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Self- Determination questionnaire (Mathematics Secondary Student)
No full textSelf- Determination questionnaire (Mathematics Secondary Student
MENINGKATKAN KEMAMPUAN BERPIKIR ALJABAR DAN SELF-DETERMINATION PADA PEMBELAJARAN MATEMATIKA DENGAN MODEL GENERATIVE MULTI-REPRESENTATION LEARNING (GMRL)
Full text linkTujuan penelitian ini adalah untuk membandingkan peningkatan dan pencapaian
kemampuan berpikir aljabar dan self-determination siswa yang mendapat
pembelajaran dengan model Generatif Multi-Representation Learning (GMRL)
dengan siswa yang mendapat pembelajaran konvensional. Metode penelitian yang
digunakan adalah eksperimen semu dengan pre-test post-test control group design
yang melibatkan 125 orang siswa Sekolah Menengah Pertama yang berasal dari 3
(tiga) Sekolah yang dipilih berdasarkan kriteria yang meliputi: akreditasi sekolah,
jarak sekolah dari ibu kota, tahun berdirinya sekolah. Masing-masing sekolah
mewakili sekolah level rendah, sedang, dan tinggi. Siswa yang terlibat dalam
penelitian kemudian ditetapkan menjadi kelas eksperimen dan kontrol, dimana
masing-masing kelas dibagi berdasarkan Kemampuan Awal Matemaitis (KAM)
untuk menggambarkan siswa dengan KAM rendah, sedang dan tinggi. Hasil
penelitian menunjukkan pencapaian dan peningkatan kemampuan berpikir Aljabar
dan self-determinasi siswa yang mendapat pembelajaran dengan model GMRL
lebih baik daripada siswa yang mendapat pembelajaran dengan pendekatan
konvensional baik ditinjau dari keseluruhan maupun ditinjau dari Kemampuan
Awal Matematis (KAM) dan Peringkat Sekolah (RS). Selain itu, penelitian ini
juga memperlihatkan bahwa tidak terdapat interaksi baik antara model GMRL dan
KAM terhadap peningkatan kemampuan berpikir aljabar maupun antara model
GMRL dan RS terhadap peningkatan kemampuan berpikir aljabar. Hal yang sama
juga terjadi pada sikap determinasi diri. Dengan demikian dapat disimpulkan
model GMRL layak untuk diaplikasikan dalam pembelajaran matematika
khususnya pada materi yang terkait dengan kemampuan berpikir aljabar baik pada
level KAM siswa (rendah, sedang dan tinggi) maupun pada Rangking Sekolah
(rendah, sedang dan tinggi)
;---The purpose of this study is to compare the improvement and achievement of
students’ algebraic thinking ability and their self-determination who get
Generative Multi-Representation Learning (GMRL) model with conventional
learning. This research uses quasi-experimental model along with pre-test and
post-test control group design, it involves 125 junior high school students from 3
(three) selected schools based on certain criteria which consists of: school’s
accreditation, distance between the school and the city, year of establishment of
the school. Each school represents low, moderate, and high level. The participants
are then divided into experimental and control groups. Both groups are divided
into three categories based on Students’ Mathematical Prior Knowledge (MPK).
The results of the study shows that Algebraic thinking and self-determination of
the students receiving the GMRL model is better than those who received the
conventional model viewed from students’ Mathematical Prior Knowledge (MPK)
and School’s Ranking (SR). In addition, this study also shows that there is no
interaction between GMRL model and MPK, and GMRL model and SR toward
algebraic thinking skills improvement and self-determination. To conclude, the
GMRL model is appropriate to be applied in mathematics, especially the materials
related to algebraic thinking, and this is also valid for any students’ level of MPK
and School’s Ranking
PENGARUH MEDIA PEMBELAJARAN BERBASIS DIGITAL TERHADAP MINAT BELAJAR SISWA DI MI AL-KIFAYAH PEKANBARU
Full text linkThe development of digital technology has driven significant changes in learning practices in elementary schools, including Islamic elementary schools (madrasah ibtidaiyah). Digital-based learning media is seen as an innovation with the potential to increase student learning interest through interactive, visual, and contextual presentation of materials. This study aims to analyze the influence of digital-based learning media on student learning interest at MI Al-Kifayah Pekanbaru. This study used a quantitative approach with a survey method. The sample consisted of fourth and fifth grade students selected using a purposive sampling technique. Data were collected through a learning interest questionnaire and a digital learning media usage questionnaire, which were tested for validity and reliability. Data analysis was conducted using a simple linear regression test with statistical software. The results showed that digital-based learning media had a positive and significant effect on student learning interest. This finding suggests that the more optimal the use of digital learning media, the higher the students' learning interest. This research is expected to provide practical contributions for teachers and schools in developing effective digital-based learning strategies that are appropriate to the characteristics of Islamic elementary school students
PENGARUH PROBLEM BASED LEARNING DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA
Full text linkThis study aims to determine the effect of the Problem-Based Learning (PBL) model and learning motivation on students' mathematics learning outcomes. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The subjects consisted of an experimental class implementing the PBL model and a control class using conventional learning. Data on mathematics learning outcomes were obtained through written tests, while data on learning motivation were collected through questionnaires. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, and two-way ANOVA. The results showed that the Problem-Based Learning model significantly influenced students' mathematics learning outcomes. Furthermore, learning motivation also positively influenced mathematics learning outcomes. There was an interaction between the PBL model and learning motivation in improving students' mathematics learning outcomes. Therefore, the implementation of the Problem-Based Learning model is recommended to improve the quality of mathematics learning in schools
PENGEMBANGAN SOAL TES BERPIKIR KRITIS PADA PEMBELAJARAN MATEMATIKA SISWA KELAS 1 SEKOLAH DASAR
No full textThis study intends to develop a critical thinking question grid instrument in grade I mathematics learning. This study aims to measure the instrument of critical thinking questions that are valid, reliable and the level of difficulty. The critical thinking indicators used in this study are interpretation, analyzing and evaluating. This research uses the Research and Development (R & D) research method or research and development with the 4D development model which is simplified to 3D. In this study involved 15 respondents of class I students of SDN 032 kualu, as for the form of instrument lattice questions developed in the form of essay questions totaling 15 items. The results of the research analyzed using SPPS version 25.00 for windows show that all questions are valid with a significant level of r table value for df (N-2) at a significant level of 0.05 is 0.5140, that is, if r count> from r table then the question is said to be valid. For the reliability of the question, the Cronbach alpha result is 0.882, if sig. more than 0.60, it is declared reliable and can be used. For the level of difficulty of the 15 questions, there are 7 questions in the easy category, namely question numbers 1, 2, 3, 4, 9, 11 and 14. For questions in the medium category, there are 6 items, namely question numbers 5, 6, 7, 8, 10 and 15. In addition, there are 2 items in the difficult category (SR), namely question numbers 12 and 13. So it can be concluded that the question grids developed can be used to improve students' critical thinking skillsPenelitian ini bermaksud mengembangkan instrument kisi-kisi soal berpikir kritis pada pembelajaran matematika kelas I SD. Penelitian ini bertujuan untuk mengukur instrument soal berpikir kritis yang valid, reliable dan tingkat kesukarannya. Indikator berpikir kritis yang digunakan pada penelitian ini yaitu interpretasi, menganalisis dan mengevaluasi. Penelitian ini menggunakan metode penelitian Research and Development (R & D) atau penelitian dan pengembangan dengan model pengembangan 4D yang disederhanakan menjadi 3D. Dalam penelitian ini melibatkan 15 responden siswa kelas I SDN 032 kualu, adapun bentuk instrument kisi-kisi soal yang dikembangkan berupa soal essay yang berjumlah 15 butir soal. Hasil penelitian yang dianalisis menggunakan SPPS versi 25.00 for windows menunjukkan semua soal valid dengan taraf signifikan nilai r tabel untuk df (N-2) pada taraf signifikan 0,05 adalah 0,5140, yaitu apabila pada r hitung > dari r tabel maka soal dikatan valid. Untuk reliabilitas soal memperoleh hasil cronbach alpha sebesar 0,882, apabila sig. lebih dari 0,60 maka dinyatakan reliable dan dapat digunakan. Untuk tingkat kesukaran soal Dari 15 soal terdapat 7 soal pada kategori mudah yaitu nomor soal 1, 2, 3, 4, 9, 11 dan 14. Untuk soal dengan kategori sedang berjumlah 6 butir soal yaitu nomor soal 5, 6, 7, 8, 10 dan 15. Selain itu terdapat 2 butir soal dengan kategori sukar (SR) yaitu nomor soal 12 dan 13. Maka dapat disimpulkan bahwa kisi-kisi soal yang dikembangkan dapat digunakan untuk meningkatkan kemampuan berpikir kritis siswa
Pengembangan Instrument Self-Regulated Learning Pada Pembelajaran Ilmu Pengetahuan Sosial Siswa Sekolah Dasar
Full text linkThis research aims to develop a self-regulated learning instrument for social studies learning for grade 3 elementary school students. The urgency of self-regulated learning instruments is to help improve learning outcomes by setting learning goals and monitoring effectiveness by growing self-confidence in students. This research aims to measure the level of validity and reliability of self-regulated learning instruments. The indicators for self-regulated learning are learning planning, learning motivation, metacognition, learning behaviour and learning evaluation. This research uses the Research and Development (R & D) research method with a 4D development model which is simplified to 3D. This research involved 17 respondents, namely 3rd grade students at SD BPMAA Pekanbaru. The form of the instrument developed is in the form of a statement totalling 31 statements. Analysis of the validity and reliability of this instrument uses SPSS version 25.00 for Windows. As for the results of the validity of the instrument with the r table value with a total of 17 students as respondents, for df (N-2) at the 0.05 significance level it is 0.4821, so of the 31 statement items 26 items are valid and 5 items are invalid. For instrument reliability results, namely if sig. more than 0.60 then it is declared reliable and can be used. So according to the results of the reliability analysis with Cronbach's alpha 0.923, this self-regulated learning instrument is declared reliable and can be used. So, it can be concluded that the instrument developed can be used to measure self-regulated learning in grade 3 elementary school students.Penelitian ini bermaksud mengembangkan instrument self-regulated learning pada pembelajaran IPS siswa kelas 3 SD. Urgensi instrumen self-regulated learning yaitu membantu meningkatkan hasil belajar dengan cara menetapkan tujuan belajar dan keefektifan memonitor dengan menumbuhkan kepercayaan diri pada diri peserta didik Penelitian ini bertujuan untuk mengukur tingkat validitas dan juga reliabilitas instrument self-regulated learning. Adapun indikator self-regulated learning yaitu perencanaan belajar, motivasi belajar, metakognisi, perilaku belajar dan evaluasi belajar. Penelitian ini menggunakan metode penelitian Research and Development (R & D) atau penelitian dan pengembangan dengan model pengembangan 4D yang disederhanakan menjadi 3D. Dalam penelitian ini melibatkan sebanyak 17 responden, yaitu siswa kelas 3 SD BPMAA Pekanbaru. Adapun bentuk instrument yang dikembangkan yaitu berupa pernyataan yang berjumlah 31 butir pernyataan. Analisis validitas dan reliabilitas instrument ini menggunakan SPSS versi 25.00 for windows. Adapun hasil validitas instrument dengan nilai r tabel dengan jumlah responden sebanyak 17 siswa, untuk df (N-2) pada taraf signifikan 0,05 adalah 0,4821, maka dari 31 item pernyataan 26 items valid dan 5 item tidak valid. Untuk hasil reliabilitas instrument yaitu apabila sig. lebih dari 0,60 maka dinyatakan reliable dan dapat digunakan. Maka sesuai dengan hasil analisis reliabilitas dengan alpha cronbach 0,923, maka instrument self-regulated learning ini dinyatakan reliable dan dapat digunakan. Maka dapat disimpulkan bahwa instrument yang dikembangkan dapat digunakan untuk mengukur self-regulated learning siswa kelas 3 sekolah dasar
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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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