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PROYEKSI DATA MURID SMP MELALUI PENDEKATAN TEORI SISTEM MATEMATIKA DI PUSAT STATISTIK PENDIDIKAN, BALITBANG, DEPDIKNAS Pramudya, Ikrar
Widyariset Vol 12, No 3 (2009): Widyariset
Publisher : LIPI-Press

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Abstract

This study discusses the application of the mathematical system theory in projection of data, especially educational data. This study is done by doing discussion of relevant theory and the appropriate mathematical system models. The result of the study is the existence of mathematical system model fitting in with requirement of projection of data and projection technique for n variable done simultaneously. Excess from projection of data with this approach is a consistent result of calculation and measurable error ofp rojection.   
STUDENTS’ ABILITY WITH GUARDIAN PERSONALITY TYPE TO PRESENT MATHEMATICAL STATEMENTS IN GRAPHS AT CARTESIAN COORDINATE SYSTEM Dwiningrum, Sayekti; Mardiyana, Mardiyana; Pramudya, Ikrar
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

Reasoning ability is needed by students to understand mathematical concepts. In fact, a lot of students tend to be passive in reasoning. The characteristic of such students will affect their success in learning. One of the important indicators to figure out students’ mathematical reasoning ability is presenting mathematical statements in graphs, and one of students’ characteristics that should be noted by teacher is their personality. According to Keirsey, there are four types of personality. One of the four personality types is guardian. This research is a descriptive qualitative where the subjects are two students with guardian personality; a male and a female students. Both subjects are eighth grade students of junior high school 2 Ngemplak Boyolali who have received straight line equation concept. Students’ ability to present mathematical statements in graphs is explored by interviews based on the outcome of a written test and then analyzed by descriptive qualitative method. The data analysis of the written test and interview conclude that guardian students were able to present mathematics concept in graphs; students were able to draw a straight line at cartesian coordinate system. But, students were only able to draw the line if the points of the coordinate are given in a complete manner. Students were not able to draw the line if they were given only one point and one gradient aid instrument. Students realized that to draw a straight line is needed two points but they were unable to find another point referred to. In conclusion, detailed instructions were needed by guardian students to present mathematical statements in the graphs at cartesian coordinate system. Keywords: Straight Line Equation, Graph, Guardian Personality Type
THE EFFECTIVENESS OF TPS MIND MAPPING STRATEGY AND TTW MIND MAPPING STRATEGY IN STRAIGHT LINE EQUATION MATERIAL VIEWED FROM LOGICAL MATHEMATICS INTELLIGENCE Hardiyanti, Arif; Mardiyana, Mardiyana; Pramudya, Ikrar
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

The purpose of this study was to find out:  (1) Which is more effective, TPS Mind Mapping (TPS MM) strategy or Think Talk Write Mind Mapping strategy (TTW MM), (2) Which category of logical mathematic intelligence that can provide better mathematics achievement, (3) In each of the model, which in the categories of logical mathematical intelligence that can provide learning achievement better mathematics learning, logical mathematical intelligence is high, medium or low,(4) In each category of the logical mathematic intelligence ( high, medium,and low ), which is more effective between TPS Mind Mapping strategy and TTW Mind Mapping strategy. This type of research is a quasi experimental with 2×3 factoriall design. The Pupulation on the research is all eighth grade of students  junior high schools in Sukoharjo regency in the academic years of 2016/2017. The sample was conducted by using stratified cluster random sampling. The study concluded: (1) TPS Mind Mapping strategy was as effective as TTW Mind Mapping strategy, (2) the students’ learning achievement with high logical mathematic inteligence is better than students achievement with  mediumm or low logical mathematic intelligence, while the students’ learning achievement with medium logical mathematic intelligence was better than students’ achievement with low logical mathematic intelligence, (3) in each of the model, the students’ with high logical mathematic inteligence has better than students with medium and low logical mathematic inteligence, and students with logical mathematics intelligence had an equal achievement with low logical mathematic intelligence, (4)on each of category the logical mathematic intelligence, TPS Mind Mapping strategy provides similar outcome with TTW Mind Mapping strategy.Keywords: Think Talk Write, Think Pair Share, Mind Mapping, Logical Mathematic Intelligence
THE CONTRIBUTION OF READING COMPREHENSION SKILL TO MATHEMATICS PROBLEM SOLVING STUDENTS OF 11th GRADE HIGH SCHOOLMTA SURAKARTA IN LINEAR PROGRAM MATERIAL Dwi Sanhadi, Kusnul Chotimah; Mardiyana, Mardiyana; Pramudya, Ikrar
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This study aims to determine the contribution of reading comprehension skill of students to their mathematics learning outcomes in problem solving linear program material for XI SMA MTA Surakarta academic year 2016/2017. In this study, the ability to understand the reading () serves as the independent variable and the results of students mathematics learning () as the dependent variable. The population in this study were all students of class XI SMA MTA Surakarta academic year 2016/2017 and the obtained sample were 200 students. Based on descriptive analysis, it is obtained an average score of reading comprehension skill is 62.5142, and for mathematics learning outcomes is 46.5075. Based on the results obtained by analysis of linear regression, it is obtained the alleged regression model obtained means or can be used to predict the results of students’ mathematics learning. From the regression equation estimators obtained, a regression coefficient of 0.706 states that any change in the reading comprehension skill by 1 unit will improve mathematics achievement of 0.706 units. Therefore, it can be concluded that there are significant ability to understand the reading of the results of learning mathematics in solving linear program material positively. Keywords: Mathematics Problem Solving, Reading Comprehension Skill
THE EFFECT OF COOPERATIVE LEARNING TEAM ASSISTED INDIVIDUALIZATION WITH SAVI APPROACH TO THE STUDENTS’ MATHEMATICS ACHIEVEMENT VIEWED FROM THEIR LEARNING STYLE Gusantika, Putri Sintia; Mardiyana, Mardiyana; Pramudya, Ikrar
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This research aims to determine the effect of teaching strategy to learning approach, mathematics learning style and the interaction between them to the students’ mathematics achievement. This research design was a quasi-experimental research with a 2x3 factorial design. The population of this research is all students of eleventh grade students of private vocational school in Grobogan academic year 2016/2017. Sampling was done by stratified cluster random sampling. Data were analyzed using two-way analysis of variance with different cells. Based on the research results, it was obtained that: (1) the students’ mathematics achievement who were taught by TAI learning model with SAVI approach better than direct instructional model, (2) the mathematics achievement of students with auditory learning styles were better than those with visual and kinesthetic learning style, whereas mathematics achievement of students with visual learning style were similar to those with kinesthetic. (3)  in the visual and auditory learning styles, the students who were taught by using TAI with SAVI and direct instructional model had the same mathematical achievements, meanwhile for the students with kinesthetic learning style who were taught by using TAI with SAVI had better achievement than those who were taught by direct instructional model. (4) on TAI model with SAVI, students with all kinds of learning style had the similar mathematical achievement, while in direct instructional model, students with auditory learning style had better achievement than those with kinesthetic learning style. At each teaching strategy, the students with visual, auditorial or kinesthetic learning style had the same mathematical achievement. Keywords: TAI SAVI, VAK Learning Style, Mathematics Achievement
THE DEVELOPMENT OF TSTS TEACHING STRATEGY WITH OUTDOOR LEARNING METHOD IN SYSTEM OF LINEAR EQUATION AND INEQUALITY MATERIAL Kustiyati, Nurul; Mardiyana, Mardiyana; Pramudya, Ikrar
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This study began with developing a learning model which aims to produce a valid instructional model for teaching system of linear equations and inequalities. The results of the development is the combination of Two Stay Two Stray (TSTS) teaching strategy with outdoor learning method. The subject of the development of this model is the tenth grade science students of SMA N 1 Mojolaban. To test the effectiveness of this teaching strategy, the researcher conducted an experiment study with a 3x3 factorial design. The populations of this study was all students of tenth grade students of SMA in Sukoharjo district. The sample in this study was 338 students carried out by stratified cluster random sampling. The results of the study concluded that: (1) The results of the development in the form of combination between TSTS teaching strategy with learning methods or with several activities and games (2) TSTS teaching strategy combined with outdoor learning provided better achievement than the direct instructional method, yet it provided the same performance with TSTS teaching strategy. (3) Students with high emotional intelligence provide better learning achievement than students with moderate and low emotional intelligence, while the students with moderate emotional intelligence provided similar achievement with those who had low emotional intelligence (4) At each level of students’ emotional intelligence, TSTS teaching strategy combined with Outdoor learning provided better learning achievement than TSTS teaching strategy and direct instructional method, while TSTS teaching strategy provided better learning achievement than direct instructional model (5) At each learning model, students with high emotional intelligence provided better learning achievement than students with medium and low emotional intelligence, while students with medium emotional intelligence provided better learning achievement than students with low emotional intelligence.Keywords: Development, TSTS, Outdoor Learning
PENCERMINAN PADA DIMENSI TIGA Kuncoro, Anggit Dwi; Pramudya, Ikrar
Journal of Mathematics and Mathematics Education Vol 8, No 2 (2018): JOURNAL OF MATHEMATICS AND MATHEMATICS EDUCATION
Publisher : Universitas Sebelas Maret

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Abstract

Abstract: The concept of reflection in three-dimensional is almost the same as the concept of reflection in the two-dimensional. However, the mirror in three-dimensional is in the form of flat plane.  Reflection in three-dimensional is a function that maps each point in such a way to meet the following requirements: distance between the prapeta point and the mirror is the distance between the mirror to the mapping result, the line connecting prapeta point with the mapping must be perpendicular to the mirror, and the structure and its reflection must be congruent. To get the reflection function, it can be carried out analytically. First, take flat plane as a mirror and the point that will be reflected in three-dimensional. A straight line is made through that point and it is perpendicular to the mirror, so the breakpoint can be determined. By utilizing shifts in three-dimensional, translucent point can be shifted in line with vector where is the point and is the starting point. So, the point as the result of mirroring can be obtained. The results of this study reveal that: mirroring in three-dimensional is a transformation because its function is a bijective. Reflection is involution which means that the results of twice multiplications are identity. Mirroring is not commutative. The result of twice parallel reflection composition can be called as reflection. The result of n multiplication of mirroring composition parallel to the coordinate and there is a distance is called as reflection.Keywords:Involution, Composition, Transformation.
The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence Afthina, Himmatul; Mardiyana, Mardiyana; Pramudya, Ikrar
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2017): International Conference on Science and Applied Science 2017
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v2i1.16706

Abstract

The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.
Effectiveness of Jigsaw-Flash Learning Model in Geometry Material Pakhrurrozi, Imam; Sujadi, Imam; Pramudya, Ikrar
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2017): International Conference on Science and Applied Science 2017
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v2i1.16708

Abstract

This study aims to determine and describe the effectiveness of the use of jigsaw-flash learning model on geometry material. The jigsaw-flash learning model is a jigsaw learning model which is modified with adobe flash media. The research method used is mix method research with exploratory sequential strategy. This research was conducted in state junior high schools in Surakarta. Subjects in this study were the students of class VIII namely class VIII-2 as an experimental class and class VIII-3 as a control class selected by random sampling technique. The experimental class was taught with a jigsaw-flash learning model and the control class was taught with a jigsaw model. The procedures performed in this study include qualitative data collection and data analysis followed by quantitative data collection and data analysis. The researcher used interview method for collecting qualitative data. While quantitative data collection was conducted by test and the analysis technique used was t-test. The results of this study indicate that students feel more comfortable and interested in studying geometry material taught by jigsaw-flash model. In addition, students taught using the jigsaw-flash model are more active and motivated than the students who were taught using jigsaw models in studying geometric material. This shows that the use of the jigsaw-flash model can increase student participation and motivation. The results of this study also indicate that the increase in student achievement taught by the jigsaw-flash model which is indicated by t-test result t = 2,259 with df = 38. Based on the results, it can be concluded that jigsaw-flash model is more effective than jigsaw model. Therefore, teachers need to consider the use of jigsaw-flash learning model in learning geometry material.