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Influence of prerequisite concepts understanding and mathematical communication skills toward student\u27s mathematical proving ability
No full textThis study aims to describe the influence of prerequisite concepts understanding and mathematical communication skills on the mathematical proving ability of Mathematics Education Program students in the Faculty of Mathematics and Science, State University of Jakarta (FMIPA UNJ). The method used in this study was a survey and correlational techniques. The study population was all students of the Mathematics Education Program FMIPA UNJ in 2018. The study sample was taken with a simple random sampling technique, there were 50 students in total. In this study, the dependent variable was mathematical proving ability (Y) and the independent variables were the prerequisite concepts understanding (X1) and mathematical communication skills (X2). This study based on the inferential statistical analysis of research data by using multiple regression analyses to test the effect of independent variables on the dependent variables. The results obtained were: 1) the prerequisite concepts understanding had a positive effect and significant on students\u27 mathematical proving ability, 2) mathematical communication skills had a positive effect and significant on students\u27 mathematical proving ability, and 3) prerequisite concepts understanding and mathematical communication skills simultaneously had a positive effect and significant on mathematical proving ability with effect size of 69.3%.
Pengaruh pemahaman prerequisite concepts dan kemampuan komunikasi matematis terhadap mathematical proving ability mahasiswa
Abstrak
Penelitian ini bertujuan untuk memperoleh informasi tentang pengaruh pemahaman prerequisite concepts dan kemampuan komunikasi matematis terhadap kemampuan membuktikan matematis mahasiswa Pendidikan Matematika di Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Jakarta (FMIPA UNJ). Metode yang digunakan dalam penelitian ini adalah metode survei dan teknik korelasional. Populasi penelitian adalah seluruh mahasiswa Program Studi Pendidikan Matematika FMIPA UNJ tahun 2018. Sampel penelitian diambil dengan teknik simple random sampling sebanyak 50 mahasiswa. Variabel terikat dalam penelitian ini adalah kemampuan membuktikan matematis (Y) dan variabel bebasnya adalah pemahaman prerequisite concepts (X1) dan kemampuan komunikasi matematis (X2). Penelitian ini berdasarkan analisis statistik inferensial atas data penelitian dengan menggunakan analisis regresi ganda untuk menguji pengaruh variable-variabel bebas terhadap variabel terikat. Hasil yang diperoleh adalah: 1) pemahaman prerequisite concepts berpengaruh positif dan signifikan terhadap kemampuan pembuktian matematis mahasiswa, 2) kemampuan komunikasi matematis berpengaruh positif dan signifikan terhadap kemampuan pembuktian matematis mahasiswa, 3) pemahaman prerequisite concepts dan kemampuan komunikasi matematis secara bersama-sama (simultan) memberikan pengaruh positif dan signifikan terhadap kemampuan pembuktian matematis mahasiswa dengan besar pengaruh sebesar 69,3%
Efektivitas model pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) dan reciprocal teaching berbantuan game edukasi
No full textPenelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) berbantuan Game Edukasi dan Reciprocal Teaching berbantuan Game Edukasi ditinjau dari kemampuan pemecahan masalah matematis siswa. Penelitian ini adalah quasi experiment dengan posttest only control design. Populasi dalam penelitian ini adalah siswa kelas VIII MTs Sultan Fatah Gaji Demak tahun ajaran 2017/2018 dan kelas VIII-A, VIII-B, dan VIII-C dipilih sebagai sampel penelitian. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan signifikan rata-rata kemampuan pemecahan masalah matematis antara siswa yang mendapatkan pembelajaran dengan model REACT berbantuan Game Edukasi, model Reciprocal Teaching berbantuan Game Edukasi, dan model pembelajaran konvensional (ekspositori); (2) kemampuan pemecahan masalah matematis siswa yang belajar menggunakan model pembelajaran REACT berbantuan Game Edukasi lebih baik dari pada siswa yang belajar dengan pembelajaran konvensional; (3) kemampuan pemecahan masalah matematis siswa yang belajar menggunakan model Reciprocal Teaching berbantuan Game Edukasi lebih baik dari pada siswa yang belajar dengan pembelajaran konvensional; (4) pembelajaran dengan model REACT dan Reciprocal Teaching berbantuan Game Edukasi sama-sama efektif ditinjau dari kemampuan pemecahan masalah dengan rata-rata kemampuannya signifikan di atas 70; dan (5) terdapat pengaruh positif keaktifan siswa pada kelas yang belajar menggunakan model REACT dan Reciprocal Teaching berbantuan Game Education terhadap kemampuan pemecahan masalah matematis siswa.
The effectiveness of the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) and reciprocal teaching model assisted by educational game
Abstract
This research aimed to describe the effectiveness of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning models assisted by Educational Game and Reciprocal Teaching assisted by Educational Game in terms of students\u27 mathematical problem-solving abilities. This study was a quasi-experiment with a posttest only control design. The population in this research was students of 8th-grade of MTs Sultan Fatah Gaji Demak, Indonesia in the academic year 2017/2018 and class VIII-A, VIII-B, and VIII-C were selected as research samples. The results showed that (1) there was a significant difference in the average mathematical problem-solving ability between students who received learning with the REACT model assisted by Educational Game, the Reciprocal Teaching model assisted by Educational Games, and conventional learning models (expository); (2) the mathematical problem-solving ability of students who learn using REACT learning models assisted by Educational Games was better than conventional learning; (3) the mathematical problem-solving ability of students who learn using the Reciprocal Teaching model assisted by Educational Game was better than conventional learning; (4)The learning with the REACT and Reciprocal Teaching models assisted by Educational Games was equally effective in terms of problem solving skills with an average ability significantly above 70; and (5) there was a positive correlation between the activeness of students in class learning using REACT and Reciprocal Teaching models assisted by Game Education on students\u27 mathematical problem-solving abilities
Problem posing ability among prospective mathematics teachers
No full textPosing mathematics problem is perceived as one of the learning strategies to promote students\u27 skills in mathematics problem-solving as well as one of the crucial competencies that should be mastered by prospective mathematics teachers. Some people argued that for prospective mathematics teachers, posing mathematics problem itself is as important as solving mathematics problem because when they become mathematics teachers, there exist necessity for them to pose mathematics problem as a means for assessing students\u27 understanding or achievement. The aim of this article, therefore, was to focus on the investigation into the prospective mathematics teachers\u27 ability in posing mathematics problems. Relevant literature from several electronic databases such as SpringerLink, ScienceDirect, ResearchGate, and Google Scholar was searched based on the following keywords: \u27pre-service mathematics teacher\u27, \u27problem-posing\u27, \u27prospective mathematics teacher problem-posing\u27, and \u27posing mathematics problem\u27. There was a total of 16 articles which were included into this review according to the determined inclusion criteria as follow: an empirical study that was published in journal or conference proceeding with the publication date from years of 2009 to 2019, written in English, full text, and discussing about prospective mathematics teachers\u27 ability in posing problem-related to mathematics. There were as many as three themes that deal with the prospective mathematics teachers\u27 ability to pose the mathematics problem, i.e. type of posed problem, ability in posing mathematics problem, and the difficulty which was experienced by prospective mathematics teachers in posing mathematics problem. These three themes and their implications are discussed in this article.
Kemampuan calon guru matematika dalam mengajukan masalah
Abstrak
Pengajuan masalah matematika dapat dianggap sebagai salah satu strategi pembelajaran untuk mengembangkan keterampilan siswa dalam memecahkan masalah matematika serta sebagai salah satu kompetensi yang penting yang seharusnya dikuasai oleh calon guru matematika. Beberapa orang berpendapat bahwa untuk calon guru matematika, mengajukan masalah matematika itu sama pentingnya dengan memecahkan masalah matematika karena ketika mereka menjadi guru matematika, ada suatu keharusan bagi mereka untuk mengajukan masalah matematika sebagai saran untuk menilai pemahaman atau pencapaian siswa. Tujuan artikel ini, oleh karena itu, adalah untuk fokus pada penyelidikan kemampuan calon guru matematika dalam mengajukan masalah matematika. Literatur yang relevan dari beberapa basis data elektronik seperti SpringerLink, ScienceDirect, ResearchGate, dan Google Scholar dicari berdasarkan kata kunci berikut: \u27pre-service mathematics teacher\u27, \u27problem-posing\u27, \u27prospective mathematics teacher problem-posing\u27, dan \u27posing mathematics problem\u27. Ada total 16 artikel yang dimasukkan ke dalam tinjauan ini sesuai dengan kriteria inklusi yang ditentukan sebagai berikut: studi empiris yang diterbitkan dalam jurnal atau prosiding seminar dengan tanggal publikasi dari tahun 2009 hingga 2019, ditulis dalam bahasa Inggris, teks lengkap, dan membahas tentang kemampuan calon guru matematika dalam mengajukan masalah yang berkaitan dengan matematika. Ada tiga tema yang berhubungan dengan kemampuan calon guru matematika untuk mengajukan masalah matematika, yaitu jenis masalah yang diajukan, kemampuan dalam mengajukan masalah matematika, dan kesulitan yang dialami oleh calon guru matematika dalam mengajukan masalah matematika. Ketiga tema dan implikasinya dibahas dalam artikel ini
Pembelajaran model creative problem-solving untuk mendukung higher-order thinking skills berdasarkan tingkat disposisi matematis
No full textPenelitian ini bertujuan untuk mendeskripsikan pengaruh model creative problem solving terhadap higher-order thinking skills ditinjau dari tingkat disposisi matematis siswa. Jenis penelitian ini adalah kuasi eksperimen menggunakan posttest only non-equivalent control group design. Populasi penelitian ini adalah seluruh siswa kelas XI MIPA di salah satu SMA Negeri di Kendari. Dua kelas dipilih secara purposive sampling sebagai sampel penelitian, yaitu kelas XI-MIPA 1 sebagai kelas eksperimen dan XI-MIPA 3 sebagai kelas kontrol. Instrumen penelitian yang digunakan pada penelitian ini adalah tes higher-order thinking skills dan angket disposisi matematis. Hasil penelitian menunjukkan bahwa rata-rata higher-order thinking skills siswa yang belajar dengan model creative problem solving lebih baik dari siswa yang belajar dengan pendekatan saintifik, sedangkan jika ditinjau dari tingkat disposisi matematis, siswa yang tingkat disposisi matematisnya tinggi memiliki rata-rata higher-order thinking skills yang lebih baik dibanding siswa yang tingkat disposisinya sedang dan rendah. Namun, tidak terdapat pengaruh interaksi antara model pembelajaran dan tingkat disposisi matematis terhadap rata-rata higher-order thinking skills siswa.
Creative problem-solving learning model to promote higher-order thinking skills based on the level of mathematical disposition
Abstract
This study aims to describe the effect of the creative problem-solving model on higher-order thinking skills in terms of students\u27 mathematical disposition levels. This research was a quasi-experimental study using a posttest only non-equivalent control group design. The population of this research was all students of 11th grade in one of public senior higher school in Kendari, Indonesia. Two classes were chosen by purposive sampling as the samples of this study that is XI-MIPA 1 as the experimental class and XI-MIPA 3 as the control class. The instruments used in this study were a higher-order thinking skills test and a mathematical disposition questionnaire. The results of this study show that the mean of higher-order thinking skills of students who studied with creative problem-solving models was better than students who studied with a scientific approach, while from the level of mathematical disposition, students with higher-level mathematical dispositions have better mean higher-order thinking skills than students with moderate and low disposition level. However, there is no effect of interaction between learning models and the level of mathematical disposition to the average higher-order thinking skills of students
Pengembangan perangkat pembelajaran matematika menggunakan pendekatan inquiry berorientasi kemampuan berpikir kritis
No full textTujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kegiatan Siswa (LKS) menggunakan pendekatan inquiry berorientasi pada kemampuan berpikir kritis dan rasa ingin tahu siswa yang berkualitas berdasarkan aspek valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan ADDIE dengan tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah 32 siswa kelas XI MIA 3 SMA Negeri 1 Godean. Analisis data kevalidan dan kepraktisan dilakukan dengan mengkonversi skor aktual menjadi skor kualitatif. Analisis keefektifan dilakukan dengan menentukan persentase ketuntasan siswa pada tes kemampuan berpikir kritis dan rata-rata skor angket rasa ingin tahu. Hasil penelitian menunjukkan bahwa perangkat pembelajaran menggunakan pendekatan inquiry yang berorientasi pada kemampuan berpikir kritis dan rasa ingin tahu siswa telah memenuhi kriteria valid, praktis dan efektif.
Developing a learning kit using an inquiry approach oriented to critical thinking skill
Abstract
This study aimed to produce a learning kit using the inquiry approach oriented to students\u27 critical thinking skills and curiosity which has a good quality in the aspects of validity, practicality, and effectiveness. This study was research and development that used the ADDIE model, which includes the steps of analysis, design, development, implementation, and evaluation. The subjects were 32 of 11th-grade students of SMA Negeri 1 Godean (Senior High School), Province of Special Region of Yogyakarta, Indonesia. The data of validity and practicality were analyzed by converting the actual score into qualitative data. The data of effectiveness were done by determining the percentage of student that passed the critical thinking skill tests and the mean scores of students\u27 curiosity questionnaire. The results of this study were a teaching kit using the inquiry approach oriented to students\u27 critical thinking skill and curiosity has met the criterion of valid, practical, and effective
SEMIOTICS OF BORDER (ANALYSIS OF BATAS, A FILM OF RUDI SOEDJARWO)
No full textThis research was conducted to explain the presentation of the boundary meanings presented by Batas film through their character. The border becomes the front face of a country. The social conditions of people who are still lagging behind and far from infrastructure development make the people living in the border vulnerable to various problems. As a message delivery medium, meanings are represented by character in film. The author analyzed five scenes on each character in Batas film. These are, Ubuh\u27s character is threatened by the bad people who chase her in the middle of the forest, Arif\u27s character as a police officer who looking for the information in the community, Jaleswari\u27s character who cares about education problems at the border, Adeus\u27s character who has great desire for the advancement of the people at the border but get threats from individuals who do not want the people on the border to get a high education, the character of the Panglima who has power in the Dayak tribe community. This study uses a critical paradigm with a qualitative approach. The process describes the meaning of signs into denotations, connotations, and myths. The results of this study indicate that meanings are defined as areas that have complex problems. Access to transnational crime is still very easy as security is needed in the area. Despite the increase in technology and technology, the region must have the slightest education, strive to advance the regions, without prioritizing their own interests without ignoring the cultural values of their ancestors.
Penelitian ini dilakukan untuk menjelaskan reperesentasi makna batas yang dihadirkan oleh pembuat film Batas melalui karakter tokohnya. Perbatasan menjadi wajah terdepan dari suatu negara. Keadaaan sosial masyarakat yang masih tertinggal dan jauh dari pembangunan infrastruktur, membuat masyarakat suku Dayak yang tinggal di pedalaman rentan terhadap berbagai permasalahan. Sebagai medium penyampai pesan, film ini penting dikaji untuk menjelaskan bagaimana makna batas direpresentasikan melalui masing-masing karakter. Peneliti melakukan analisis terhadap lima scene pada masing-masing karakter dalam film Batas. Kelima scene tersebut adalah, karakter Ubuh yang terancam dengan adanya orang-orang jahat yang mengejar di tengah hutan, karakter Arif sebagai aparat penegak hukum yang mencari informasi di tengah masyarakat, karakter Jaleswari yang peduli terhadap masalah pendidikan yang terjadi di perbatasan, karakter Adeus yang memiliki keinginan besar demi kemajuan masyarakat di perbatasan namun mendapatkan ancaman dari oknum yang tidak ingin masyarakat di perbatasan mendapatkan pendidikan yang tinggi, karakter Panglima yang memiliki kuasa di masyarakat suku Dayak. Penelitian ini menggunakan paradigma kritis dengan pendekatan kualitatif. Proses analisis yang dilakukan adalah semiotika model Roland Barthes yang menjabarkan makna tanda menjadi denotasi, konotasi, dan mitos. Hasil penelitian ini menunjukkan bahwa makna batas dimaknai adalah daerah-daerah yang memiliki masalah kompleks. Akses kejahatan transnasional masih sangat mudah, sangat diperlukan pengamanan di daerah tersebut. Meskipun terjadi peningkatan teknologi dan teknologi, wilayah harus tetap memiliki pendidikan sekecil apapun, berjuang memajukan daerah, tanpa mementingkan kepentingan sendiri tanpa mengabaikan nilai budaya leluhurnya
Development of the traditional digital games for strengthening childhood\u27s verbal skill
No full textThe aims of this research was to: (1) know the portability aspect of the Traditional Digital Games application as a medium for early childhood learning; and (2) know the usability aspect of the Traditional Digital Games applications as a medium for early childhood learning. The method used in this study is Research and Development (R & D). The stages through which the waterfall will be useful to be able to produce reliable and effective software. The waterfall flowchart consists of: analysis, design, implementation, testing, and improvement. The results of this study were: (1) the results of testing from the portability aspect using a different smartphone, it can be concluded that traditional digital game applications have entered into a very good category; and (2) the results of testing usability aspects averaged over 70%, so that in both aspects the test was considered feasible and good. Although in the aspect of learning games the score shows 70.83% so it needs an increase
Evaluating the implementation of English communication therapy (ECT): An objective structured clinical assessment (OSCA) approach
No full textThis study is aimed at evaluating the implementation of the English Communication Therapy (ECT) instructional program oriented to the Objective Structured Clinical Assessment (OSCA) for the students of the D-3 Nursing Study Program at STIKES Al-Irsyad Al-Islamiyyah, Cilacap. Three research problems are put forward concerning (1) the fit of the program in terms of the variables context, input, process, and product; (2) obstacles faced by students; and (3) attainment of the ECT learning objectives. The study is evaluation research using the qualitative and quantitative CIPP model. The research subjects are 168 students of the Nursing Study Program of STIKES Al-Irsyad Al-Islamiyyah. Data were collected using interviews, questionnaires, and documentation. The findings show that (1) evaluation of the four variables of context, input, process, and product shows that ECT can be stated as in the good or fit category; (2) main obstacles faced by students are lack of vocabulary and low level of self-confidence; and (3) students are able to achieve the passing grade of 74 at each station on the competency of English speaking about nursing matters
Dampak sosialisasi empat pilar MPR RI terhadap Pendidikan Pancasila di perguruan tinggi
No full textPenggunaan istilah empat pilar kehidupan berbangsa dan bernegara untuk program sosialisasi telah menimbulkan polemik dan perdebatan di masyarakat. Empat pilar tersebut meliputi Pancasila, UUD 1945, NKRI, dan Bhinneka Tunggal Ika yang dirumuskan oleh MPR RI. Tujuan penelitian ini adalah untuk mendeskripsikan dampak sosialisasi Empat Pilar tersebut terhadap pendidikan Pancasila di perguruan tinggi. Data penelitian diambil dari buku, jurnal ilmiah, artikel surat kabar, dan berita di media online ataupun offline, dan dokumen yuridis, seperti peraturan perundang-undangan. Analisis data menggunakan pendekatan interpretatif, induksi-analitis, semiotik, dan analisis wacana. Hasil penelitian ini menunjukkan bahwa (1) sosialisasi empat pilar berdampak pada ambiguitas pemaknaan dan pemahaman baik dari peserta didik maupun dosen dalam pembelajaran Pancasila sebagai dasar atau pilar kehidupan bernegara dan berbangsa, dan (2) penggunaan istilah empat pilar telah mengacaukan pemahaman dan pengetahuan para peserta didik dalam memahami Pancasila.
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The application of the term Four Pillars of Life of the People and the Nation in socialization creates polemic and debate in society. Those four pillars are Pancasila, the 1945 Constitution, the Unitary State of the Republic of Indonesia, and Unity in Diversity, which formulated by the People\u27s Consultative Assembly of the Republic of Indonesia. The objective of this research is to investigate the impact that socialization has on the education of Pancasila in a higher level of education. The research data obtained from books, scientific journals, newspaper articles, other online and offline sources, and legal documents, for instance, legislation. Interpretative, analytic-induction, semiotic, and disclosure approaches applied to the analysis. The result shows that the socialization has immense impacts on 1). The ambiguity toward the meaning and the understanding by both students and lecturers in learning Pancasila as the pillar of the life of the people and the nation, and 2). The use of the term four pillars has disrupted the understanding and the knowledge of students in their comprehension toward Pancasila