Linear Program Material Research Articles

Profil Habits of Mind Siswa SMA dalam Pemecahan Masalah Matematika

This study aims to describe the habits of mind possessed by high, medium, and low class XI high school students in solving mathematical problems on linear program material studied from persisting, thinking flexibly, applying past knowledge to new situations, and metacognition. Habits of mind that are the focus of this study consist of four indicators, namely persisting, thinking flexibly, applying past knowledge to new situations, and metacognition. The research subjects were students of class XI MIPA 4 SMAS Mujahidin Pontianak and the object of research was habits of mind in mathematics problem solving. Explanatory sequential mixed method design is the method of this research with its instruments, namely math problem solving test questions, habits of mind questionnaire, and interview guidelines. The results of the discussion show that the habits of mind possessed by high category students in solving mathematics are persisting, thinking flexibly, applying past knowledge to new situations, and metacognition. Habits of mind owned by medium category students are persisting, thinking flexibly, and applying past knowledge to new situations. Habits of mind possessed by low category students are persisting.

Pengembangan Lembar Kerja Peserta Didik Berbasis Pendekatan Metaphorical Thinking Terhadap Kemampuan Pemecahan Masalah Matematis

This research aims to develop and produce mathematics LKPD (Learner Worksheets) based on the Metaphorical Thinking Approach that meet the criteria of valid, practical and effective in linear program material. This type of research is development research (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were class XI students at SMA IT Wihdatul Ummah Kolaka, media experts and learning material experts who came from lecturers, mathematics subject teachers. The object of this research is LKPD based on the Metaphorical Thinking approach to linear program material. Data collection instruments include questionnaires and tests. The data obtained was then analyzed using qualitative data analysis techniques and quantitative data analysis techniques. The research results showed that based on the validity test, the LKPD based on the Metaphorical Thinking approach was declared very valid with a percentage level of 89.44%. The results of the small group practicality test using a response questionnaire with a total of 6 students as respondents showed that the LKPD based on the Metaphorical Thinking approach was very practical with a percentage level of 90.42% and the results of the limited group test showed that the LKPD based on the Metaphorical Thinking approach was very practical with a percentage level of 91. 53%. From the calculation results, it appears that 83.33% of students who completed KKM 73 achieved the KKM completion requirements. Based on the overall development process, it can be concluded that the LKPD based on the Metaphorical Thinking approach to linear program material is effective.

Ability to Interpret Graphs in Reaction Rate Material Based on Mathematical Understanding and Learning Style of Class XI High School Students

One aspect of process science skills that learners need to have is the ability to interpret. The ability to interpret graphs in students is currently considered difficult and still belongs to the very low category. This study aims to analyze the relationship between mathematical understanding and the learning styles of students in terms of their ability to interpret graphs. This type of research is descriptive-quantitative. The research sample consisted of class XI students at SMA Negeri 4 Takengon, which amounted to 67 students. The research data was collected using learning style-type questionnaires, multiple-choice questions on linear program material, and reaction rate material. The ability to interpret the graphs of students at SMA Negeri 4 Takengon is on the "medium" criterion, while the students' mathematical understanding is on the "very high" criterion. Students with visual learning style types are more dominant and have an average score of mathematical understanding and the ability to interpret graphs higher than students with auditorial and kinesthetic learning styles. The result of the correlation coefficient r = 0.912 shows a significant positive relationship between mathematical understanding and the ability to interpret graphs with a "high" and unidirectional interpretation

Analysis of Students' Errors in Solving Story Problems Based on Newman's Error Analysis (NEA) on the Subject Matter of Linear Program in View of Students' Mathematical Ability

This study aims to describe the types of errors of students in class XI SMA Negeri 1 Sirenja in solving story problems of linear program material based on Newman's Error Analysis in terms of mathematical ability. This type of research is qualitative research with a descriptive approach. The subjects in this study were based on the results of prerequisite tests with two-variable linear inequality material with consideration of students who made the most mistakes, were able to communicate well and recommendations from mathematics teachers with one student with high, medium and low mathematics abilities. Data collection techniques in this study were written tests and interviews in the form of one essay question and interview guidelines. The interview technique used was semi-structured conducted with selected students to ascertain the types of errors made in solving story problems. The results of this study show that the errors made by subjects with high mathematics ability (ST) made mistakes in writing the final answer (encoding error). Errors made by subjects with moderate mathematics ability (SS) made errors in process skills (process skill errors), and errors in writing the final answer (encoding errors). Errors made by low ability subjects (SR) made errors in understanding the problem (comprehension error), errors in changing the problem into mathematical form (transformation error), errors in process skills (process skill error), and errors in writing the final answer (encoding error).

Validity of Application-Assisted Project-Based Learning Liveworksheet on Linear Program Material

The lack of use of technology and communication in the process of learning mathematics and the teaching materials used are still not able to guide students in the learning process. The purpose of this research is to develop an Application-Assisted Project Based Learning (PjBL)-based electronic live worksheet (E-LKPD) with the assistance of a live worksheet application on valid Class X Linear Program material. This type of research is the development of the Plomp model. The instruments used were interview guidelines and questionnaires. The technique of analyzing the data is qualitative and quantitative analysis. The results of the research are the assessments made by mathematicians, namely 92.1% (very valid). The results of the assessment carried out by technology experts were 94.4% (very valid). It is concluded that E-LKPD Based on Project Based Learning Assisted by Liveworksheet Application is very valid and feasible for use by teachers and students.

PENGEMBANGAN LKPD BERBASIS HOTS DAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KREATIF MATEMATIS

Abstract This study aims to produce HOTS-based LKPD products and Problem Based Learning on linear program material oriented towards increasing the mathematical creative thinking skills and to determine the feasibility of HOTS-based LKPDs through the application of PBL models to linear program material to improve students' mathematical creative thinking abilities educate. Data collection was carried out by means of document analysis, conducting surveys, and quetionnaires. This research uses the ADDIE model which consists of five development steps, namely analyze, design, development, implementation and evaluation. The subjects of this study The subjects in this study were students of class XI IPA MAN 3 Jambi City and the objects in this study were HOTS-based worksheets. Based on the research results the developed LKPD produces positive responses and can be used in the learning process and can improve students' mathematical creative thinking skills, and the effectiveness is obtained based on the product developed which can improve students' mathematical creative thinking abilities from the results of the pre-test and post-test through the N-gain test obtained a score of 0.62, namely in the medium category and the HOTS-Based LKPD and Problem Based Learning that was developed was effective.

Mathematical modeling ability based on students' cognitive style in linear program material

Mathematical modeling ability based on students' cognitive style in linear program material

Mathematical Representation Ability of Students on Linear Program Material in Terms of Learning Interests in Problem Based Learning

This study aims to determine the completeness of the implementation of Problem-Based Learning (PBL) to the achievement of students' mathematical representation skills, determine the influence of learning interest on the mathematical representation ability of students in PBL, and describe the mathematical representation skills of students in terms of learning interest. The research method used is a mixed method with a concurrent embedded strategy. The results showed that PBL did not complete the mathematical representation ability of students. This is due to several factors including (1) the difficulties experienced by students in online learning, (2) the time gap between the last meeting of PBL and the mathematical representation ability tests, (3) the weakness of PBL learning that takes a long time, (4) the number of students who are the subject is too little, and (5) the problem of mathematical representation ability test instrument is difficult. Furthermore, there is an influence of learning interest in the mathematical representation ability of students in PBL by 56.2%. Then, the mathematical representation ability of subjects with high and medium categories of learning interest tends to be able to meet the three indicators of mathematical representation ability, while subjects with low categories of learning interest are not able to meet the three indicators of mathematical representation ability. The three indicators of mathematical representation ability are visual representation, Representation of Mathematical Equations or Expressions Ability, and representation of words or written text.
 Keywords: mathematical representation ability, learning interest, problem-based learning. 

ANALISIS FAKTOR PENYEBAB KESULITAN BELAJAR SISTEM BLENDED LEARNING PADA MATERI PROGRAM LINIER

In the midst of the Covid-19 pandemic, the government established a blended learning model as a learning solution. May encounter difficulties in its application, requiring identification of these difficulties to study effectively. The purpose of this study was to find out the internal and external variables that affect students which are the most significant causes of learning difficulties in blended learning material in linear program material in the mathematics study program at Pamulang University. Factor analysis the confirmatory factor analysis model was used in this study. The research sample consisted of 180 students of the Mathematics Study Program at Pamulang University who took linear program courses. Questionnaires and documents are used to collect data. The results of the study are: 1) there are five internal factors that cause learning problems in a blended learning system in linear program material, with learning ability being one of the five biggest contributing factors which has an Eigenvalue of 5.402 and a variance value of 33 ,7%. 2) associates, having an Eigenvalue of 5.336 and a variance value of 38.3%, is one of the four external variables that create learning problems in a blended learning system in linear programming material. Based on the findings of this study, it can be concluded that the internal factor, namely the learning ability factor, is the most significant source of learning difficulties faced by students in the blended learning system and the external factor is the social friend factor

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBANTU SPARKOL VIDEOSCRIBE DENGAN PENDEKATAN RME PADA MATERI PROGRAM LINEAR KELAS XI SMK MUHAMMADIYAH GUNUNG AGUNG

This study aims to develop and produce interactive learning media assisted by sparkol videoscribe with the RME approach on linear program material for class XI SMK Muhammadiyah Gunung Agung that meets valid and practical criteria. This study uses the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The implementation phase was not carried out because the purpose of this research was focused on producing valid and practical products for learning. The instruments used are interview guidelines, validation questionnaires, and student response questionnaires. Product validity is seen from the results of validation by experts consisting of 2 material experts and 2 media experts with an average percentage of 83.43% with very valid criteria. The practicality test was carried out in a small group of 10 students with an average percentage of 87.33% with very practical criteria. Based on the results of the assessment obtained, it can be concluded that the interactive learning media assisted by sparkol videoscribe with the RME approach on linear program material for class XI SMK Muhammadiyah Gunung Agung meets the valid and practical criteria.

Development of Geogebra Assisted Mathematics Learning Devices on Two-Variable Linear Programming Material

This study aims to determine the validity and practicality of learning geogebra-assisted mathematics developed on linear programming material. The development model used is the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model. This research was conducted at Juhar 1 Public High School located in Juhar Village, Juhar District, Karo Regency. The subjects of this study were students of class XI IPA-1 at SMA Negeri 1 Juhar in the odd semester of the 2020/2021 academic year. The results showed that the validity of the GeoGebra-assisted mathematics learning tool on two-variable linear program material was included in the very valid category. In the practicality of learning tools, it is obtained that the average percentage of the implementation of learning in class is 84.44% with a good category. And the results of student responses to LAS that have been developed obtained a percentage of 84.85% with a very practical category, it can be concluded that the learning tools developed are practical.

Improving Student Mathematics Learning Outcomes Through the Problem Based Learning (PBL) Learning Model on Linear Program Material in Class XI SMA Negeri 1 Tigabinanga

This study aims to find out that the Problem Based Learning (PBL) learning model can improve the mathematics learning outcomes of class XI students of SMA Negeri 1 Tigabinanga on linear programming material. The subjects in this study were 34 students of class XI IPA 5 at SMA Negeri 1 Tigabinanga and the object of this study was to increase students' mathematics learning outcomes through the Problem Based Learning model. The research instruments used were tests and reflective journals. This research is a classroom action research (PTK) which lasts for two cycles. The results of data analysis were obtained from the results of students' mathematics learning which increased from cycle I to cycle II after applying the Problem Based Learning learning model. In the pre-test cycle I, the average class value was 60.35 and the classical completeness was 20.59%. The results of the post-test cycle I obtained an average value of 74.12 with a classical completeness of 47.06%. Where there is an increase of 13.77 with an N-Gain value of 0.23 which is included in the low category. And the second cycle for the pre-test obtained an average value of 66.44 with a classical completeness of 32.35%. Meanwhile, the post-test results obtained an average value of 85.26 with classical completeness of 88.24%. In cycle II, the average increase was 18.71 and the N-Gain value obtained was 0.50, which is included in the medium category and has reached an indicator of cycle success. So, based on the results of this study, the learning outcomes of class XI IPA 5 SMA Negeri 1 Tigabinanga can be increased by using the Problem Based Learning learning model.

Analysis of the Level of Understanding of the Concept of the Isoline Method of Linear Program Material Based on APOS Theory in terms of Learning Interest

One of the methods that can be used to find solutions to linear programming models is the Graphical Method. Graphical methods are divided into the isoline method and the extreme point method. Based on initial observations and interviews, it was found that around 54% of students still needed help understanding the isoline method material in solving linear programs, especially when given real problems related to everyday life. In addition, students' learning interest in linear programming courses also varies. So the purpose of research in this article is to describe the level of understanding of students who have high, medium, and low learning interest in linear programming material, precisely the isoline method material, in determining the optimum solution. The method in this study is a qualitative method with a sampling technique using purposive sampling. Data collection was carried out using a questionnaire method for data on student learning interests and semi-structured test and interview methods to describe the level of student understanding based on APOS theory. The instruments in this study were questionnaires, written tests, and interview guidelines. Checking the validity of the data in this study used time triangulation. The collected data was analyzed using descriptive qualitative analysis. The results of the research show that: (1) subjects with high learning interest are at the level of schematic understanding; (2) subjects with interest in learning are at the level of understanding objects; and (3) subjects with low interest in learning are at the level of understanding of Action.

Peningkatan Minat dan Hasil Belajar Matematika Siswa SMK Menggunakan Model PBL

This research is motivated by the interest in learning of SMK Taman Karya Madya Pertambangan Kebumen students which are classified as low criteria with an average of 37.5%. Meanwhile, students' mathematics learning outcomes are also still unsatisfactory, with no students who complete with an average score of 58.33. Based on the problems above with Power Point (PPT) media. in increasing interest and learning outcomes of mathematics in linear program material for students of Class X SMK Taman Karya Madya Pertambangan Kebumen. 12 children as subjects and carried. Showed that interest in learning increased from the pre-cycle results from the low category with an average of 37.5% to the medium category with an average of 63.02%. Furthermore, in the implementation in cycle 2, interest in learning again increased to the high category with an average of an average of 77.60%. Likewise, the percentage of students who completed the learning outcomes test increased from the pre-cycle results to an average of 58.33 to 73.75 and in the second cycle increased to 80.83. Likewise, the percentage of students who completed the mathematics learning outcomes test increased to 83.33%.

DESKRIPSI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM PENYELESAIAN PERMASALAHAN PROGRAM LINIER

This study aims to describe the mathematical communication skills of high school students in class XI on linear program material. The research method used is descriptive research. The subjects in this study consisted of 5 students of class XI one of the public high schools in Karawang Regency which were determined using purposive sampling technique. The research data collection technique was obtained from a test instrument in the form of 3 validated description questions which contained 3 indicators of mathematical communication ability. The results of this study indicate that the mathematical communication ability of class XI high school students in Karawang Regency in understanding linear programming material is still very low. This can be seen from the average percentage of the three questions of mathematical communication skills is 48.3℅. In indicator 1, students have not been able to express mathematical ideas through writing, demonstrate and visually describe them. For indicator questions 2 students are able to understand, interpret, and evaluate mathematical ideas both in writing and in other visual forms, but there are still some errors. Meanwhile, on indicator questions 3 students have not been able to use terms, notations, mathematical symbols and their structures to present ideas, describe relationships with various situation models.

Development of guided inquiry model mathematics learning tools to practice critical thinking skills for students in linear program materials

This study aims to describe the process of developing the device and producing a good quality guided inquiry model mathematics learning tool on linear program material for class XI SMA, and to describe the effectiveness of guided inquiry model mathematics learning which can train students' critical thinking skills on linear program material. This type of research is development research (RnD). The learning tools developed in this study are the Learning Implementation Plan (RPP), Students Worksheet (LKPD), and Critical Thinking Ability Test (TKBK) are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. The research subjects for the trial class were 13 students of class XI MIPA 3 and the research subjects for the implementation class were 17 students of class XI MIPA 1. Based on the results of descriptive analysis, it was found that the learning tools developed were of good quality because they met valid, practical, and effective criteria. The learning device is said to be valid because all validators give a minimum score of 3 for each aspect of the assessment on a scale of 1-4 and the critical thinking ability test questions meet the valid, reliable, and sensitive criteria. The learning device is said to be practical because the teacher's activities in managing learning meet good criteria and the activities of students meet the active criteria. Learning devices are said to be effective because students 'responses to learning devices and learning activities meet the positive category, guided inquiry mathematics learning model to train students' critical thinking skills is achieved.

Analisis kemampuan penalaran matematis dan self esteem peserta didik pada materi Program Linear

This study aims to determine the mathematical reasoning ability and self-esteem of high school students in class XI in the science program in learning mathematics for the subject matter of linear programming. The type of research used is descriptive qualitative. The sample in this study was 20 students who would be given a test in the form of a description of five questions and a self-esteem questionnaire totaling twenty-six statements. Analysis of research data was carried out by analyzing the results of students' answers according to indicators of mathematical reasoning abilities and the results of the self-esteem questionnaire given. The results of the analysis of students' answers obtained research results that (1) based on the results of the analysis of each indicator include: (a) Presenting mathematical statements in the form of pictures or writing, (b) Proposing allegations, (c) Carrying out mathematical manipulations, (d) Drawing conclusions, (e) Arranging evidence and providing reasons and solutions, and (f) Checking the validity of the arguments, the results are that students' mathematical reasoning abilities are categorized as very low; and (2) self-esteem analysis of students is categorized as good. Based on the analysis, it was concluded that the reasoning ability and self-esteem of the students of SMA Negeri 1 Talang Padang in class XI of the Linear Program material were categorized as good

Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

PENGEMBANGAN LKPD BERMUATAN STRATEGI “IDEAL” DALAM MATERI PROGRAM LINEAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS

AbstractThis research is a development research that refers to a 4D (four-D) development model that has been modified into 3D which includes three stages, namely: the definition stage, the design stage and the develop stage. The instrument used in this research is a questionnaire. The results of LKPD development are known that: (1) Based on the results of descriptive data analysis explaining that teachers and students need the development of LKPD containing the "IDEAL" strategy in Linear Program material (2) The level of LKPD validity based on the results of material and media expert validation is (96.88 %) is in the very valid category and (3) the level of practicality of the LKPD based on the results of teacher assessments and student responses (92.02%) is included in the very practical category.Keywords: LKPD, Mathematical Problem Solving Ability, “IDEAL” strategy, Program Linear

GENERATING STUDENTS’ CONFIDENCE IN LEARNING MATHEMATICS THROUGH THE EVERYONE IS A TEACHER HERE STRATEGY ON LINEAR PROGRAMMING MATERIAL AT SMAN 5 PINRANG

The purposed of this study were: (1) determine the self-confidence of students in class XI at SMAN 5 Pinrang; (2) determine learning mathematics through the everyone is a teacher here strategy in class XI at SMAN 5 Pinrang; and (3) determine the everyone is a teacher here strategy can generate confidence students of class XI in learning mathematics in the Linear Program material at SMAN 5 Pinrang. The type of this research was pre-experimental research with data collection instruments using learning implementation observation sheets, student activity observation sheets, and questionnaire sheets. The data analysis technique wa using descriptive analysis and non-parametric statistical analysis with the Wilcoxon formula. Wilcoxon test results obtained Zcount = 4.847 and Ztable = 1.96 so that Zcount > Ztable. Thus, H1 is accepted and H0 is rejected. So the research shows that students' self-confidence can be raised through the everyone is a teacher here strategy. This was indicated by (1) the activities of students in accordance with learning through the everyone is a teacher here strategy increased because the percentage that met the aspects > 70%; (2) the percentage value of the implementation of learning was 72.2% and included in the "High" category; and (3) the percentage of students' self-confidence questionnaire responses increased by 14.3% and was included in the self-confidence category.