PROSIDING. SEMINAR NASIONAL Human Investment dan Peningkatan Mutu Pembelajaran Matematika. Sabtu, 5 November 2016 ISBN

(1)

ISBN 978-602-73716-2-1

SEMINAR NASIONAL

Human Investment dan Peningkatan Mutu

Pembelajaran Matematika

Sabtu, 5 November 2016

PROSIDING

PROGRAM STUDI PENDIDIKAN MATEMATIKA

FAKULTAS KEGURUAN & ILMU PENDIDIKAN

UNIVERSITAS SYIAH KUALA

DARUSSALAM, BANDA ACEH

(2)

________________________________Seminar Nasional Pendidikan Matematika Tema : Human Inverstment dan Peningkatan Mutu Pembelajaran Matematika

ii

PROSIDING

SEMINAR NASIONAL

TEMA:

HUMAN INVESTMENT DAN PENINGKATAN

MUTU PEMBELAJARAN MATEMATIKA

PROGRAM STUDI PENDIDIKAN MATEMATIKA

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SYIAH KUALA

(3)

iii EDITOR

Dr. M. Ikhsan, M.Pd. Dr. Rahmah Johar, M.Pd.

Dr. Cut Morina Zubainur, S.Pd., M.Pd. Cut Khairunnisak, S.Pd., M.Si.

Juanda Kelana Putra, S.Pd., M.Sc

PENATA LETAK

Dra. Suryawati, M.Pd. Dra. Bintang Zaura, M.Pd.

DESAIN COVER Iwannitona, S.Pd.

TEBAL BUKU 298 + x

PENERBIT

Program Studi Pendidikan Matematika FKIP Unsyiah

Darussalam – Banda Aceh

Laman: http://matematika.fkip.unsyiah.ac.id/

(4)

iv

LAPORAN KETUA PANITIA

Assalamu’alaikum Wr. Wb.

Dengan mengucapkan Bismillahhirahmahnirrahim, puji dan syukur kepada Allah S.W.T, karena hanya atas ridha-Nya kegiatan “Seminar Nasional Pendidikan” sesuai dengan waktu yang direncanakan. Seminar ini akan menjadi kegiatan rutin dimasa yang akan datang (setiap tahun) di FKIP Unsyiah.

Seminar Nasional Pendidikan Matematika ini berlangsung di Auditoruim FKIP Unsyiah lantai 3 Darussalam Banda Aceh pada tanggal 5 November 2016, diselenggarakan dengan dana BOPT. Tema Seminar Nasional Pendidikan adalah “Human Investment dan Peningkatan Mutu Pembelajaran Matematika”. Dalam acara seminar tersebut panitia menghadirkan keynote speaker dari Universitas Muhamadiyah Sumatera Utara (UMSU) yaitu Bapak Dr. Zainal Azis, MM, M.Si. (Dosen Matematika).

Pada kesempatan yang baik ini juga, kami sampaikan terima kasih yang sebesar-besarnya kepada Dekan FKIP Unsyiah, tamu undangan, Ketua Program Studi Pendidikan Matematika, alumni pendidikan matematika dan seluruh peserta seminar, atas segala partisipasi dan bantuannya. Rasa bangga dan terimakasih juga kami sampaikan kepada seluruh anggota panitia yang telah bekerja keras, bahu membahu untuk menyukseskan acara ini. Akhirnya kami mengucapkan selamat mengikuti seluruh rangkaian seminar, semoga bermanfaat.

Penanggungjawab Seminar Ketua Pelaksana

Ttd Ttd

(5)

v

SAMBUTAN KETUA PROGRAM STUDI PENDIDIKAN MATEMATIKA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SYIAH KUALA DARUSSALAM, BANDA ACEH

Assalamu’alaikum Wr. Wb.

Yang paling utama marilah kita panjatkan puji dan syukur kehadirat Allah SWT, karena atas berkat dan rahmat-Nya kita dapat bertemu di forum "Seminar Nasional Pendidikan Matematika" dalam kondisi sehat jiwa dan raga. Tema seminar ini adalah “Human Investment dan Peningkatan Mutu Pembelajaran Matematika”. Tema tersebut sangatlah urgen dan up to date saat ini dalam rangka meningkatkan kualitas pendidikan, khususnya di Provinsi Aceh dan umumnya di Indonesia.

Saya selaku Ketua Program Studi begitu gembira melihat kerja keras para panitia, dan antusias para praktisi matematika, antusias para alumni, antusias peserta mahasiswa dan sarjanawan matematika dari berbagai instansi beserta partisipasi dari himpunan mahasiswa pendidikan matematika yang ikut ambil bagian dalam mensukseskan acara Seminar Nasional Pendidikan Matematika.

Penelitian dan pengembangan yang terkait dengan dunia pendidikan harus terus digalakkan dan dikomunikasikan kepada semua stakeholder. Karenanya, upaya mengundang keynotespeaker, baik dari tingkat lokal dan nasional pun kami tempuh untuk menyemarakkan Seminar Nasional ini.

Pada kesempatan ini saya juga menyampaikan ucapan terimakasih kepada; Rektor Unsyiah yang telah memberikan arahan dan berkenan membuka seminar ini Bapak Dr. Djufri, M.Si. selaku Dekan FKIP Unsyiah, Bapak Dr. Zainal Azis, MM, M.Si. sebagai keynote speaker pada seminar ini. Saya mengucapkan terimakasih dan penghargaan yang setinggi-tingginya kepada penyelenggara dan seluruh panitia yang terlibat dalam merancang kegiatan tersebut, atas upaya kreatif yang cukup mendasar sehingga pelaksanaannya cukup mengesankan. Kepada para Mahasiswa Pendidikan Matematika yang telah ikut hadir, yang nantinya menjadi pengalaman berharga dalam meneliti kehidupan terkait dalam pembelajaran matematika.

Demikianlah sambutan saya, mudah-mudahan Seminar Nasional Pendidikan Matematika ini berjalan dengan baik dan lancar serta memberikan pemikiran-pemikaran segar bagi upaya peningkatan mutu pendidikan di Aceh. Wassalammu’alaikum Wr. Wb.

Ketua Program Studi Matematika FKIP Unsyiah Ttd

(6)

vi

Susunan Kegiatan Seminar Nasional Pendidikan Matematika Unsyiah 5 November 2016

Susunan Acara Sesi Utama

Waktu Kegiatan

08.00 – 08.30 Registrasi

08.30 – 08.35 Pembukaaan oleh MC Aulia Fitri

08.35 – 08.40 Pembacaan Ayat Suci Alquran Yuswan

08.40 – 08.50 Laporan Ketua Panitia Dra. Erni Maidiyah, M.Pd.

08.50 – 09.00 Sambutan Ketua Prodi Matematika Dra. Suryawati, M.Pd.

09.00 – 09.10

Sambutan sekaligus pembukaan SEMNAS 2016 Pendidikan Matematika oleh Dekan FKIP Unsyiah Dr. Djufri, M.Si.

09.10 – 09.20 Puisi

Febri Iswoni Pratama 09.20 – 09.30 Penampilan Kesenian 09.30 – 09.35 Pembacaan Doa

Yuswan

10.00 – 13.00 Seminar Utama oleh Keynote Speaker Dr. Zainal Azis, MM, M.Si.

13.00 – 13.20 Pembagian Sertifikat Peserta Umum

Susunan Acara Sesi Paralel

Waktu Acara Moderator Fasilitas

14.00 – 16.30

RUANG 01 (3.04) Hilda Rahmazani Saiful Akhyar

RUANG 02 (3.05) Cut Rita Zahara Intan Afriaty

RUANG 03 (3.12) Fitra Arif Munandar Rika Aulia Nanda

RUANG 04 (3.13) Aulia Fitri Cut Ayu Mutia

RUANG 05 (3.14) M Fakhruddin Aica Wira Islami

(7)

vii

DAFTAR ISI

LAPORAN KETUA PANITIA ... SAMBUTAN KETUA PRODI PENDIDIKAN MATEMATIKA ... SESI KEGIATAN ... DAFTAR ISI ... iv v vi vii HAL PEMBICARA UTAMA

Human Investment dan Peningkatan Mutu Pembelajaran Matematika

(Zainal Azis) 1

BIDANG PENDIDIKAN MATEMATIKA

PROFIL ESTIMASI SISWA KEMAMPUAN MATEMATIKA SEDANG DALAM MENYELESAIKAN MASALAH BERHITUNG

(Abdul Kadir)

21 PEMBELAJARAN MATERI PROGRAM LINEAR BERBANTUAN SOFTWARE

AUTOGRAPH DI KELAS XI MAN DARUSSALAM

(Annisa Fitri, Mukhlis Hidayat dan Rahmah Johar) 31

MENINGKATKAN KEMAMPUAN BERPIKIR SISWA SMP PADA LEVEL KOGNITIF TINGGI MELALUI MODEL TWO STAY TWO STRAY PADA MATERI BILANGAN BULAT

(Bainuddin Yani S, Bintang Zaura, Putri Anggraini)

38 KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA MATA KULIAH KALKULUS

DEFERENSIAL DI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN [FKIP] UNIVERSITAS SYIAH KUALA

(Bintang Zaura)

48 UPAYA PENINGKATAN RESPON POSITIF MAHASISWA PGSD (LESSON STUDY

PADA MATAKULIAH GEOMETRI)

(Cut Khairunnisak) 58

KEMAMPUAN SPASIAL SISWA PADA MATERI BANGUN RUANG SISI DATAR DI KELAS VIII SMP NEGERI 6 BANDA ACEH.

(Cut Mawaddatawwarahmah, dan Tuti Zubaidah) 68

PENINGKATAN HASIL BELAJAR MATEMATIKA SISWA MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING DI SMAN 4 BANDA ACEH

(Erni Maidiyah, Johan Yunus, dan Dhiyauddin) 78

BUKTI KOMBINATORIK PADA IDENTITAS KOMBINASI

(Idawani, Budiman, Muhklis Hidayat) 88 PEMBELAJARAN SWASA UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIA

SISWA SMA NEGERI 1 BANDA ACEH PADA MATERI PROGRAM LINEAR

(Iklima) 98

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL-SOAL PADA MATERI OPERASI HITUNG BENTUK ALJABAR KELAS VIII7 MTSN RUKOH DARUSSALAM TAHUN 2016

(Imam Muslim, Salasi R, Ellianti)

(8)

viii

THE APLICATION OF PROBLEM POSING AND PROBLEM SOLVINGSKILLS IN HIGH SCHOOL

(Khairul Umam) 120

PENERAPAN MODIFIKASI METODE PLANTET QUESTION PADA MATERI PERSAMAAN LINEAR SATU VARIABEL DI KELAS VII SMP NEGERI 9 BANDA ACEH

(Linuri Hidayati, dan Tuti Zubaidah)

142 HUBUNGAN KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR

MATEMATIKA PADA SISWA KELAS XI SMA NEGERI 4 BANDA ACEH

(Musafir Kumar dan Mukhlisah) 164

ANALISIS KEBUTUHAN DALAM PEMBELAJARAN KALKULUS PEUBAH BANYAK: DASAR PERANCANGAN PROGRAM BLENDED LEARNING

(Muliawan Firdaus) 176

KEMAMPUAN KONEKSI MATEMATIKA SISWA MELALUI MODEL PEMBELAJARAN GENERATIF

(Rafika Listhia, RM. Bambang S, Ellianti) 188

KETUNTASAN HASIL BELAJAR DAN AKTIVITAS SISWA DENGAN PENDEKATAN SAVI MATERI BANGUN RUANG DI KELAS VIII MTsN MODEL KOTA BANDA ACEH

(R.M Bambang S, M.Hasbi, Andry Yuwanda)

200 PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA

MATERI PERSAMAAN GARIS LURUS DI KELAS VIII SMP NEGERI 17 BANDA ACEH TAHUN 2015

(Siti Aisyah, Syahjuzar, Johan Yunus)

212 PELAKSANAAN PEMBELAJARAN BILANGAN DESIMAL DI SEKOLAH DASAR

(Suhartati) 224

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL-SOAL TRIGONOMETRI PADA SISWA KELAS X SMA NEGERI 12 BANDA ACEH

(Budiman, Suryawati, Mursyidah) 236

PENGEMBANGAN LKS MATEMATIKA MENGGUNAKAN STRATEGI PEMECAHAN MASALAH POLYA PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP

(Suryawati, Yuhasriati, Indah Mifta Ferani) 248

MOTIVASI SISWA DALAM PEMBELAJARAN ROTASI MELALUI MODEL PEMBELAJARAN DISCOVERY LEARNING DI KELAS VIII SMP DARUZZAHIDIN

(Tuti Asmiati) 272

PEMBENTUKAN KARAKTER PESERTA DIDIK MELALUI PEMBELAJARAN MATEMATIKA QURANI

(Maida Yanti, Wahyuni)

(9)

THE APLICATION OF PROBLEM POSING AND PROBLEM SOLVINGSKILLS IN HIGH SCHOOL

Khairul Umam

1

1_{Department of mathematic Education, Syiah Kuala University}

Abstract: athematics learning at school not only focus to improve skills of students

for counting, but also to improve the ability of students inproblem solving of mathematics problem or the other problem that use mathematics with contextual ways to solve the problem. The statement above is motivated by improving of mathematics that idea of National Council of Teacher of Mathematics (NCTM) in America at 1989 years that improving Curriculum and Evaluation Standards for School Mathematics,where problem solving and reasoning become the first objectivein mathematics learning program in elementry school.

Background of Study

The first book of Polya is How To Solve It (1945) be a reference about the development of learning problem solving, especially problems in mathematics. According to Polya (in Suherman et al’s book, 200),there are four step to complete the problem solving:(1) understanding the problem, (2) planning problem solving, (3) Implement planning problem solving, and (4) Checking re-settlement.Recent recommendations for the reform in mathematics education suggest the inclusion in instruction of problem posing, of activities in which students generate their own problems in addition to solving pre-formulated problems (Silver & Cai, 1996).

The one of development and the first step of problem solving is problem posing. Problem posing is the formulation of problem relating to the terms, information or situations available on the problem, which was done before, while, or after completion of a problem in order to find other alternative solutions (Silver & Cai, 1996).

(10)

Kar et.al (2010) has conducted a study to examine the relationship between the success of problem posing and problem solving to problems proposed in the series and sequence of topics by 76 prospective teachers from the Department of Basic Mathematics in Erzurum Ataturk University, Turkey.

Tools to collect data that problem posing test and problem solving tests, which consisted of items that include symbols or images and then displayed back in the form of series and sequence patterns.Prospective teachers were asked to pose three different problems which included models in each open-ended item of problem posing tests. Each one of problem posing-solving tests was composed of three items. Furthermore, each item in the problem solving test had two choices. Each item in the problem solving test included patterns in problem posing test.Dependent t-test and correlation analysis were used for investigating the relation between problem posing and problem solving skills; descriptive statistical techniques were used for analysis of problem solving success according to the number of problem posing with problem extensions.

Table 1.The problem solving success according to the different number of problem posing (problem extensions)

Problem 1 Problem 2 Problem 3 a b a b A b posingproblemwith at least two

problem extensions (%) 60 21 94 87 60 38 Posing problem with less than two

(11)

Table2.Problem solving success of prospective teachers (%) N Problem 1 Problem 2 Problem 3 a b a b a b 76 55 18 88 83 55 34

Table 1 and Table 2 states the percentage of success of the solution in 76 prospective teachers. Based on these results, it can be stated that the percentage of success of problem 2 suitable for use on a different solution strategy because it has the highest percentage of success as in Table 1 is 94% and 87%, test and in Table 2 are 88% and 83%.

Table 1 and Table 2 also shows the percentage of treatment results are not too different and connected each other. As to the first case, the percentage of problem posing is 60%, whereas the result of problem solving is 55%. According to Table 1 and Table 2, the problem solving success ofthe prospective teachers rose in parallel with the increase in the number of problem posing beyond the given model.

The result of this research show that there are relation between the problem posing scores and problem solving scores of the prospective teachers. There was a significant relation between these two test scores (r=0.420, p<0.01).The positive relation between problem posing and problem solvingis an indicator of the acceptance of problem posing skills as a phase in the development of problem solving skills.

The study is consistent with the literature which states that “Problem posing is an information source in itself in terms of detection of comprehension level of students in mathematical operations, problem solving skills and attitudes towards mathematics”. (Van den Heuvel-Panhuizen, Middleton & Streefland, 1995; English, 1996).

(12)

Sulak (2010) also was do research with the objective is to find the success of the students in the second grade in primary school on problem solving strategies. The research is experimentally carried out on the second grade primary school students during 14weeks.During the research, the experiment group has been trained about problem solving strategies in mathematics classes bythe researcher while the control group was continued traditional problem solving practices. The data of this study was obtainedfrom the two written problem solving tests including open-ended problems. These tests are applied in the middle and end of thepractices and scored by rubrics. Additionaly, qualitative interviews were performed with the students to provide expalanationdescribing their solutions, strategies they used and their thoughts while solving the problems. At the end of the study, experimentgroup have been found significantly successful in the strategies of making a drawing-diagram, making a table, writingmathematical sentences, looking for pattern, making a list, using logical reasoning and guess-check strategies.

From the background study above, I want toapply the problem posing and problem solving strategy on quadratic equation materialin high school. The method willbe used to see the increase of student achievement is the t-test, and the method to see the relation between problem posing abilities and problem solving of students is correlation analysis. Then, the result of interview to see the factors that influence student in solving math problems will be processed using descriptive approach.

Specially, the objective of the research is :

1. To apply problem posing and problem solving strategy on quadratic equations.

2. To see the succesful of the strategy of the problem posing and problem solving learning on quadratic equation.

3. To compare the relation between problem posing and some models of problem solving.

(13)

4. To see the relation between problem posing abilities and problem solving students.

5. To see the factors that influence the succses of student in solving mathematical problems.

Description of Methodology

The steps will be applyto problem posing and problem solving on quadratic equationsto the high school level students are :

1. Apply the problem posing strategy on the quadratic equations at class X-1, X-2 and X-3 on the first meeting.

2. Make the test after apply the problem posing strategy on the quadratic equations at class X-1, X-2 and X-3.

3. Apply the problem solving strategy model 1 on the quadratic equations at class X-1 on the second meeting.

6. Make the test after apply the problem solving strategy on the quadratic equations at class X-1, X-2 and X-3.

7. Apply the conventional learning on the quadratic equations at class X-4 8. Make the test after the conventional learning on the quadratic equations

at class X-4.

9. The result of the problem posing and problem solving is analyze by correlate analysis to see the relation between problem posing and problem solving.

10. The result of the test of problem posing and problem solving is analyze by t-test to see the succsess of the problem solving strategy.

11. After looked the result of the problem posing and problem solving, the next step is make interview with the student which succsess to posing and solving the problem to see the factors that influence student success in solving the problem.

(14)

References

Kar, T., Ozdemir, E., Ipek, A. S. And Albayrak, M. (2010), The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers, Procedia Social and Behavioral Sciences,

2, pp. 1577-1583.

Sulak, S. (2010), Effect of problem solving strategies on problem solving achievement in primary school mathematics, Procedia Social and Behavioral Sciences, 9, pp. 468-472.

(15)