Asih Miatun, Asih
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING Miatun, Asih; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.297 KB)

Abstract

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.
Pelatihan Pembelajaran Matematika yang Efektif melalui Metode Hypnoteaching Faradillah, Ayu; Hadi, Windia; Miatun, Asih; Khusna, Hikmatul
Jurnal SOLMA Vol 7 No 1 (2018)
Publisher : Uhamka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29405/solma.v7i1.662

Abstract

Proses pembelajaran  matematika di kelas merupakan salah satu  penentu keberhasilan peserta didik. Guru dituntut untuk memberikan inovasi baru dalam proses belajar mengajar, misalnya dalam memilih model, metode atau strategi pembelajaran yang tepat digunakan. Salah satu metode pembelajaran yang bisa digunakan adalah hypnoteaching. Hypnoteaching berasal dari dua kata hypno dan teaching. Hypnoteaching merupakan metode pembelajaran yang kreatif , unik dan imajinatif. Sebeum pelaksanaan pembelajaran peserta didik sudah dikondidikan untuk belajar. Dengan demikian, peeserta didik mengikuti proses belajar dalam kondidi segar dan siap untuk menerima materi pelajaran. Untuk mempersiapkan hal-hal tersebut, tentu guru itu sendiri dituntut untuk stabil baik secara psikis maupun psikologis. Pelatihan metode hypnoteaching ini bertujuan agar guru lebih mengenal apa itu hypnoteaching sehingga guru dapat menerapkannya dalam pembelajaran matematika di kelas. Dari hasil pelaksanaan secara umum pelatihan pembelajaran matematika yang efektif melalui metode Hypnoteaching empat tahap: 1) Matematika itu mudah, 2) Matematika dengan Benda Konkrit Sederhana, 3) Matematika Itu Menyenangkan, 4) Operasi Hitung Matematika, 5) Menjadi Guru Inspiratif Berbasis Hipnosis.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING Miatun, Asih; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.
PROFIL PEMAHAMAN KONSEP TEOREMA PYTHAGORAS SISWA BERDASARKAN PERBEDAAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD Nurafni, Nurafni; Miatun, Asih; Khusna, Hikmatul
KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 2 (2018): KALAMATIKA November 2018
Publisher : FKIP UHAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol3no2.2018pp175-192

Abstract

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.
PENGEMBANGAN BAHAN AJAR MATERI INDUKSI MATEMATIKA DAN TEORI BINOMIAL BERBASIS PEMBUKTIAN Nurafni, Nurafni; Miatun, Asih; Khusna, Hikmatul; Jusra, Hella
KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP UHAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol4no1.2019pp89-108

Abstract

Students' ability in solving argumentation in mathematical induction and binomial theory is still lacking based on the results of the exam, so that evidence-based teaching materials are prepared. This study uses design research methods with the subject from 2nd semester students of the Mathematics Education Study Program. This research is a development research consisting of 6 stages: Identification of needs, Planning, Initial product development, Initial product testing, Product revision, Field trials so as to produce teaching materials. The results of the lecturer and student validation show that the teaching materials are valid and feasible to use with an average score of 45 and 45,9333. While the test of the effectiveness of teaching materials used using the t-test obtained results that ttest> ttable, 5.83 > 2.11 which means there is an increase in the average value of students before and after using teaching materials. With the increase in value, it indicates that the instructional materials prepared are effectively used.
PELATIHAN PEMBELAJARAN MATEMATIKA YANG EFEKTIF MELALUI METODE HYPNOTEACHING: - Faradillah, Ayu; Hadi, Windia; Miatun, Asih; Khusna, Hikmatul
Jurnal SOLMA Vol. 7 No. 1 (2018)
Publisher : LPPM Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29405/solma.v7i1.662

Abstract

Proses pembelajaran  matematika di kelas merupakan salah satu  penentu keberhasilan peserta didik. Guru dituntut untuk memberikan inovasi baru dalam proses belajar mengajar, misalnya dalam memilih model, metode atau strategi pembelajaran yang tepat digunakan. Salah satu metode pembelajaran yang bisa digunakan adalah hypnoteaching. Hypnoteaching berasal dari dua kata hypno dan teaching. Hypnoteaching merupakan metode pembelajaran yang kreatif , unik dan imajinatif. Sebeum pelaksanaan pembelajaran peserta didik sudah dikondidikan untuk belajar. Dengan demikian, peeserta didik mengikuti proses belajar dalam kondidi segar dan siap untuk menerima materi pelajaran. Untuk mempersiapkan hal-hal tersebut, tentu guru itu sendiri dituntut untuk stabil baik secara psikis maupun psikologis. Pelatihan metode hypnoteaching ini bertujuan agar guru lebih mengenal apa itu hypnoteaching sehingga guru dapat menerapkannya dalam pembelajaran matematika di kelas. Dari hasil pelaksanaan secara umum pelatihan pembelajaran matematika yang efektif melalui metode Hypnoteaching empat tahap: 1) Matematika itu mudah, 2) Matematika dengan Benda Konkrit Sederhana, 3) Matematika Itu Menyenangkan, 4) Operasi Hitung Matematika, 5) Menjadi Guru Inspiratif Berbasis Hipnosis.
PROFIL KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI GAYA KOGNITIF REFLECTIVE DAN IMPULSIVE Miatun, Asih; Nurafni, Nurafni
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26094

Abstract

Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kreatif matematis mahasiswa calon guru dalam menyelesaikan masalah open-ended ditinjau dari gaya kognitif reflective dan impulsive. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa calon guru pada Program Studi Pendidikan matematika, Universitas Muhammadiyah Prof. DR. HAMKA yang diambil menggunakan teknik purposive sampling. Validasi data menggunakan teknik triangulasi waktu. Data dianalisis menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi, (2) penyajian data; dan (3) penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dari empat indikator kemampuan berpikir kreatif matematis, mahasiswa dengan gaya kognitif reflective mampu memenuhi aspek kelancaran dan keterincian, yaitu menjawab soal dengan lebih lancar, mampu menjelaskan hubungan sebab akibat antar konsep yang digunakan, serta lebih rinci dan runtut dalam menjawab dan menjelaskan jawaban tertulisnya, dibandingkan dengan mahasiswa dengan gaya kognitif impulsive. Indikator aspek keluwesan dan kebaruan masih belum bisa terpenuhi karena mahasiswa dengan gaya kognitif reflective dan impulsive baru mampu menjawab pertanyaan menggunakan satu cara saja dan belum menggunakan strategi baru. Profile of mathematical creative thinking ability viewed from reflective and impulsive cognitive style AbstractThe study aimed to describe mathematical creative thinking ability profiles of prospective students in solving open-ended problems in terms of reflective and impulsive cognitive styles. The research classified as a qualitative descriptive study. The subjects of this study were prospective students of the Mathematics Education Department, Universitas Muhammadiyah Prof. DR. HAMKA and selected using a purposive sampling technique. For data validation, we used time triangulation techniques. Data were analyzed using the constant comparison method with steps (1) data reduction and categorization; (2) data presentation; and (3) conclusions and verification. The results showed that from the four indicators of mathematical creative thinking, students with reflective cognitive style were able to fulfill fluency and detail aspects in answering questions, explain causal relationships between concepts used, and more detail in written answers, compared to students with impulsive cognitive style. The indicators of flexibility and originality aspects of both students with the reflective and impulsive cognitive style are still cannot be fulfilled because they only answer questions using one method without using a new strategy.