UNY Journal Collections (Universitas Negeri Yogyakarta)
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Enhancing primary school students\u27 competencies in step by step controllable argumentation using a new learning environment
No full textFor the goal of raising the mathematical performance of students, the quality of teaching has to be improved in the direction that critical thinking and a step-by-step controllable argumentation have to be established. Metacognitive activities of teachers and students can support this. The goal of the design research presented in this paper is to show how metacognitive activities in classroom discussions can be fostered and the mechanisms can be uncovered. For this purpose, on the one hand, a new learning environment - designed for learning addition and subtraction of integers in grade four - has been created. On the other hand, the teacher and the students have been consequently educated to practice new behavior during the lessons. This pilot study is carried out in Sumba, in a regular class, grade four, consisting of 28 students. The lessons had been video graphed; selected pieces of the public discussions have been transcribed. Teacher\u27s and learners\u27 utterances and their interplay have been classified using a particular coding system developed for those purposes. The pattern of classifications has been the basis for interpreting the metacognitive-discursive learning culture. One result of the study is that students even in grade four accept such a learning environment; they practice inventing and analyzing strategies in this field of algebra as it would be a game with step-by-step controllable argumentations. After that, an astonishingly short time of educating students to practice metacognitive activities, both in oral discussions as well as in written answers to relevant formulated questions
Pengaruh adversity quotient dan task commitment terhadap kemampuan pemecahan masalah matematika
No full textPenelitian ini bertujuan untuk mendeskripikan: (1) pengaruh adversity quotient dan task commitment secara bersama-sama terhadap kemampuan pemecahan masalah matematika; (2) pengaruh adversity quotient terhadap kemampuan pemecahan masalah matematika; dan (3) pengaruh task commitment terhadap kemampuan pemecahan masalah matematika. Metode penelitian adalah survei korelasional dengan teknik analisis regresi ganda. Sampel penelitian terdiri dari 83 siswa SMK di Jakarta Selatan yang diambil dengan teknik simple random sampling. Instrumen untuk mengukur adversity quotient dan task commitment menggunakan angket tertutup, sementara kemampuan pemecahan masalah matematika diukur dengan tes uraian. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh positif signifikan adversity quotient dan task commitment secara bersama-sama terhadap kemampuan pemecahan masalah matematika dengan kontribusi sebesar 12,3%; (2) terdapat pengaruh positif signifikan adversity quotient terhadap kemampuan pemecahan masalah matematika dengan kontribusi sebesar 5%; dan (3) terdapat pengaruh positif signifikan task commitment terhadap kemampuan pemecahan masalah matematika dengan kontribusi sebesar 7,3%.
Abstract
This research aims to reveal: (1) the effect of adversity quotient and task commitment on mathematical problem solving abilities, (2) the effect of adversity quotient on mathematical problem solving abilities, and (3) the effect of task commitment on mathematical problem solving abilities. This research was a correlational survey with multiple regression analysis technique. The sample was 83 students of three state vocational high schools in South Jakarta, Indonesia, established using the random sampling technique. The instrument to measure independent variables (adversity quotient and task commitment) is a closed questionnaire and that to measure the dependent variable (the mathematical problem solving abilities) is a mathematics description test. The results show that: (1) there is a positive effect of adversity quotient and task commitment together on mathematical problem solving ability, with a contribution of 12.3%; (2) there is a positive effect of adversity quotient on mathematical problem solving abilities, with a contribution of 5%; (3) there is a positive effect of task commitment on the mathematical problem solving abilities, with a contribution of 7.3%
Analisis minat dan keterampilan proses dalam pembelajaran matematika
No full textPenelitian ini bertujuan untuk mengungkap perbandingan keterampilan proses siswa dalam mata pelajaran matematika dari dua sekolah, perbandingan minat siswa dalam mata pelajaran matematika dari dua sekolah, serta hubungan antara keterampilan proses dan minat siswa pada mata pelajaran matematika. Penelitian ini jenis kuantitatif dengan tipe asosiatif dan komparatif. Sampel terdiri dari 70 siswa dari suatu SMP negeri dan 70 siswa dari suatu MTs negeri di daerah Batanghari, Jambi, Indonesia. Teknik pengambilan sampel yang digunakan adalah purvosive sampling. Data minat dan keterampilan proses dikumpulkan dengan angket yang telah divalidasi. Data dianalisis secara deskriptif dan inferensial dengan paired sample t-test dan pearson correlation test. Hasil penelitian ini menunjukkan bahwa 1) terdapat perbedaan keterampilan proses siswa pada pelajaran matematika di kedua sekolah; 2) terdapat pebedaan minat siswa terhadap pelajaran matematika di kedua sekolah, dan 3) terdapat hubungan antara keterampilan proses dan minat siswa terhadap pelajaran matematika. Dapat disimpulkan bahwa keterampilan proses yang baik dan minat yang kuat dalam belajar matematika akan membuat siswa lebih berhasil dalam belajar matematika.
Abstract
This study aims to reveal the comparison of students\u27 process skills in mathematics between two schools, the comparison of students\u27 interests in mathematics between two schools, and the relationship between process skills and students\u27 interest in mathematics. This was quantitative research with associative and comparative types. The samples were 70 students from a state junior high school and 70 students from a state Islamic junior high school in the Batanghari district, Jambi, Indonesia, established using the purposive sampling technique. The interest and process skill data were collected using a questionnaire, which was valid. The data were analyzed descriptively, and inferentially with paired sample t-test and Pearson correlation test. The result of this study showed that 1) there are differences in students\u27 process skills in mathematics between the two schools; 2) there are differences in students\u27 interest in mathematics between the two schools; and 3) there is a relationship between process skills and students\u27 interest in mathematics for the two schools. It means that good process skills and a strong interest in learning mathematics will make students more successful in learning mathematics
An analysis of mathematics understanding of prospective student-teachers of mathematics
No full textThis quantitative-qualitative descriptive study aims to reveal the mathematics understanding of prospective student-teachers, describe the types of their mistakes in mathematics understanding, and recommend appropriate teaching of mathematics understanding. The subjects were 34 first-year students taking the Geometry course in the Mathematics Education Study Program, at a State University in Yogyakarta, Indonesia. The test instrument was consisting of four items, two of which were about the problems of procedural instrumental understanding and the other two were about the problems of relational understanding. The data were analyzed through the stages of reducing data, presenting data, and concluding data. The results show that students\u27 mathematical understanding is categorized as good (87.75%). Students\u27 procedural instrumental understanding (87.75%) is better than their relational understanding (77.52%) which is in good and sufficient categories, respectively. Some students made mistakes in representing theorems, performing mathematical procedural using appropriate concepts/theorems, and interpreting conclusions or proofs using appropriate notation and representation. It is recommended that mathematical learning should prioritize relational understanding by exploring a concept with other concepts and using various representations, situations, and contexts. Learning should focus more on relational understanding, namely discussing a concept and its relationship with other concepts with different representations, situations, and contexts
Disaster communication of the Merapi slope community
No full textThis research aims to examine disaster communication performed by the community of Turgo, Purwobinangun, Pakem. Sleman. The research was conducted utilizing a qualitative method, and the data were collected through interviews and Focus Group Discussions. The research objects include the community members living in Turgo consisting of teenagers, adults, the elderly, the search and rescue (SAR) team, and village heads. The research results show that the people living in Turgo utilize many sources of information in accessing disaster information, including surveillance and reconnaissance posts (wastai posts), social media, interpersonal communication, and group communication. The information is delivered through Whatsapp Group, Youtube, Twitter, Instagram, direct/ face-to-face communication, traditional bamboo slit drum (kentongan), motorcycle horns, and speakers. In addition, the resident\u27s response is very positive in responding to any call/order from the authorities. In other words, no citizen rejected the call given. Also, opinion leaders do not have a significant role in disaster communication. The SAR team has a higher position than the opinion leader as they know the conditions in the field bette
Jajasan Pembaruan : Propaganda discourse through its printed products
No full textThe purpose of this paper is to describe Jajasan Pembaruan as a publisher that produced printed materials in the form of magazines and books in Indonesia (1950-1966). This study might be categorized in the history of communication as a political frame. This article examines particularly on how Jajasan Pembaruan as a political agent carried out propaganda with printed material productions in the form of book and magazine publications. As an agent of trans-nationalism, through the content in the publication, Jajasan Pembaruan as well as being a medium in shaping the concept of identity politically and culturally through discourse politics. This research shows that the publications by Jajasan Pembaruan were agents of political propaganda pioneered by several young people (political activists and leftist thinkers), the Indonesian Communist Party. Thus, the productions by Jajasan Pembaruan were at the same time a strong foundation in providing theory, politics, and practices regarding the idea of a new way , especially among the cadres of the Indonesian Communist Party about Indonesian political identity. Propaganda spread through books or magazines published by Jajasan Pembaruan was one of the discourse efforts of decolonialization in spreading various communist political views. Production or printed materials by Jajasan Pembaruan received support in a fluid communication network between countries in the context of the cold war
Save media!
No full textPrint mass media face a big problem. One of them is the decline in subscribers, and the print mass media also loses advertisers. The migration of readers from print to online is not only during a pandemic but has occurred since the last few decades. However, when the Covid-19 pandemic hit, the print media became more difficult. The media reduces production costs by laying off employees. The press also reduced the number of pages to stay afloat in difficult times
Plan-Do-Review-Share-Happy (Plandoresh) as strategy to develop independent learning of vocational school students
No full textWhen computers take over from routine tasks at work, some employees are involved in independent problem-solving tasks. The current learning system must encourage students to move to lower levels of thinking in order to become independent individuals. The purpose of this study was to test the validity of the Plan-Do-Review-Share-Happy (Plandoresh) strategy as an effort to develop independent learning for vocational school students. This study used a descriptive method, and the aim is to get the validity of the Plandoresh strategy steps with a random sample of 78 respondents. The results that 1.) The Plan step is valid with r count \u3e r table of 0.849 \u3e 0.227; 2.) The next steps are done valid with r count \u3e r table of 0.873; 3.) The Review step is valid with r count \u3e r table of 0.856; 4.) The Share step is valid with r count \u3e r table of 0.868; and 5.) The happy step is valid with r count\u3e r table 0.929. These results indicate that the steps of the Plandores strategy are valid to be applied in an effort to develop independent learning for vocational students
Students\u27 competence in making language skill assessment rubric
No full textThis study aims to describe (1) the need for an assessment of language skills rubrics; (2) students\u27 abilities in creating holistic and analytic rubrics; (3) the potential and relevance of the application of the rubric in the micro-teaching class; (4) the obstacles faced by students in compiling the rubric. This research used mix method to answer the research questions and a quantitative approach to measure students\u27 understanding of the rubric. Basic competence was assessed using the rubric and mapped students\u27 competencies in designing the rubric. The qualitative rubric was used to describe students\u27 difficulties in applying the rubrics produced in the learning process at school. The population of this study was 250 students of Indonesian Language Education in Central Java selected using a random sampling technique. The study shows that (1) students\u27 knowledge of the components presented in the language skill assessment rubric is still low: most students know that the assessment rubric can be done analytically and holistically, but they cannot explain the differences and how to design the language skill assessment rubric. (2) The rubric produced by students in assessing reading and writing skills is good enough and relevant to be applied in the school: 76% for reading skills and 83% for writing skills. (3) The rubric produced in assessing speaking and writing skills is less optimal and not relevant enough: 78% of students are unable to make good rubrics for listening skills, and 49% are unable to make a rubric for speaking skills
Assessment and feedback practices in the EFL classroom
No full textThe present study explored the implementation of Language classroom assessment and feedback within the English as a Foreign Language (EFL) classroom. This research was conducted using a qualitative research design, and the obtained data were analyzed descriptively. Data were collected by conducting direct classroom observation using observation checklists and in-depth interviews with the three professional English instructors using an observation guide. The data were transcribed and coded according to their categories. The findings of the study indicated that the students learning progress were assessed through a short question-answer and completion test. Verbal feedback was merely provided by the teachers, and feedback was given only occasionally. The teacher hardly provided any follow-up action in order to modify their way of teaching. Consequently, there was a slow, gradual improvement of the students\u27 learning achievement. Therefore, teachers were recommended to utilize various classroom language assessments to assess the students\u27 learning. The teachers should provide both verbal and written feedback for their students to enhance their achievement continually