Artikel ini bertujuan untuk mengemukakan hasil analisis kebutuhan bahan ajar fungsi trigonometri berbasis TI. Data dalam artikel ini dikumpulkan melalui penyebaran angket melalui bantuan google form yang diisi oleh tiga orang guru matematika dan 20 orang siswa kelas X SMA IT Al-bayyinah semester genap tahun ajaran 2017/2018, lalu dianalisis dengan menggunakan analisis deskriptif. Objek kajian dalam artikel ini mencakup: 1) kesesuain KI dan KD, 2) bahan ajar yang digunakan guru, dan 3) kebutuhan guru dan siswa terkait bahan ajar berbasis TI. Hasil menunjukkan bahwa: 1) Semua materi pada bahan ajar sudah sesuai dengan KI dan KD 3.11; 2) Guru dan siswa menggunakan bahan lain selain buku dari sekolah untuk membantu dalam memahami suatu materi; dan 3) Guru dan siswa membutuhkan bahan ajar berbasis IT yang dapat digunakan untuk mempelajari konsep fungsi trigonometri, karena sejalan dengan perkembangan informasi dan teknologi. Dengan demikian, dapat dipahami bahwa bahan ajar berbasis IT diperlukan.
This article is based on the low ability of mathematical literacy and learning independence of learners. This article aims to describe the role of the PBL model of mathematical literacy and learning independence. The type of research used in this article is quantitative descriptive research conducted on students of class VIII MTs Darul Wasi'ah Simalinyang through interviews with learners and teachers, observation, and literature review analyzed descriptively.
The aim of this study is to know the differences of enhancement in mathematical problem solving ability (MPSA) between the students who received soft skill-based metacognitive learning (SSML) with the students who got conventional learning (CL). This research is a quasi experimental design with pretest-postest control group. The population in this study is the students of Junior High School in Pekanbaru city. The sample consist of 135 students, 68 of them are from the high-level school, and 67 students are from the middle-level school. The instruments are mathematical prior knowledge (MPK) test, MPSA test, instruction observation sheet, students journal about the lesson, and the guideline for interview. The data was analyzed using t-test and two-way ANOVA. The result of data analysis indicates: (1) overall, the enhancement of students' MPSA with SSML approach significantly is higher than those with conventional learning (CL); (2) there is no interaction between the learning approach (SSML and CL) with the school level (high and middle) toward the enhancement of MPSA; (3) there is no interaction between the learning approach (SSML and CL) with MPK (upper, middle, and low) toward the enhancement of MPSA. AbstrakPenelitian ini bertujuan mengetahui perbedaan peningkatan kemampuan pemecahan masalah matematis (KPMM) antara siswa yang mendapat pembelajaran metakognitif berbasis soft skills (PMSS) dan siswa yang mendapat pembelajaran konvensional (PK). Penelitian ini berbentuk kuasi eksperimen dengan disain kelompok kontrol pretes-postes. Populasi adalah siswa SMP Negeri Kota Pekanbaru dengan sampel 135 siswa, yaitu 68 siswa sekolah level tinggi dan 67 siswa sekolah level sedang. Instrumen penelitian adalah tes kemampuan awal matematis (KAM), tes KPMM, lembar observasi pembelajaran, jurnal siswa, dan pedoman wawancara. Analisis data menggunakan uji t dan ANAVA dua jalur. Hasil yang diperoleh dalam penelitian ini adalah: (1) secara keseluruhan, KPMM siswa yang mendapat pendekatan PMSS memperoleh peningkatan yang secara signifikan lebih tinggi daripada siswa yang mendapat pendekatan PK; (2) tidak terdapat interaksi antara pendekatan pembelajaran (PMSS dan PK) dengan level sekolah (tinggi dan sedang) terhadap peningkatan KPMM; (3) tidak terdapat interaksi antara pendekatan pembelajaran dengan KAM (atas, tengah, dan bawah) terhadap peningkatan KPMM.
This article is based on the limited lecture model for Kapita Selekta Mathematics (KSM) courses. This article aims to reveal the results of technology validation of the website of the mathematics proficiency course (KSM) on UIN Suska Riau students. This article uses a development research model that uses Sugiyono's research steps but only limited to two stages, namely design stage and product validation stage. The validated aspect of the learning website is graphic feasibility and program feasibility with indicators: 1) the size of the learning website, 2) the design of the learning website, and 3) the design of the content of the learning website. The validation instrument is a questionnaire using Likert scale that is filled by three expert technology experts. Assessment of the validity of the learning web on the aspect of feasibility of the graphics resulted in a total validity value of 3.9 with valid categories. As for the web learning on the feasibility aspect of the program to produce the value of validity as a whole that is 4 with valid categories.This is an open access article under the CC-BY-SA license. KEYWORDS Validity Website of Learning MathematicsThahir et al.
AbstrakSebagian besar guru tidak memperhatikan kemampuan pemahaman matematis tetapi hanya terfokus pada hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui dan menganalisis kemampuan pemahaman matematis siswa. Penelitian ini adalah penelitian kualitatif. Subjek penelitian adalah 25 siswa kelas IX2 SMP Negeri 1 Kampar Timur. Teknik pengumpulan data yaitu tes dan wawancara. Hasil analisis menunjukkan bahwa kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah masih kurang, sedangkan siswa berkemampuan tinggi sudah cukup baik. Hasil wawancara menunjukkan bahwa siswa mengalami kesulitan dalam memberikan contoh dan bukan contoh dari konsep serta kesulitan dalam mengaitkan berbagai konsep karena tidak memahami konsep dan hanya menghapal rumusnya. Untuk meningkatkan kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah, dalam menyampaikan konsep guru sebaiknya menyertakan contoh dan bukan contoh dari konsep serta memberikan latihan soal-soal tentang mengaitkan berbagai konsep. Analysis of Students’ Ability Mathematical Understanding on the Topic of Curved Side SpaceAbstractMost teachers do not pay attention to the ability of mathematical understanding but only focus on student learning outcomes. This study aims to determine and analyze students' mathematical understanding abilities. This research is qualitative research. The research subjects were 25 IX2 students from East Kampar 1 Middle School. Data collection techniques are tests and interviews. The results of the analysis show that the ability of mathematical understanding of students with moderate and low abilities is still lacking, while high-ability students are good enough. The results of the interview indicate that students have difficulty in giving examples and not examples of concepts and difficulties in relating various concepts because they do not understand the concept and only memorize the formula. To improve the ability of mathematical understanding of students with moderate and low ability, in conveying the concept the teacher should include examples and not examples of concepts and provide training questions about linking various concepts.
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