Issues in Mathematics Education (IMED)最新文献

{"title":"Pengaruh Keaktifan Belajar, Kemandirian Dan Kreativitas Terhadap Prestasi Belajar Matematika Siswa Kelas IX SMP","authors":"Aisyah Hariyani Achmad, Muhammad Dinar, B. Bernard","doi":"10.35580/IMED15287","DOIUrl":"https://doi.org/10.35580/IMED15287","url":null,"abstract":"Penelitian ini adalah penelitian ex-post facto yang bertujuan untuk mengetahui adanya pengaruh antara keaktifan belajar, kemandirian dan kreativitas terhadap prestasi belajar matematika siswa kelas IX SMP. Sampel dipilih secara acak dari populasi sebanyak tiga kelas dari sembilan kelas. Pengambilan data dilakukan dengan menggunakan angket dan tes prestasi belajar. Data tersebut dianalisis secara deskriptif dan inferensial. Hasil penelitian secara deskriptif diperoleh (1) Prestasi belajar matematika siswa berada pada kategori tinggi, (2) Keaktifan belajar berada pada kategori tinggi, (3) Kemandirian belajar berada pada kategori tinggi, (4) Kreativitas belajar berada pada kategori rendah. Secara inferensial diperoleh (1) Terdapat pengaruh antara keaktifan belajar, kemandirian belajar dan kreativitas belajar secara bersama-sama terhadap prestasi belajar matematika siswa, (2) Terdapat pengaruh signifikan antara keaktifan belajar terhadap prestasi belajar belajar matematika siswa dengan memperhatikan kemandirian belajar dan kreativitas belajar kelas, (3) Terdapat pengaruh signifikan antara kemandirian belajar terhadap prestasi belajar belajar matematika siswa dengan memperhatikan keaktifan belajar dan kreativitas belajar, (4) Tidak terdapat pengaruh signifikan antara kreativitas belajar terhadap prestasi belajar belajar matematika siswa dengan memperhatikan keaktifan belajar dan kemandirian belajar. \u0000Kata kunci : Keaktifan Belajar, Kemandirian, Kreativitas, Prestasi Matematika \u0000 \u0000This study was ex-post facto research, which purposed to know the influences of learning activeness, independence and creativity toward Students’ Mathematics Learning Achievement on grade IX of SMP. Sample of study was chosen randomly three class from nine classes. Data were collected using the questionnaires and test learning achievement. The data were analyzed by Descriptive and Inferential. Descriptive analyze obtain (1) Students’ mathematics learning achievement are at high category, (2) Learning activeness are at high category, (3) Learning independence are at high category, (4) Learning creativity are at low category. Inferentially acquire (1) There is influences of learning activeness, learning independence and learning creativity together towards students’ mathematics learning achievement, (2) There is a positive influence of learning activeness toward students’ mathematics learning achievement by paying attention to the learning independence and learning creativity, (3) There is a positive influence of learning independence toward students’ mathematics learning achievement by paying attention to the learning activeness and learning creativity, (4) There was no influence of learning creativity toward students’ mathematics learning achievement by paying attention to the learning activeness and learning independence. \u0000Keyword : Learning Activeness, Independence, Creativity, Mahtematics Achievement","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130116276","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":"Deskripsi Kemampuan Berpikir Tingkat Tinggi Siswa Kelas XI IPA SMA dalam Menyelesaikan Soal Program Linear ditinjau dari Kecerdasan Adversitas dan Efikasi Diri","authors":"Juwita Sari, Nasrullah Nasrullah, Usman Mulbar","doi":"10.35580/IMED15291","DOIUrl":"https://doi.org/10.35580/IMED15291","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui gambaran umum kecerdasan adversitas dan efikasi diri siswa kelas XI IPA SMA dan mengetahui bagaimana deskripsi kemampuan berpikir tingkat tinggi siswa dalam menyelesaikan soal program linear ditinjau dari kecerdasan adversitas dan efikasi diri. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan mixed method. Subjek penelitian sebanyak 4 siswa, yaitu 1 siswa dengan kecerdasan adversitas tipe climbers-efikasi diri tinggi, 1 siswa dengan kecerdasan adversitas tipe climbers-efikasi diri rendah, 1 siswa dengan kecerdasan adversitas tipe campers-efikasi diri tinggi, dan 1 siswa dengan kecerdasan adversitas tipe campers-efikasi diri rendah. Instrumen penelitian yang digunakan terdiri atas angket ARP (Adversity Response Profile), angket efikasi diri, soal tes kemampuan berpikir tingkat tinggi materi program linear, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa: (1) Sebagian besar siswa (70%) memiliki tingkat efikasi diri yang tinggi. (2) Sebagian besar siswa (86,5%) memiliki kecerdasan adversitas tipe campers. (3) Siswa dengan kecerdasan adversitas tipe climbers-efikasi diri tinggi mampu memenuhi ketiga indikator kemampuan berpikir tingkat tinggi. (4) Siswa dengan kecerdasan adversitas tipe climbers-efikasi diri rendah hanya mampu memenuhi dua indikator kemampuan berpikir tingkat tinggi, yaitu menganalisis dan mengevaluasi. (5) Siswa dengan kecerdasan adversitas tipe campers-efikasi diri tinggi hanya mampu memenuhi dua indikator kemampuan berpikir tingkat tinggi, yaitu menganalisis dan mengevaluasi. (6) Siswa dengan kecerdasan adversitas tipe campers-efikasi diri rendah tidak mampu memenuhi semua indikator kemampuan berpikir tingkat tinggi. \u0000Kata Kunci: Kemampuan Berpikir, Berpikir Tingkat Tinggi, Program Linear, Kecerdasan Adversitas, Efikasi Diri \u0000 \u0000 \u0000The aim of this research is to determine the general description of students' adversity quotient and self-efficacy from grade XI IPA and finding out how the description of students higher order thinking skills in solving linear program problems viewed from students’ adversity quotient and self-efficacy. The type of this research is descriptive research with mixed method approach. The subjects of this research were 4 students, those are 1 students has high self-efficacy-climbers, 1 students has low self-efficacy-climbers, 1 students has high self-efficacy-campers, and 1 students has low self-efficacy-campers. The research instrument used consist of ARP questionnaire (Adversity Response Profile), self-efficacy questionnaire, higher order thinking skills test of linear program and interview guidelines. The results of the research showed that: (1) The most of students (70%) had high self-efficacy. (2) The most of students (86,5%) had campers adversity quotient. (3) Students who had high self-efficacy-climbers was able to fulfill three indicators of higher order thinking skills. (4) Students who had low self-efficacy-climbers was able to fu","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"54 14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124695569","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":"Pengembangan Media Pembelajaran Multimedia Interaktif Pilar Baru (Pintar Belajar Bangun Ruang) pada Siswa Kelas VIII","authors":"Taufiq Ismail, Usman Mulbar, A. Asdar","doi":"10.35580/IMED15324","DOIUrl":"https://doi.org/10.35580/IMED15324","url":null,"abstract":"Penelitian pengembangan ini bertujuan untuk mengembangkan media pembelajaran multimedia interaktif Pilar Baru (Pintar Belajar Bangun Ruang) dan mendeskripsikan kualitas media berdasarkan aspek kevalidan, kepraktisan, dan keefektifan. Desain penelitian ini mengacu pada model pengembangan ADDIE yang meliputi 5 tahapan yaitu analysis, design, development, implementation, dan evaluation. Instrumen penelitian berupa lembar penilaian media oleh pakar materi, pakar media dan guru untuk mengukur kevalidan; angket respons dan lembar observasi keterlaksanaan pembelajaran untuk mengukur kepraktisan; serta soal tes hasil belajar untuk mengukur keefektifan media. Ujicoba produk dilakukan kepada 36 siswa kelas VIII. Hasil penelitian menunjukkan bahwa penilaian oleh pakar materi dan media diperoleh skor rata-rata 4,29 kemudian oleh guru diperoleh skor rata-rata 4,4 dengan kriteria sangat baik sehingga media yang dikembangkan dinyatakan valid. Hasil analisis data angket respons siswa diperoleh skor rata-rata 4,57 dan respons guru diperoleh skor rata-rata 4,62 dengan kriteria sangat baik. Hasil observasi keterlaksanaan pembelajaran menunjukkan klasifikasi sangat baik dengan persentase mencapai 96,87%. Berdasarkan hal tersebut media dinyatakan praktis. Persentase ketuntasan klasikal dari tes hasil belajar siswa mencapai 80,6% sehingga media dinyatakan efektif. \u0000Kata kunci: pengembangan, multimedia interaktif. \u0000 \u0000 \u0000The purposes of this development research to develop interactive multimedia-based learning media Pilar Baru (Pintar Belajar Bangun Ruang) and describe the quality of media based on aspects of validity, practicality, and effectiveness. The design of this study refers to the ADDIE development model which includes 5 stages, namely analysis, design, development, implementation, and evaluation. The research instruments were in the form of media assessment sheets by material experts, media experts, and teachers to measure practicality. and learning outcomes test questions to measure media effectiveness. Product testing was conducted on 36 students of class VIII. The results showed that the assessment by the material and media experts was obtained an average score 4.29 then the teacher obtained an average score of 4.4 with very good criteria so that the developed media was declared valid. The results of the questionnaire response analysis of students obtained an average score of 4.57 and the teacher's response obtained an average score of 4.62 with very good criteria. The results of observations of the implementation of learning showed a very good classification with a percentage reaching 96.87%. The percentage of classical completeness from student learning outcomes tests reached 80.6% so the media was declared effective. \u0000Keyword: development, interactive multimedia","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125734541","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":"Deskripsi Tingkat Pemahaman Konsep Perpangkatan Siswa Kelas XI Menggunakan Certainty of Response Index (CRI)","authors":"Hamzah Upu, A. Thalib, St. Hartina Tahir","doi":"10.35580/IMED15290","DOIUrl":"https://doi.org/10.35580/IMED15290","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui dekripsi pemahaman konsep siswa yaitu paham konsep dengan baik, paham konsep tetapi kurang yakin, miskonsepsi, dan tidak tahu konsep pada materi perpangkatan menggunakan Certainty of Response Index (CRI). Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian sebanyak 11 subjek yang mewakili setiap tingkat pemahaman konsep dari siswa kelas XI SMA. Instrumen penelitian terdiri dari tes objektif dan pedoman wawancara. Tingkat pemahaman konsep dikategorikan menggunakan kategori CRI. Hasil penelitian menunjukkan bahwa: (1) Siswa paham konsep dengan baik disebabkan oleh tingginya motivasi belajar dan rasa suka siswa pada pelajaran matematika. (2) Siswa memahami konsep tetapi kurang yakin disebabkan oleh rendahnya rasa percaya diri, rasa takut salah yang tinggi, kurang menguasai konsep matematika, dan tergesa-gesa dalam menjawab soal. (3) Siswa mengalami miskonsepsi disebabkan oleh kurangnya pemahaman bahkan salah paham konsep. (4) Siswa tidak memahami atau tidak tahu konsep disebabkan oleh siswa tidak memiliki pengetahuan dalam mengerjakan soal perpangkatan, kurangnya kemampuan dan wawasan siswa dalam mengerjakan soal, kurang menguasai konsep, tidak memahami soal, dan kurangnya kemampuan siswa dalam mentransformasikan soal. \u0000Kata Kunci: Pemahaman, Konsep, Perpangkatan, Miskonsepsi, Certainty of Response Index (CRI) \u0000 \u0000This study aims to determine the students understanding concept in terms of understanding the concept as well, understanding the concept but not sure, misconception, and not knowing the concept of exponent using Certainty of Response Index (CRI). The type of this study is qualitative study with descriptive approach. The subject of this study is 11 subjects who represent each level of conceptual understanding from class XI of Senior High School. The instruments of this study consist of objective test and interview guidelines. Level of conceptual understanding categorized using CRI category. The result of this study showed that: (1) The students understand with the concept as well because of their high motivation in learning and their love with mathematics. (2) The students understand with the concept but not sure because of their lack in self-confidence, their high false fear, lack in mastering the mathematic concept, and do not careful in answering the questions. (3) The Students experiencing misconceptions that caused by a lack of understanding, and even a misunderstanding towards the concept. (4) The students do not understand/ do not know the concept caused by their haven’t knowledge in answer the question of eksponent, their lack of ability and insight in working on the questions, lack of mastering the concept, not understanding the questions, and the students lack ability in transform the questions. \u0000Keywords: Understanding, Concept, Exponent, Misconception, Certainty of Response Index (CRI).","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124015063","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":"Efektivitas Model Pembelajaran Treffinger dengan Pendekatan Saintifik terhadap Kemampuan Berpikir Tingkat Tinggi Siswa Kelas VIII SMP","authors":"Awi Dassa, D. Dinar, R. Reni","doi":"10.35580/IMED15294","DOIUrl":"https://doi.org/10.35580/IMED15294","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran treffinger dengan pendekatan saintifik terhadap kemampuan berpikir tingkat tinggi siswa kelas VIII SMP mengacu pada efektivitas pembelajaran yaitu kemampuan berpikir tingkat tinggi, aktivitas, dan respon siswa. Penelitian ini merupakan penelitian pra-eksperimen dengan pendekatan kuantitatif dengan teknik pengambilan sampel yaitu cluster random sampling. Teknik analisis data yang digunakan adalah teknik analisis deskriptif dan inferensial. Hasil analisis deskriptif menunjukkan: (1) rata-rata hasil pretest siswa yaitu 31,10 (kategori kurang), rata-rata hasil posttest siswa yaitu 54,22 (kategori cukup baik) (2) hasil posttest menunjukkan ketuntasan klasikal tercapai yakni sebesar 100% (21 siswa) mencapai ketuntasan individu, (3) rata-rata gain ternormalisasi sebesar 0,33 (kategori sedang), (4) rata-rata aktivitas siswa sebesar 3,67 (kategori sangat baik), (5) rata-rata presentase siswa yang memberi respon positif sebanyak 92,06%. Hasil analisis inferensial menunjukkan: (1) nilai rata-rata kemampuan berpikir tingkat tinggi siswa yang diajar dengan model pembelajaran treffinger dengan pendekatan saintifik lebih besar dari 40 (kategori cukup baik), (2) nilai rata-rata gain ternormalisasi lebih besar dari 0,3 (kategori sedang), (3) terdapat peningkatan yang signifikan hasil belajar pada kemampuan berpikir tingkat tinggi siswa sebelum dan setelah penerapan model pembelajaran treffinger dengan pendekatan saintifik. Dari hasil penelitian ini dapat disimpulkan bahwa pembelajaran dengan penerapan model pembelajaran treffinger dengan pendekatan saintifik efektif diterapkan pada siswa kelas VIII SMP. \u0000Kata Kunci: Efektivitas, Model pembelajaran treffinger, Pendekatan saintifik, Kemampuan berpikirc tingkat tinggi, Statistika \u0000 \u0000 \u0000This research aims to determine effectiveness of treffinger learning model with scientific approach to student’s higher order thinking skills of grade VIII SMP by referring to effectiveness of learning, namely students' higher order thinking skills, student activities, and student responses. This research is pre-experimental study with quantitative approach and sampling technique used is cluster random sampling. Data analysis technique used is descriptive and inferential analysis techniques. Results of descriptive analysis showed: (1) average results of students' pretest was 31.10 (bad category), average student posttest result was 54.22 (good enough category) (2) the posttest results showed that classical completeness was reached at 100% (21 students) achieved individual completeness, (3) average normalized gain was 0.33 (medium category), (4) average student activity was 3.67 (very good category), (5) average percentage of students who gave positive response of 92.06%. Inferential analysis results show: (1) average value of higher order thinking skills of students taught with treffinger learning models with scientific approach greater than 40 (good enough catego","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122327388","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":"Pengaruh Sikap pada Pelajaran Matematika dan Kebiasaan Belajar Matematika ditinjau dari Gaya Belajar terhadap Prestasi Belajar Matematika Siswa Kelas VIII SLTP Berorientasi Islam di Makassar","authors":"Ilham Minggi, Muhammad Dinar, H. Hasnainah","doi":"10.35580/IMED15323","DOIUrl":"https://doi.org/10.35580/IMED15323","url":null,"abstract":". Penelitian dilakukan untuk mengetahui pengaruh sikap pada pelajaran matematika dan kebiasaan belajar matematika ditinjau dari gaya belajar terhadap prestasi belajar siswa kelas VIII SLTP berorientasi islam di Makassar. Teknik pengumpulan data menggunakan instrumen angket sikap pada pelajaran matematika, angket kebiasaan belajar matematika, angket gaya belajar, dan tes prestasi belajar matematika. Hasil penelitian menunjukkan bahwa: (1) dari 80 responden, terdapat 27 siswa dengan gaya belajar visual, 14 siswa dengan gaya belajar auditori, dan 39 siswa dengan gaya belajar kinestetik,(2) sikap pada pelajaran matematika dan kebiasaan belajar matematika berada pada kategori tinggi untuk kelompok gaya belajar visual dan kinestetik, dan rendah untuk kelompok gaya belajar auditori (3) prestasi belajar berada pada kategori sedang untuk setiap kelompok gaya belajar, (4) sikap pada pelajaran matematika dan kebiasaan belajar matematika secara bersama-sama berpengaruh terhadap prestasi belajar matematika untuk setiap kelompok gaya belajar, (5) sikap pada pelajaran matematika berpengaruh positif terhadap prestasi belajar matematika untuk kelompok gaya belajar visual dan kinestetik, (6) kebiasaan belajar matematika berpengaruh positif terhadap prestasi belajar matematik untuk kelompok gaya belajar visual, (7) sikap pada pelajaran matematika berpengaruh secara tidak langsung terhadap prestasi belajar matematika melalui variabel kebiasaan belajar matematika untuk kelompok gaya belajar visual. \u0000Kata Kunci: Sikap pada pelajaran matematika, Kebiasaan belajar matematika, Gaya belajar, Prestasi Belajar Matematika siswa. \u0000 \u0000 \u0000This research was conducted to determine the effect of attitudes on mathematics and mathematics learning habits in terms of learning style to Mathematics Learning Achievement Grade VIII SLTP Islamic oriented in Makassar. The technique of collecting data using instrument questionnaire of attitudes on mathematics, questionnaire of mathematics learning habits, questionnaire of learning style, and test result of mathematics learning. The result of the research shows that: (1) of 80 respondents, there were 27 students with visual learning style, 14 students with auditory learning style, and 39 students with kinesthetic learning style. (2) attitudes on mathematics and mathematics learning habits are in the high category for visual and kinesthetic learning style, and low category for auditory learning style, (3) mathematics learning achievement in the medium category for each learning style group, (4) attitudes on mathematics and mathematics learning habits jointly influence mathematics learning achievement for each learning style group, (5) attitudes on mathematics directly effect on mathematics learning achievement for visual and kinesthetic learning style group, (6) mathematics learning habits directly effect on mathematics learning achievement for visual learning style group, (7) attitudes on mathematics indirectly effect on mathematics learning ac","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125648786","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":"Deskripsi Pemahaman Konsep Matematika Siswa Ditinjau dari Intensitas Penggunaan E-Learning Quipper Video","authors":"Fitrahlaelah Muh Asri, R. Ruslan., A. Asdar","doi":"10.35580/IMED11051","DOIUrl":"https://doi.org/10.35580/IMED11051","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep matematika siswa pada materi perpangkatan ditinjau dari intensitas penggunaan e-learning quipper video. Jenis penelitian ini adalah kualitatif deskriptif. Subjek pada penelitian ini dipilih secara acak masing-masing satu untuk kategori intensitas tinggi, intensitas sedang, dan intensitas rendah. Adapun teknik pengumpulan data dengan pemberian angket intensitas penggunaan quipper video, tes pemahaman konsep, dan wawancara kemudian melalui tiga tahapan analisis data yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemahaman konsep matematika: (1) Subjek dengan intensitas penggunaan quipper video tinggi kurang memahami konsep pada indikator mengaplikasikan konsep atau algoritma pada pemecahan masalah. (2) Subjek dengan intensitas penggunaan quipper video sedang mampu menyatakan ulang konsep, mengklasifikasi objek menurut sifat-sifat tertentu sesuai dengan konsepnya, menggunakan dan memanfaatkan serta memilih prosedur atau operasi tertentu,  mengaplikasikan konsep atau algoritma pada pemecahan masalah, memberikan contoh dan bukan contoh, menyajikan konsep dalam berbagai representasi matematis, dan mengembangkan syarat perlu atau syarat cukup dari suatu konsep. (3) Subjek dengan intensitas penggunaan quipper video rendah kurang memahami konsep pada indikator menyatakan ulang suatu konsep, memberikan contoh dan bukan contoh dari suatu konsep, dan mengembangkan syarat perlu atau syarat cukup dari suatu konsep.Kata Kunci: pemahaman konsep, intensitas, quipper videoAbstract. This research aims to describe students’ mathematics conceptual understanding understanding with topics exponential considered of the intensity of using quipper video. This type of research is descriptive qualitative. Subjects in this study were randomly selected one for the category of high intensity, one medium intensity, and one low intensity. The data collection techniques by giving intensity questionnaires use quipper video, understanding concept tests, and interviews then through three stages of data analysis, namely data condensation, data presentation, and conclusion. The results showed that understanding mathematical concepts: (1) Subjects with high intensity of using quipper video were unable to understand the concept in indicators apply concepts or algorithms to problem solving. (2) Subjects with medium intensity of using quipper video are able to restate the concept, classify objects according to certain characteristics in accordance with the concept, use and utilize certain procedures or operations, apply concepts or algorithms to problem solving, provide examples and not examples, present concepts in various mathematical representations, and develop necessary requirements or sufficient requirements from a concept.(3) subject with low intensity of using quipper video did not understand the concept in indicator restating the concept, , provide examples and not","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122115363","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":"Pengaruh Efikasi Diri, Kecerdasan Emosional, dan Motivasi Belajar Terhadap Prestasi Belajar Matematika Siswa SMA Kelas XI IPA","authors":"A. Aswin, D. Djadir, R. Rusli","doi":"10.35580/IMED11053","DOIUrl":"https://doi.org/10.35580/IMED11053","url":null,"abstract":"Penelitian ini dilakukan untuk mengetahui pengaruh efikasi diri, kecerdasan emosional, dan motivasi terhadap prestasi belajar siswa kelas XI IPA SMA di Makassar. Penelitian ini adalah penelitian ex-post facto yang bersifat kausalitas dengan sampel penelitian sebanyak 132 siswa dari kelas XI IPA SMA di Makassar yang dipilih dengan menggunakan random sampling. Teknik pengumpulan data menggunakan instrumen: (1) angket efikasi diri, (2) angket kecerdasan emosional, (3) angket motivasi belajar, dan (4) tes prestasi belajar matematika. Data dianalisis dengan statistik deskriptif dan statistik inferensial dengan analisis jalur. Hasil penelitian menunjukkan bahwa: (1) efikasi diri siswa berada pada kategori tinggi, (2) kecerdasan emosional siswa berada pada kategori tinggi, (3) motivasi belajar siswa berada pada kategori tinggi, (4) prestasi belajar matematika siswa berada pada kategori sedang, (5) efikasi diri berpengaruh positif  terhadap prestasi belajar matematika siswa, (6) kecerdasan emosional berpengaruh positif  terhadap prestasi belajar matematika siswa, (7) ) motivasi belajar berpengaruh positif  terhadap prestasi belajar matematika siswa, (8) efikasi diri berpengaruh secara tidak langsung terhadap prestasi belajar matematika siswa melalui variabel motivasi belajar, (9) kecerdasan emosional berpengaruh secara tidak langsung terhadap prestasi belajar matematika siswa melalui variabel motivasi belajar.Kata Kunci: Efikasi diri, Kecerdasan emosional, Motivasi belajar, Prestasi Belajar Matematika siswa.Abstract. This study was conducted to determine effect of self efficacy, emotional intelegence, and learning motivation on Student’s mathematics Learning achievement of grade XI IPA of SMA at Makassar. This research is ex post facto research which is causality with research sample counted 132 students from class XI IPA SMA at Makassar selected by using random sampling. Technique of collecting data using instrument: (1) questionnaire of self efficacy, (2) questionnaire of emotional intelegence, (3) questionnaire of learning motivation, and (4)  test result of mathematics learning. Data were analyzed with descriptive statistics and inferential statistics with path analysis. The result of the research shows that: (1) the student's self efficacy is in the high category, (2) the student's emotional intelegence is in the high category, (3) the student's learning motivation is in the high category, (4) student’s mathematics learning achievement in the medium category, (5)  student’s self efficacy directly  effect on student’s mathematics learning achievement, (6) student’s emotional intelegence directly  effect on student’s mathematics learning achievement, (7)  student’s learning motivation directly  effect student’s mathematics learning achievement, (8) student’s self efficacy indirectly  effect on student’s mathematics learning achievement through variable learning motivation , (9) student’s emotional intelegence indirectly  effect on student’s mathematic","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116470501","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":"Analisis Keterampilan Berpikir Tingkat Tinggi Siswa dalam Pemecahan Masalah Matematika Berdasarkan Taksonomi Anderson","authors":"Abdul Rahman, A. Asdar, Nur Indah Surahman","doi":"10.35580/IMED11048","DOIUrl":"https://doi.org/10.35580/IMED11048","url":null,"abstract":"Penelitian ini termasuk jenis penelitian kualitatif yang bertujuan untuk mengetahui deskripsi hasil analisis keterampilan berpikir tingkat tinggi siswa dalam pemecahan masalah matematika berdasarkan taksonomi Anderson. Pendeskripsian diperoleh melalui analisis hasil tes keterampilan berpikir tingkat tinggi siswa dalam pemecahan masalah matematika. Deskripsi tersebut juga didukung oleh data hasil wawancara setelah tes dilaksanakan. Uji keabsahan data menggunakan triangulasi waktu yaitu dengan melakukan wawancara untuk mencari kesesuaian data yang bersumber dari masalah yang sama pada waktu yang berbeda. Teknik analisis data menggunakan langkah-langkah analisis data menurut Miles dan Hubberman.Penelitian ini dilaksanakan di SMA Negeri 1 Mamuju dengan jumlah subjek sebanyak 2 orang yang dipilih menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa: (1)keterampilan berpikir tingkat tinggi siswa yang mengikuti bimbingan OSN Matematika dalam pemecahan masalah matematika berdasarkan taksonomi Anderson kategori menganalisis(C4) melibatkan keterampilan dalam memahami(C2) dan mengaplikasi(C3); kategori mengevaluasi(C5) melibatkan keterampilan dalam memahami(C2), mengaplikasi(C3) dan menganalisis(C4); sedangkan kategori mencipta(C5) melibatkan keterampilan dalam menganalisis(C4), (2)keterampilan berpikir tingkat tinggi siswa yang tidak mengikuti bimbingan OSN Matematika dalam pemecahan masalah berdasarkan taksonomi Anderson kategori menganalisis(C4), yaitu tidak mampu menganalisis dengan baik karena tidak mampu memahami(C2) sehingga salah dalam menginterpretasi(C3); kategori mengevaluasi(C5) melibatkan keterampilan dalam memahami(C2) dan menganalisis(C4); sedangkan kategori mencipta tidak dapat diidentifikasi.Kata Kunci: Berpikir Tingkat Tinggi, Pemecahan Masalah, Taksonomi Anderson.Abstract. This study is a qualitative study that aims to investigate description of analysis results the students’ higher order thinking skill in mathematics problem solving based on Anderson taxonomy. The descriptions were obtained by analysis the test results of students' higher order thinking skill in mathematics problem solving. The description is also supported by interview data after the test was conducted. Data validation technique using time triangulation is by conducting interviews to find the suitability of data sourced from the same problem at different times. Data analysis technique using data analysis steps according to Miles and Hubberman. This study conducted in SMAN 1 Mamuju with the number of subjects are 2 people that selected using by purposive sampling technique. The results of the study indicate that: (1)students’ higher order thinking skills who follow guidance of OSN Mathematics in mathematics problem solving based on Anderson’s taxonomy in analyzing category(C4) involving skills in understanding(C2) and applying(C3); evaluate category(C5) involving skills in understanding(C2), applying(C3) and analyzing(C4); while the creating category","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133506204","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":"Deskripsi Penalaran Siswa dalam Pemecahan Masalah Matematika pada Pokok Bahasan Barisan dan Deret Ditinjau dari Kemampan Awal","authors":"Irma Sulistiawati, Ilham Minggi, Nurdin Arsyad","doi":"10.35580/imed11047","DOIUrl":"https://doi.org/10.35580/imed11047","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan penalaran siswa dalam pemecahan masalah matematika pada pokok bahasan barisan dan deret yang ditinjau dari kemampuan awal. Jenis penelitian ini adalah kualitatif deskriptif. Dengan menggunakan teknik purposive sampling, maka, dipilih subjek penelitian sebanyak 2 siswa kelas XI MIPA salah satu SMA di Makassar. Adapun teknik pengumpulan data menggunakan metode tes dan wawancara kemudian melalui tiga tahapan analisis data yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa proses penalaran siswa yang berkemampuan tinggi yaitu mengaitkan konsep dan pengetahuan yang dimilikinya, mengumpulkan bukti dengan menyebutkan hal-hal yang diketahui dan ditanyakan, mengaitkan rumus yang sudah dimiliki dengan masalah yang dihadapi, mengidentifikasi konsep yang digunakan untuk memecahkan masalah, mengungkapkan alasan dalam menjelaskan langkah-langkah dalam melaksanakan pemecahan masalah. Dan menarik kesimpulan menjelaskan konsep yang digunakan dari soal. Sedangkan proses penalaran siswa berkemapuan rendah yaitu menyebutkan hal-hal yang diketahui dan ditanyakan serta siswa tidak dapat membuat kesimpulan apapun setelah menyelesaikan soal. Hal ini disebabkan karena belum memahami soal sepenuhnya, siswa tidak terbiasa mengoreksi kembali jawaban yang diperoleh, dan siswa tidak terbiasa menuliskan kesimpulan akhirKata kunci: penalaran, pemecahan masalah, barisan dan deret, kemampuan awal Abstract. This study aims to describe students' reasoning in mathematical problem solving on the topic sequences and series viewed by prior knowledge. This type of research is descriptive qualitative. By using purposive sampling technique, then, the research subjects were selected as many as 2 students of class XI MIPA, one of the high schools in Makassar. The data collection technique uses test methods and interviews then through three stages of data analysis, namely data reduction, data display, and drawing conclusion. The results showed that the reasoning process of high-ability students was to associate the concepts and knowledge they had, gather evidence by mentioning things that were known and asked, linking the formulas that were already owned with the problems faced, identifying concepts used to solve problems, revealing reasons in explaining the steps in carrying out problem solving. And drawing conclusions explains the concepts used from the problem. While the reasoning process of low-ability students is to mention things that are known and asked and students cannot make any conclusions after solving the problem. This is because students have not fully understood the problem, students are not used to correcting the answers obtained, and students are not used to writing final conclusionsKeywords: reasoning, problem solving, sequence and sequence, prior knowledge","PeriodicalId":120182,"journal":{"name":"Issues in Mathematics Education (IMED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129971314","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}