif, praktis dan efisien. \u0000 \u0000 Kata kunci: penafsiran, LKM, geometri transformasi, discovery learning , kontekstual \u0000 \u0000Abstract \u0000 \u0000Perception constitutes konkrit's ala interpretation and reality of each insider sees something. On this research, observed object is College Student job Sheet (LKM). LKM that intended is LKM Transformasi's Geometry gets basis discovery learning with kontekstual's approaching already been declared for effective, practical, and efficient. P enelitian this constitute descriptive research that its data collecting utilizes questionnaire . Base questionnaire already being taken to 34 Mathematics Education college students in IKIP Budi Utomo Malang, gotten in common college student perception for LKM to get basis discovery learning with kontekstual's approaching very good, pull, and helps college student in Transformasi's Geometry learning. Basically, acquired score bases response questionnaire result college student reach 80% so LKM comprises pretty good categories. Thus bases to usufruct research points out that college student perception to LKM'S present gets basis discovery learning with contextual's approaching on transformasi's geometry material at response excellently to increase effective learning process, practical and efficient. \u0000 \u0000Keywords: perception, LKM, Transformasi's Geometry, discovery learning, \u0000 Contextual","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84405840","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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