UNY Journal Collections (Universitas Negeri Yogyakarta)
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Needs analysis to develop teaching materials at Vocational College UGM
No full textNeeds analysis as an initial process in a course becomes crucial before deciding learning objectives, setting the assessment, creating course design, as well as developing materials. This study aims to describe the English competence and skills needed by the stakeholders and students\u27 perceptions of good teaching materials from various study programs at Vocational College UGM. The methods used in collecting data are questionnaires and interviews. The questionnaire is distributed to the first semester students from all applied bachelor programs in Vocational College UGM using a stratified random sampling method. In addition, the interview is done with all heads of applied bachelor programs in Vocational College UGM for triangulation. The results show that the students are in the beginner level or basic users (A2 level in Common European Framework of Reference for Languages or CEFR). Moreover, the competencies stated in the A2 level are considered needed by the students to master in academic and work-life contexts. Besides, the skill considered as the most important is speaking, followed by writing. The students also propose some criteria of good teaching materials that include the content, sequence, exercise, language features, technology, layout, and price
Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson
No full textTujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson dan faktor-faktor yang menyebabkan siswa melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 44 siswa kelas VII MTs Yapik Sindangjawa, Cirebon sebagai subjek penelitian. Data jenis kesalahan dan faktor yang menyebabkan siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika diperoleh melalui tes penyelesaian masalah berbentuk soal cerita matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dalam penelitian ini melakukan kesalahan yang bervariasi dari delapan jenis kesalahan yang ada pada kriteria Watson. Jenis kesalahan yang sering dilakukan oleh siswa adalah Inappropriate Procedure (IP) yaitu prosedur yang digunakan tidak tepat, Omitted Conclusion (OC) yaitu tidak menuliskan kesimpulan, dan Above Other (AO) yaitu kesalahan lainnya seperti tidak mengerjakan soal. Adapun jenis kesalahan yang jarang dilakukan oleh siswa adalah Response Level Conflict (RLC) yaitu siswa berusaha menyelesaikan soal, namun menghasilkan kesimpulan yang kurang logis. Beberapa faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika adalah siswa tidak mengetahui rumus yang akan digunakan, kurangnya waktu dalam mengerjakan semua soal tes, dan siswa menganggap bahwa soal cerita merupakan soal yang sulit untuk diselesaikan.
Analysis of students\u27 errors in solving mathematical word problems based on Watson\u27s criteria
Abstract
This study aimed to describe the errors made by students in solving mathematical word problems according to Watson\u27s criteria as well as factors that cause students to do that errors. This study was a qualitative descriptive study involved 44 seventh graders of MTs Yapik Sindangjawa, Cirebon, Indonesia as the subjects of this study. Data of error types and factors that lead students to do such errors in solving mathematical word problems were collected using the test of solving mathematical word problems and interview guidelines. The results showed that the subjects made various errors from the eight types of errors that exist in Watson\u27s criteria. The types of errors that often made by students were Inappropriate Procedure (IP) namely using inappropriate procedures; Omitted Conclusion (OC) namely students not writing conclusions; and Above Other (AO) namely making other mistakes such as not giving a response towards the given problem. The type of error that was rarely made by students was Response Level Conflict (RLC), where students try to solve the problem but produce less logical conclusions. Some of the factors that cause students to do some errors in solving mathematical word problems namely students do not know the formula to be used to solve the given problems, lack of time to solve all problems of the test, and students think that the mathematical word problem was difficult to be solved
Pengembangan lembar kerja peserta didik (LKPD) berbasis problem-based learning (PBL) pada topik sudut
No full textPenelitian ini bertujuan untuk menghasilkan Lembar Kerja Peserta Didik (LKPD) berbasis Problem-Based Learning (PBL) pada topik sudut yang layak. Penelitian pengembangan ini mengadopsi model pengembangan ADDIE dengan tahapan meliputi Analysis, Design, Development, Implementation, dan Evaluation. Kualitas LKPD ditinjau dari penilaian ahli materi, ahli media, dan respon peserta didik. Instrumen penelitian yang digunakan adalah angket ahli materi, angket ahli media, dan angket respon peserta didik. LKPD diujicobakan di kelas VII SMP Muhammadiyah 1 Yogyakarta dengan subjek sebanyak 32 peserta didik. LKPD yang dikembangkan memuat aktivitas pembelajaran sesuai langkah PBL, menyajikan masalah yang berkaitan dengan kehidupan sehari-hari di awal pembelajaran, dan dapat digunakan dalam pembelajaran online. Ditinjau dari aspek materi, LKPD dinilai baik dengan rerata skor penilaian oleh ahli materi yaitu 4,00. Ditinjau dari aspek media, LKPD dinilai baik dengan skor penilaian oleh ahli media sebesar 3,6. Respon peserta didik terhadap penggunaan LKPD termasuk pada kategori baik dengan rerata skor penilaian sebesar 4,05. Dapat disimpulkan bahwa LKPD berbasis PBL untuk SMP kelas VII pada topik sudut layak digunakan dalam pelaksanaan pembelajaran matematika.
Development of a students\u27 worksheet based on problem-based learning (PBL) on the topic of angles
Abstract
This study aimed to produce a students\u27 worksheet or Lembar Kerja Peserta Didik (LKPD) based on Problem-Based Learning (PBL) on the topic of angles, which were feasible. This development research adopts the ADDIE development model with stages including Analysis, Design, Development, Implementation, and Evaluation. The quality of LKPD was viewed from the assessment of material experts, media experts, and students\u27 responses. The instrument used was a material expert questionnaire, a media expert questionnaire, and a students\u27 response questionnaire. LKPD was piloted on 32 seventh grade students of private junior high schools, namely SMP Muhammadiyah 1 Yogyakarta, Indonesia. The developed LKPD contained learning activities according to PBL steps, presented problems related to everyday life at the beginning of learning, and could be used in online learning. In terms of the material aspect, LKPD was considered good with an average score of assessment by material experts, namely 4.00. In terms of the media aspect, LKPD was considered good with a score of 3.6 by media experts. Students\u27 responses to the use of LKPD were included in the good category with an average score of assessment of 4.05. It could be concluded that the PBL-based LKPD for seventh-grade junior high school students on the topic of angles was feasible for use in the implementation of mathematics learning
Curriculum evaluation of French learning in senior high school
No full textThe research aims to describe the implementation of French language learning in high schools of Sleman Regency viewed from the components of planning, implementation, and results. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at three senior high schools. Data collection techniques used in this study include research lesson plans, questionnaires, and documentation. The results of this research indicate that: (1) in the planning component, the quality of lesson plan preparation is very good and needs to be maintained because in the lesson plan review, the results obtained are 88.9% and the teacher questionnaire results of 26.6 are included in the excellent category; (2) in the implementation component, it has good results with the acquisition of a total score of 77 and a student questionnaire of 66.19; (3) in the component of the results, good results are obtained with an average value of students that is 86.38 and the results of the teacher questionnaire of 65.7 which is above 61 so that it falls into the good category. Student scores are obtained from the results of the middle semester assessment and teacher questionnaire
Evaluation of education and training programs in Solo Technopark Central Java in Indonesia
No full textThis study aims to evaluate the implementation of a training program for youth in Solo Technopark, Central Java, Indonesia, and get important feedback and recommendations to increase its effectiveness. The evaluation method used is based on four levels of the Kirkpatrick model to assess: (1) participants\u27 reaction to the training program (to the contents, facilitators, and facilities); (2) training participants\u27 learning (knowledge and basic skills); (3) change of participant behaviors; and (4) succeed of the training participants based on competence skills and rate of graduate employability and employer\u27s satisfaction. Research respondents were 47 training participants from four optional courses at the reaction and learning level. There were 59 alumni, three training instructors, and one employer as the respondents at the behavior and results level. Data were collected using questionnaires, interviews, documentation, and an observation checklist. The data were analyzed using the quantitative descriptive analysis method. The study shows that: (1) at the reaction level, most training participants are satisfied with the training program, instructors, and facilities; (2) at the learning level, most participants have a good category in knowledge and basic skills; (3) at the behavior level, participants can implement the attitudes and major skills at a good level; (4) at the results level, alumni have high skills at workplaces; they have been employed in various industries, and the alumni\u27s employability rate is less than 50%. To increase the low rate of employability in the labor market, Solo Technopark needs to improve alumni networking and collaboration with industries and employers
Bagaimana hasil penyetaraan paket tes USBN pada mata pelajaran matematika dengan teori respon butir?
No full textDalam melakukan standarisasi pendidikan di Indonesia maka dilakukan Ujian Sekolah Berstandar Nasional (USBN).Karena perangkat tes yang digunakan dalam USBN tersebut sebagian besar butir tesnya dikembangkan oleh guru, perangkat tes yang diujikan kepada siswa di daerah yang satu akan berbeda dengan daerah yang lainnya meskipun sama-sama mengacu pada kisi-kisi dari pemerintah. Oleh karena itu perlu dilakukan penyetaraan perangkat tersebut. Penelitian deskriptif eksploratif dengan pendekatan kuantitif ini bertujuan untuk mendeskripsikan kesetaraan perangkat USBN tahun 2018/2019 pada mata pelajaran matematika wajib. Pengumpulan data dilakukan melalui dokumentasi respon siswa pada USBN 2018/2019 untuk mata pelajaran matematika wajib. Respon siswa tersebut berasal dari lima paket soal dari empat sekolah menengah atas di Provinsi D.I. Yogyakarta dan Kalimantan Selatan. Data yang terkumpul dianalisis menggunakan teknik equating berdasarkan teori respon butir dengan metode mean-mean, mean-sigma, Haebara, dan Stocking Lord. Estimasi parameter butir dan equating dilakukan dengan bantuan program R. Hasil penyetaraan menggunakan empat metode menunjukkan bahwa lima paket tes USBN 2018/2019 untuk mata pelajaran matematika wajib cenderung setara satu sama lain dan penyetaraan menggunakan metode Haebara menghasilkan kesetaraan yang lebih baik dibandingkan dengan tiga metode equating lainnya. Dalam artikel ini juga disajikan contoh butir sulit beserta peluangnya untuk digunakan sebagai referensi dalam meningkatkan kualitas pembelajaran matematika.
How are the results of the equating of test packages of mathematics USBN with item response theory?
Abstract In standardizing education in Indonesia, then Ujian Sekolah Berstandar Nasional (USBN) or National-Standardized School Examination was conducted. Because most of the test items contained in the test packages which were used in USBN were developed by the teachers, the test packages which were administered to students in a region would be different from other regions. Therefore, there was a need to do equating towards those test packages. This exploratory descriptive research with a quantitative approach was focused on describing the equality of test packages of USBN year 2018/2019 for compulsory mathematics subject. Data collection was done through documentation of students\u27 responses to the USBN 2018/2019 for compulsory mathematics subject. These students\u27 responses were collected from five test packages from four senior high schools in Province of Special Region of Yogyakarta and South Kalimantan, Indonesia. The collected data were analyzed by using an equating technique based on the item response theory with the methods of mean-mean, mean-sigma, Haebara, and Stocking Lord. The item parameter estimation and equating were conducted with the aid of the R program. The results of equating showed that the five test packages of the USBN 2018/2019 for compulsory mathematics subject tend to be equal to each other and the equating through Haebara method yields better equality than the other three equating methods. This article also presents the example of a difficult item as well as its opportunity to be used as a reference for enhancing the quality of mathematics learning
Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa
No full textPenelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompokkan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikumpulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel penelitian sebanyak 72 guru. Sampel ditentukan dengan proportional random sampling. Untuk mengetahui hubungan antara variabel kompetensi guru dan prestasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompetensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kompetensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,247 (t = 1,97, p \u3c 0,05) dan 0,248 (t = 2,343, p \u3c 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p \u3e 0,05) dan 0,070 (t = 0,410, p \u3e 0,05)
Contribution of junior high school mathematics teacher competence on student\u27s achievement
Abstract
This research aimed to describe the contribution of junior high school mathematics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and personality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher competency examination results, and the seventh-grade students\u27 final school examination scores for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 teachers. The sample was determined by proportional random sampling. To determine the relationship between teacher competence and students\u27 learning achievement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher competence could explain students\u27 achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional competence on students\u27 achievement with a predictive value of 0.247 (t = 1.97, p \u3c 0.05) and 0.248 (t = 2.343, p \u3c 0.05), respectively; and (3) social and personality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p \u3e 0.05) and 0.070 (t = 0.410, p \u3e 0.05), respectively
Investigating mathematical conversation in remote learning of mathematics during the covid-19 pandemic
No full textRemote learning that must be carried out by schools in Indonesia during the COVID-19 pandemic was a challenge for most teachers. This study aimed to investigate mathematical conversations maintained by the teachers in remote learning of mathematics during the COVID-19 pandemic. It was a descriptive qualitative study that was analyzed based on school time during the pandemic, online teaching platforms used, the way the teachers carry out remote learning of mathematics, and how the teachers and the students interact. The data were collected from three mathematics teachers and eight students in a public senior high school in Bekasi District, Indonesia. They were interviewed by phone, and then the results of the interview were complemented by several captures of the students\u27 conversations when learning mathematics via WhatsApp. This study revealed that remote learning of mathematics was still dominated by a rigid or less interactive learning environment, which could be seen from how the teachers gave mathematics problems, questions, and instructions, as well as how they responded to student questioning
Comparing item parameter estimates and fit statistics of the Rasch model from three different traditions
No full textRasch model is a method that has a long history in its application in the fields of social and behavioral sciences, including educational measurement. Under certain circumstances, Rasch models are known as a special case of Item response theory (IRT), while IRT is equivalent to the Item Factor Analysis (IFA) models as a special case of Structural Equation Models (SEM), although there are other \u27tradition\u27 that consider Rasch measurement models not part of both. In this study, a simulation study was conducted using simulated data to explain how the interrelationships between the Rasch model as a constraint version of 2-parameter logistic (2-PL) IRT, Rasch model as an item factor analysis were compared with the Rasch measurement model using Mplus, IRTPRO and WINSTEPS program, each of which came from its own \u27tradition\u27. The results of this study indicate that Rasch models and IFA as a special case of SEM are mathematically equal, as well as the Rasch measurement model, but due to different philosophical perspectives, people might vary in their understanding of this concept. Given the findings of this study, it is expected that confusion and misunderstanding between the three can be overcome
Penerapan Model UTAUT 2 Untuk Mengetahui Faktor-Faktor Yang Memengaruhi Penggunaan SIORTU
No full textLayanan sistem informasi akademik untuk orang tua (SIORTU) telah banyak diterapkan di kampus-kampus, salah satunya adalah Universitas Islam Indonesia (UII). Nama resmi SIORTU UII yaitu UNISYS untuk orang tua. Belum banyak orang tua atau wali mahasiswa yang menggunakan SIORTU. Tercatat hanya 7.361 akun SIORTU yang aktif pada rentang April 2018 s.d Maret 2019. Jumlah tersebut hanya 36.68% dari jumlah akun yang disediakan untuk orang tua mahasiswa angkatan 2015-2018 yaitu 20.068 akun. Penelitian ini merupakan pengembangan penelitian yang telah dilakukan sebelumnya. Penelitian ini merupakan penelitian kuantitatif. Data yang dianalisis diperoleh dari data penelitian yang dikembangkan. Tujuan penelitian ini adalah mengetahui pengaruh faktor-faktor penggunaan SIORTU terhadap minat penggunaan SIORTU, serta mengetahui bagaimana hubungan hasil penelitian dengan hasil penelitian yang dikembangkan. Manfaat yang diharapkan antara lain memperkuat hasil penelitian yang dikembangkan, mengetahui faktor-faktor yang memengaruhi minat dan penggunaan SIORTU serta menambah referensi penelitian mengenai sistem informasi khususnya SIAKAD dan SIORTU. Penulis mengasumsikan variabel-variabel penelitian yang meliputi performance expectancy, effort expectancy, social influence, facilitating conditions dan habit berpengaruh terhadap SIORTU behavioral intention dan SIORTU behavioral intention berpengaruh terhadap SIORTU usage behavioral. Hasil Pengujian dan analisis yang dilakukan menghasilkan semua variabel independen berpengaruh positif terhadap behavioral intention dan usage behavioral melalui minat penggunaannya