Role of Self-Efficacy Toward Students’ Achievement in Mathematical Multiple Representation Ability (MMRA)

Various studies showed that there are some points which affect students’ achievement; one of them is mathematics self-efficacy. Self-efficacy is feeling, trust, and confidence of affective behavior of students toward their ability. In learning process, the students find obstacles in solving their problem such as relating one representation to another representation. Previous studies indicated that students’ achievement of mathematical representation ability have obstacles because the students did not understand relationship between concepts, ideas, and materials to be represented. The other studies claimed that the higher students’ self-efficacy, the higher mathematical multiple representation ability (MMRA). It means that self-efficacy has positive correlation with mathematic ability. This article will discuss about role of mathematics self-efficacy toward ability achievement of mathematical multiple representation ability (MMRA) in solving mathematics problem in order to increase students’ achievement

Using of Wingeom Software in Geometry Learning to Improving the of Mathematical Representation Ability

The purpose of this study was to determine the use of Wingeom software in geometry learning in the Department of Mathematics Education. This type of research is quasi-experimental. This study examines the use of Wingeom software in geometry learning in the Department of Mathematics Education. The population in this study were all students of the Department of Mathematics Education under the Faculty Education and Teacher Training, Universitas Malikussaleh, and the samples were students of class A1 and class A2. The study was divided into two learning groups, namely the experimental group with the use of Wingeom Software and the control group with ordinary learning. This study begins with an instrument test which shows that (1) Validity indicates that the results are significant, (2) Very high reliability, (3) Good distinguishing power and (4) Moderate difficulty level. To test of homogeneity and normality that the data is homogeneous and normal. Based on the results of calculations using the t test at the significance level α = 0.05, obtained tcount of 4.59 with a significance value of 0.003 while the table of 1.68. Because tcount> ttable (3.127> 1.68) and significance <0.05 (0.003 <0.05). Then it can be concluded that the increase in the ability of mathematical representation of students who get learning with the use of Wingeom software is better than the ability of mathematical representation of students who get ordinary learning without Wingeom software

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TWO STAY TWO STRAY UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA KELAS X MA SWASTA AL ZAHRAH

Penelitian ini bertujuan untuk menelaah peningkatan kemampuan komunikasi matematis siswa yang memperoleh metode pembelajaran Two Stay Two Stray ( TSTS ) lebih baik daripada siswa yang memperoleh metode pembelajaran biasa. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan quasi eksperiment dengan menggunakan nonequivalent control grup design. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes kemampuan komunikasi matematis terbagi atas pretest dan Posttest. Analisis data yang dilakukan untuk tes kemampuan komunikasi matematis menggunakan uji-t karena data skor N-Gain berdistribusi normal dan memiliki varians yang homogen, kemudian data diolah menggunakan software SPSS 18. Berdasarkan hasil analisis tersebut diperoleh hasil penelitian bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran Two Stay Two Stray lebih baik daripada kemampuan komunikasi matematis siswa yang diajarkan  dengan model pembelajaran biasa

PENGARUH MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLECTING, EXTENDING (CORE) TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) terhadap kemampuan penalaran matematis siswa pada materi barisan dan deret aritmatika. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian yang digunakan adalah quasi experimental design dengan rancangan penelitiannya yaitu the non-equivalent post-test only control group design. Populasi pada penelitian ini adalah siswa-siswi kelas XI SMA Negeri 4. Sampel penelitian ini adalah siswa kelas XI MIA dan siswa kelas XI IIS yang dipilih dengan teknik sampling yaitu sampling jenuh. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan penalaran matematis yang berupa soal post-test. Analisis data dilakukan dengan menggunakan uji non-parametrik (Mann Whitney U-test) karena data tidak berdistribusi normal. Berdasarkan hasil analisis menunjukkan skor rata-rata kelas eksperimen yang diajarkan dengan model pembelajaran CORE yaitu sebesar 14,67 lebih tinggi dibandingkan dengan siswa yang menggunakan pendekatan saintifik yaitu sebesar 10,33. Dari hasil uji Mann Whitney U-test diperoleh nilai Asymp sig, (2-tailed) yaitu 0,014 < α (α = 0,05). Sehingga dapat disimpulkan bahwa model pembelajaran CORE berpengaruh terhadap kemampuan penalaran matematis siswa.

PENERAPAN MODEL PEMBELAJARAN BLENDED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA DI KELAS XI DI SMA NEGERI 1 MEUREUDU

Penelitian dengan menerapkan model pembelajaran Blended Learning bertujuan untuk meningkatkan kemampuan berpikir kreatif matematis siswa, aktivitas belajar siswa dan respon siswa terhadap model pembelajaran blended learning. Peneliti melakukan penelitian di SMA Negeri 1 Meureudu pada tahun ajaran 2021-2022. Penelitian ini menggunakan kuasi eksperimen dengan pendekatan kuantitatif yang menggunakan 2 sampel yaitu kelas eksperimen sebagai kelas yang dibari perlakuan terdiri dari 21 siswa dikelas XI MIPA-4 dan kelas kontrol yang tidak diberi perlakuan terdiri dari 20 siswa di kelas XI MIPA-5, sampel yang diambil dalam penelitian ini menggunakan teknik sampling purposive. Data uji statistik diperoleh menngunakan SPSS Versi 22, teknik pengumpulan data pada penelitian ini menggunakan teknik tes, sebelum digunakan uji hipotesis terlebih dahulu menggunakan uji instrumen validitas, reabilitas, daya beda, dan tingkat kesukaran  serta dilakukan uji n-gain selanjutnya menggunakan uji normalitas dan nonparametrik. Hasil penelitian menunjukkan bahwa nilai n-gain pada kemampuan berpikir kreatif matematis siswa untuk kelas eksperimen 0,825 dan kelas kontrol 0,657 dengan signifikasi 0,014 < 0,05, adapun hasil observasi kegiatan guru dan siswa selama penelitian memperoleh persentase skor 83% dan 82,5% sehingga dapat dikategorikan baik dan adanya suatu peningkatan dalam proses pembelajaran. Maka dapat disimpulkan bahwa dengan diterapkan model pembelajaran Blended Learning dapat meningkatkan kemampuan berpikir kreatif matematis siswa dari pada siswa yang diajarkan secara konvensional

Implementation of Somatic, Auditory, Visual and Intellectual (SAVI) Approaches to Improve Student's Mathematics Communication Skills in SMK Negeri 1 Nisam

The purpose of writing this paper is to study the enhancement of mathematical communication skills of students who have gained the implementation of Somatic, Auditory, Visual, and Intellectual (SAVI) approaches better than those who have learned scientific approaches. The approach used is a quantitative approach with the type of quasi-experimental design with a nonequivalent control group design. The population in this study are all grade X students of SMK Negeri 1 Nisam with a sample of TBSM II class students as an experimental class and TKJ I as a control class taken to use the purposive sampling technique. The data collection techniques used in this research are mathematical communication skills tests of students and observation sheets. Data analysis was done using test-t, that because the data of the n-gain score obtained with normal distribution, but has a variance that is not homogeneous. The significant result of the statistics equal variances not assumed is 0.00 smaller than 0.05 H0 is rejected. The result showed that the enhancement of mathematical communication skills of students who gained the implementation of somatic, auditory, visual, and intellectual (SAVI) were better than students who gained scientific learning approaches

PRESERVICE MATHEMATICS TEACHERS’ REASONING IN SOLVING CRITICAL THINKING PROBLEM

Mathematical reasoning is one of the abilities that must have by students after learning mathematics. To improve students’ reasoning, teachers also have to good in reasoning. Due to the importance of reasoning for teachers, a qualitative descriptive research was conducted to analyze how the reasoning of preservice mathematics teachers in solving critical thinking problem. The data were collected through instrument test that consists of one problem about perimeter of a rectangle from 40 preservice mathematics teachers of first year in one of public universities in North Aceh, Aceh, Indonesia. The problem measured the skill of manipulating mathematical process; constructing mathematical proof, and drawing conclusion. Their works were analyzed for each indicator of reasoning. The result showed that more than 75% preservice mathematics teachers were wrong in solving the problem. They were not good in constructing mathematical proof to draw a conclusion. It concludes that preservice mathematics teachers’ ability in mathematical reasoning was not satisfied. The ability still needs to be improved through learning activities and they must be accustomed to the problems or situations that involving reasonin