11 research outputs found
PEMBELAJARAN MATEMATIKA BERKARAKTER “RAJA” BERBASIS KONTEKSTUAL
No full textAbstrak: Penelitian ini bertujuan agar guru mampu mendesain perangkat pembelajaran melalui penilaian proses pembelajaran dan penilaian proses perkembangan karakter “rasa ingin tahu” dan “kerja keras” atau disingkat dengan karakter “RAJA” pada siswa kelas IV SDIT Insan Permata Malang. Penelitian ini merupakan penelitian Tindakan Partisipan terdiri dari dua siklus dan masing-masing siklus terdiri dari dua pertemuan dengan menggunakan model spiral menurut Kemmis dan Mc Taggart. Peneliti bertindak sebagai pengamat, sedangkan kolaborator utama yaitu guru matematika yang mengajar kelas tersebut sebagai pelaksana tindakan, dan satu guru sebagai kolaborator pembantu, yaitu guru bidang studi matematika. Teknik pengumpulan data yang digunakan adalah pengamatan, wawancara, dan dokumentasi; instrumen yang digunakan adalah lembar observasi aktivitas guru, lembar observasi aktivitas siswa, lembar penilaian perkembangan karakter “RAJA” siswa dan tes hasil belajara siswa. Data dianalisis dengan deskriptif kualitatif.
Hasil penelitian pada siklus 2 (selanjutnya) menunjukkan bahwa: kemampuan guru mendesain pembelajaran, (a) keterampilan guru mengajar, porsentase skor 98% dengan kategori “sangat baik”; (b) keterampilan siswa belajar porsentase skor 100% kategori “sangat baik”. Kesimpulan dari poin a dan b dapat peneliti tafsirkan bahwa guru yang bersangkutan sudah mampu mendesain pembelajaran. 2) hasil penilaian perkembangan karakter “RAJA” siswa, (a) karakter “rasa ingin tahu” mengalami perkembangan dari pertemuan pertama sebanyak 21% siswa, pertemuan kedua 36% siswa, pertemuan ketiga 86% siswa dan pertemuan keempat 100% siswa (sebagai pertemuan terakhir); (b) karakter “kerja keras” mengalami perkembangan dari pertemuan pertama sebanyak 33% siswa, pertemuan kedua 91% siswa, pertemuan ketiga 100% siswa dan pertemuan keempat 100% siswa (sebagai pertemuan terakhir). 3) tes hasil belajar siswa yang telah mencapai skor ≥ 65 adalah 100% siswa. Hal ini menunjukan bahwa pembelajaran pada siklus 2 sudah memenuhi kriteria keberhasilan pada penelitian ini
PENERAPAN DISCOVERY LEARNING DENGAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN HASIL BELAJAR RUANG DIMENSI TIGA PADA SISWA SMAN 8 MATARAM
No full textPermasalahan yang ditemukan dalam pembelajaran matematika di SMAN 8 Mataram adalah hasil belajar siswa yang rendah. Penelitian ini bertujuan untuk mendeskripsikan penerapan discovery learning dengan pendekatan saintifik dalam meningkatkan hasil belajar ruang dimensi tiga pada siswa SMAN 8 Mataram tahun pelajaran 2014/2015. Penelitian ini bertujuan untuk mendeskripsikan penerapan discovery learning dengan pendekatan saintifik dalam meningkatkan hasil belajar ruang dimensi tiga pada siswa SMAN 8 Mataram tahun pelajaran 2014/2015. Model pembelajaran discovery learning dengan pendekatan saintifik adalah suatu rangkaian kegiatan belajar yang melibatkan kemampuan siswa untuk mencari, menyelidiki dan menemukan secara sistematis dan kritis sehingga siswa mendapatkan pengetahuan sendiri. penelitian ini merupakan penelitian tindakan kelas yang dilakukan secara kolaboratif antara guru dan peneliti. Tindakan dilaksanakan dalam dua siklus dengan masing-masing siklus terdiri dari tiga pertemuan. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini berupa LKS, soal tes, dan lembar aktivitas guru. Teknik pengumpulan data dalam penelitian ini menggunakan tes dan aktivitas guru. Hasil penelitian menunjukan bahwa: peningkatan hasil belajar siswa kelas X.3 SMAN 8 Mataram setelah mengikuti pembelajaran dengan dengan model discovery learning dengan pendekatan saintifik terlihat bahwa nilai hasil belajar siswa pada siklus I adalah 66,67%, sedangan pada siklus II adalah 78,26%. Oleh karena itu dapat disimpulkan bahwa Oleh karena itu dapat disimpulkan bahwa dengan menerapakan model discovery learning dengan pendekatan saintifik dapat meningkatkan hasil belajar ruang dimensi tiga pada siswa SMAN 8 Mataram
INVESTIGASI KESULITAN SISWA DALAM BAHASA DAN REFRESENTASI MATEMATIS PADA PENYELESAIAN SOAL CERITA DI SEKOLAH DASAR
No full textKesulitan siswa dalam bahasa dan representasi matematis merupakan hambatan dalam pemecahan masalah soal cerita di sekolah dasar. Tujuan penelitian ini adalah melakukan investigasi kesulitan siswa dalam bahasa dan representasi matematis pada penyelasian soal cerita berkemampuan tinggi, sedang dan rendah. Jenis penelitian mixed methods non-experimental design berdasarkan pendekatan kualitatif deskriptif dengan desain case study. Subjek penelitian, siswa kelas V sekolah dasar di Kabupaten Sumbawa sebanyak 114 siswa luring dan sebanyak 262 siswa daring di sekolah dasar diseluruh Indonesia. Sedangkan, pengambilan sampel menggunakan teknik purposive sampling, yaitu berdasarkan kemampuan atas, menengah dan bawah. Teknik pengumpulan data, yaitu triangulasi sumber data melalui tes, wawancara dan kuisioner. Teknik analisis data kuantitatif menggunakan SPSS dan data kualitatif deskriftif. Hasil penelitian menunjukkan bahwa siswa mengalami hambatan dan kesulitan dalam pemecahan masalah soal cerita tergambarkan pada skor kemampuan pemecahan masalah dengan rata-rata skor luring = 36,74 dan daring = 46,41 atau kategori rendah. Kesulitan bahasa matematis rata-rata skor luring (kata = 9,05; frasa =7,79; kalimat = 5,84; dan wacana = 5,44) dan daring (kata = 9,95; frasa = 9,33; kalimat = 7,87; dan wacana = 6,92). Kesulitan representasi matematis rata-rata skor luring (visual = 4,89 dan simbol = 5,32) dan daring (visual = 6,53 dan simbol = 6,96). Kesulitan siswa dalam bahasa dan representasi matematis berkemampuan tinggi, sedang dan rendah memiliki tingkat kesulitan yang tidak jauh berbeda pada pemecahan masalah soal cerita antara siswa daring dan luring, termasuk faktor-faktor yang mempengaruhinya. Kesulitan siswa pada konsep, prosedur, penalaran dan spasial menjadi faktor dominan dialami oleh siswa. Upaya yang dilakukan guru: desain soal cerita menggunakan bahasa komunikatif dan pembelajaran berbasis klinis.
Kata kunci: Investigasi, kesulitan bahasa matematis, kesulitan representasi matematis, soal cerita, sekolah dasar.
Students' difficulties with mathematical language and representation are obstacles in solving word problems at the elementary school level. The aim of this research was to investigate students' difficulties with mathematical language and representation in solving word problems across high, medium, and low ability levels. This research utilized a mixed methods non-experimental design based on a descriptive qualitative approach with a case study design. The research subjects were 114 offline fifth-grade students from elementary schools in Sumbawa Regency and 262 online fifth-grade students from elementary schools across Indonesia. Sampling was conducted using purposive sampling, which was based on high, medium, and low ability levels. Data collection techniques included source triangulation through tests, interviews, and questionnaires. Quantitative data analysis was conducted using SPSS, while qualitative data analysis was descriptive. The research findings indicated that students had encountered obstacles and difficulties in solving word problems, as reflected in their problem-solving ability scores, with an average score of 36,74 (offline) and 46,41 (online), both categorized as low. Difficulty in mathematical language: the average scores for offline (words = 9.05; phrases = 7.79; sentences = 5.84; and discourse = 5.44) and online (words = 9.95; phrases = 9.33; sentences = 7.87; and discourse = 6.92). Difficulty in mathematical representation: the average scores for offline (visual = 4.89 and symbolic = 5.32) and online (visual = 6.53 and symbolic = 6.96). Students with high, medium, and low mathematical language and representation abilities experience similar levels of difficulty in solving word problems between online and offline contexts, including influencing factors. The difficulties students face with concepts, procedures, reasoning, and spatial understanding are the dominant factors experienced by students. Efforts made by teachers include designing word problems with communicative language and implementing clinical-based learning.
Keywords: Investigation, mathematical language difficulties, mathematical representation difficulties, word problems, elementary school
PEMBELAJARAN MATEMATIKA BERKARAKTER “RAJA” BERBASIS KONTEKSTUAL
No full textAbstrak: Penelitian ini bertujuan agar guru mampu mendesain perangkat pembelajaran melalui penilaian proses pembelajaran dan penilaian proses perkembangan karakter “rasa ingin tahu” dan “kerja keras” atau disingkat dengan karakter “RAJA” pada siswa kelas IV SDIT Insan Permata Malang. Penelitian ini merupakan penelitian Tindakan Partisipan terdiri dari dua siklus dan masing-masing siklus terdiri dari dua pertemuan dengan menggunakan model spiral menurut Kemmis dan Mc Taggart. Peneliti bertindak sebagai pengamat, sedangkan kolaborator utama yaitu guru matematika yang mengajar kelas tersebut sebagai pelaksana tindakan, dan satu guru sebagai kolaborator pembantu, yaitu guru bidang studi matematika. Teknik pengumpulan data yang digunakan adalah pengamatan, wawancara, dan dokumentasi; instrumen yang digunakan adalah lembar observasi aktivitas guru, lembar observasi aktivitas siswa, lembar penilaian perkembangan karakter “RAJA” siswa dan tes hasil belajara siswa. Data dianalisis dengan deskriptif kualitatif.
Hasil penelitian pada siklus 2 (selanjutnya) menunjukkan bahwa: kemampuan guru mendesain pembelajaran, (a) keterampilan guru mengajar, porsentase skor 98% dengan kategori “sangat baik”; (b) keterampilan siswa belajar porsentase skor 100% kategori “sangat baik”. Kesimpulan dari poin a dan b dapat peneliti tafsirkan bahwa guru yang bersangkutan sudah mampu mendesain pembelajaran. 2) hasil penilaian perkembangan karakter “RAJA” siswa, (a) karakter “rasa ingin tahu” mengalami perkembangan dari pertemuan pertama sebanyak 21% siswa, pertemuan kedua 36% siswa, pertemuan ketiga 86% siswa dan pertemuan keempat 100% siswa (sebagai pertemuan terakhir); (b) karakter “kerja keras” mengalami perkembangan dari pertemuan pertama sebanyak 33% siswa, pertemuan kedua 91% siswa, pertemuan ketiga 100% siswa dan pertemuan keempat 100% siswa (sebagai pertemuan terakhir). 3) tes hasil belajar siswa yang telah mencapai skor ≥ 65 adalah 100% siswa. Hal ini menunjukan bahwa pembelajaran pada siklus 2 sudah memenuhi kriteria keberhasilan pada penelitian ini
PENGARUH PENGGUNAAN BAHASA IBU DALAM KONTEKS BELAJAR MENGAJAR MATEMATIKA TERHADAP DAYA SERAP DAN MOTIVASI BELAJAR SISWA KELAS VIII SMP NEGERI 1 ROPANG TAHUN PELAJARAN 2016/2017
No full textThis study was aimed to find whether or notthe effectiveness of mother tongue have a significant effect towards students’ memory and motivation in learning mathematics at the eight students of SMP Negeri 1 Ropang. In this research, the researcher used quasy experimental research method. The population were all of the eight students at SMP Negeri 1 Ropang. the researcher divided into two classes. A class is as control group was taught by using Bahasa and B class is as experimental group was taught by using mother tongue technique. The data was obtained through pretest, posttest and laerning motivation questionnaires. The first students’ ability was seen from the result of pretest was calculated by using normality test meanwhile the last students’ ability was seen by using posttest. Before using t-test, the researcher used posttest to calculate normality test with chi-quadrate after that the researcher gave the t-test. The result of the research showed that mean score of experimental group was 42 to be 73 meanwhile control group was 25 to be 60. Therefore, the result of t-tes (0,735 )was smaller than t- table (2,017). It means that Ho was accepted and Ha was rejected. So, the researcher can concluded the effectiveness of mother tongue technique was not effective toward students’ memory and motivation in learning mathematics at the eight students of SMP Negeri 1 Ropang in academic year 2016/2017
Difficulties in mathematical language and representation among elementary school students when solving word problems
No full textDifficulties in mathematical language and representation were the dominant difficulties in solving word problems for students in elementary school. The research aims to analyze students' mathematical language and representation difficulties when solving word problems. The research subjects were 114 fifth-grade elementary school students selected using a purposive sampling technique with different mathematical abilities. The research was conducted at an elementary school in Sumbawa District, West Nusa Tenggara, Indonesia. Data collection techniques included tests, questionnaires, and interviews. The research results show that students' difficulties in mathematical language were dominant indicators of sentences. Students had difficulties in mathematical representation indicators, which were dominant in symbols. The factors that cause difficulty for high, middle, and lower ability students are unaccustomed to solving word problems and using problem-solving procedures, difficulty with concepts, difficulty with reasoning, difficulty understanding what is known and what is being asked, not being careful in reading the problem, and difficulty with long sentences. Student word problem-solving is in the low category
Difficulties in mathematical language and representation among elementary school students when solving word problems
No full textDifficulties in mathematical language and representation were the dominant difficulties in solving word problems for students in elementary school. The research aims to analyze students' mathematical language and representation difficulties when solving word problems. The research subjects were 114 fifth-grade elementary school students selected using a purposive sampling technique with different mathematical abilities. The research was conducted at an elementary school in Sumbawa District, West Nusa Tenggara, Indonesia. Data collection techniques included tests, questionnaires, and interviews. The research results show that students' difficulties in mathematical language were dominant indicators of sentences. Students had difficulties in mathematical representation indicators, which were dominant in symbols. The factors that cause difficulty for high, middle, and lower ability students are unaccustomed to solving word problems and using problem-solving procedures, difficulty with concepts, difficulty with reasoning, difficulty understanding what is known and what is being asked, not being careful in reading the problem, and difficulty with long sentences. Student word problem-solving is in the low category
CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP PECAHAN
No full textOne of the basic abilities in learning mathematics is the ability of students to understand mathematics. Mathematical comprehension ability will develop other mathematical abilities, including communication, connection and problem-solving abilities. To be able to hone students 'mathematical abilities, a learning model is needed that is appropriate to the students' character and the material being taught. One learning model that can improve student learning outcomes is the Contextual Teaching and Learning (CTL) model. The method used in this study is Classroom Action Research (CAR). Subjects in this study were fifth grade in Elementary School. The instruments used in this study were tests and observation sheets of teacher and student activities. Based on the analysis of research data, it is concluded that CTL can improve the ability of mathematical understanding of fraction concept for elementary students. Thus, the use of CTL learning models can be used as an alternative learning to be applied to learning mathematics in elementary school especially on learning concept of fractions
Contextual Based Development of Teaching Materials Subtheme Rukun Life in the Community
No full textThis research aims to produce contextual-based teaching materials, teaching materials determine the
feasibility of contextual based products, and the effectiveness of contextual-based teaching material on the
five pilot schools Curriculum 2013 in Tulungagung. This research is a research and development-based
teaching materials contextual. Research methods and development covers conducting research and
information gathering, planning includes the identification of skills, goal setting, determination of the order,
and planning field trials beginning, develop an early form of the product, the initial test product, the revision
of the results of field trials beginning, field trials major product revision based on test the main field trials,
broad-scale testing, revision of the final product based on broad-scale trials. The results of the research can
be seen that the activity of students in the learning process using teaching materials categorized as active and
student learning outcomes after conducting tests at the end of the learning category completel
