Mohammad Tohir
Universitas Raden As'ad Ibrahimy, Prodi Tadris Matematika, Faculty Member
- Universitas Raden As'ad Ibrahimy, Fakultas Tarbiyah, Faculty Memberadd
- Menghidupkan Matematika ~ Mematematikakan Hidupedit
- https://matematohir.wordpress.com/edit
Project is an activity or business that is temporary and has a certain period of time, unique and produces a product, service or both. Achieving project activity right on the schedule was an important thing for project owners or... more
Project is an activity or business that is temporary and has a certain period of time, unique and produces a product, service or both. Achieving project activity right on the schedule was an important thing for project owners or contractors. However, the schedule of the "X2" Well Drilling Project has delayed from the original plan due to several inhibiting factors. Therefore, the cost’s project increased during project implementation. The factor analysis method is used to reduce the number of independent variables until new variables are found which are then examined for their relationship and a mathematical model is built using the regression analysis method. The location of this research was one company with 100 valid respondents. The results of this study indicate that there are 3 (three) new factors that have a positive effect and 1 (one) new factors that have a negative effect on the condition of the differences that occur. If a project can be completed before the wor...
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Indonesia is one of the countries whose people are most affected by the 2019 corona virus (COVID-19). When the corona virus spreads faster, the Indonesian government imposed large-scale social restrictions in big cities to villages in... more
Indonesia is one of the countries whose people are most affected by the 2019 corona virus (COVID-19). When the corona virus spreads faster, the Indonesian government imposed large-scale social restrictions in big cities to villages in Indonesia. With the changing situation in carrying out work activities during this pandemic, it will certainly affect the quality of organization in companies and the quality of education in schools and colleges. In order to identify all processes in teaching and learning activities that are running well or not, schools need to monitor and measure employee performance. Key performance indicators (KPIs) are generally used as benchmarks to determine how well a company’s performance can be represented by employee performance. In this study, the key performance indicator preparation process was carried out through the stages of designing a questionnaire, distributing questionnaires to employees in educational institutions, conducting factor analysis and th...
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Online trading arithmetic is a new learning that is used to improve students’ creative thinking skills in solving mathematics higher order thinking skills problems. Besides, it can also improve students’ entrepreneurship skills. The... more
Online trading arithmetic is a new learning that is used to improve students’ creative thinking skills in solving mathematics higher order thinking skills problems. Besides, it can also improve students’ entrepreneurship skills. The learning process online trading arithmetic uses several market place applications such as Shopee, Bukalapak, and Tokopedia in which many online sellers offering the same item at different price. In addition, there are many possibilities to change the price of an item so students are interested in getting the best price for maximum profit. This research aimed to determine the differences of students’ level of creative thinking in solving mathematics Higher Arithmetic Order Thinking Skills (HOTS) problems after the learning of online trading arithmetic. This research employed a descriptive method with a qualitative approach. The research subjects were junior high school students consisting of 20 students which was divided into two groups; the control and e...
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This study aims to know (1) the effect of Geogebra assisted blended learning in enhancing spatial geometry ability, (2) the response of the learning. This research method uses quantitative research with a quasi type experimental design... more
This study aims to know (1) the effect of Geogebra assisted blended learning in enhancing spatial geometry ability, (2) the response of the learning. This research method uses quantitative research with a quasi type experimental design and research design using the pretest-posttest control group. The subject was Mathematics Education students on State Institute of Islamic Religion (IAIN) Takengon who studied field and space analytic geometry in the academic year 2019/2020. Data collection using tests and questionnaires that are validated by experts. The data hypothesis test uses the t-test involving requisite pretests (normality and homogeneity) beforehand. The results showed that Geogebra assisted blended learning was effective in enhancing geometry spatial ability, and students’ response was also very good.
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The spread of the 2019 Corona virus Disease pandemic (Covid-19) resulted in many organizational entities being forced to redesign business processes, reducing the cost of reducing working hours, to terminating employment (layoffs). The... more
The spread of the 2019 Corona virus Disease pandemic (Covid-19) resulted in many organizational entities being forced to redesign business processes, reducing the cost of reducing working hours, to terminating employment (layoffs). The informal sector has the worst impact. Thus, both the government and the private sector make various efforts in overcoming problems of social impact that arise. One of them is through the formation of the Task Force for the Acceleration of Handling Covid19 (covid19.go.id) as a single contact crisis center. However, the extent of the impact that arises will result in preventive, curative and promotive efforts at risk of not being handled properly. The implementation of knowledge management based on graphs (knowledge graph) will enable agile integration between various sources of information. The Graph Data Model captures the relationships of various different entities by connecting them through the edge of information extracted from various heterogeneou...
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The professional teachers have to know about the students’ critical thinking process. So, a teacher can teach mathematics kindly to students at school. Then, all prospective teachers have to like that to be ready to be a good facilitator... more
The professional teachers have to know about the students’ critical thinking process. So, a teacher can teach mathematics kindly to students at school. Then, all prospective teachers have to like that to be ready to be a good facilitator in the process of learning mathematics at school and others. This study aimed to describe the critical thinking process expected by prospective teachers to students in solving mathematical problems based on critical thinking stages of Facione’s theory. The research method used is descriptive research employing a qualitative approach. The subject of the study was the prospective mathematics teachers who were students of the Mathematics Study Program at Ibrahimy University, Situbondo, Indonesia. The data were collected by giving an essay test item to prospective teachers. The test was given to collect data related to the critical thinking process of prospective mathematics teachers. Moreover, the data collected through observations, tests, and intervi...
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This research aimed to describe the results of the implementation of Problem Based Learning (PBL) done by researchers on Caring Community-based students so that their impact can improve students’ mathematical connection abilities. This... more
This research aimed to describe the results of the implementation of Problem Based Learning (PBL) done by researchers on Caring Community-based students so that their impact can improve students’ mathematical connection abilities. This research was a Classroom Action Research (CAR) done through 2 cycles, where was in each cycle includes planning, implementation, observation, and reflection. The instruments were used the Package Book and Student Worksheets given to Grade VII students of Ibrahimy Junior High School at Sukorejo. Data Collection tehnique were used by observation, testing, and documentation. Analysing data was used by qualitative descriptive methods through three steps, namely are data reduction, data presentation, and drawing concluding. The results of this research indicated that: (1) there was a significant difference between the results of the cycle I (without worksheet) and cycle II (with worksheet); (2) the statistical results showed that was the significance of Si...
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In line with the development of information systems and technology today, which has entered the era of the industrial revolution 4.0, the learning process in high schools also develops by utilizing information systems and information... more
In line with the development of information systems and technology today, which has entered the era of the industrial revolution 4.0, the learning process in high schools also develops by utilizing information systems and information technology platforms by developing electronic learning systems or often called e-learning. For the successful implementation of e-learning, it is important to know what factors and indicators can be used to build a performance evaluation model., so that the implementation strategy can be determined in a future that is sustainable and superior in competition. The method used to process data is a factor nalysis method, whereas to construct an evaluation model of a number of factors obtained, the regression mpdel is used. The results of the analysis produced 5 (five) new factors, namely a culture of change, a knowledge management system, the latest information, the dissemination of knowledge, and the development of teaching materials.
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Covid-19 is a global emergency epidemic that affect all areas of life including the economy. Growth in the world economy has decreased due to lack of purchasing power that lasts for only at home policy. This policy is carried out to... more
Covid-19 is a global emergency epidemic that affect all areas of life including the economy. Growth in the world economy has decreased due to lack of purchasing power that lasts for only at home policy. This policy is carried out to prevent the spread of covid-19, which on the other hand actually increases the use of e-commerce and mobile commerce as means of shopping. The use of e-commerce and mobile commerce is considered capable of helping consumers to buy basic necessities and health that are needed during activities at home. Buying and selling transaction through e-commerce and mobile commerce have increases during covid-19. Which is then utilized by e-commerce and mobile commerce by providing various attractive offers for consumers. The consumer does not need to interact with the seller and the items needed will be sent home.
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This research aims to know the difficulty level and the difficulties faced by students on congruent and similar problems. The test is taken from students’ mid-semester exam in march 2021. Students’ learning condition is under the... more
This research aims to know the difficulty level and the difficulties faced by students on congruent and similar problems. The test is taken from students’ mid-semester exam in march 2021. Students’ learning condition is under the coronavirus pandemic. This research uses a mix-method to process its data which are the qualitative and quantitative methods. The quantitative method is used to analyze the difficulty level and the qualitative method will explain the difficulties faced by students when solving congruent and similar problems. There are 9 questions given in this research that consists of 8 visual problems and one combined problem. The difficulties of the problems are four questions with easy difficulty and five questions with medium difficulty. The sample of this research is 61 9th grade students from SPMN 47, Bandung, Indonesia. The data is taken by using the google platform. The second data will be taken from teachers’ interview results following the analysis of students’ d...
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In math subjects, students must involve an analogy reasoning in solving geometry problems. Where students were required to use the ability of reasoning analogy which one of them in solving the Building of Curved Side Space (BCSS) with a... more
In math subjects, students must involve an analogy reasoning in solving geometry problems. Where students were required to use the ability of reasoning analogy which one of them in solving the Building of Curved Side Space (BCSS) with a previously studied concept was a flat building. The ability of reasoning analogy was thought to be influenced by the characteristics of students, that was cognitive style. The purpose of this study was to analyze the reasoning of analogies that reflective students had in solving geometry problems. The study was conducted on 27 students with varying cognitive styles. The research began with a Matching Familiar Figure Test (MFFT) to classify reflective cognitive styles, followed by the Mathematical Ability Test (MAT). Then one reflective student was selected at high-skilled, one moderate-skilled student, and one low-skilled student. Furthermore, a BCSS analogy reasoning test (APTBCSS) was conducted and concluded with an interview. Research shows that High Reflective Students (SRT) can pass through all stages of analogy reasoning, namely encoding, inferring, mapping, and applying. Meanwhile, Moderate Reflective Students (MRS) and Low Reflective Students (LRS) were unable to pass all stages of analogy reasoning appropriately due to errors in the use of existing concepts and procedures.
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This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes... more
This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the Department of Mathematics Education, Ibrahimy University. The test was given to collect data related to mathematical thinking processes expected by prospective teachers to students. Collected data including observations, tests, and interviews were tested in the aspect of their validity by triangulation. The qualitative descriptive was used to analyze the data. The results indicated that: (1) The average GPA (Grade Point Average) of the high, medium, and low group prospective teachers' were 93.25; 89.89; and 83.63 with a standard deviation of 1.754 each; 1.054; and 5.370, respectively (2) The prospective teachers expected that the students' mathematical thinking processes were able to carry out all of four mathematical thinking processes based on Mason Theory; (3) The prospective teachers expected that students were able to use Mason Theory on every stage of the Polya model problem solving; and (4) The expectation of prospective teachers were specializing (89%), generalizing (75%), conjecturing (62%), and convincing (59%). The results suggest for following up in a teachers or lecturer’s meeting in order to find out the expectations of their students' mathematical thinking processes, both in mathematics or other disciplines.
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Descriptive analysis methode of research describes about increasing subject in the level of critical thinking skills of students in solving mathematics based on 21st-century skills. The subjects research were 28 students of Mathematics... more
Descriptive analysis methode of research describes about increasing subject in the level of critical thinking skills of students in solving mathematics based on 21st-century skills. The subjects research were 28 students of Mathematics Education Study Program at Ibrahimy University of Situbondo. Data collection is done by providing pre-test and study documentation to students. The test is given to collect data related to students' critical thinking skills. Then learning is done based on 21st-century skills. Furthermore, students are given a post-test solving mathematical problem. Data were collected through observations, test results and interview data tested for their validity by triangulation. The data analysis technique used is qualitative descriptive data analysis. The results of this study indicate that: (1) the results of the achievement of indicators of critical thinking of students based on critical thinking stages formulated by Facione, overall the subject of an increase of 7.53%; (2) there was the same highest increase in the achievement of the indicator thinking Facione stage, namely at the Analyze stage (A) for high, medium, and low category subjects respectively, 77.78%, 80%, and 44.44%. However, there are still two stages of critical thinking that still need attention for further research, namely at the List (L) and Self-Correct (S) stages classified as still needing special attention in implementing 21st-century skills in learning activities; (3) the level of critical thinking skills of students based on the critical thinking stages formulated by Facione was in the category of "not critical" for the pre-test results and was in the category of "sufficient critical" for the post-test results.
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This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in... more
This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.
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Penelitian ini bertujuan untuk memberi gambaran dalam mengembangkan instrument sebagai bentuk pengukur Creativity And Innovation Skills siswa pada mata pelajaran matematika. Langkah-langkah dalam mengembangkan instrumen adalah menyusun... more
Penelitian ini bertujuan untuk memberi gambaran dalam mengembangkan instrument sebagai bentuk pengukur Creativity And Innovation Skills siswa pada mata pelajaran matematika. Langkah-langkah dalam mengembangkan instrumen adalah menyusun spesifikasi, menulis, menelaah, uijicoba, menganalisis, memperbaiki, dan merancang instrument. Spesifikasi intrumen menunjukkan keseluruhan karakteristik yang dimiliki instrument. Penulisan soal merupakan penjabaran dari berbagai indicator yang menjadi acuan pedoman pertanyaan-pertanyan yang sesuai dengan karakteristik pada kisi-kisi yang telah disusun. Kegiatan analisis dilakukan terhadap masing-masing butir soal yang telah diberi bobot skor. Memperbaiki tes merupakan upaya perbaikan-perbaikan terhadap butir soal yang kurang sesuai dengan yang diharapkan. Setelah semua buitr soal disusun, danalisis dan diperbaiki, selanjutnya adalah merancang butir-butir soal tersebut menjadi instrument
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The objective of this research is to describe the improvement of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun Regency by using the... more
The objective of this research is to describe the improvement of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun Regency by using the qualitative descriptive approach. The subjects of this research were 66 participants of junior high school mathematics teachers workshop organized by Mathematics teachers in each junior high school or MGMP in collaboration with the Depatment of Education and Culture of Madiun Regency. The data collection were carried out with a written test in the description form consisting the results of pre-test, post-test, practice questions, presentations from each group and observation results during the workshop. The results indicated that the mathematics Olympiad workshop activities for Junior High School mathematics teachers in Madiun Regency could increase the understanding of workshop participants in solving mathematics Olympiad questions. This improvement could be seen from the answers of practice questions as well as from the presentations session whereas the teachers could clearly describe several topics such as an algebraic, number theory, geometry, combinatorics, and statistics. However, an advanced Olympics workshops are still needed to help the teachers of Junior High School mathematics Olympiad in Madiun Regency.
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The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a... more
The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a qualitative descriptive approach. The subjects were students of the Master Program of Mathematics Education at Jember University. The data was collected by giving open problem-solving tasks and documentation studies to students to develop patterns of one-dimensional arithmetic series. Then, students are given the task of solving the next problem to draw up a generalization pattern of two-dimensional arithmetic series. The data analysis technique used is qualitative descriptive data analysis. The results showed that the percentage of higher-order thinking skills aspects included analyze (C4) reached 88.89%, evaluate (C5) reached 83.33%, and create (C6) reached 66.67%. The results of this achievement are influenced by several factors, including accuracy in compiling numbers and expanding existing data, mastery of arithmetic series permutation concepts and their application, the tendency of graduate students to rely on memorization and imitations of existing examples. PENDAHULUAN Pendidikan matematika yang diterapkan di sekolah cenderung mengarahkan peserta didik untuk memahami rumus lalu diterapkan dalam menyelesaikan soal atau masalah bila dalam materi yang disampaikan mengandung rumus-rumus tertentu seperti barisan dan deret aritmatika. Padahal, kemampuan berpikir dalam menemukan lalu konstruksi rumus dalam matematika sangat diperlukan agar peserta didik lebih baik dalam memahami materi dan pembelajarannya lebih bermakna. Salah satu kemampuan bepikir yang sangat penting bagi peserta didik agar pembelajarannya lebih bermakna dan meningkatkan kualitas berpikir dalam menyelesaikan masalah sehari-hari yaitu berpikir tingkat tinggi. Berpikir tingkat tinggi merupakan komponen penting yang terdapat pada keterampilan abad ke-21, yaitu berpikir kritis, berpikir kreatif, komunikatif, dan kolaboratif (P21, 2014). Berpikir tingkat tinggi tumbuh ketika seorang individu menghadapi masalah atau persoalan yang belum pernah dipecahkan. atau Higher Order Thinking Skills (HOTS) terjadi ketika seseorang mengambil informasi baru dan informasi yang tersimpan dalam memori saling berhubungan atau menata kembali dan memperluas informasi ini untuk mencapai suatu tujuan atau menemukan jawaban yang mungkin dalam situasi membingungkan. Berbagai
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The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study... more
The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study were the students at State of Junior High School (SMPN) 2 Jember involving the learning of Olympiad mathematics. The data collection was carried out based on the student's creative thinking ability test sheets, interviews, and observations. Test questions given to the students were mathematics olympiad questions. The analysis of the Miles and Huberman models were used for data analysis. The results exhibited that the level of creative thinking skills of the students in solving mathematics Olympiad questions were 29.41% (less creative), 41.18% (quite creative), 11.76% (creative) and 17.65% (very creative). On the other hand, the metacognitive level of SMPN 2 Jember students were 64.71% at level 2 (aware use), 23.53% at level 3 (strategic use) and 11.76% at level 4 (reflective use). In addition, the literatures indicate that there are several factors affectting the creative thinking skills and metacognition level, among them is an understanding of the information of the problem, compiling an appropriate strategies, skills of the chosen strategy, skills of answer elaboration, mastery of the Mathematics Olympiad material and a tendency to rely on the memorization or imitations based on previous or discussed solutions.
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Penerapakan Kurikulum 2013 telah resmi diluncurkan oleh Pemerintah sejak tahun 2013. Beberapa sekolah telah dijadikan sekolah sasaran dan para Guru yang bersangkutan telah diikutkan pelatihan. Bahkan buku-buku pegangan siswa dan guru... more
Penerapakan Kurikulum 2013 telah resmi diluncurkan oleh Pemerintah sejak tahun 2013. Beberapa sekolah telah dijadikan sekolah sasaran dan para Guru yang bersangkutan telah diikutkan pelatihan. Bahkan buku-buku pegangan siswa dan guru sudah beberapa kali direvisi sejak tahun 2014 sampai tahun 2016 ini. Akan tetapi tidak cukup hanya sampai disitu untuk mensukseskan Kurukum 2013, salah satu yang paling pokok dalam mensukseskan Kurikulum 2013 adalah penggunaan pendekatan saintifik dalam pembelajaran. Setelah beberapa tahun terakhir ini dalam menggunakan pendekatan saintik juga mengalami kendala di lapangan, salah satu yang dikeluhkan oleh para guru adalah pada bagian “kegiatan bertanya”. Padahal Salah satu alasan dipilihnya pendekatan saintifik sebagai pendekatan dalam Kurikulum 2013 adalah meningkatkan kemauan dan kemampuan bertanya para siswa di kelas.
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The objective of this research is to describe the increase of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun District by using the... more
The objective of this research is to describe the increase of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun District by using the qualitative descriptive approach. The subjects of this research were 66 participants of junior high school mathematics teachers workshop organized by the Junior High School Mathematics MGMP in collaboration with the Madiun District Education Office. The data collection were carried out with a written test in the description form consisting the results of pre-test, post-test, practice questions, presentations from each group and observation results during the workshop. The results indicated that the mathematics Olympiad workshop activities for Junior High School mathematics teachers in Madiun District could increase the understanding of workshop participants in solving mathematics Olympiad questions. This improvement could be seen from the answers of practice questions as well as from the presentations session whereas the teachers could clearly describe several topics such as an algebraic, number theory, geometry, combinatorics, and statistics. However, an advanced Olympics workshops are still needed to help the teachers of Junior High School mathematics Olympiad in Madiun District.
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Hasil studi Programme for International Student Assessment (PISA) 2018 telah dirilis pada hari Selasa, 3 Desember 2019. Berdasarkan hasil studi tersebut Peringkat PISA Indinesia Tahun 2018 Turun apabila dibandingkan dengan Hasil PISA... more
Hasil studi Programme for International Student Assessment (PISA) 2018 telah dirilis pada hari Selasa, 3 Desember 2019. Berdasarkan hasil studi tersebut Peringkat PISA Indinesia Tahun 2018 Turun apabila dibandingkan dengan Hasil PISA tahun 2015. Studi pada tahun 2018 ini menilai 600.000 anak berusia 15 tahun dari 79 negara setiap tiga tahun sekali. Studi ini membandingkan kemampuan matematika, membaca, dan kinerja sains dari tiap anak. Adapun untuk kategori kemampuan membaca, Indonesia berada pada peringkat 6 dari bawah alias peringkat 74. Skor rata-rata Indonesia adalah 371, berada di bawah Panama yang memiliki skor rata-rata 377. Sedangkan peringkat pertama diduduki oleh China dengan skor rata-rata 555. Posisi kedua ditempati oleh Singapura dengan skor rata-rata 549 dan Makau, China peringkat tiga dengan skor rata-rata 525. Sementara Finlandia yang kerap dijadikan percontohan sistem pendidikan, berada di peringkat 7 dengan skor rata-rata 520. Lantas, untuk kategori matematika, Indonesia berada di peringkat 7 dari bawah (73) dengan skor rata-rata 379. Indonesia berada di atas Arab Saudi yang memiliki skor rata-rata 373. Kemudian untuk peringkat satu, masih diduduki China dengan skor rata-rata 591. Lalu untuk kategori kinerja sains, Indonesia berada di peringkat 9 dari bawah (71), yakni dengan rata-rata skor 396. Berada di atas Arab Saudi yang memiliki rata-rata skor 386. Peringkat satu diduduki China dengan rata-rata skor 590. Berdasarkan laporan terbaru tersebut, performa Indonesia terlihat menurun jika dibandingkan dengan laporan PISA 2015. Hal ini bisa dilihat dari tiga aspek yang dinilai. Berikut perbandingannya: PISA 2015-kemampuan membaca: 397-kemampuan matematika: 386-kemampuan kinerja sains: 403 PISA 2018-kemampuan membaca: 371-kemampuan matematika: 379-kemampuan kinerja sains: 396 Untuk diketahui, indikator dan metode yang digunakan untuk survei PISA 2015 dan 2018 sama. Hal yang membedakan, jika tahun 2015 ada 70 negara yang disurvei, maka tahun 2018 bertambah menjadi 79 negara. Dengan demikian, Kementerian Pendidikan dan Kebudayaan (Kemendikbud Menanggapi hasil survie tersebut, Menteri Pendidikan dan Kebudayaan (Mendikbud) Nadiem Anwar Makarim menyampaikan bahwa penilaian yang dilakukan PISA merupakan masukan berharga untuk mengevaluasi dan membenahi sistem pendidikan di Indonesia. "Hasil penilaian PISA menjadi masukan yang berharga untuk mengevaluasi dan meningkatkan kualitas pendidikan di Indonesia yang akan menjadi fokus Pemerintah selama lima tahun ke depan. Menekankan pentingnya kompetensi guna meningkatkan kualitas untuk menghadapi tantangan abad 21," disampaikan Mendikbud Nadiem Anwar Makarim dalam acara rilis hasil PISA 2018, di kantor Kemendikbud, Jakarta pada Selasa (3/12).
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The use of a scientific approach in learning mathematics still experiences obstacles in realizing it, especially those complained by the teachers in the questioning section. Even in practice, most of the teachers applied the 2013... more
The use of a scientific approach in learning mathematics still experiences obstacles in realizing it, especially those complained by the teachers in the questioning section. Even in practice, most of the teachers applied the 2013 curriculum, but the content of the activity was applying the Education Unit Level Curriculum. This is not in line with what the government wants. Therefore, the writer will explore how to make students actively ask questions in mathematics class. the results of the study show that based on the findings of two research results in two different agencies, namely: (1) six main points that must be known and understood by the teacher, and (2) nine specific points that must be done by the teacher in the questioning activity, dan (3) to make students actively ask questions in math class, the teacher must arrange observational activities as attractive as possible based on the conditions of students in their respective schools and the teacher needs to do these nine specific points when asking questions. In addition, the results of the study indicate that teachers must master and prepare learning models suggested in Curriculum 2013. Conclusion Based on the description above, six things need to be done by the teacher to make students actively ask questions in each lesson. Namely (1) the teacher understands about the 2013 curriculum, (2) the teacher needs to make a change in mindset, (3) the teacher understands the scientific approach to learning, (4) the teacher can make interesting observational activities, (5) the teacher must encourage students to ask questions, especially asking investigative questions, and (6) teachers need to understand learning models that can support the application of a scientific approach. Finally, the teacher must apply nine things that can be applied to the activity of asking, namely (1) introducing a certain phenomenon that is interesting and has never been recognized by students before, (2) words in a question, (3) the teacher can give examples of inducement questions, (4) the teacher forms a study group in observing and asking questions, (5) the teacher can also ask students to work in groups to make some questions, (6) the teacher accompanies each student to make questions, (7) completing what if or what if not questions, (8) questioning breakfast, dan (9) questioning appraisal.
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Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing... more
Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as "not creative"; 38.89% of the students categorized as "less creative" category; 22.22% of the students categorized as "sufficiently creative"; and 16.67% of the students categorized as "creative". By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as "sufficiently creative", 44.44% of the students categorized as "creative"; and 33.33% of the students categorized as "very creative". This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.
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The research aims to describe the level of students' creative thinking skill in solving problems of mathematics Olympics based on problem-solving Polya and Krulik-Rudnick model. This descriptive research employed qualitative approach. The... more
The research aims to describe the level of students' creative thinking skill in solving problems of mathematics Olympics based on problem-solving Polya and Krulik-Rudnick model. This descriptive research employed qualitative approach. The research participants were 27 students at State Junior High School (SMPN) 2 Jember involving the guidance of Olympiad mathematics in the academic year 2017/2018. The data were analyzed by using Miles and Huberman model. The findings indicated that: (1) students' understanding of all matter mathematics Olympiad was still very poor and needed guidance in the intensive continuously by using a variety of models of development, (2) the level of students' thinking skills based on the stages of problem-solving model of Polya was in the category "sufficient creative", (3) the skill level of creative thinking of students based on the stages of solving the model Krulik-Rudnick was in the category "less creative". In addition, the research results indicated that the problem-solving stage of Polya model was not always suitable to be used to solve all types of mathematics Olympiad problem. Indeed, there are advantages and disadvantages of each between them. Problem-solving Polya models are well suited to the problems of the type matter of routine while solving the Krulik-Rudnick model was more suitable for problems whose type was non-routine, but when all the students were using the stages of solving the model Krulik-Rudnick, there were still shortcomings experienced by students, namely how to find the idealized early when faced with-math Olympiad problems.
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This study aims to improve the effectiveness of mathematics learning with a particular effort implemented in this research. Efforts made in this research is looking for an active and efficient learning strategy in teaching algebra... more
This study aims to improve the effectiveness of mathematics learning with a particular effort implemented in this research. Efforts made in this research is looking for an active and efficient learning strategy in teaching algebra material in SMPN 2 of Jember by activating students on learning. This study is a Classroom Action Research (CAR) conducted through 2 cycles, which in each cycle includes planning, implementation, observation, and reflection. The tool used to activate students in this study, researchers used Student Worksheets (SW) given to students in large groups and small groups. While the subject of this classroom action research is the students of class 8D SMPN 2 of Jember and the object is learning material algebra on Mathematics subjects taught by enabling students in small groups and large groups. From the results of research conducted by examining the initial conditions of students as measured by written test and classroom action research results with 2 cycles seen an increase in student achievement in mastering the given Algebra material. The results showed that: (1) the initial condition of the students reached the learning completeness of only 52.94%, (2) the cycle condition I reached mastery of 67.64%, and (3) in the second cycle condition reached 97.06% completeness. So that there is an increase in mastery of this material from the first cycle of students can increase by 27.77% of the initial conditions while from the conditions in cycle I after the action taken in cycle II increased by 43.47%. From the results of this class action research, the researcher recommends on the positions or implementers of learning in this case that teachers to teach learning materials in small groups and by enabling students.
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Penggunaan pendekatan saintifik dalam pembelajaran matematika masih mengalami kendala dalam mewujudkannya, terutama yang dikeluhkan oleh para guru pada bagian kegiatan bertanya. Bahkan dalam praktiknya, sebagian besar guru menerapkan... more
Penggunaan pendekatan saintifik dalam pembelajaran matematika masih mengalami kendala dalam mewujudkannya, terutama yang dikeluhkan oleh para guru pada bagian kegiatan bertanya. Bahkan dalam praktiknya, sebagian besar guru menerapkan kurukulum 2013 semi KTSP. Hal ini tidak sejalan dengan apa yang diinginkan oleh pemerintah. Oleh karena itu, melalui artikel ini penulis akan sedikit mengupas tentang bagaimana cara agar para siswa aktif bertanya dalam setiap kegiatan pembelajaran matematika. Di dalam artikel ini penulis mengemukakan tentang temuan dari duakali hasil penelitian di dua instansi yang berbeda, yaitu ada enam point utama yang harus diketahui dan dipahami oleh guru dan ada sembilan point khusus yang harus dilakukan oleh guru dalam kegiatan bertanya. Penulis menyimpulkan bahwa untuk menjadikan para siswa aktif bertanya dalam kelas matematika, guru perlu membuat kegiatan pengamatan yang menarik berdasarkan kondisi sekolahnya masing-masing dan dalam kegiatan bertanya guru perlu melakukan sembilan point khusus tersebut. Selain hal tersebut, penulis mengemukakan secara lebih detail tentang pendekatan saitifik, contoh kegiatan pengamatan yang menarik dan model-model pembelajaran yang disarankan dalam Kurikulum 2013.
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This study aims to obtained description of the ability of prospective mathematics teachers in applying scientific approaches to learning activities in the classroom. This research is a qualitative descriptive study. The participants... more
This study aims to obtained description of the ability of prospective mathematics teachers in applying scientific approaches to learning activities in the classroom. This research is a qualitative descriptive study. The participants research were prospective mathematics teacher (PPL teachers) interns at SMP Negeri 2 Jember. Data collection techniques used were questionnaires, interviews, observation, and the results of supervision at the practical examination. Data analysis techniques in this study using a checklist and flow analysis model of Miles and Huberman. The results showed that: (1) PPL teachers' understanding of the learning model through a scientific approach gained 28.57% in the category is can and as much as 71.43% in the category is quite capable; (2) the ability of PPL teachers in preparing the learning device in accordance with the curriculum structure in 2013 gained as much as 100% in the category is capable; (3) the ability of PPL teachers in implementing the learning activities using scientific approaches gained as much as 57.14% in the category is can and as much as 42.86% in the category is quite capable; (4) the ability of PPL teachers formulate and implement authentic assessment gained 28.57% in the category is can and as much as 71.43% in the category is quite capable; (5) PPL students' response to the teacher during teaching (internship) gained as much as 42.86% in the category is accordance with the characteristics of students as a teacher of mathematics and as much as 57.14% in the category is according to the characteristics of students as a teacher of mathematics. While the barriers experienced by teachers PPL is the lack of experience in implementing the scientific approach to learning, especially on the activities of questioning and reasoning, the allocation of time, and still difficulties in conducting assessments based the Curriculum 2013.
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Disklaimer: Buku ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan... more
Disklaimer: Buku ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku ini.
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Buku Matematika Semester 2 ini merupakan buku siswa untuk kelas 8 SMP yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian... more
Buku Matematika Semester 2 ini merupakan buku siswa untuk kelas 8 SMP yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku siswa ini.
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Buku Matematika Semester 1 ini merupakan buku siswa untuk kelas 8 SMP yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian... more
Buku Matematika Semester 1 ini merupakan buku siswa untuk kelas 8 SMP yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku siswa ini.
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Disklaimer: Buku ini merupakan buku guru yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku guru ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan... more
Disklaimer: Buku ini merupakan buku guru yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku guru ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku guru ini.
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Buku Matematika ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan... more
Buku Matematika ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku ini.
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Disklaimer: Buku ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan... more
Disklaimer: Buku ini merupakan buku siswa yang dipersiapkan Pemerintah dalam rangka implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis dan laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku ini.
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Kurikulum 2013 ini diberlakukan secara bertahap mulai tahun ajaran 2013-2014 melalui pelaksanaan terbatas, khususnya bagi sekolah-sekolah yang sudah siap melaksanakannya. Pada Tahun Ajaran 2013/2014, Kurikulum 2013 dilaksanakan secara... more
Kurikulum 2013 ini diberlakukan secara bertahap mulai tahun ajaran 2013-2014 melalui pelaksanaan terbatas, khususnya bagi sekolah-sekolah yang sudah siap melaksanakannya. Pada Tahun Ajaran 2013/2014, Kurikulum 2013 dilaksanakan secara terbatas untuk Kelas I, IV, VII, dan X. Pada Tahun ajaran 2014/2015 akan dilaksanakan oleh semua sekolah untuk kelas I, II, IV, V, VII, IX, dan X. Ajaran 2015/2016 diharapkan Kurikulum 2013 telah dilaksanakan di seluruh kelas I sampai dengan Kelas XII. Menjelang implementasi Kurikulum 2013, penyiapan tenaga guru dan tenaga kependidikan lainnya sebagai pelaksana kurikulum di lapangan perlu dilakukan. Sehubungan dengan itu, Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan (BPSDMPK dan PMP), telah menyiapkan strategi Pelatihan Implementasi Kurikulum 2013bagi guru, kepala sekolah, dan pengawas. Pada tahun 2014 pelatihan dilakukan bagi pengawas SD/SMP/SMA/SMK, kepala sekolah SD/SMP/SMA/SMK, dan guru Kelas I, II, IV, V, VII, IX, dan X. Guna menjamin kualitas pelatihan tersebut, maka Badan PSDMPK dan PMP telah menyiapkan Buku 1 Panduan untuk Narasumber Nasional dan Instruktur Nasional, dan Buku 2 Modul Materi Pelatihan Implementasi Kurikulum 2013 sesuai dengan kelas, mata pelajaran, dan jenjang pendidikan. Modul ini diharapkan dapat membantu semua pihak menjalankan tugas dalam Pelatihan Implementasi Kurikulum 2013 Tahun 2014.
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Modul ini berisi tentang materi pokok garis dan sudut yang perlu diketahui oleh semua pihak, terutama bafi peserta moda daring. Hal ini terkait dalam pelaksanaan Pendidikan dan Pelatihan Dalam Jaringan Penguatan Konsep Dasar Matematika .... more
Modul ini berisi tentang materi pokok garis dan sudut yang perlu diketahui oleh semua pihak, terutama bafi peserta moda daring. Hal ini terkait dalam pelaksanaan Pendidikan dan Pelatihan Dalam Jaringan Penguatan Konsep Dasar Matematika . Selanjutnya modul ini disampaikan kepada seluruh peserta dan panitia sebagai bahan ajar dalam melaksanakan kegiatan moda daring. Setelah munguasai modul ini diharapan peserta mampu secara optimal dalam menggunakan pemahamannya ketika menghadapi UKG dan proses belajaran mangajar di kelas.
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Penelitian pengembangan ini dilatari oleh pertimbangan adanya tuntutan untuk mencapai kondisi ideal dalam pembinaan olimpiade matematika, yaitu menyediakan bahan ajar olimpiade matematika yang mampu memfasilitasi siswa dalam belajar... more
Penelitian pengembangan ini dilatari oleh pertimbangan adanya tuntutan untuk mencapai kondisi ideal dalam pembinaan olimpiade matematika, yaitu menyediakan bahan ajar olimpiade matematika yang mampu memfasilitasi siswa dalam belajar olimpiade matematika sesuai dengan karakteristik siswa (kemampuan penalaran matematis siswa) dan karakteristik materi olimpiade matematika. Setelah bahan ajar dinyatakan valid oleh para validator, kemudian dilakukan analisis lanjutan untuk mengetahui ketercapaian dan tingkat penalaran matematis siswa dalam memecahkan masalah olimpiade matematika. Pemecahan masalah yang digunakan merupakan pemecahan masalah yang dikembangkan oleh penulis berdasarkan model-model pemecahan yang sudah ada menjadi pemecahan masalah model baru, yaitu pemecahan masalah model M. Tohir.
Kemudian, pada tahap awal penyebaran yang dilakukan terbatas, yaitu diberikan kepada guru pembina olimpiade matematika di SMP Negeri 2 Jember, diterapkan kepada pada pelatihan/worskhop Guru-guru pembina olimpiade matematika di beberapa Kabupaten/Kota Provinsi Jawa Timur, dan dilakukan uji coba kepada siswa kelas VIIC SMPN 2 Jember dan Siswa Kelas VIII MTs. Raudlatul Hasanah Pamekasan. Hasil uji coba yang dilakukan kepada siswa, menunjukkan bahwa semua siswa sangat senang dan antusias dengan pembelajaran model pemecahan masalah tersebut.
https://library.unej.ac.id/index.php?p=show_detail&id=191865
Kemudian, pada tahap awal penyebaran yang dilakukan terbatas, yaitu diberikan kepada guru pembina olimpiade matematika di SMP Negeri 2 Jember, diterapkan kepada pada pelatihan/worskhop Guru-guru pembina olimpiade matematika di beberapa Kabupaten/Kota Provinsi Jawa Timur, dan dilakukan uji coba kepada siswa kelas VIIC SMPN 2 Jember dan Siswa Kelas VIII MTs. Raudlatul Hasanah Pamekasan. Hasil uji coba yang dilakukan kepada siswa, menunjukkan bahwa semua siswa sangat senang dan antusias dengan pembelajaran model pemecahan masalah tersebut.
https://library.unej.ac.id/index.php?p=show_detail&id=191865