61 research outputs found
PENGARUH AKTIVITAS SHALAT ZUHUR BERJAMAAH TERHADAP PERILAKU PROSOSIAL PADA SISWA KELAS XII DI MAN 3 PALEMBANG
No full textThis research is Motivated by students who have performed the noon prayer in congregation but do not apply prosocial behavior in the school environment. As is well known that in Islam, prosocial behavior can be demonstrated by worship activities such as congregational prayers, because congregational prayers can strengthen a sense of togetherness, foster affiliation ties to the community, increase social solidarity and unity of thought. This type of research used in this study is a quantitative with a correlational approach aimed at knowing the significance of the effect of the influence of the midday prayer in prosecutorial behavior in class XII students at MAN 3 Palembang. The sampling technique uses the provisions of the Issac and Michael formula with a total of 161 students / subjects. Then the data collection techniques were obtained directly from the research subjects by using measurement tools or data collection tools in the form of scales. Furthermore the data collected has been analyzed using simple regression techniques
IMPLEMENTASI TEORI BELAJAR BEHAVIORISTIK DALAM PEMBELAJARAN PAI DI SMPN 06 SUNGAI ROTAN KABUPATEN MUARA ENIM
No full textThe purpose of this study is to understand the importance of applying behavioristic theories to the learning of Islamic Religious Education. The method used by the author is descriptive qualitative which seeks to explain the application of behavioristic theory so that it is able to produce behavior change towards students. Through this study, the author tries to uncover the methods used by PAI teachers at Nogopuro Elementary School in Yogyakarta as well as changes in student behavior using a behavioristic theory approach. Based on the results of the study it was found that the application of Behavioristic learning theory to PAI learning used reinforcement, motivation, stimulus, and practice. While changes in student behavior towards posistif are motivated in learning, interactive, strengthening memory, and tolerance
Model Manajemen Kelas Talaqi dengan Pendekatan Metode Tabarak pada Rumah Qur’an Ghazzah el-Izzah kota Palembang
No full textRumah Qur'an Ghazzah el-Izzah is a da'wah institution oriented towards Al-Qur'an education with takhassus and general education programs, diniyah and regular tahfizh. In implementing the tahfizh Al-Qur'an program, Rumah Qur'an Ghazzah el-Izzah implements management functions consisting of planning, organizing, directing and controlling. However, many students are unable to achieve the target of memorizing the Al-Qur'an according to the provisions that have been set. Therefore, by using management analysis the author can find out the application of management functions at the Ghazzah el-Izzah Qur'an House in developing students to memorize verses of the Qur'an in certain ways and continuously. This research uses a qualitative approach with phenomenological methods. The data sources in this research are based on primary and secondary data. In determining the data source, the author uses the snowball sampling technique, namely taking data sources that are initially small in amount and then become large. Data was obtained from respondents using interviews in the form of guided interviews, observation and documentation. Meanwhile, the data analysis that the author uses is analysis carried out simultaneously with data collection. The analysis process is deductive, namely starting from general conclusions or generalizations which are described into concrete examples or facts to explain the conclusions or generalizations. Based on the research results obtained by the author, the application of four management functions, namely planning, organizing, directing and supervision in implementing the Al-Qur'an tahfizh program at the Ghazzah el-Izzah Qur'an House cannot be said to be running optimally, especially in the monitoring or evaluation function. This causes many students to not be able to achieve the memorization target in accordance with the provisions that have been set. The results of the monthly evaluation stated that only 44% of students were able to achieve the memorization target. This is due to the system of evaluating/measuring the results of students' memorization which is implemented by the students instead of depositing memorization according to the target but rather students depositing memorization according to the limits of their abilities, and also the limited assatidz so that large halaqah groups are formed, namely these groups consist of 20 students. or even more
PEMECAHAN MASALAH DAN MENANAM PEMAHAMAN KONSEP MATEMATIKA MELALUI SOFTWARE MAPLE
No full textPada paper ini membahas penggunaan software aplikasi dalam pembelajaran matematika. Software yang digunakan adalah Maple. Maple adalah suatu program komputer yang memanipulasi symbol dimana dapat membangun dan memanipulasi aljabar, numerik, dan objek-objek geometri. Untuk dapat memecahkan masalah matematika dengan Maple, pengguna dituntut telah memahami konsep-konsep matematika yang terkait dengan masalah yang diberikan dan minimal mencapai tingkat Manipulatif. Pada tingkat tersebut, pengguna tidak hanya membuat objek-objek visual tetapi belajar untuk memanipulasinya dengan matematika dan untuk merepresentasikan hasilnya secara visual. Selain pemecahan masalah, pemahaman konsep dapat ditanamkan kepada siswa dengan menggunakan animasi atau Maplet Builder yang terdapat dalam menu Assistants dimana Dosen dapat membuat suatu Maplet interaktif yang dapat digunakan dalam pembelajaran kalkulu
PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS DAN KONSEP DIRI MAHASISWA CALON GURU MATEMATIKA MELALUI PENERAPAN SIKLUS PEMBELAJARAN AKTIVITAS-DISKUSI-LATIHAN BERDASARKAN TEORI APOS
No full textKemampuan pemahaman matematis perlu dikembangkan pada siswa, tetapi memahami matematika tidaklah mudah. Disamping itu, kemampuan pemahaman matematis seorang individu berhubungan dengan konsep dirinya secara akademik di bidang matematika. Pendekatan yang dibutuhkan sebagai solusi mengenai hal tersebut adalah menerapkan Siklus Pembelajaran Aktivitas-Diskusi-Latihan (ADL) berdasarkan Teori APOS. Oleh karena itu, tujuan penelitian ini adalah untuk mengkaji pencapaian dan peningkatan kemampuan pemahaman matematis (KPM) dan konsep diri (KD) mahasiswa calon guru matematika melalui penerapan Siklus Pembelajaran ADL berdasarkan Teori APOS. Penelitian ini menggunakan metode quasi-experiment dengan desain kelompok kontrol pretes dan postes non-ekuivalen. Subjek pada penelitian ini adalah mahasiswa program studi pendidikan matematika pada dua universitas di Palembang sebanyak 120 orang. Subjek penelitian terbagi dalam kelas eksperimen dan kelas kontrol. Kelas eksperimen adalah kelas yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS, sedangkan kelas kontrol adalah kelas yang mendapatkan pembelajaran Langsung. Subjek penelitian juga dibagi menjadi tiga kelompok kemampuan yaitu tinggi, sedang, dan rendah. Penelitian ini dilaksanakan pada semester ganjil tahun akademik 2017/2018. Instrumen yang digunakan dalam penelitian ini adalah tes KAM, tes KPM, skala KDM, lembar observasi, pedoman wawancara dan dokumen terkait dengan proses pembelajaran. Analisis data yang digunakan adalah Uji Statistika Parametrik dan Non-Parametrik. Hasil analisis data dalam penelitian ini menunjukkan bahwa 1) Ada peningkatan KPM dan KD mahasiswa calon guru matematika setelah diterapkan Siklus Pembelajaran ADL berdasarkan Teori APOS ditinjau secara keseluruhan, kelompok KAM tinggi, dan sedang, 2) Tidak ada perbedaan pencapaian dan peningkatan KPM yang signifikan antara mahasiswa calon guru matematika yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS dan pembelajaran Langsung ditinjau dari keseluruhan dan kelompok KAM, 3) Tidak ada perbedaan pencapaian dan peningkatan KD yang signifikan antara mahasiswa calon guru matematika yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS dan pembelajaran Langsung ditinjau dari keseluruhan dan kelompok KAM, 4) tidak terdapat pengaruh interaksi antara faktor pembelajaran (Siklus Pembelajaran ADL berdasarkan Teori APOS dan Pembelajaran Langsung) dan kelompok KAM (tinggi, sedang, rendah) terhadap pencapaian dan peningkatan KPM dan KDM.-- Mathematical understanding ability needs to be developed to students, but to understand mathematics is uneasy matter. Besides that, individual mathematical understanding ability relates to his/her self-concept academically in mathematics. The approach needed as a solution to the problems is applying Activity-Discussion -Exercise (ADE) teaching cyclic based on APOS theory. Therefore, the aim of this study was to investigate the achievement and improvement of mathematical understanding ability and self-concept of pre-service mathematics teachers through the application of ADE teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-posttest control group design. The subjects of this study were 120 undergraduate students majoring in mathematics education at two universities in Palembang. The subjects are divided into two class, that is, experiment and control class. Experiment class is a class that is applied ADE teaching cyclic based on APOS theory, whereas control class is a class that is applied direct learning. The subjects are also divided into three groups of mathematical ability, that is, high, average, and low. This study was held on the odd semester in 2017/2018 academic year. The Instruments used in this study were mathematical prior knowledge test, mathematical understanding ability test, self-concept questionnaire, observation, interview, and relevant documents. Data analysis tests used in this study were a statistics test of parametric and non-parametric. The results of data analysis showed that 1) there is a significant improvement to mathematical understanding ability and self-concept of pre-service mathematics teachers after applied ADE teaching cyclic based on APOS theory in terms of overall, group of high and average mathematical initial ability, 2) there is no significant difference between the achievement and improvement of mathematical understanding ability of pre-service mathematics teachers who applied ADE teaching cyclic based on APOS theory and direct learning in terms of overall and group of mathematical initial ability, 3) there is no significant difference between the achievement and improvement of pre-service mathematics teachers self-concept who applied ADE teaching cyclic based on APOS theory and direct learning in terms of overall and group of mathematical initial ability, and 4) there is no interaction effect between learning factors (ADE-APOS and direct learning) and group of mathematical initial ability (high, average, and low) to the achievement and improvement of mathematical understanding ability and self-concept of pre-service mathematics teacher
PENURUNAN INTEGRASI KAIDAH BOOLE DAN APLIKASINYA UNTUK MENYELESAJKAN INTEGRAL TENTU MENGGUNAKAN PROGRAM PASCAL
No full textThe aim of this paper is to derivate Boole rule integmtion using the 4th order of Newton-Gregory Polynomial and Richardson earapolation. The form formula is applied in pascal programming to find the solution of definite integeral toward continue function and function that is tabulated
The enhancement of pre-service mathematics teachers’ mathematical understanding ability through ACE teaching cyclic
No full textThe aim of this study was to investigate the enhancement of the mathematical understanding ability of pre-service mathematics teachers through Activity-Class Discussion-Exercise (ACE) teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-post test control group design. The subjects of this study were 120 pre-service mathematics teachers from two universities in Palembang, Indonesia. The subjects were divided into two class, that is, experiment and control class. Experiment class was a class that is applied ADE teaching cyclic based on APOS theory, whereas control class was a class that is applied direct learning. The subjects were also divided into three groups of mathematical initial ability, that is, high, average, and low. The Instruments used in this study were mathematical initial ability test, mathematical understanding ability test, observation, and interview. Data analysis tests used in this study were statistic test of parametric and non-parametric. The results of data analysis showed that 1) there is no significant difference between the improvement of mathematical understanding ability of pre-service mathematics teachers applied ACE teaching cyclic based on APOS theory and direct learning in terms of overall and the group of mathematical initial ability, 2) there is no interaction between learning factors (APOS and direct learning) and the group of mathematical initial ability (high, average, and low) to the improvement of mathematical understanding ability of pre-service mathematics teachers
PERBEDAAN SKALA PADA SUMBU KOORDINAT KARTESIUS: APA DAMPAKNYA DALAM PEMBELAJARAN INTEGRAL TENTU?
No full textTujuan penelitian ini adalah untuk mengkaji dampak yang ditimbulkan dalam pembelajaran integral tentu ketika dosen menyajikan permasalahan dalam menentukan luas daerah di bawah grafik fungsi f(x) dengan dua partisi persegipanjang yang mana skala pada koordinat kartesius di sumbu-x berbeda dengan sumbu-y. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah 32 mahasiswa pendidikan matematika yang mengikuti perkuliahan kalkulus integral di salah satu universitas di Palembang. Dalam penelitian ini, 32 orang mahasiswa tersebut dibentuk 6 kelompok. Instrumen dalam penelitian ini adalah dua soal yang didiskusikan secara kelompok. Data dikumpulkan melalui dokumentasi hasil pekerjaan mahasiswa, observasi, dan wawancara. Hasil penelitian menunjukkan dampaknya pada mahasiswa, yakni mereka terlihat berusaha mengkonstruk pengetahuan matematikanya sendiri terlebih dahulu, menyampaikan gagasan-gagasan yang tidak diduga sebelumnya, dan dapat berpikir kritis atas permasalahan yang diberikan. Dampak positif tersebut muncul karena masalah yang disajikan pada mahasiswa dikaitkan dengan beberapa konsep
Kurikulum merdeka: Apa yang salah? Tinjauan literatur terhadap kelemahan dan tantangannya
No full textThe “Merdeka Curriculum” is Indonesia’s latest educational policy initiative designed to address 21st-century learning demands. This curriculum emphasizes learning flexibility, differentiation, and character development through the Project to Strengthen the Pancasila Student Profile. However, its implementation in schools still faces significant challenges. This study aims to identify and analyze the weaknesses and obstacles of the Merdeka Curriculum by conducting a systematic literature review (SLR) of 20 verified scientific articles published between 2021 and 2024. The PRISMA method was employed to select and thematically analyze the literature. The review revealed five major challenges: (1) teachers’ lack of readiness to understand and apply the curriculum’s principles, (2) infrastructure inequality, especially in underdeveloped regions, (3) unclear policy direction and the absence of a proper transition period, (4) unresolved administrative burdens on teachers, and (5) difficulties in integrating the Pancasila Student Profile values into daily instruction. The study concludes that the Merdeka Curriculum is not yet fully prepared for national-scale implementation without comprehensive support in terms of teacher capacity, school facilities, and regulatory reform. This review provides reflective insights for shaping future education policy that is more contextual, equitable, and sustainable.
Abstrak
Kurikulum Merdeka merupakan kebijakan kurikulum terbaru yang diusung pemerintah Indonesia untuk menjawab tantangan pendidikan abad ke-21. Kurikulum ini menekankan fleksibilitas pembelajaran, diferensiasi, serta penguatan karakter melalui Projek Penguatan Profil Pelajar Pancasila. Namun demikian, implementasinya di lapangan masih menuai berbagai persoalan. Kajian ini bertujuan untuk mengidentifikasi dan menganalisis kelemahan serta tantangan pelaksanaan Kurikulum Merdeka berdasarkan tinjauan sistematis terhadap 20 artikel ilmiah terverifikasi yang dipublikasikan dalam rentang waktu 2021–2024. Pendekatan yang digunakan adalah Systematic Literature Review (SLR) dengan metode PRISMA untuk menyaring dan menganalisis data literatur secara tematik. Hasil kajian menemukan lima tema utama tantangan, yaitu: (1) ketidaksiapan guru dalam memahami dan menerapkan prinsip kurikulum, (2) ketimpangan infrastruktur, khususnya di daerah 3T, (3) ketidakjelasan arah kebijakan dan minimnya masa transisi, (4) beban administratif guru yang belum terselesaikan, dan (5) kesulitan dalam mengintegrasikan nilai-nilai Profil Pelajar Pancasila dalam pembelajaran. Kesimpulan kajian ini menyatakan bahwa Kurikulum Merdeka belum sepenuhnya siap diimplementasikan secara nasional tanpa dukungan menyeluruh terhadap kapasitas guru, fasilitas sekolah, serta perbaikan regulasi dan evaluasi. Kajian ini memberikan dasar reflektif bagi perumusan kebijakan pendidikan yang lebih kontekstual, adil, dan berkelanjutan di masa mendatangThe “Merdeka Curriculum” is Indonesia’s latest educational policy initiative designed to address 21st-century learning demands. This curriculum emphasizes learning flexibility, differentiation, and character development through the Project to Strengthen the Pancasila Student Profile. However, its implementation in schools still faces significant challenges. This study aims to identify and analyze the weaknesses and obstacles of the Merdeka Curriculum by conducting a systematic literature review (SLR) of 20 verified scientific articles published between 2021 and 2024. The PRISMA method was employed to select and thematically analyze the literature. The review revealed five major challenges: (1) teachers’ lack of readiness to understand and apply the curriculum’s principles, (2) infrastructure inequality, especially in underdeveloped regions, (3) unclear policy direction and the absence of a proper transition period, (4) unresolved administrative burdens on teachers, and (5) difficulties in integrating the Pancasila Student Profile values into daily instruction. The study concludes that the Merdeka Curriculum is not yet fully prepared for national-scale implementation without comprehensive support in terms of teacher capacity, school facilities, and regulatory reform. This review provides reflective insights for shaping future education policy that is more contextual, equitable, and sustainable.
Abstrak
Kurikulum Merdeka merupakan kebijakan kurikulum terbaru yang diusung pemerintah Indonesia untuk menjawab tantangan pendidikan abad ke-21. Kurikulum ini menekankan fleksibilitas pembelajaran, diferensiasi, serta penguatan karakter melalui Projek Penguatan Profil Pelajar Pancasila. Namun demikian, implementasinya di lapangan masih menuai berbagai persoalan. Kajian ini bertujuan untuk mengidentifikasi dan menganalisis kelemahan serta tantangan pelaksanaan Kurikulum Merdeka berdasarkan tinjauan sistematis terhadap 20 artikel ilmiah terverifikasi yang dipublikasikan dalam rentang waktu 2021–2024. Pendekatan yang digunakan adalah Systematic Literature Review (SLR) dengan metode PRISMA untuk menyaring dan menganalisis data literatur secara tematik. Hasil kajian menemukan lima tema utama tantangan, yaitu: (1) ketidaksiapan guru dalam memahami dan menerapkan prinsip kurikulum, (2) ketimpangan infrastruktur, khususnya di daerah 3T, (3) ketidakjelasan arah kebijakan dan minimnya masa transisi, (4) beban administratif guru yang belum terselesaikan, dan (5) kesulitan dalam mengintegrasikan nilai-nilai Profil Pelajar Pancasila dalam pembelajaran. Kesimpulan kajian ini menyatakan bahwa Kurikulum Merdeka belum sepenuhnya siap diimplementasikan secara nasional tanpa dukungan menyeluruh terhadap kapasitas guru, fasilitas sekolah, serta perbaikan regulasi dan evaluasi. Kajian ini memberikan dasar reflektif bagi perumusan kebijakan pendidikan yang lebih kontekstual, adil, dan berkelanjutan di masa mendatan
Pre-Service Physics Teachers' Ability to Formulate General Procedures of Indefinite Integration by Substitution
No full textPre-service Physics teacher are required to have mathematics procedural ability in solving definite integral problems, because many physics phenomena are related to definite integrals. Besides that ability, they are also expected to have the ability to formulate general procedures in solving them, because this ability is a high-level ability that needs to be trained. So, the aim of this study is to obtain description about the ability of pre-service physics teachers in formulate a procedure of integration by substitution focused on indefinite integrals. This study used qualitative description approach with pre-service physics teachers at one of universities in Palembang, South Sumatera as research subject. It was 12 pre-service physics teachers who take basic mathematics lectures in the first semester. To collect the data, this study used documentation and interview to verify it. The results showed that the procedure formulation is divided into two types; the first type of formulation is still specific by using one particular example, while the second type is general, but both types describing each step are still unclear, and there are some mathematical errors
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