Various studies showed that there are some points which affect students’ achievement; one of them is mathematics self-efficacy. Self-efficacy is feeling, trust, and confidence of affective behavior of students toward their ability. In learning process, the students find obstacles in solving their problem such as relating one representation to another representation. Previous studies indicated that students’ achievement of mathematical representation ability have obstacles because the students did not understand relationship between concepts, ideas, and materials to be represented. The other studies claimed that the higher students’ self-efficacy, the higher mathematical multiple representation ability (MMRA). It means that self-efficacy has positive correlation with mathematic ability. This article will discuss about role of mathematics self-efficacy toward ability achievement of mathematical multiple representation ability (MMRA) in solving mathematics problem in order to increase students’ achievement.

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The purpose of this study was to determine the use of Wingeom software in geometry learning in the Department of Mathematics Education. This type of research is quasi-experimental. This study examines the use of Wingeom software in geometry learning in the Department of Mathematics Education. The population in this study were all students of the Department of Mathematics Education under the Faculty Education and Teacher Training, Universitas Malikussaleh, and the samples were students of class A1 and class A2. The study was divided into two learning groups, namely the experimental group with the use of Wingeom Software and the control group with ordinary learning. This study begins with an instrument test which shows that (1) Validity indicates that the results are significant, (2) Very high reliability, (3) Good distinguishing power and (4) Moderate difficulty level. To test of homogeneity and normality that the data is homogeneous and normal. Based on the results of calculations using the t test at the significance level α = 0.05, obtained tcount of 4.59 with a significance value of 0.003 while the table of 1.68. Because tcount> ttable (3.127> 1.68) and significance <0.05 (0.003 <0.05). Then it can be concluded that the increase in the ability of mathematical representation of students who get learning with the use of Wingeom software is better than the ability of mathematical representation of students who get ordinary learning without Wingeom software.

Penelitian ini bertujuan untuk meningkatkan salah satu dari tujuan pembelajaran matematika yaitu kemampuan representasi matematis melalui pengembangan modul berbatuan wingeom software pada mata kuliah Geometri Analitik Bidang. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian dan pengembangan. Adapun tahapan penelitiannya yaitu: (1) Prelimininary research (penelitian awal); (2) Prototyping phase (tahap pengembangan), (3) Assesment phase (tahap penilaian). Populasi penelitian adalah seluruh mahasiswa semester II Prodi Pendidikan Matematika Universitas Malikussaleh. Sampel dalam penelitian ini adalah satu kelompok mahasiswa unit A2 semester II. Penelitian dilaksanakan pada Tahun Ajaran 2017/2018. Teknik analisis data yang dilakukan adalah analisis deskriptif kualitatif dan deskriptif kuantitatif yang digunakan untuk mendeskripsikan data yang telah terkumpul. Hasil penelitian menunjukkan bahwa modul yang dikembangkan termasuk kategori valid, praktis dan efektif

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) terhadap kemampuan penalaran matematis siswa pada materi barisan dan deret aritmatika. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian yang digunakan adalah quasi experimental design dengan rancangan penelitiannya yaitu the non-equivalent post-test only control group design. Populasi pada penelitian ini adalah siswa-siswi kelas XI SMA Negeri 4. Sampel penelitian ini adalah siswa kelas XI MIA dan siswa kelas XI IIS yang dipilih dengan teknik sampling yaitu sampling jenuh. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan penalaran matematis yang berupa soal post-test. Analisis data dilakukan dengan menggunakan uji non-parametrik (Mann Whitney U-test) karena data tidak berdistribusi normal. Berdasarkan hasil analisis menunjukkan skor rata-rata kelas eksperimen yang diajarkan dengan model pembelajaran CORE yaitu sebesar 14,67 lebih tinggi dibandingkan dengan siswa yang menggunakan pendekatan saintifik yaitu sebesar 10,33. Dari hasil uji Mann Whitney U-test diperoleh nilai Asymp sig, (2-tailed) yaitu 0,014 < α (α = 0,05). Sehingga dapat disimpulkan bahwa model pembelajaran CORE berpengaruh terhadap kemampuan penalaran matematis siswa.