PENERAPAN PEMBELAJARAN KONFLIK KOGNITIF UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS SISWA SMA

Kemampuanpemecahanmasalahdankomunikasimatematismerupakankompetensi yang harusdimilikisiswa, namunkenyataan dilapanganmenunjukkanbahwakemampuanpemecahanmasalahdankomunikasimatematismasihbelummemuaskan.Pembelajarankonflikkognitifditerapkandenganharapanuntuk meningkatkan kemampuan pemecahanmasalahdankomunikasimatematissiswa.Tujuan pada penelitian ini adalah untukmenelaah peningkatan kemampuan pemecahan masalah dan komunikasi matematis siswa yang menerapkan pembelajaran konflik kognitif dan pembelajaran biasa, mengkaji perbedaan peningkatan kemampuan pemecahan masalah dan komunikasi matematis siswa yang menerapkan pembelajaran konflik kognitif dan siswa yang mendapat pembelajaran biasa bila ditinjau dari kategori pengetahuan awal matematika (tinggi dan rendah). Penelitian ini merupakan penelitian quasi experiment atau eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Pelaksanaan penelitian ini dilakukan pada siswa kelas XIPA di salah satu SMA Swastadi Bandung. Soal-soal yang diberikan adalah soal-soal kemampuanpemecahanmasalahdankomunikasimatematis pada materitrigonometri, ujicobateskemampuanpemecahanmasalahdankomunikasimatematisdiujisecarateoritikoleh validator dengangambaranbahwasoaltesdapatdipahamidenganbaikdansecaraempirikvaliditasdanreliabilitasmemenuhikarakteristikuntukdigunakandalampenelitian, tingkatkesukarandandayapembedasoalsudahbisamembedakansiswaberkemampuantinggidansiswaberkemampuanrendah. Analisis data kuantitatif dilakukan dengan menggunakan uji perbedaan rataan dan uji Anova dua jalursedangkan analisis data kualitatif dilakukan secara deskriptif. Hasil penelitian ini adalah siswa yang pembelajarannya menerapkan pembelajaran konflik kognitif peningkatan kemampuan pemecahan masalah dankomunikasimatematis secara signifikan lebih baik dibandingkan dengan siswa yang pembelajarannya menggunakan pembelajaran biasa ditinjau secara keselurahan. Terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang menerapkan pembelajaran konflik kognitifdengan siswa yang mendapatkan pembelajaran biasa bila ditinjau dari kategori pengetahuan awal matematika siswa. The mathematical problem solving and communication skills are competencies required of a student, but the reality shows that the mathematical problem solving and communication skills are still not satisfactory. Cognitive conflict learning applied with the hope to improve students’ mathematical problem solving and communication skills. The purpose of this study was to examine the increase in mathematical problem solving and communication skills of students who apply cognitive conflict learning and ordinary teaching, examines differences in the increase in mathematical problem solving and communication skills of students who apply cognitive conflict learning and students who received ordinary learning when viewed from the category of prior mathematics knowledge (high and low). This research is a quasi-experiment or quasi-experimental design with non-equivalent control group. Implementation of this research was conducted on science ten grade students in one private high school in Bandung. The instruments which used in this study are mathematical problem solving and communication test in trigonometry topic.After testinginstrumentsandexpertjudgment, theinstrumentshowedgood qualitytomeasure students’ mathematical problem solving and communication skills. Quantitative data analysis performed using the mean difference test and two way ANOVA test while the qualitative data analysis was done descriptively. The results of this study are students who apply the cognitive conflict learning, the improvement of mathematical problem solving and communication skills is significantly better than the students who learned using ordinary learning in terms of the total. There are differences in improvement between the mathematical problem solving between students who apply the cognitive conflict learning and ordinary learning in terms prior mathematics knowledge

PENDIDIKAN DI INDONESIA DALAM TINJAUAN KONSEP PENDIDIKAN IBNU KHALDUN

The purpose of this study is to find out how the concept of Ibn Khaldun's thinking and its relevance to education in Indonesia. Data collection using documentation. Data analysis used descriptive qualitative method, using literature research. The research results obtained by Ibn Khaldun classify science based on the material discussed in it and consider the usefulness of the science into: oral science (language), naqli science, and aqli science. An educator is someone who has broad knowledge and insight and has a good personality. A student is someone who is considered immature and has potential that can be developed. Thus, students need the help of adults to develop their potential. The learning methods offered by Ibn Khaldun include: the scientific rihlah method, the phasing and repetition method (tadarruj wat tikrari), and the general introduction method. The relevance of Ibn Khaldun's concept of thought to education in Indonesia, among others, is in terms of human insight in Indonesia, the goals of Islamic education, and the educational curriculum

Pembelajaran Matematika dengan Metode Accelerated Learning untuk Meningkatkan Kemampuan Penalaran Adaptif

The ability of adaptive reasoning is a competence that must be possessed by students, but the reality of the field shows that students' adaptive reasoning ability is still not satisfactory. Learning with the accelerated learning method is applied in the hope of improving students' adaptive reasoning abilities. The purpose of this research is to know whether the improvement in students' adaptive reasoning ability with accelerated learning method is better than ordinary learning. This research is a quasi-experiment or quasi-experiment with pretest-posttest control group design. Implementation of this research is done on grade VIII students in one of the State Junior High School in Bandar Lampung. Problems given are questions of reasoning ability of adaptive in material relation and a function, test of ability, ability of reasoning is tested theoretically by validating with picture that test question can be well understood and empirically validity and reliability fulfill characteristic to be used in research, The degree of difficulty and distinguishing power of the problem can already be used to determine the enhancement of the ability of adaptive reasoning. Quantitative data analysis was performed using flat most different and N-Gain test. The results of this study are students whose learning to apply learning with an accelerated learning method of enhancing the ability of adaptive reasoning is significantly better than that of students whose learning using ordinary learning is reviewed in whole.The aim of this research is to find out whether the improvement of students' adaptive reasoning ability with accelerated learning method is better than ordinary learning. This research is a quasi experiment or quasi-experimental design with pretest-posttest control group design. The sampling technique uses a class random technique. The implementation of this study was carried out on eighth grade students in one of the State Junior High Schools in Bandar Lampung. The questions given are questions of adaptive reasoning ability in relation and function material, the test of adaptive reasoning ability test is theoretically tested by the validator with the description that test questions can be understood well and empirically validity and reliability meet the characteristics to be used in research , the level of difficulty and distinguishing power of the problem can already be used to determine the improvement of adaptive reasoning abilities. Quantitative data analysis was carried out using a mean difference test and N-Gain test. The results of this study were students whose learning to apply learning with the accelerated learning method improved adaptive reasoning ability was significantly better compared to students whose learning using ordinary learning was reviewed thoroughly

The Development of Teaching Materials Gamification-Based Problem Solving on the Material in Terms of Four

This study aims to develop teaching materials gamification-based problem solving on the material in terms of four. To view the judging of the validator against the feasibility of teaching materials gamification-based problem solving on the material  terms of four and see the response of students to the attractiveness of the teaching materials gamification-based problem solving on the material in terms of four. This research use type research of research and development with a research model ADDIE (Analysis, Design, Development, Implementation and Evaluation. Stage of development (development) involving 9 validator (three validator matter experts, three media experts and three language experts) to assess the feasibility of the material, the media and the Indonesian language good and right. Stage of Implementation (field trials) involving 80 students ( 20 students trial of small group and 60 students test a large group). The assessment of the attractiveness of the teaching materials gamification-based problem solving on the material in terms of four using the questionnaire i.e. a questionnaire the validator and questionnaires of learners. Data analysis using descriptive analysis using Microsoft Office Excel 2010. The results of the validation matter experts from the 3 validator shows that the overall product to obtain an average value of 3.7 and the Results of the validation media experts obtained an average value of 3.3 while the results of the validation of language experts to obtain an average value of 3.4. While the results of the trials of a small group of 10 students of MTs N 1 Bandar Lampung obtained the results of the attractiveness of the teaching materials with an average value of 3.4. while the test is a large group that was conducted in SMP 30 Bandar Lampung to obtain an average value of 3.5. Thus, it can be concluded that the development of teaching materials gamification-based problem solving on the criteria of very worthy and interesting

Pengembangan Bahan Ajar Gamifikasi pada Materi Statistika Kelas VIII

Penelitian ini bertujuan untuk menghasilkan bahan ajar gamifikasi pada materi statistika yang layak digunakan dan menarik bagi peserta didik SMP. Metode penelitian ini menggunakan prosedur pengembangan Research and Development (R&D) yang disarankan Borg and Gall dan dikutip oleh Sutopo sampai tahap ke tujuh, diantaranya: potensi masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, dan revisi produk. Subjek penelitian ini adalah peserta didik SMP di Sidomulyo, LamSel. Instrumen yang dilakukan berupa skala penilaian, dianalisis dengan kuantitatif dan kualitatif. Produk yang dihasilkan telah melalui tahap validasi kelayakan oleh ahli materi, ahli media dan ahli bahasa, serta uji coba kelompok kecil dan kelompok besar untuk mengetahui kemenarikan. Berdasarkan hasil penilaian dan tanggapan dari para ahli dan respon peserta didik, disimpulkan bahwa bahan ajar gamifikasi pada materi statistika sangat layak digunakan dan sangat menarik bagi peserta didik SMP

Implementasi Etnomatematika Berbasis Budaya Lokal dalam Pembelajaran Matematika pada Jenjang Sekolah Dasar

This study aims to describe the Lampung handicraft "tapis and siger" into learning mathematics at Elementary School level. The data obtained in the form of qualitative data while the source obtained from observations, documentation and informants associated with Lampung handicraft the "tapis and siger". The instrument in this study is the researcher itself. The tools used are interview guides, documentation guides, and observation guidelines. Data validity technique by data triangulation through data source checking, analizing descriptive qualitative. The results showed that the motif of woven cloth fabric Sanggar Rahayu consists of geometric motifs, humans, animals, and motifs of plants, while Siger Lampung has a mathematical element in which the triangle. Cultural-based math learning is needed in schools especially in elementary school, because not only to understand the concept of mathematics but learners are also introduced and love culture early on

PENGEMBANGAN MODUL MATEMATIKA SMP/MTs BERINTEGRASI NILAI-NILAI ISLAM

Mathematics is an important learning.The relationship of mathematics with the various fields of science, one of them is the  Islamic values must be known, especially by students in the learning process.In the learning process, an interesting module is needed based on the applicable curriculum. Mathematics Learning in Junior High School/Islamic Junior Schoolis a compulsory subject for mathematics education students at UIN Raden Intan Lampung.Therefore the Mathematics module in Junior High School/Islamic Junior Schoolintegrated with Islamic values is needed by students in the learning process. This research develops a mathematics module that integrates Islamic values which is equipped with materials, sample questions, and assignments. The purpose to be achieved in this research is to determine the feasibility of the module being developed and students’ responses to the module. The research and development model that is carried out in this research is by the ADDIE stages (Analysis, Design, Development, Implementation, Evaluation).The stages of the model are planning, designing, developing, implementing and evaluating. The results showed that the developed module obtained an average score of 3.41 by a material expert, an average score of 3.57 by a media expert, and an average score of 3.49 by a religious expert.Based on the average score obtained, the developed module in criteria is very suitable and valid. After that the module is tested. In small and large scale trials carried out by giving questionnaires. The average result of the small-scale trial was 2.97 and the average of the large-scale trial was 3.28 with very interesting criteri

Pengembangan Modul Matematika Bernuansa Islam dan Lingkungan pada Materi Bilangan Bulat

The development research was conducted as an innovation of learning modules with Islamic nuances and the environment of whole number material at the junior high school / MTs level that are feasible, interesting, and effective for use in learning. The development model used is the ADDIE model.  The data analysis technique used is the analysis of validation of material, media, and religious experts, the response of the attractiveness of educators and students, and the effectiveness test.  The feasibility test was conducted by three material expert validators, three media experts, and one religious expert. Attractiveness and effectiveness response tests were conducted at SMP Swadiri 1 Seputih Agung and MTs Darussalam Adijaya. The results of the feasibility test by material expert validators 3.53, media experts 3.69, and religious experts 3.77 with the criteria "feasible". The attractiveness response test by educator 1 was 3.88 and educator 2 was 3.29 with the criteria "very interesting", the response of students in the small group test was 3.53, the large group was 3.57 with the criteria "very interesting" at SMP Mandiri 1 Seputih Agung and the small group 3.57 and the large group 3.60 with the criteria of "very interesting" at MTs Darussalam Adijaya. The product effectiveness results obtained an effect size score of 0.68 in the "medium" category at SMP Swadiri 1 and 0.85 in the "high" category at MTs Darussalam Adijaya so that the module was declared effective for use in learning. Therefore, it can be concluded that the mathematics module with Islamic nuances and the material environment for integers is feasible, interesting, and quite effective in learning