KALAMATIKA Jurnal Pendidikan Matematika
http://kalamatika.matematika-uhamka.com/index.php/kmk
Jurnal KALAMATIKA merupakan jurnal di bawah naungan Program Studi Pendidikan Matematika dan dipublikasikan oleh Universitas Muhammadiyah Prof. DR. HAMKA (UHAMKA) bekerjasama dengan Indonesian Mathematics Educators (IMES). Jurnal terdaftar dengan E-ISSN: 2527-5607 & P-ISSN: 2527-5615. Jurnal KALAMATIKA mempublikasikan naskah-naskah artikel ilmiah dalam cakupan bidang Pendidikan Matematika. Tulisan dapat berupa diseminasi hasil penelitian, telaah pustaka ilmiah yang komprehensif atau resensi dari buku ilmiah. Setiap naskah yang diterbitkan terlebih dahulu dilakukan proses peer-review dengan sifat double-blind review. Untuk terbitan per November 2017 Jurnal KALAMATIKA menggunakan template baru yang dilengkapi dengan identitas artikel yang lebih komprehensif.id-IDSyarat yang harus dipenuhi oleh Penulis sebagai berikut: Penulis menyimpan hak cipta dan memberikan jurnal hak penerbitan pertama naskah secara simultan dengan lisensi di bawah Creative Commons Attribution License yang mengizinkan orang lain untuk berbagi pekerjaan dengan sebuah pernyataan kepenulisan pekerjaan dan penerbitan awal di jurnal ini. Penulis bisa memasukkan ke dalam penyusunan kontraktual tambahan terpisah untuk distribusi non ekslusif versi kaya terbitan jurnal (contoh: mempostingnya ke repositori institusional atau menerbitkannya dalam sebuah buku), dengan pengakuan penerbitan awalnya di jurnal ini. Penulis tidak diizinkan untuk mem-posting karya mereka secara online (contoh: di repositori institusional atau di website mereka) sebelum dan selama proses penyerahan, karena dapat mengarahkan ke otoplagiat.kalamatika@uhamka.ac.id (Krisna Satrio Perbowo)krisna_satrio@uhamka.ac.id (Krisna)Rab, 31 Okt 2018 15:37:49 +0700OJS 2.4.7.1http://blogs.law.harvard.edu/tech/rss60PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/46
This article discusses about what conceptual understanding is in learning of mathematics and how conceptual understanding could be developed in a student’s thinking. As we know, generally, at least there are two types of learning that we have already experienced until right now, they are rote learning and meaningful learning, where each type has itself characteristic different from each other. The fundamental difference between the two types of learning is that rote learning emphasizes on memorizing structurally meanwhile meaningful learning focusing on understanding concepts learned. Therefore, teachers should carefully consider suitable strategies of teaching before deciding which types of learning could be developed in students’ thinking, and teachers need to pay attention to the effectiveness of teaching and learning in order to help students achieving a conceptual understanding.Budi Mulyono, Hapizah Hapizah
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/46Rab, 31 Okt 2018 15:36:39 +0700PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DALAM MENDUKUNG KEMAMPUAN ABAD 21
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/137
The abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good.Isna Rafianti, Nurul Anriani, Khairida Iskandar
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/137Rab, 31 Okt 2018 15:36:46 +0700KORELASI MODEL GROUP INVESTIGATION DENGAN KEMAMPUAN BERPIKIR KREATIF DAN KEMAMPUAN PEMECAHAN MASALAH
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/167
The purpose of this research is to know the relationship of Group Investigation model with creative thinking ability and problem solving ability. Model Group Investigation is a group-based learning model where students are given opportunities to discuss, think critically, and be responsible for the learning. The research method used is experimental method, with sampling technique used is Purposive Sample. The instrument used in this research is the observation sheet of student activity, the question of creative thinking ability and the problem solving test problem. The test used is Pearson Product Moment correlation test, ANOVA Factorial test, and uji t. The results of this study are: (1) student activity in learning mathematics by using Group Investigation model overall percentage reaches 65,6% and included in good category; (2) there is correlation of Group Investigation model with creative thinking ability; (3) there is correlation of Group Investigation model with problem solving ability; (4) there is a correlation of Group Investigation model with creative thinking ability and problem-solving ability; (5) there is difference of average ability of creative thinking and problem solving ability between experiment class student and control class student, with mean value of experiment class is 76,60 whereas mean value of control class is 68,57.Umar Soleh, Ferry Ferdianto, Setiyani Setiyani
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/167Rab, 31 Okt 2018 15:36:53 +0700MODEL PEMBELAJARAN MATEMATIKA KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MATEMATIS SISWA SMP
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/168
Mathematical conceptual understanding is a provision in solving problems and finding other concepts. Therefore, this research should be conducted to determine the mathematical learning model that can enhance these capabilities. The main objective is to investigate and describe the achievement as well as an increase in the mathematical ability of conceptual understanding both got teaching Knisley mathematics learning model and direct learning model. The method used mixed method (mixed methods) with the incorporation of quantitative and qualitative models. The study design used concurrent embedded design. The population in this research is class VIII SMP with sample class VIII A and B. Class selected as sample using purposive sampling technique. Quantitative data analysis in this study using the samples Independent-T test and Mann-Whitney. Results of descriptive statistical analysis showed the experimental class =0.83, =14.92 and =0.58. And a control class shows = 0.89, = =10.27 and =0.39. Based on the test results of the samples Independent-T test to determine achievement and test scores N-gain KPKM each student obtained the data with sig (one-tailed) and =0.05 is 0.000. Because of sig < 0.05 then rejected that hypothesis is accepted. Thus, the research concludes that the attainment and improved conceptual understanding of mathematical ability of students who get teaching mathematics learning model Knisley better than who received direct instruction.Wieka Septiyana, Heni Pujiastuti
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/168Rab, 31 Okt 2018 15:36:59 +0700PROFIL PEMAHAMAN KONSEP TEOREMA PITAGORAS SISWA BERDASARKAN PERBEDAAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/174
This research is a descriptive qualitative approach which aims to describe profile of understanding of pythagoras theorem concept of students based on the difference of field independent and dependent cognitive style. The subjects of this study are 9th grade students of junior secondary school. Subject determination is done using GEFT instrument and mathematics teacher’s consultation, then continued by giving concept comprehension test on Pythagorean theorem material and interview. Checking the validity of data is done by time’s triangulation. The results showed that student: 1) states the meaning of Pythagoras's theorem given in his own language by noting Pythagorean theorem’s definition; 2) when using the concepts of Pythagoras theorem, students use triangle images as representations to facilitate an interpretation of given sides position. Then the students find the unknown values and use Pythagoras theorem to solve the problem; 3) using the necessary condition or sufficient condition of a concept to determine the area of a triangle using Pythagorean theorem by finding a side. While, the results for field independent cognitive style are student: 1) expresses the meaning of Pythagoras theorem by using their own language and mentioning the symbols; 2) using the concepts of Pythagorean theorem to solve the problem given by using multiplication operations to determine one of unknown sides. Then, student use pythagoras theorem to find the answer of the given problem; 3) using the necessary conditions or sufficient terms a concept of Pythagoras theorem by stating that it must be known two sides or not.Nurafni Nurafni, Asih Miatun, Hikmatul Khusna
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/174Rab, 31 Okt 2018 15:37:08 +0700PENGARUH KECERDASAN LOGIS-MATEMATIS DAN KECERDASAN MUSIKAL TERHADAP HIGHER ORDER THINKING SKILLS (HOTS)
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/175
The aim of this study is to test the hypothesis about the influence of logical-mathematical intelligence to higher order thinking skills. The method that used in this research is survey method. This research using descriptive analysis and data requirement test (normality test, regression linearity test, and multicollinearity test), followed by hypothesis testing using correlation and multiple regression. The samples of research are taken from an affordable population by removing data outliers. The number of samples after the data outliers were eliminated were 99 students SMPN 6 Bekasi VIII grader. Instruments that used is a multiple choice test sheet to measure logical-mathematical intelligence, straight observation sheet to measure musical intelligence, and test sheet problem essay to measure higher order thinking skills. The results of hypothesis testing were obtained by following conclusions: 1) There is a positive influence that significant in logical-mathematical intelligence and musical intelligence to higher order thinking skills. 2) There is a positive influence that significant in logical-mathematical intelligence to higher order thinking skills. 3) There is no positive influence that significant in musical intelligence to higher order thinking skills.Leonard Leonard, Nanda Novi Linda
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/175Rab, 31 Okt 2018 15:37:16 +0700PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS PREZI PADA MATAKULIAH ANALISIS VEKTOR
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/180
Undergraduate students have difficulties in understanding abstract concept of Vector Analysis and need visualization to support learning. Prezi-based instructional media developed by consider visual principle that support Vector Analysis learning. This study aims to describe Prezi-based instructional media development and produce Prezi-based instructional media that is suitable for learning. Development refers to ASSURE development model (Analyze learners, State objectives, Select methods, media and materials, Utilize media and materials, Require learners’ participation, and Evaluate and revise). The research instrument consisted of expert assessment sheets, test questions and student response questionnaires. Instructional media is feasible to be used satisfy aspects of validity and effectiveness. Assessment of the validity aspect based on the experts’ judgment that is on a valid criterion. While the assessment of effectiveness aspects based on test results are on quite good criteria and questionnaire responses of undergraduate students are on excellent criteria. Learning media consists of menu sections and content sections. The menu section consists of an overview of the material that will be presented in the media. The content section consists of material that can be zoomed in and zoomed out according to needs and learning videos to visualize the concept of Vector Analysis.Dian Fitri Argarini, Yunis Sulistyorini
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/180Rab, 31 Okt 2018 15:37:21 +0700KEMAMPUAN ANALOGI MATEMATIS MAHASISWA PADA MATA KULIAH KALKULUS DIFFERENSIAL
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/182
This research aims to describe the students capability in mathematics analogy at the subject of differential calculus. The technique in taking the sample uses “purposive sampling technique”. It takes three students from each category, they are low, medium, and high. From the low category must of students haven’t understood get the concept used the solve the problem, not only the problem of the source but also the problem of target. For the medium category most of the students have understood the concept, and the similiar concept used, but they dont’t have the cabability to apply in solving the problem. Whereas for the high category most of the students have understood the similiar concept, the concept that is used and have capability to apply it to solve the problem of the source and target.Gunawan Gunawan, Fitrianto Eko Subekti
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-sa/4.0
http://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/182Rab, 31 Okt 2018 15:37:26 +0700