UNY Journal Collections (Universitas Negeri Yogyakarta)
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ANALISIS PENERAPAN SISTEM INFORMASI AKADEMIK (SIAKAD) 2013 MENGGUNAKAN MODEL END-USER COMPUTING SATISFACTION (EUCS) DI PROGRAM STUDI PENDIDIKAN TEKNIK INFORMATIKA
No full textPenelitian ini bertujuan untuk mengetahui: (1) pengaruh content terhadap user satisfaction; (2) pengaruh accuracy terhadap user satisfaction; (3) pengaruh format terhadap user satisfaction; (4) pengaruh ease of use terhadap user satisfaction; (5) pengaruh timeliness terhadap user satisfaction. Penelitian ini merupakan penelitian ex-post facto, yang dilaksanakan di Program Studi Pendidikan Teknik Informatika. Teknik pengambilan sampel dengan purposive sampling. Sampel yang diambil merupakan mahasiswa angkatan 2013 dan 2014 yang sudah menggunakan SIAKAD 2013 . Data diperoleh dengan kuesioner tertutup yang telah memenuhi persyaratan validitas dan reliabilitas. Teknik analisis data yang digunakan adalah Partial Least Square (PLS). Hasil penelitian menunjukkan bahwa: (1) content berpengaruh terhadap user satisfaction; (2) accuracy berpengaruh terhadap user satisfaction; (3) format berpengaruh terhadap user satisfaction; (4) ease of use berpengaruh terhadap user satisfaction; (5) timeliness berpengaruh terhadap user satisfaction
ANALISIS KESULITAN BELAJAR MAHASISWA PADA MATA KULIAH KAPITA SELEKTA MATEMATIKA SEKOLAH MENENGAH
No full textPenelitian ini bertujuan untuk mendeskripsikan letak dan jenis kesulitan belajar matematika mahasiswa pendidikan matematika. Penelitian ini adalah penelitian campuran dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian ini adalah mahasiswa pendidikan matematika di Universitas Jambi yang mengalami kesulitan belajar matematika pada mata kuliah Kapita Selekta Matematika Sekolah Menengah II. Instrumen yang digunakan berupa tes diagnostik dan pedoman wawancara. Letak kesulitan belajar matematika dilihat berdasarkan kesalahan/kesulitan mahasiswa dalam menyelesaikan tes diagnostik. Mahasiswa yang dikategorikan mengalami kesulitan diwawan-carai untuk memperoleh konfirmasi mengenai jenis kesulitan belajar matematika. Hasil penelitian menunjukkan bahwa kesulitan belajar matematikan mahasiswa terletak pada pengetahuan faktual 12,2%, pengetahuan konseptual 19,7%, pengetahuan prosedural 20,7%, dan pengetahuan metakognitif 47,4%. Jenis kesulitan belajar matematika yang dialami peserta didik adalah kesulitan mengingat fakta 1,9%, kesulitan mengingat konsep 13,1%, kesulitan memahami fakta 8%, kesulitan memahami konsep 5,2%, kesulitan menerapkan konsep 0,9%, kesulitan menerapkan prosedur 0,9%, kesulitan menganalisis prosedur 7%, kesulitan mengevaluasi konsep 0,5%, kesulitan mengevaluasi prosedur 8,9%, kesulitan mengomunikasikan metakognitif 47,4%, kesulitan meneliti fakta 2,3%, dan kesulitan meneliti prosedur 3,8%.
Kata Kunci: analisis kesulitan belajar, kapita selekta matematika sekolah menengah
AN ANALYSIS ON LEARNING DIFFICULTIES OF STUDENTS ON CAPITA SELECTA MATHEMATICS SUBJECT OF SECONDARY SCHOOL
Abstract
This research aims to describe the mathematics learning difficulty locations and the mathematics learning difficulties types faced by mathematics education students. This research is a mix method research study which used a quantitative and a qualitative approach. This research\u27s subjects were students of mathematics education in Jambi University who had learning difficulties on Capita Selecta of Secondary School II subject. The instruments used here were in diagnostic test and interview guide. The locations of learning difficulties viewed based on students\u27 mistakes/difficulties in completing the diagnostic test. These students categorized as students who were experiencing learning difficulties were interviewed to obtain confirmation regarding the mathematics learning difficulties types. The research result suggests that mathematics learning difficulty locations faced by the research subjects are factual knowledge 12.2%, conceptual knowledge 19.7%, procedural knowledge 20.7%, and metacognitive difficulties 47.4%. The mathematics learning difficulties types faced by the research subjects are fact remembering difficulty 1.9%, concept remembering difficulty 13.1%, fact understanding difficulty 8%, concept understanding difficulty 5.2%, concept applying difficulty 0.9%, procedure applying difficulty 0.9%, procedure analyzing difficulty 7%, concept evaluating difficulty 0.5%, procedure evaluating difficulty 8.9%, written metakognitive communicating difficulty 47.4%, fact observing difficulty 2.3%, and procedure observing difficulty 3.8%. Keywords: analysis on learning difficulties, capita selecta mathematics of secondary school
KEEFEKTIFAN PENDEKATAN METAKOGNITIF DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN BERPIKIR KRITIS, DAN MINAT BELAJAR MATEMATIKA
No full textPenelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan pendekatan metakognitif, pendekatan konvensional, dan perbandingan keefektifan pembelajaran matematika dengan pendekatan metakognitif dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Banguntapan yang terdiri atas delapan kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data berupa soal tes prestasi belajar dan soal tes kemampuan berpikir kritis, serta angket minat belajar matematika siswa. Data dalam penelitian ini diuji menggunakan uji proporsi dengan hampiran normal. Hasil penelitian ini mengindikasikan bahwa pendekatan metakognitif efektif ditinjau dari prestasi belajar siswa dan minat belajar matematika siswa, namun tidak efektif ditinjau dari kemampuan berpikir kritis siswa. Pendekatan konvensional tidak efektif ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak efektif ditinjau dari minat belajar matematka siswa. Selain itu diperoleh pula hasil bahwa pendekatan metakognitif lebih efektif dibanding pendekatan konvensional ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak lebih efektif dibanding ditinjau dari minat belajar matematika siswa.
Kata kunci: pendekatan metakognitif, pendekatan konvensional, prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa.
THE EFFECTIVENESS OF METACOGNITIVE APPROACH ACCORDING TO LEARNING ACHIEVEMENT, CRITICAL THINKING SKILL, AND INTEREST IN LEARNING MATHEMATICS
Abstract
This study is aimed to describe the effectiveness of metacognitive approach, the effectiveness of conventional approach, and the effectiveness of the comparison between metacognitive approach and conventional approach according to learning achievement, critical thinking skill, and student\u27s interest in learning mathematics. This study was a quasi experiment whose object was all the 8th graders of State Junior High School 3 Banguntapan. The instrument to collect the data was a test to indicate the learning achievement and critical thinking skill, and also a questionnaire to reveal student\u27s interest in learning mathematics. The data were analyzed using the proportion test with normal approach. The results of the study indicate that the metacognitive approach is effective according to learning achievement and student\u27s interest in learning mathematics but ineffective according to critical thinking skill. The conventional approach is ineffective according to learning achievement and critical thinking skill, but effective according to student\u27s interest in learning mathematics; the metacognitive approach is more effective than conventional approach according to learning achievement and critical thinking skill but less effective than conventional approach according to student\u27s interest in learning mathematics. Keywords: metacognitive approach, conventional approach, learning achievement, critical thinking skill, student\u27s interest in learning mathematics
PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW
No full textPenelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika.
Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis
THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW
Abstract
This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics disposition
PERBEDAAN PERUBAHAN TEKANAN DARAH DAN DENYUT JANTUNG PADA BERBAGAI INTENSITAS LATIHAN ATLET BALAP SEPEDA
No full textLatihan pada cabang bersepeda memperhatikan intensitas dengan salah satu parameternya denyut jantung. Penelitian ini bertujuan mengetahui perbedaan perubahan tekanan darah dan denyut jantung pada berbagai intensitas latihan atlet balap sepeda. Populasi dalam penelitian ini adalah 11 atlet balap sepeda Pegasus Continental Cycling Team selama periode pengamatan April-Juni 2015. Teknik sampling menggunakan total sampling. Analisis data menggunakan uji One Way Anova. F hitung denyut jantung dengan intensitas latihan 3,695 ‰¥ F tabel 3,316 dengan probabilitas 0,037 \u3c 0,05 menunjukkan ada perbedaan signifikan antara perubahan denyut jantung dengan berbagai intensitas latihan. F hitung tekanan sistol dengan intensitas latihan 2,372 ‰¤ F tabel 3,316 dengan probabilitas 0,111 \u3e 0,05 menunjukkan tidak ada perbedaan signifikan antara perubahan tekanan sistol pada berbagai intensitas latihan. F hitung tekanan diastol dengan intensitas latihan 0,852 ‰¤ F tabel 3,316 dengan probabilitas 0,327 \u3e 0,05 menunjukkan tidak ada perbedaan signifikan antara perubahan tekanan diastol dengan berbagai intensitas latihan.
DIFFERENCES OF BLOOD PRESSURE AND PULSE ALTERATION AT VARIOUS EXERCISE INTENSITIES IN CYCLIST
Abstract
Intensity was an important part of exercise in cycling with pulse as one of the parameter. This research intented to determine differences of blood pressure and pulse alteration at various exercise intensity in cyclist. The population was 11 cyclists of Pegasus Continental Cycling Team. The data measured during April-June 2015. Sampling technique used total sampling. One Way ANOVA used to analyze the data. F count pulse with the exercise intensity was 3,695 ‰¥ 3,316 F table with probability 0.037 \u3c 0.05, showed significant differences between pulse changes with different exercise intensities. F count systolic pressure with exercise intensity was 2.372 ‰¤ 3.316 F table with probability 0.111 \u3e 0.05, showed insignificant difference between systolic pressure changes with various exercise intensities. F count diastolic pressure with exercise intensity was 0.852 ‰¤ 3.316 F table with probability 0.327 \u3e 0.05, showed insignificant difference between diastolic pressure changes with various exercise intensities
PENGEMBANGAN TES KETERAMPILAN OLAHRAGA WOODBALL UNTUK PEMULA
No full textPenelitian ini bertujuan untuk mengembangkan: (1) tes keterampilan olahraga woodball untuk pemula yang valid, (2) mengembangkan tes keterampilan olahraga woodball untuk pemula yang reliabel, dan (3) norma penilaian tes keterampilan olahraga woodball untuk pemula. Penelitian dan pengembangan ini terdiri dari enam langkah kegiatan, yaitu: identifikasi kebutuhan, analisis pengembangan produk, menulis tujuan kinerja, mengembangkan instrumen penilaian, merancang dan mengevaluasi produk, serta merevisi produk. Uji coba penelitian dilakukan di Klub Woodball Buleleng, Bali dan Klub Woodball Jepara, Jawa Tengah berjumlah 37 atlet pemula. Validasi produk didapat dari uji validasi konstruk menggunakan inter-items correlations dan uji validitas kriterium dengan mengorelasikan data hasil tes keterampilan olahraga woodball untuk pemula dengan hasil permainan 12 fairway. Menguji reliabilitas produk menggunakan teknik test-retest. Penelitian ini menghasilkan tes keterampilan olahraga woodball untuk pemula yang: (1) valid dengan koefisien validitas sebesar 0,830; (2) reliabel dengan koefisien reliabilitas sebesar 0,905; dan (3) dilengkapi norma penilaian pengklasifikasian keterampilan atlet pemula.
Kata Kunci: tes, keterampilan, woodball, pemula
DEVELOPMENT OF WOODBALL SKILL TEST FOR BEGINNERS
Abstract
This study aims to develop: (1) a woodball skill test for beginners valid, (2) a woodball skill test for beginners reliabel, and (3) a woodball skill categorization for beginner athletes. This study was a research and development consisting of six steps, i.e: needs assessment, analysis of product development, writing performance strategy, developing assessment instruments, designing and evaluating instruction, and revising instruction. Research trials involved 37 beginner athletes from Woodball Club Buleleng, Bali and Woodball Club Jepara, Jawa Tengah. The validity coefficient of the test was obtained from construct validity with inter-item correlations and criterion-related validity by correlating the results of the test and the results of the game of 12 fairways. The reliability testing of the product scores used the test-retest method. The results of this study are the woodball skill test for beginners: (1)it is valid with the validity coefficient of 0.830, (2) it is reliable with the coefficient reliability of 0.905, (3) it is also accompanied with woodball skill categorization for beginner athletes. Key words: test, skill, woodball, beginne
The implementation of total quality management at vocational high schools in Indonesia
No full textThis study aims to determine the implementation of Total Quality Management (TQM) in public and private vocational high schools in the city of Yogyakarta, as well as to compare the level of implementation between public and private vocational high schools. The TQM aspects observed include infrastructures and facilities, quality of improvement, quality of teachers, quality of examination system and academic background of teachers graduated from vocational high schools. This exploratory study is descriptive in which the result can be used as an input as well as improvements in reflection of the future. These subjects were teachers and students. The primary data were collected through a questionnaire while other data were collected through observation and interviews. The data were analyzed by means of descriptive and statistics t-test. The analysis finds that TQM has been implemented by vocational schools, public and private, in the city of Yogyakarta. The Application levels differed significantly (t-value = 9.204, p-value = \u3c0.0001), where the public schools are able to implement at a very good level, while private schools are at a good level. The differences in the application of TQM occur in all measurable aspects, namely infrastructures and facilities access, quality of improvement, quality of teachers, quality of examination system and academic background of teachers graduated from vocational high schools. Specifically, on aspects of infrastructures and facilities of the access, although on average they significantly differ, categorically they are in the same level. The differences are not too large. The result of observation in the field during the study shows that the state vocational already maximally implement TQM, while in the private vocational schools, it is lower due to the limited resources in private schools