Tujuan penelitian ini adalah untuk mengetahui keefektifan strategi pembelajaran Means Ends Analysis (MEA) terhadap kemampuan pemecahan masalah matematika dan self  efficacy peserta didik kelas VII pada materi segiempat. Jenis penelitian yang digunakan adalah kuantitatif dengan desain penelitian posttest only control design. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 1 Kendal tahun pelajaran 2018/2019 yang  berjumlah 254 peserta didik. Pemilihan sampel menggunakan cluster random sampling dan didapatkan kelas VII D sebagai kelas eksperimen serta kelas VII H sebagai kelas kontrol. Kelas eksperimen diajar dengan strategi  pembelajaran MEA, sedangkan kelas kontrol diajar dengan pembelajaran konvensional.Teknik pengambilan data diperoleh dengan metode tes untuk mengetahui kemampuan pemecahan peserta didik setelah penelitian dan metode angket untuk mengetahui self efficacy peserta didik setelah pembelajaran selesai. Hasil penelitian menunjukkan rata-rata nilai kemampuan pemecahan masalah peserta didik kelas eksperimen sebesar 77.48 dan kelas kontrol 69.059. Sedangkan rata-rata self efficacy peserta didik kelas eksperimen sebesar 70.71 serta kelas kontrol 64.529. Uji hipotesis menunjukkan bahwa penggunaan strategi MEA efektif terhadap kemampuan pemecahan masalah dan self efficacy peserta didik kelas VII SMP Negeri 1 Kendal pada materi segiempat.

This study aims to determine the increase in mathematical communication skills of students of UIN Walisongo Semarang using mathematics teaching materials that apply Project Based Learning through vlogs based on unity of sciences. The importance of mathematical communication skills can help students more easily communicate the results of their mind on mathematical problems through symbols, diagrams, tables, or the other media. Mathematical communication skills make it easier for students as prospective teachers to convey messages in the form of mathematical concepts, principles, and objects. Students who have mathematical communication skills have an easy understanding of the level of understanding the concepts and application of mathematics in everyday life. Mathematical communication skills can be honed through a learning process that involves groups in creating and completing a project. Giving projects in the form of vlogs trains students in communicating and expressing their ideas or truths and can inspire others to do the same on the vlogs that have been made. Project-based learning through vlogs with Islamic values as the implementation of the unity of knowledge can instill a paradigm that all knowledge is one interconnected unit, sourced from the verses of Allah, both qauliyah and kauniyah verses, so that it is getting higher. Owned mathematical knowledge, makes someone who studies mathematics more faith in Allah. The results showed that there was an increase in the mathematical communication skills of mathematics education students by using a project-based learning model through vlogs based on science unity.

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh kecerdasan linguistik terhadap kemampuan koneksi matematis mahasiswa dalam menyelesaikan masalah open ended pada materi trigonometri. Kecerdasan linguistik adalah kemampuan untuk menggunakan dan mengolah kata-kata secara efektif baik secara lisan maupun tulisan dengan makna yang sesuai atau tepat. Kemampuan koneksi matematis merupakan kemampuan mengaitkan konsep-konsep matematika baik antar konsep matematika, mengaitkan konsep matematika dengan bidang ilmu lainnya maupun mengaitkan konsep matematika dengan kehidupan sehari-hari. Mahasiswa yang memiliki kemampuan koneksi matematis dapat menyelesaikan masalah atau tantangan hidup yang dihadapi dengan menghubungkan konsep matematis. Kemampuan koneksi matematis membutuhkan kecerdasan linguistik yang mengacu pendapat Howard Gardner untuk menyelesaikan masalah open ended yang memiliki lebih dari satu penyelesaian. Penelitian ini merupakan penelitian kuantitatif yang melibatkan 116 mahasiswa. Penelitian dilaksanakan dengan metode survey dan metode analisis data menggunakan analisis regresi linier sederhana. Sedangkan pengumpulan data dilakukan dengan angket dan tes. Berdasarkan hasil penelitian terbentuk persamaan regresi linier sederhana Ŷ = 21,26 + 0,62 , yang artinya kecerdasan linguistik memberikan pengaruh terhadap kemampuan koneksi matematis mahasiswa dalam menyelesaikan masalah open ended dan memberikan pengaruh sebesar 38,13%. Demikian sehingga kecerdasan linguistik memiliki pengaruh yang signifikan terhadap kemampuan koneksi matematis mahasiswa matematika UIN Walisongo Semarang dalam menyelesaikan masalah open ended materi trigonometri. Kata kunci: kecerdasan linguistik, kemampuan koneksi matematis, masalah open ended AbstractThis study aims to determine the effect of linguistic intelligence on students' mathematical connection ability in solving open ended problems on trigonometric material. Linguistic intelligence is the ability to use and process words effectively both verbally and in writing with appropriate or appropriate meaning. The ability of mathematical connections is the ability to associate mathematical concepts between mathematical concepts, linking mathematical concepts with other fields of science and linking mathematical concepts with everyday life. Students who have mathematical connection skills can solve life problems or challenges faced by connecting mathematical concepts. Mathematical connection ability requires linguistic intelligence which refers to Howard Gardner's opinion to solve open ended problems that have more than one solution. This research is a quantitative research involving 116 students. The research was carried out by survey method and data analysis method using simple linear regression analysis. While data collection is done by questionnaire and test. Based on the results of the study formed a simple linear regression equation Ŷ = 21.26 + 0.62X, which means that linguistic intelligence influences the ability of students' mathematical connections in solving open ended ...

Syawalan in Kaliwungu Kendal is a pilgrimage tradition to Islamic scholar grave who have a major influence in the spread of Islam in the surrounding area. This study aims to explore the fundamental mathematical activities and concept of the tradition. As the initial step of the research, the data about traditions are collected from various sources of literature. This research uses triangulation of sources by interviewing with religious leaders. The data are related to mathematical activities and concepts then. This article describes qualitatively about the results. The finding shows that it contains all of six fundamentally mathematical activities (explaining, designing, measuring, counting, locating dan playing). In the explaining activity, it contains a history of ritual and a shift in meaning to be a carnival. Then, the designing activity can be seen on the iron fence surrounding the tomb of Kyai Guru and various forms of objects in the carnival. Both contain geometry and transformation geometry. The locating activity comes about the determination of direction to graveyard and position of doing ritual syawalan. In mathematics, they can be solved by using optimization methods. Determining the size of blanket for a fence of Kyai Guru’s tomb belongs to the measuring activity. It can be done by using an integration or geometry concept. The counting activity is applied when people do a ritual “dzikr” (remembrance of Allah) by using a set number and playing as the last activity is visible in enjoying the rides and games that can be played in the carnival.