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PENERAPAN STRATEGI PEMECAHAN MASALAH WANKAT-OREOVOCZ DAN TEKNIK PROBING DALAM PENINGKATAN LITERASI MATEMATIS SISWA SMP: Studi Kuasi Eksperimen pada Siswa SMP di Kabupaten Majalengka
Full text linkPermasalahan rendahnya literasi matematis menjadi dasar penelitian ini, sehingga alternatif solusi dalam mengatasi permasalahan tersebut mutlak diperlukan. Penelitian ini bertujuan untuk menelaah esensi dari pembelajaran dengan strategi pemecahan masalah Wankat-Oreovocz dan pembelajaran dengan teknik Probing terhadap peningkatan literasi matematis. Desain penelitian yang digunakan adalah desain kelompok kontrol non-ekivalen dengan menggunakan teknik Purposive Sampling. Subyek penelitian adalah seluruh siswa kelas VIII SMP N 1 Sukahaji tahun pelajaran 2012/2013 dengan sampel penelitiannya siswa kelas VIII. Instrumen penelitian berupa tes pengetahuan awal matematika, tes literasi matematis level 5, dan skala sikap siswa. Hasil penelitian menunjukkan bahwa: 1) tidak terdapat perbedaan peningkatan literasi matematis level 5 pada siswa yang mendapat pembelajaran strategi pemecahan masalah Wankat-Oreovocz (WO) dan pembelajaran teknik Probing (TP) ditinjau dari keseluruhan maupun kategori PAM siswa (atas dan bawah); 2) terdapat perbedaan peningkatan literasi matematis level 5 siswa yang mendapat pembelajaran strategi pemecahan masalah Wankat-Oreovocz dan tidak terdapat perbedaan peningkatan literasi matematis level 5 siswa yang mendapat pembelajaran teknik Probing ditinjau dari kategori PAM siswa; 3) tidak terdapat interaksi antara pembelajaran (strategi pemecahan masalah Wankat-Oreovocz dan teknik Probing) dan kategori PAM siswa terhadap peningkatan literasi matematis level 5; 4) Respon siswa terhadap pembelajaran strategi pemecahan Wankat-Oreovocz (WO) dan teknik Probing (TP) menunjukkan respon positif.
Kata kunci: Literasi matematis level 5, strategi pemecahan masalah Wankat-
Oreovocz dan pembelajaran teknik Probing
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Inkuiri Disertai Motivasi Bergambar pada Materi Himpunan
Full text linkDeveloping inquiry-based Student Worksheets (LKPD) accompanied by pictorial motivation, it is hoped that students will be more interested and motivated to learn, more active, and able to learn independently, especially mathematics subjects. This research aims to develop inquiry-based LKPD accompanied by pictorial motivation. This development research uses a qualitative approach. The development model used according to Thiagarajan is the 4-D model consisting of the Define, Design, Develop and Disseminate stages. LKPD eligibility is indicated if the LKPD eligibility value is > 61%. The targets for research on the development of inquiry-based LKPD accompanied by pictorial motivation in this collection of material were 12 junior high school (SMP) students. The validation that has been carried out shows that the feasibility level of inquiry-based LKPD accompanied by pictorial motivation in terms of design, material and language is 80.78%. The level of inquiry-based readability accompanied by pictorial motivation based on student responses was 91.67%. This percentage is categorized as very strong, so that inquiry-based LKPD accompanied by pictorial motivation is declared suitable for use in learning. Keywords: inquiry; motivation; pictorial; student worksheets AbstrakPengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri yang disertai motivasi bergambar, diharapkan peserta didik lebih tertarik dan termotivasi untuk belajar, lebih aktif, dan dapat belajar secara mandiri khususnya mata pelajaran matematika. Penelitian ini bertujuan untuk mengembangkan LKPD berbasis inkuiri disertai motivasi bergambar. Penelitian pengembangan ini melalui pendekatan kualitatif. Model pengembangan yang digunakan menurut Thiagarajan yaitu model 4-D terdiri dari tahap Define, Design, Develop, dan Disseminate. Kelayakan LKPD ditunjukkan apabila nilai kelayakan LKPD > 61%. Sasaran dalam penelitian pengembangan LKPD berbasis inkuiri disertai motivasi bergambar pada materi himpunan ini adalah peserta didik sekolah menengah pertama (SMP) sebanyak 12 anak. Validasi yang telah dilakukan menunjukkan tingkat kelayakan LKPD berbasis inkuiri disertai motivasi bergambar dari segi desain, materi, dan kebahasaan sebesar 80,78%. Tingkat keterbacaan berbasis inkuiri disertai motivasi bergambar berdasarkan respon peserta didik yaitu sebesar 91,67%. Persentase tersebut terkategori sangat kuat, sehingga LKPD berbasis inkuiri disertai motivasi bergambar dinyatakan layak untuk digunakan dalam pembelajaran. Kata Kunci: gambar; inkuiri; motivasi; pengembangan LKPD DOI: http://dx.doi.org/10.23960/mtk/v12i2.pp98-110
ANALISIS KEBERHASILAN AKADEMIK MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA UNIVERSITAS MUHAMMADIYAH METRO
Full text linkThe quality of a student can be demonstrated from academic success as reflected in the cumulative achievement index (GPA) achieved. This study aims to analyze the factors that influence the academic success of students of the Mathematics Education Study Program at Muhammadiyah Metro University, examine the significance of the overall and individual model parameters, and form a binary logistic model of student success. The subjects of this study were students in Mathematics Education at Muhammadiyah University of Metro. While the sample used is students of the 2-6 semester Mathematics Education of Muhammadiyah Metro University 2017/2018 Academic Year as many as 108 students. Based on the results of the study and discussion, the conclusions are: 1) Based on the variables that have been included in this study, the factors that most influence the academic success of students as indicated by GPA acquisition with the "With Praise" category are the major factors taken students while studying in high school (SMA) / equivalent; 2) The overall model parameters have a significant influence on the academic success of students and individually / partially the most significant influence is the departmental factor; 3) The regression model that is formed isg(x) = -0,924-2,575(Jurusan_1
PENERAPAN STRATEGI PEMECAHAN MASALAH WANKAT-OREOVOCZ DALAM PENINGKATAN LITERASI MATEMATIS SISWA SMP DITINJAU DARI PENGETAHUAN AWAL MATEMATIS (PAM) SISWA
Full text linkThe aim of this research to analyze the essence of learning the strategy of Wankat-Oreovocz problem solving as alternative the problem solution. The research design which is used is a non-equivalent control group design by using technique of Purposive Sampling. The Research Subject is all eight grade students of Sukahaji Junior High School with the research sample is VIIIG grade students. The research instrument used in the form is prior mathematical knowledge test (PAM), mathematical literacy test of level 5. Result of the research indicates that: 1) There is the difference of mathematical literacy improvement of level 5 at student who is getting The Strategy of Wankat-Oreovocz Problem Solving (WO) evaluated from the PAM student category (high and low
Pengaruh Strategi Pemecahan Masalah Wankat-Oreovocz dan Pembelajaran Teknik Probing terhadap Kemampuan Literasi Matematis Siswa SMP
Full text linkLow of mathematical literacy become this research base. Alternative solution in overcoming the problem is needed absolutely, so this research aim to analyze the essence of learning the strategy of Wankat-Oreovocz problem solving and the Probing Technique learning as alternative the problem solution. The research design which is used is a non-equivalent control group design by using technique of Purposive Sampling. The Research Subject is all eight grade students of Sukahaji Junior High School with the research sample is eight grade students. The research instrument used in the form is mathematical literacy test of level 5, teaching materials and questionnaire. Result of the research indicates that: There is not the difference of mathematical literacy of level 5 at student who is getting strategy of Wankat-Oreovocz problem solving (WO) and the Probing Technique learning (TP
PENGARUH METODE PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA
Full text linkPemahaman konsep matematis adalah aspek penting dalam proses pembelajaran matematika. Namun, banyak siswa mengalami kesulitan dalam memahami konsep tersebut, sehingga perlu ada upaya untuk meningkatkan pemahaman mereka. Penelitian ini bertujuan untuk menganalisis pengaruh metode pembelajaran Student Facilitator and Explaining terhadap pemahaman konsep matematis siswa. Penelitian ini merupakan eksperimen semu (quasi-experimental) dengan desain pretest-posttest control group. Subjek penelitian adalah seluruh siswa kelas VII SMP Negeri 1 Batanghari pada semester genap, dengan teknik purposive sampling yang menghasilkan 36 siswa di kelas eksperimen dan 36 siswa di kelas kontrol. Pengumpulan data dilakukan melalui tes pemahaman konsep dan observasi selama kegiatan pembelajaran, sedangkan pengujian hipotesis dilakukan menggunakan uji-t. Hasil penelitian menunjukkan bahwa metode pembelajaran SFE memberikan dampak signifikan pada pemahaman konsep matematis siswa, yang terlihat dari perbedaan skor posttest antara kelompok eksperimen dan kelompok kontrol. Siswa yang belajar menggunakan metode ini menunjukkan peningkatan pemahaman konsep yang lebih besar dibandingkan dengan siswa yang mengikuti pembelajaran konvensional. Berdasarkan hasil tersebut, metode ini dapat direkomendasikan sebagai strategi pembelajaran alternatif yang efektif di sekolah, terutama dalam mata pelajaran matematika, untuk meningkatkan hasil belajar dan keterlibatan siswa dalam proses belajar.Mathematical concept understanding is a crucial aspect of learning mathematics. However, many students face difficulties in understanding these concepts, indicating a need for strategies to enhance their comprehension. This study aims to analyze the effect of the Student Facilitator and Explaining learning method on students' mathematical concept understanding. The research is a quasi-experimental study using a pretest-posttest control group design. The subjects were all seventh-grade students at SMP Negeri 1 Batanghari in the second semester, with purposive sampling resulting in 36 students in the experimental group and 36 students in the control group. Data collection was carried out through concept comprehension tests and observations of learning activities, while hypothesis testing was conducted using a t-test. The results showed that the SFE learning method had a significant impact on students' understanding of mathematical concepts, as evidenced by differences in posttest scores between the experimental and control groups. Students taught with this method demonstrated a greater increase in concept comprehension than those who received conventional instruction. Based on these results, this method can be recommended as an alternative, effective learning strategy in schools, particularly in mathematics, to improve learning outcomes and student engagement in the learning process
Penerapan Pembelajaran MEA (Means-End Analysis) Berbantuan Schoology Untuk Meningkatkan Hasil Belajar Matematika
Full text linkThe low learning outcomes of students, because they have difficulty in solving the problems given, especially trigonometry material and the lack of interest of students in participating in the mathematics learning process. In addition, teachers and students have not utilized information technology optimally, so efforts are needed to improve student learning outcomes by applying MEA (Means-End Analysis) learning. The research subjects were all class VIII students of SMA Negeri 1 Pekalongan in the 2018/2019 academic year. Research sample is class XI b, which amounted to 22 students. The purpose of this classroom action research to determine the increase in learning outcomes of students who get the MEA (Means-End Analysis) learning model assisted by Schoology. Based on the results of the class action research conducted and the discussion that has been described, it can be concluded that the MEA (Means-End Analysis) learning model assisted by Schoology can improve the learning outcomes of class XI students of SMA Negeri 1 Pekalongan in the 2018/2019 Academic Year. Learning outcomes have increased from pre-survey to cycle I wherein the survey that is 31,82% to 45,45%, students who are thoroughly studied have increased by 13,63%. in cycle II the learning outcomes of students increased from Cycle I is 45,45% to 95,45%, students who have completed learning have increased by 50%.Keywords: learning MEA (Means-End Analysis), Schoology, learning outcome
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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