UNY Journal Collections (Universitas Negeri Yogyakarta)
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Model of essential employability skills framework for machine operator
No full textEmployability skills are the skills that a person must have to get a job, stay in work, and be able to achieve success in their career. This study aims to develop a model of specific employability skills framework for machine operators. The research design used is the mixed methods, a study that combines the quantitative and qualitative methods and convergent parallel strategy in the data mixing process. The research finding is 14 identified frameworks of employability skills, including (1) basic skills: communicating, listening; (2) self-quality: attendance, collaboration, responsibility, honesty, flexibility, empathy; (3) thinking skills: creativeness, problem-solving; (4) management: self-management, planning; (5) system and technology: production flow system, and mastery of job field concept. Industries demand that basic skills have to be possessed by machine operators to be and self-quality as the priority to recruited as prospective skilled workers. Thinking skills, management, and system and technology are better if developed in their future workplace
The influence of parenting, self-efficacy, and entrepreneurial interest toward the learning motivation of creative products and entrepreneurship of culinary management vocational school students
No full textThis study aims to reveal the effects of (1) parenting, (2) self-efficacy, (3) entrepreneurial interest, and (4) parenting, self-efficacy, and interest in entrepreneurship simultaneously on the motivation to learn creative products and entrepreneurship in class XII vocational school of Catering Services Department in Magelang. This research is ex-post facto research. The research population was 201 students of the Catering Services Department from two vocational schools in Magelang. The sample consisted of 127 students who were taken using the proportional random sampling technique. The data analysis technique used descriptive analysis and regression analysis. The results showed that: Parenting, self-efficacy, and interest in entrepreneurship were able to predict learning motivation with an effective contribution to parenting (5.15%, high category); self-efficacy (3.63, low category); interest in entrepreneurship (32.80%, very high category). The coefficient of determination (R2) is 0.416 (41.6%), which means that 41.6% of students\u27 motivation to learn creative products and entrepreneurship in class XII of the Catering Services Department are influenced by parenting, self-efficacy, and interest in entrepreneurship, while the remaining 58.4% is influenced by other variables that are not examined in this study
Pengaruh geogebra online berbasis scaffolding dan tingkat self-regulated learning terhadap kemampuan berpikir kritis
No full textPenelitian ini bertujuan untuk menguji (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa.
The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skills
Abstract
This study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students\u27 critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students\u27 critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students\u27 critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students\u27 critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students\u27 critical thinking skills
Level kemampuan metakognitif siswa dalam pembelajaran matematika berdasarkan gaya kognitif
No full textTujuan penelitian adalah untuk mendeskripsikan level kemampuan metakognitif siswa berdasarkan gaya kognitif (Field Dependent or FD dan Field Independent or FI). Subjek penelitian adalah siswa kelas X (n = 33) salah satu SMA Negeri di Kabupaten Ciamis Provinsi Jawa Barat. Selanjutnya subjek dikelompokkan berdasarkan kategori Kemampuan Awal Matematis (KAM) (tinggi, sedang, dan rendah). Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kuantitatif dan kualitatif. Pengumpulan data menggunakan tes untuk menentukan level kemampuan metakognitif siswa dan Group Embedded Figure Test (GEFT) untuk mengklasifikasikan gaya kognitif siswa. Hasil penelitian menunjukkan bahwa: (1) level kemampuan metakognitif siswa dengan KAM tinggi untuk gaya belajar FD dan FI adalah reflective use; (2) level kemampuan metakognitif siswa dengan KAM sedang dengan gaya kognitif FD adalah strategic use, sedangkan FI adalah reflective use; dan (3) level kemampuan metakognitif siswa dengan KAM rendah dengan gaya kognitif FD adalah aware use, sedangkan FI adalah strategic use.
The level of students\u27 metacognitive ability in learning mathematics based on cognitive styles
Abstract
The research objective was to describe the level of students\u27 metacognitive ability based on cognitive style (Field Dependent or FD and Field Independent or FI). The research subjects were tenth-grade students (n = 33) at a public senior high school in Ciamis Regency, West Java Province. Furthermore, the subjects were grouped based on the Initial Mathematical Ability (IMA) category (high, medium, and low). This research was a descriptive study using quantitative and qualitative approaches. Data collection used a test to determine the level of students\u27 metacognitive ability and the Group Embedded Figure Test (GEFT) to classify students\u27 cognitive styles. The results showed that: (1) the level of students\u27 metacognitive ability with high category of IMA for the cognitive style of FD and FI was reflective use; (2) the level of students\u27 metacognitive ability with medium category of IMA for the cognitive style of FD was strategic use, while FI was reflective use; and (3) the level of students\u27 metacognitive ability with low category of IMA for the cognitive style of FD was aware use, while FI was strategic use
Development of trigonometry learning kit with a STEM approach to improve problem solving skills and learning achievement
No full textThis study aimed to produce the trigonometry learning kit for tenth-grade high school students using the STEM (Science, Technology, Engineering, and Mathematics) approach properly. This study was development research using the ADDIE model, which consisted of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. This study\u27s subjects were tenth-grade high school students (n = 32) in Semarang, Indonesia. Data collection was carried out through questionnaires and tests. To assess the learning kit\u27s validity, we used a questionnaire with the expert (mathematics education lecturers) as data sources. To assess the learning kit\u27s practicality, we used the questionnaire (with teacher and student as data sources) and observation sheets. We used a test to assess the learning kit\u27s effectiveness in terms of problem-solving skills and learning achievement. This development resulted in the trigonometry learning kit in the form of lesson plans or Rencana Pelaksanaan Pembelajaran (RPP) and worksheets or Lembar Kerja Peserta Didik (LKPD) using the STEM approach properly (meet the criteria of being valid, practical, and effective). The learning kit characteristics were: facilitating problem-solving skills and learning achievement, using problems related to Science, Technology, Engineering, and Mathematics, and organizing based on the Engineering Design Process (EDP) steps
Keefektifan model pembelajaran CORE ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa
No full textPenelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak (simple random sampling) sehingga diperoleh kelas VIII B sebagai kelas eksperimen (n = 14) dan kelas VIII D sebagai kelas kontrol (n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.
The effectiveness of the CORE learning model in term of mathematical connections skill, mathematical representations skill, and self-confidence of students
Abstract This study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student\u27s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students\u27 mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students\u27 connection skills
Pengaruh penerapan model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis
No full textMendeskripsikan pengaruh model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis siswa adalah tujuan dari penelitian ini. Penelitian ini merupakan eksperimen semu dengan post-test only control group design. Dari 436 siswa kelas VII SMP Negeri 4 Denpasar yang menjadi populasi, dipilih secara acak 80 siswa sebagai sampel penelitian. Data kemampuan berpikir kreatif matematis siswa diperoleh melalui tes uraian yang diberikan kepada siswa di akhir penelitian. Analisis data dilakukan menggunakan uji- satu arah pada dua sampel independen pada taraf signifikan 5%. Berdasarkan hasil analisis statistik deskriptif diperoleh rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen sebesar 62,05 dan rata-rata kemampuan berpikir kreatif matematis siswa di kelas kontrol sebesar 53,86. Hasil pengujian hipotesis menunjukkan bahwa thitung = 2,02 \u3e ttabel = 1,99. Hasil ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa yang belajar menggunakan model pembelajaran SAVI lebih baik daripada siswa yang belajar menggunakan pembelajaran langsung (kelas kontrol). Dengan demikian, dapat disimpulkan bahwa ada pengaruh dari penerapan model pembelajaran SAVI terhadap kemampuan berpikir kreatif matematis siswa. Berdasarkan temuan tersebut, penerapan model pembelajaran SAVI di dalam pembelajaran matematika ini dapat digunakan sebagai alternatif dalam memfasilitasi siswa untuk mengembangkan kemampuan berpikir kreatif matematisnya.
The effect of the implementation of SAVI (Somatic, Auditory, Visual, Intellectual) learning model toward mathematical creative thinking
Abstract
Describing the effect of the learning model of SAVI (Somatic, Auditory, Visual, and Intellectual) to the mathematical creative thinking skills of students was the aim of this study. This was a quasi-experimental study with a post-test only control group design. Of 436 seventh grade students of public junior high school (i.e. SMP Negeri 4 Denpasar, Indonesia) who became the population, 80 students were randomly chosen as the sample of this study. Data on mathematical creative thinking skills of the students were obtained from the constructed-response test which was administered at the end of this study. The analysis of data was conducted by using a one-tailed independent samples t-test with a significance level of 5%. Based on the descriptive statistical analysis we obtained the mean of mathematical creative thinking skills of students in the experimental class was 62.05 and the mean of mathematical creative thinking skills of students in the control class was 53.86. As for the result of hypothesis testing showed that tcount = 2.02 \u3e ttable = 1.99. This result implied that the mathematical creative thinking ability of students in the experimental class was better than the mathematical creative thinking ability of students in the control class. Thus, it could be concluded that there was an effect of the implementation of the learning model of SAVI on the mathematical creative thinking skills of students. Furthermore, the implementation of the learning model of SAVI in mathematics learning could be used as an alternative in facilitating students to develop their mathematical creative thinking skills
Pengembangan bahan ajar interaktif multi representasi pada materi geometri kelas VII SMPLB tunarungu
No full textPenelitian ini merupakan penelitian pengembangan yang ditujukan untuk menghasilkan bahan ajar interaktif multi representasi pada materi geometri untuk siswa kelas VII Sekolah Menengah Pertama Luar Biasa (SMPLB) Tunarungu yang layak dalam hal kevalidan, kepraktisan, dan keefektifannya. Untuk menghasilkan bahan ajar tersebut, model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation) digunakan dalam penelitian ini. Subjek uji coba penelitian adalah 10 siswa kelas VII SMPLB di salah satu SLB Negeri di Kabupaten Buleleng, Bali. Instrumen yang digunakan dalam penelitian ini terdiri atas: (1) lembar validasi materi, kebahasaan, penyajian, dan kegrafikan untuk menilai kevalidan; (2) angket respons guru dan siswa untuk menilai kepraktisan; dan (3) tes hasil belajar untuk menilai keefektifan bahan ajar yang dikembangkan. Penelitian ini menghasilkan bahan ajar interaktif multi representasi yang valid, praktis, dan efektif. Hasil validasi menunjukkan bahwa bahan ajar yang dikembangkan berada pada kriteria valid. Hasil analisis angket respons guru dan siswa berturut-turut menunjukkan bahwa kepraktisan bahan ajar yang dikembangkan berada pada kriteria sangat tinggi dan tinggi. Bahan ajar yang dikembangkan juga memenuhi kriteria keefektifan, di mana sebanyak 90% subjek uji coba memperoleh skor tidak kurang dari 76 pada tes hasil belajar. Dengan demikian, dapat disimpulkan bahwa bahan ajar yang dikembangkan layak digunakan untuk mendukung dan memfasilitasi siswa tunarungu dalam belajar geometri.
Development of interactive multi-representational teaching material on geometry topic for 7th-grade hearing-impaired students of special junior high school
Abstract
This study was development research which was aimed to produce an interactive learning material with multi representation approach in the topic of geometry for the 7th-grade hearing-impaired students of Special Junior High School (Sekolah Menengah Pertama Luar Biasa or SMPLB), which was feasible in terms of its validity, practicality, and effectiveness. To produce interactive learning material, the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) was used. The trial subjects were ten 7th graders of SMPLB in one of the special public schools in Buleleng Regency, Bali, Indonesia. The instruments which were used comprised of: (1) validation sheet of content, language, layout, and graphical to assess the validity; (2) teacher and students response questionnaires to assess the practicality; and (3) test of learning achievement to assess the effectiveness of the developed learning material. This study yielded an interactive learning material that was valid, practical, and effective. The results of validation showed that the developed learning material at valid criteria. The results of the teacher and student response questionnaire consecutively showed that the practicality of developed learning material at the very high and high practical criteria. The developed learning material also meets the effectiveness criteria, in which as many as 90% of the trial subjects got score not less than 76 on the test of learning achievement. Consequently, it can be concluded that the developed learning material was feasible to use to support and facilitate the hearing-impaired students in learning geometry
Stakeholder collaboration to build peace through public interest relations (PIR) (Study on the commemoration of Suran Agung conflict in Madiun)
No full textMadiun Regency is one area that has a lot of active silat colleges, there are 14 (fourteen) silat colleges, mostly based in Madiun. In the dynamics of Madiun pencak silat development, there is Suran Agung tradition as a form of local wisdom in every pencak silat college at the suro month. The activity involved mass mobilization, the escalation of conflict between members of the martial arts college and communities also increased. The history of the conflict began when there was fanaticism of teachings from the Ki Ngabei Soerodiwiryo students. Conflicts that occurred in the Suran Agung involved between groups of fighters and community which often caused material losses such as throwing stones, destruction of public facilities also lead to violence resulting in casualties. Qualitative research here to analyze the efforts of the District Government of Madiun in preventing conflict that is an issue for the public, the Public Interest Relations (PIR) approach to the practice of Suran Agung in Madiun focuses on stakeholder collaboration in peace efforts. The result of PIR practice is the emergence of a new identity for Kampung Pesilat Indonesia as a milestone for peace in social change to realize the vision and mission of regional head
The social harmony of local religious groups
No full textAs a multicultural nation, minority groups are embedded in the discourse of nationality and social harmony in Indonesia. The term social harmony signifies that each race, ethnicity, or religion must be placed in an equal standing/position. The research focuses on understanding the identity negotiation strategies, in establishing the social harmony, that are used by adherents of local religions which are considered minorities in a community where the majority of people believe in formal religions. This study uses the Co-Cultural Theory and employs a phenomenology research method to explores the way in which co-cultural groups\u27 members negotiate their cultural differences with the members of dominant groups. The groups that are chosen as the subject of this research are the religious groups that live in a relatively supportive community (Kawruh Jiwa) and the group that has experienced numerous clashes with other groups in the region (Sapta Darma). The result of the research indicates that communication strategies used by local religious believer groups in establishing social harmony are: educating others, self-censoring, and bargaining. Those three communication strategies create different co-cultural positions. Educating others creates an accommodation position, self-censoring produces surface assimilation, and bargaining strategy generates a situation where marginal groups are in a partial separation.
Sebagai negara multikultural, kelompok minoritas berada dalam wacana kebangsaan dan keharmonisan sosial di Indonesia. Istilah harmoni sosial menandakan bahwa setiap ras, etnis, atau agama harus ditempatkan dalam posisi/kedudukan yang sama. Penelitian berfokus pada pemahaman strategi negosiasi identitas, dalam membangun sosial harmoni, yang digunakan oleh penganut agama lokal yang dianggap minoritas dalam sebuah komunitas di mana mayoritas orang percaya pada agama formal. Penelitian ini menggunakan teori co-cultural dan menggunakan metode penelitian fenomenologi untuk mengeksplorasi cara anggota kelompok budaya yang berbeda menegosiasikan perbedaan budaya mereka dengan anggota kelompok dominan. Kelompok-kelompok yang dipilih sebagai subjek penelitian ini adalah kelompok agama yang hidup dalam komunitas yang relatif mendukung (Kawruh Jiwa) dan kelompok yang telah mengalami banyak bentrokan dengan kelompok lain di wilayah tersebut (Sapta Dharma). Hasil penelitian menunjukkan bahwa strategi komunikasi yang digunakan oleh kelompok penganut agama setempat dalam membangun kerukunan sosial adalah: mendidik yang lain, menyensor diri sendiri, dan tawar menawar. Ketiga strategi komunikasi itu tercipta posisi co-cultural yang berbeda. Mendidik orang lain menciptakan posisi akomodasi, swasensor menghasilkan asimilasi permukaan, dan strategi perundingan menghasilkan situasi di mana kelompok marginal berada dalam pemisahan parsial