UNY Journal Collections (Universitas Negeri Yogyakarta)
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Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran
No full textPenelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika.
The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student\u27s learning objectives
Abstract
This study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics
Pengembangan perangkat pembelajaran penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis
No full textPenelitian ini bertujuan menghasilkan perangkat pembelajaran matematika dengan pendekatan penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis serta mendeskripsikan kualitas hasil pengembangan perangkat tersebut. Kualitas hasil pengembangan ditentukan berdasarkan pada kriteria dari Nieveen, yaitu valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan. Model pengembangan yang digunakan diadaptasi dari model Dick dan Carey. Adaptasi model Dick dan Carey menghasilkan 3 tahap pengembanan (define, design, dan develop). Subjek uji coba dalam penelitian ini adalah 60 siswa kelas 8 SMP Muhammadiyah 3 Yogyakarta. Instrumen yang digunakan antara lain lembar validasi, lembar penilaian dari guru dan siswa, lembar observasi keterlaksanaan pembelajaran, serta tes kemampuan berpikir kritis dan komunikasi matematis. Analisis data kevalidan dan analisis data kepraktisan masing-masing dilakukan dengan cara mengkonversi data kuantitatif berupa skor hasil penilaian menjadi data kualitatif berupa nilai standar skala lima. Analisis data keefektifan tes ketercapaian kompetensi dilakukan dengan cara menentukan persentase ketuntasan minimal, sedangkan analisis tes kemampuan berpikir kritis dan komunikasi matematis ditentukan peningkatannya. Hasil validasi ahli, penilaian dari guru dan siswa, observasi keterlaksanaan pembelajaran, dan hasil tes kemampuan berpikir kritis dan komunikasi matematis siswa memberikan bukti bahwa perangkat pembelajaran telah memenuhi kriteria valid, praktis, dan efektif.
Developing instructional kits using the guided discovery to increase creative thinking and mathematical communication skills
Abstract
This research is aimed to produced learning kits using guided discovery approach to increase the creative thinking and mathematical communication skills and to describe the quality of the result of the development. The quality of learning kits determined based on Nieveen\u27s criteria, those are valid, practical, and effective. This research is development research adapted from Dick, and Carey model. The modified of this model resulted 3 stages of development steps (define, design, and develop). The subjects of this study are 60 grade 8 students of Muhammadiyah Junior High School 3 of Yogyakarta. The research instruments were validation sheet, assessment sheets from teacher and students, learning observation sheet, and critical thinking and mathematical communication skills test. The validity and practicality data analysis were done by converting the actual score into qualitative data with standard scale of five. The effectiveness of data analysis was done by determining the percentage of minimum completeness, while the analysis of critical thinking skills and mathematical communication tests determined the improvement. The results of experts\u27 validation, assessments from teachers and students, learning observation, and critical thinking and mathematical communication skills test, provide the evidence that the learning kits are valid, practical and effective
Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa
No full textPenelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa.
The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy
Abstract
This study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy
The enhancement of mathematical problem solving ability and self-confidence of students through problem based learning
No full textThis paper reported result of a research attempted to analyze: the increase in student\u27s MPS and SC using problem-based learning; and to look interaction between students\u27 PMK and learning to increase student\u27s MPS and SC. This type of research was a quasi-experimental. The population of this research was all students in SMA Negeri 6 Medan. Then 33 students were chosen as the experimental class and 33 students in other class was chosen as a control class by using purposive sampling technique. The data in this study were analyzed using Two Ways ANOVA. The result of validity of student\u27s MPS test is 0,808. Both reability of test was 0.86. The result of this research were: (1) The enhancement of student\u27s MPS ability and SC using problem-based learning was higher than conventional learning; (2) There is no interaction between student\u27s PMK and learning on student\u27s MPS ability and SC
Pembelajaran diskursus multi representasi terhadap peningkatan kemampuan komunikasi dan disposisi matematis mahasiswa
No full textPenelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan disposisi mahasiswa melalui pembelajaran diskursus multi representasi (DMR). Metode penelitian ini adalah metode kuasi eksperimen dengan desain penelitian pretset-posttest control group design. Populasi penelitian adalah seluruh mahasiswa pendidikan matematika STKIP Siliwangi Bandung yang mengikuti mata kuliah metode pembelajaran matematika sekolah SD pada semester ganjil Tahun Ajaran 2016/2017 yang terdiri dari 3 kelas, yaitu: A1, A2 dan A3. Sampel penelitian dipilih 2 kelas dari populasi penelitian, terpilih kelas A2 sebagai kelas kontrol yang terdiri dari 35 orang mahasiswa dan kelas A1 sebagai kelas eksperimen yang terdiri dari 36 orang mahasiswa. Analisis data dilakukan terhadap gain hasil tes kemampuan mahasiswa mata kuliah metode pembelajaran matematika sekolah SD. Sedangkan analisis skala disposisi matematis mahasiswa menggunakan Microsoft Excel 2010. Untuk memperoleh data penelitian digunakan instrumen berupa tes uraian dan skala disposisi. Analisis penelitian menggunakan uji perbedaan rata-rata mann whitney. Hasil penelitian menunjukkan bahwa: (1) Pencapaian dan peningkatan kemampuan komunikasi matematis yang mendapat pembelajaran DMR lebih baik daripada mahasiswa yang mendapat pembelajaran konvensional; dan (2) Disposisi matematis mahasiswa yang pembelajarannya menggunakan DMR lebih baik daripada mahasiswa dengan pembelajaran yang menggunakan pendekatan konvensional.
Learning multi discourse representation to enhance students communication and their mathematical disposition
Abstract
This study aims to determine the improvement of students\u27 mathematical communication and dispositions ability through multi-representation discourse (DMR) learning. This research method is quasi-experimental with the design of pretset-posttest control group. The population is all students of mathematics education STKIP Siliwangi Bandung attending the course subject of Metode Pembelajaran Matematika SD (Elementary Mathematics Learning Method) in the first semester of 2016/2017 academic year consisting of three classes, namely: A1, A2 and A3. The samples are selected from two classes; A2 as the control group consisting of 35 students and A1 as the experimental group consisting of 36 students.. Data analysis is performed to find out the gain from the results of students\u27 ability test in the subject of Metode Pembelajaran Matematika SD; while the students\u27 mathematical disposition scale analysis is conducted by using Microsoft Excel 2010. To obtain research data, the instruments of description test and disposition scale are used. The analysis of research uses the Mann Whitney\u27s mean differences test. The results show that: (1) the achievement and improvement of communication ability of the students\u27 receiving DMR learning are better than those who receive conventional learning; and (2) Mathematical disposition of students with DMR learning is better than those with the conventional approach
The implementation of progressive mathematization model as a mean to enhance understanding and communication ability of junior high school students
No full textThe study was based on the importance of students\u27 mathematical understanding and communication ability. Students need some efforts in attaining mathematical understanding and communication ability. As a result, the researcher sensed that it should be designed A Progressive Mathematization Model in order to enhance the mathematical understanding and communication ability of the students especially the junior high school ones. Then, in conducting the study the main purpose was to analyze the enhancement of mathematical understanding and communication ability of the students. The study was a quantitative research. The population in this study was the seventh-grade students of SMPN 1 Pagedangan and the sample in this study consisted of two groups that had been selected by applying a purposive sampling. The researcher utilizing four test instruments of mathematical understanding and communication ability within the study. The data that had been gathered would be analysed by means of independent t-test. The findings of the study showed that the enhancement of mathematical understanding and communication ability of the students through a progressive mathematization model had been better than the enhancement of mathematical understanding and communication ability of the students using the conventional learning
COUNTER HEGEMONI ATAS OTORITAS AGAMA PADA FILM (ANALISIS WACANA KRITIS FAIRCLOUGH PADA FILM SANG PENCERAH)
No full textKoltay, Tibor. (2011). “The media and the literacies: media literacy, information literacy, digital literacy”. Media, Culture, & Society. 33(2). 211-221
Alat Ukur Berat Badan, Tinggi Badan dan Suhu Badan di Posyandu Berbasis Android
No full textPerkembangan ilmu pengetahuan dan teknologi semakin meningkat terutama di bidang elektronika. Hal tersebut menginspirasi peneliti untuk membuat alat yang bersifat ekonomis dan efisien, sehingga mempunyai fungsi utama yaitu untuk mempermudah suatu pekerjaan kader posyandu. Sistem Alat ukur berat badan, tinggi badan dan suhu badan di posyandu berbasis android merupakan pengembangan dari peneliti sebelumnya yang didukung dengan tampilan data angka yang muncul di android untuk mempermudah kader posyandu dalam melihat atau mengamati data angka pada bayi di posyandu. Perancangan alat terdiri dari arduino uno sebagai pengolah data, sensor load cell (berat), sensor ultrasonik (tinggi) dan sensor ds18b20 (suhu) kemudian data angka hasil pembacaan akan berkomunikasi serial menggunakan bluetooth hc-05 selanjutnya akan ditampilkan pada aplikasi smartphone android dalam bentuk data angka. Dari hasil pengujian dan pengambilan data didapatkan akurasi sensor load cell sebesar 96,1 - 96,5 %, sensor hc-sr04 sebesar 99,74 - 99,8 %, dan sensor ds18b20 sebesar 99,56 - 99,66 %, hal ini menunjukan bahwa ketiga sensor yang digunakan memiliki sistem yang baik dengan akurasinya yang tinggi
An evaluation of internship program by using Kirkpatrick evaluation model
No full textThis study was aimed at evaluating an internship program using Kirkpatrick\u27s evaluation program. The subjects of the study were students of batch 2015 and instructors. Slovin formula was used to calculate the sample. A questionnaire and teaching assessment sheet were used as instruments for collecting data. This study used content validity and exploratory factor analysis as the validity of the test. Reliability was estimated by Cronbach\u27s Alpha. The results of this study showed that (1) in facility, the level of satisfaction was in the \u27very satisfactory\u27 category (77.01%); (2) in instructor, the level of satisfaction was in the \u27very satisfactory\u27 category (82.76%); (3) in schedule, the level of satisfaction was in the \u27satisfactory\u27 category (50.57%); (4) in material, the level of satisfaction was in the \u27very satisfactory\u27 category (89.66%); and (5) in students\u27 teaching abilities. The improvement was in the \u27very satisfactory\u27 category