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Results in Journal Al-Jabar : Jurnal Pendidikan Matematika: 88

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Rafika Septiany, Berlian Setiawaty, I Gusti Putu Purnaba
Al-Jabar : Jurnal Pendidikan Matematika, Volume 11, pp 179-190; doi:10.24042/ajpm.v11i1.6599

Abstract:
Based on Law Number 24 of 2011, a state program was established to provide social protection and welfare for everyone, one of which is health insurance by the Social Insurance Administration Organization (BPJS). In its implementation, several important evaluations are needed. One that requires accurate evaluation is claim frequency and claim severity in determining premiums and reserved funds. This thesis provides one form of a method for selecting the distribution of claim frequency and claim severity. The data used in this study was taken from BPJS Health in the City of Tangerang in 2017. The distribution of opportunities chosen had been adjusted to the participant's claim data and parameter estimated using the Maximum Likelihood Estimation method. The chi-square test was used to check the goodness of fit for claim frequency distributions whereas the Anderson Darling tests were applied to claim severity distributions. The results of the chi-square test and the Anderson-Darling test showed that the model that matched the claim frequency distribution was the Z12M–NBGE distribution while the model that matched the claim severity was lognormal. The Z12M–NBGE distribution and the lognormal formed the aggregate loss distribution using the Monte Carlo method. Furthermore, the simulation results were obtained to the measurement of the Value in Risk (VaR) and Shortfall Expectations (ES). So, the Monte Carlo method is simple to implement the aggregate loss distributions and can easily handle various risks with dependency.
Imam Rofiki , Ahmad Choirul Anam, Putri Eka Sari, Wahyu Henky Irawan, Ika Santia
Al-Jabar : Jurnal Pendidikan Matematika, Volume 11, pp 133-144; doi:10.24042/ajpm.v11i1.5946

Abstract:
Understanding of cube and cuboid concepts is one of the essential goals of solid geometry learning. Most studies of students’ understanding of these concepts have posited a gap between the students’ surface area and volume conceptions of its and students’ understanding. The study aims to describe the students’ mental constructions in APOS (Action, Process, Object, and Schema) theory framework. This study used analysis of students as subject to three junior high school students who have differences in mathematical abilities with a qualitative approach. Data were collected by the task sheet and interview. The result of this study evidences that subject who has high mathematical ability could solve problems about cube and cuboid concepts correctly in the action stage. In the process and object stage, subject could provide detailed explanations of how steps to assess the surface area and volume of cube and cuboid. She compared two shapes with different sizes of cube and cuboid. In the schema stage, she made systematic understanding related to the concepts of surface area and volume of cube and cuboid. The subject who has medium mathematical ability explained her mental construction in action and process stage well, despite the error in the process stage. Next stage, she had compared two different shapes of cube and cuboid to found their ratio. The last stage, she had not completed her explanation. The subject has low mathematical ability could solve the problems about cube and cuboid concepts. At the process, object, and schema stage, she had not completed its indicators to show cube and cuboid concepts.
Windia Hadi , Ayu Faradillah
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 327-337; doi:10.24042/ajpm.v10i2.5331

Abstract:
This research is a preliminary study that aims to describe the algebraic thinking process of prospective mathematics teachers. This research is a qualitative descriptive study. Subjects were grouped into two categories based on high and low achievement motivation. Data is obtained based on the results of tests conducted in the algebra process. Research subjects (S1) and (S2) with high achievement motivation and subjects (S3) and (S4) with low achievement motivation using different algebraic thought processes. Subjects (S1) are able in the process of thinking algebra until crashing indicators assess understanding with understanding of the concept wrong in solving Higher Order Thinking Skills (HOTS) problems, whereas, (S2) the process of thinking algebra is only capable of chunking information (pieces of information), (S3) able in the process of thinking algebra until indicators of change with wrong answers, and the subject (S4) is able in the process of thinking algebra only until chunking information (pieces of information). Factors that cause subjects S1, S2, S3, and S4 are still unable to solve HOTS questions in algebraic thinking processes are questions of knowledge on HOTS material and difficulty understanding concepts in working on algebra need special handling in improving understanding of concepts in algebra.
Munifah Munifah , Annisa Nurhuda Romadhona, Ilma Ridhona, Rahmi Ramadhani, Rofiqul Umam, Hasan Said Tortop
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 223-232; doi:10.24042/ajpm.v10i2.5325

Abstract:
Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble
Kowiyah Kowiyah, Ima Mulyawati, Khoerul Umam
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 201-210; doi:10.24042/ajpm.v10i2.4605

Abstract:
Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables.
Dimas Abdi Haidar , Fajar Surya Hutama, Sunardi Sunardi
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 271-284; doi:10.24042/ajpm.v10i2.4702

Abstract:
This research aims to know the conformity of presentation based on Bruner’s theory on fourth-grade mathematics textbook. This is qualitative research. The object of research is the material presentation of a fourth-grade mathematics textbook. Based on the analysis of theorem of presentation by Bruner, the facets chapter obtains a percentage of 56% which belongs to the appropriate category. The circumference and width chapter obtains a percentage of 92% which belongs to the appropriate category. The line connection chapter obtains a percentage of 50% which belongs to the appropriate category. The angle measuring chapter obtains a percentage of 56% which belongs to the appropriate category. The overall percentage of the geometry textbook is 64% which belongs to the appropriate category. The percentage of enactive aspects implemented in the presentation of geometry in mathematics textbook is 28%., the percentage of iconic aspects implemented in the presentation of geometry in mathematics textbook is 73%, and the percentage of the symbolic aspect is 56%.
Vigih Hery Kristanto , Resty Rahajeng
Al-Jabar : Jurnal Pendidikan Matematika, Volume 8, pp 111-120; doi:10.24042/ajpm.v8i2.1580

Abstract:
The purpose of this research is to know the validity of Lesson Plan based on multiple intelligences for learning mathematics in junior high school students. This research is a simple research with qualitative type. The validity of Lesson Plan is seen through two aspects, namely the linguistic aspect and the substance (content) aspect. Thus, the instrument used in this research is the Linguistic Aspects Validation Guidance and the Substance Validation Guidelines (contents) Guidance. Validation is done by two validators Lingusitic expert field and Mathematics expert field. The results showed that the validity of linguistic aspects of 3.35 and the validity of the substance (content) of 3.82, so it can be concluded Lesson Plan based multiple intelligences for learning mathematics in junior high school students who have been compiled valid based on the language aspect. In addition, Lesson Plan based multiple intelligences for learning mathematics in junior high school students who have been compiled valid based on aspects of substance (content).
Septiana Wijayanti, Joko Sungkono
Al-Jabar : Jurnal Pendidikan Matematika, Volume 8, pp 101-110; doi:10.24042/ajpm.v8i2.1941

Abstract:
This study aims to develop the valid, practical, and effective teaching instruments by using Creative Problem Solving (CPS) learning model with Somatic, Auditory, Visualization, and Intellectually (SAVI) based. This method of this study is R&D (Research and Development) which uses 4 D (Define, Design, Develop, and Development) learning model from Thiagarajan. But, this phase of the study is not spreading the developing result of the teaching instrument yet. The data collection techniques are teacher and students’ need questionnaire, observation sheet, interview, validation sheet, teacher and students’ response questionnaire, and the result test. This study produces learning instruments such as lesson plan (RPP), learning module, and students’ worksheet (LKS). The result of this study shows that 1) learning instruments by using CPS learning model with SAVI based such as lesson plan, learning module, and student’s worksheet includes in good category based on the expert judgement generally, 2) students and teacher’s response toward the learning by using CPS learning model with SAVI based show that they are interested in learning process, new learning model which is not used before, and they are also interested in the student’s worksheet and learning module, and 3) CPS learning model with SAVI based is effective to use in learning distance in space. From this result of the study, it can be concluded that the developed learning instrument is valid, practical, and effective.
Rahayu Malini Pradyumnati, Idris Harta
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 67-77; doi:10.24042/ajpm.v10i1.3736

Abstract:
This study aims to produce a mathematics enrichment book to facilitate problem-solving ability based on the aspects of validity, practicality, and effectiveness. The research method used is research and development using the ADDIE model which includes the analysis, design, development, implementation, and evaluation stages. The research instruments used consisted of validation sheets, practicality assessment sheets, and test questions for mathematical problem-solving abilities. Validity and practicality data analysis was carried out by converting the total score of quantitative data obtained into five-scale qualitative data. Effectiveness of data analysis is done by determining the percentage of the number of accomplished students and the average test scores of mathematical problem-solving ability. The result of the research is a valid, practical, and effective mathematics enrichment book to facilitate problem-solving ability. The mathematics enrichment book developed has met validity criteria based on the validators’ assessment with the average score in the high category, fulfills the practicality criteria based on the teachers’ assessment with the excellent category, and meets the effective criteria based on the results of the mathematical problem-solving ability with the percentage of students accomplishment of 79.5% and the average score of the test results of 79.
Indhira Asih Vivi Yandari, Supartini Supartini, Aan Subhan Pamungkas , Etika Khaerunnisa
Al-Jabar : Jurnal Pendidikan Matematika, Volume 10, pp 47-57; doi:10.24042/ajpm.v10i1.4018

Abstract:
The research aims to describe the role of habits of minds on the student’s mathematical problem solving skills. Habits of mind studied are persisting, metacognition, thinking flexibly, and applying past knowledge to a new situation. The method used in this research is quantitative correlational. Samples were taken as much as 49 fifth grade students at SDN Walantaka 1. Data collection techniques using HOM scale and essay tests. Based on data analysis results obtained average habits of mind score of 68.26 including into medium category and problem solving skills of 53.68 in low category. The results of the regression test on a significant level of α = 0.05 obtained a conclusion that there is a significant influence between habits of mind on the mathematical problem solving, with a contribution of 67.40%. Based on the findings, the habits of mind plays an important role in problem solving and teachers should be able to develop that aspect.
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