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<![CDATA[PENGARUH PENGGUNAAN GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Etriana Meirista]]>;
<![CDATA[Dessy Rizki Suryani]]>
<![CDATA[ MAGISTRA Vol 6 No 2 (2019): Magistra: Jurnal Keguruan dan Ilmu Pendidikan ]]>
Publisher : <![CDATA[Universitas Musamus, Merauke, Papua ]]>
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DOI: 10.35724/magistra.v6i2.1174
<![CDATA[Penelitian ini merupakan penelitian eksperimen dengan menggunakan desain one group pretest-posttest design. Tujuan penelitian adalah untuk mengetahui pengaruh penggunaan Software Geogebra pada proses pembelajaran terhadap kemampuan pemecahan masalah siswa kelas VIII. Subjek penelitian ini adalah siswa kelas VIII B SMP Negeri 2 Merauke yang berjumlah 25 orang. Teknik sampling yang digunakan menggunakan cluster random sampling. Materi pelajaran yang diberikan adalah materi pelajaran pada semester ganjil yaitu persamaan garis lurus. Hasil penelitian diperoleh bahwa kemampuan pemecahan masalah matematika siswa kelas VIII SMP Negeri 2 Merauke sesudah penggunaan software geogebra lebih baik dari sebelum penggunaan software geogebra. Pengaruh tersebut ditunjukkan dari perolehan rata-rata nilai pretest lebih tinggi dari rata-rata nilai posttest, dengan peningkatan prestasi belajar matematika siswa berada pada kategori “sedang” yaitu 0,534. Dengan demikian, terdapat pengaruh kemampuan pemecahan masalah matematika siswa kelas VIII B SMP Negeri 2 Merauke setelah dilakukan pembelajaran menggunakan software geogebra]]>
<![CDATA[IMPLEMENTASI BLENDED LEARNING UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR MAHASISWA ]]>
<![CDATA[Dessy Rizki Suryani]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 4 No 2 (2021): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol4iss2pp68-72
<![CDATA[The purpose of this research is to know the improvement of student learning independence through the implementation of blended learning. The subject in this study were students of the Department of Mathematics Education, Musamus University, who took the differential equations course as many as 32 students. This classroom action research uses a Kemmis & Mc Taggart class action research cycle which is carried out in 2 cycles. Data collection techniques used in the form of documentation, observation and interviews. The documentation used are list of grades task and midterm exams, to measure student learning independence used learning independence observation sheet, as well as to determine student responses to implementation of learning using the interview method. Based on the analysis of the data obtained, the implementation of blended learning is able to increase student independence as evidenced by the results obtained there is an increase in the number of students who have learning independence. Pre-cycle learning independence data showed that 21.35% of students had aspects of learning independence, after the implementation of blended learning, the results in cycle 1 increased to 49.38% of students, and increased again in cycle 2 to 78.75% of students. With the implementation of blended learning, it is also able to improve student achievement as indicated by student achievement data. In cycle 1, the number of students who graduated was 46.88%, and increased in the implementation of cycle 2 to 71.88%]]>
<![CDATA[PELATIHAN PEMBELAJARAN DARING MEGGUNAKAN MEDIA PEMBELAJARAN AUDIO -VISUAL UNTUK GURU-GURU DI SMA N I TANAH MIRING ]]>
<![CDATA[Mitra Rahayu]]>;
<![CDATA[Dessy Rizki Suryani]]>;
<![CDATA[Jeffri Parrangan]]>
<![CDATA[ Musamus Devotion Journal Vol 3 No 2 (2021): Musamus Devotion Journal ]]>
Publisher : <![CDATA[Musamus University ]]>
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DOI: 10.35724/mdj.v3i2.3988
<![CDATA[In implementing the teaching and learning process the teacher must use learning media that is attractive, innovative and in accordance with the material being taught. Learning media made by teachers must also develop, especially to keep pace with technological developments. As well as in the development of technology teachers must also be able to DARING learning, especially in circumstances that do not allow face-to-face learning, for example, such as during the current Covid-19 pandemic. The problem faced by teachers at SMA N I Tanah Miring is that many teachers still encounter problems in making technology-based learning media and conducting online learning. So that in the implementation of this service, there will be training for teachers at SMA N I Tanah Miring in making audio-visual learning media (voice ppt and learning videos), as well as creating and implementing DARING learning using google classroom. Learning media in the form of voice ppt and learning videos that have been made previously will be included in the google classroom so that it can make it easier for teachers in delivering lesson material. The method in implementing this service includes stage I (observation / survey) the obstacles faced by the teacher in conducting learning at this time, stage II (training / socialization) implementation of training activities to make audio-visual media and conducting DARING learning, stage III (Evaluation) after being carried out training then an evaluation will be carried out to see the success of the training and the sustainability of the training being carried out]]>
<![CDATA[BIMBINGAN TERPADU OLIMPIADE SAINS NASIONAL BIDANG MATEMATIKA SISWA SMP NEGERI 2 MERAUKE ]]>
<![CDATA[Rian Ade Pratama]]>;
<![CDATA[Dessy Rizki Suryani]]>;
<![CDATA[Andi Saparuddin Nur]]>
<![CDATA[ Bahasa Indonesia Vol 17 No 01 (2020): Sarwahita : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.21009/sarwahita.171.04
<![CDATA[Abstract This article discusses a new concept of complete guidance of the national science olympiad in the field of mathematics. This guidance is carried out periodically with the aim of providing new experiences for students in preparation for the 2020 national science olympiad. Assistance for national science olympiad guidance is carried out in three main steps. First, the results of observations made to discuss students and schools in the implementation of national science olympiad guidance at school. In this observation, an explanation was obtained about the school where the community service had not contributed to the national science olympiad five years ago. Second is the socialization stage. At this stage of socialization is the initial part made. The socialization consisted of the socialization of the national science olympiad guidebook and online technical guidance socialization with Edmodo application platform. Socialization is carried out in accordance with predetermined planning. The third is the evaluation stage. The evaluation stage is the final stage of the national science olympiad guidance. This final phase is fully supported in the implementation of integrated guidance. Evaluation of the National Science Olympiad book and evaluation of the use of Edmodo application in online guidance. The evaluation book consists of revised material that is suitable for junior high school level learning material and high-level evaluation material. Online tutoring evaluation is done by activating student guidance in online tutoring. Abstrak Artikel ini membahas tentang suatu konsep baru bimbingan terpadu olimpiade sains nasional dalam bidang matematika. Bimbingan ini dilakukan secara berkala dengan tujuan untuk memberikan pengalaman baru untuk siswa dalam persiapan olimiade sains nasional tahun 2020. Pelaksanaan bimbingan terpadu olimpiade sains nasional dilakukan dalam tiga tahapan utama. Pertama, adalah tahapan observasi yang dilakukan untuk mengetahui permasalahan siswa dan sekolah dalam pelaksanaan bimbingan olimpiade sains nasional disekolah. Pada observasi ini diperoleh penjelasan bahwa sekolah yang menjadi tempat pengabdian belum berkontribusi dalam olimpiade sains nasional pada lima tahun belakangan. Kedua adalah tahapan sosialisasi. Pada tahapan sosialisasi ini merupakan pengenalan awal prosedur bimbingan terpadu. Sosialisasi terdiri dari sosialisasi buku panduan olimpiade sains nasional dan sosialisasi teknis bimbingan online dengan platform aplikasi Edmodo. Sosialisasi dilakukan secara bertahap sesuai dengan perencanaan yang telah ditentukan. Ketiga adalah tahapan evaluasi. Tahapan evaluasi merupakan tahapan akhir dari bimbingan terpadu olimpiade sains nasional. Tahapan akhir ini mengevaluasi secara keseluruhan dalam pelaksanan bimbingan terpadu. Evaluasi buku olimpiade sains nasional dan evluasi penggunaan aplikasi Edmodo dalam bimbingan online. Evaluasi buku terdiri dari pemisahan materi yang sesuai dengan materi pembelajaran tingkat sekolah menengah pertama dan mengevaluasi seluruh kesalahan dalam penulisan-penulisan. Evaluasi bimbingan online dilakukan dengan mengaktifkan secara terjadwal aktifitas siswa dalam bimbingan online.]]>
<![CDATA[PENGARUH PENGGUNAAN GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Etriana Meirista]]>;
<![CDATA[Dessy Rizki Suryani]]>
<![CDATA[ MAGISTRA Vol 6 No 2 (2019): Magistra: Jurnal Keguruan dan Ilmu Pendidikan ]]>
Publisher : <![CDATA[Universitas Musamus, Merauke, Papua ]]>
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DOI: 10.35724/magistra.v6i2.1174
<![CDATA[Penelitian ini merupakan penelitian eksperimen dengan menggunakan desain one group pretest-posttest design. Tujuan penelitian adalah untuk mengetahui pengaruh penggunaan Software Geogebra pada proses pembelajaran terhadap kemampuan pemecahan masalah siswa kelas VIII. Subjek penelitian ini adalah siswa kelas VIII B SMP Negeri 2 Merauke yang berjumlah 25 orang. Teknik sampling yang digunakan menggunakan cluster random sampling. Materi pelajaran yang diberikan adalah materi pelajaran pada semester ganjil yaitu persamaan garis lurus. Hasil penelitian diperoleh bahwa kemampuan pemecahan masalah matematika siswa kelas VIII SMP Negeri 2 Merauke sesudah penggunaan software geogebra lebih baik dari sebelum penggunaan software geogebra. Pengaruh tersebut ditunjukkan dari perolehan rata-rata nilai pretest lebih tinggi dari rata-rata nilai posttest, dengan peningkatan prestasi belajar matematika siswa berada pada kategori “sedang” yaitu 0,534. Dengan demikian, terdapat pengaruh kemampuan pemecahan masalah matematika siswa kelas VIII B SMP Negeri 2 Merauke setelah dilakukan pembelajaran menggunakan software geogebra]]>
<![CDATA[Upaya Peningkatan Prestasi Belajar Matematika Menggunakan Pendekatan Problem Posing ]]>
<![CDATA[Oswaldus Dadi]]>;
<![CDATA[Desi Rahmasari]]>;
<![CDATA[Dessy Rizki Suryani]]>
<![CDATA[ Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 2 No. 1 (2021): Asimetris: Jurnal Pendidikan Matematika dan Sains ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas Almuslim ]]>
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DOI: 10.51179/asimetris.2.1.16-22
<![CDATA[Penelitian ini bertujuan untuk meningkatkan prestasi belajar matematika menggunakan pendekatan problem posing. Penelitian ini dilakukan sebanyak dua siklus dengan setiap siklus terdapat empat pertemuan, yaitu tiga pertemuan untuk proses pembelajaran dan satu pertemuan untuk tes akhir siklus. Subjek penelitian yang digunakan dalam penelitian adalah siswa kelas VII G SMP Negeri 2 Merauke tahun ajaran 2019/2020 yang berjumlah 35 siswa yang terdiri dari 13 siswa laki-laki dan 22 siswa perempuan. Teknik pengumpulan data yaitu tes dan observasi. Hasil penelitian yang diperoleh menunjukkan bahwa nilai rata-rata tes prestasi belajar matematika siswa meningkat dari tahap pra siklus yaitu 67,21 menjadi 78,21 pada siklus 1, dan pada siklus 2 meningkat lagi mencapai 80,21. Persentase prestasi belajar pada pra siklus mencapai 42,85% menjadi 74,29% pada siklus 1, dan meningkat pada siklus 2 mencapai 82,86% terdapat dalam kategori baik dan sangat baik. Dari hasil tersebut disimpulkan bahwa dengan pendekatan problem posing dapat meningkatkan prestasi belajar matematika siswa]]>
<![CDATA[ANALISIS POTENSI DIRI MAHASISWA TERHADAP MINAT MENJADI GURU MATEMATIKA ]]>
<![CDATA[Rianto Pali' Datu]]>;
<![CDATA[Maria Fransina Veronica Ruslau]]>;
<![CDATA[Dessy Rizki Suryani]]>
<![CDATA[ JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA) ]]>
Publisher : <![CDATA[Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon ]]>
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DOI: 10.30598/jumadikavol4iss1year2022page12-16
<![CDATA[The purpose of this study is to analyze and describe students' self-potential from the potential sources of IQ and potential EQ for interest in becoming mathematics teachers. The method used in this study is a qualitative descriptive method with the subject of this research being students majoring in mathematics education who collect 87 students. The technIQue of collecting data using tests and filling out questionnaires. The test is used to obtain student IQ data, while filling out the questionnaire sheet is used to obtain EQ data and students' interest in becoming a teacher. Data acquisition through tests and questionnaire filling is done online by using the help of Google Form media. Based on the results of data processing there are still students who are lacking in terms of IQ, but students have a good EQ with considerable interest in the teaching profession. Good student EQ through self-awareness contributed 60%, independent students contributed 51%, student motivation contributed 92%, student empathy contributed 89%, and students' social skills contributed 69%. Besides that students' interest to become teachers is approved through awareness, emotions, and conation. Student cognition contributed 94%, student logistics contributed 93%, and contribution or contribution 62%. Thus it can be concluded that mathematics education students are quite ready to become a teacher]]>
<![CDATA[ANALISIS METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF ]]>
<![CDATA[Abdul Rachman Taufik]]>;
<![CDATA[Dessy Rizki Suryani]]>;
<![CDATA[Nurhayati Nurhayati]]>
<![CDATA[ Science Map Journal Vol 4 No 1 (2022): Science Map Journal ]]>
Publisher : <![CDATA[Jurusan Pendidikan MIPA FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jmsvol4issue1pp40-48
<![CDATA[This study was conducted to describe the metacognition of junior high school students in solving mathematical problems based on cognitive style. This type of research is a descriptive study using a qualitative approach which was carried out in class IX of SMP Negeri 2 Anggeraja. Results Based on the mathematical ability test and the Matching Familiar Figure Test (MFFT), 2 students were selected as research subjects. Data collection techniques were carried out by presenting problem-solving tasks and task-based interviews. Data analysis uses data reduction steps, data presentation, and drawing conclusions. The results of this study indicate that students with reflective cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. From the metacognitive activity of students with reflective cognitive style, it shows that the level of metacognitive ability is at the level of reflective use. Students with impulsive cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. However, at the planning stage only able to reveal some strategies that can be used to solve the problem and at the evaluation stage unable to prove the truth of the answers obtained. From the metacognitive activity of students with cognitive impulses, it shows that the level of metacognition ability is at the level of awareness of use]]>
<![CDATA[PENGGUNAAN VARIASI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI DAN MINAT BELAJAR MATEMATIKA SISWA KELAS XI IPS 3 SMA NEGERI 2 MERAUKE ]]>
<![CDATA[Dessy Rizki Suryani]]>;
<![CDATA[Nurindah Lestari]]>
<![CDATA[ Musamus Journal of Mathematics Education Vol 1 No 2 (2019): Musamus Journal of Mathematics Education ]]>
Publisher : <![CDATA[Musamus University ]]>
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DOI: 10.35724/mjme.v1i2.1376
<![CDATA[Abstract: This Classroom Action Research (CAR) aims to increase motivation and interest in learning mathematics in class XI IPS 3 of SMA Negeri 2 Merauke by using a variety of learning media. The subjects in this study were 30 students of class XI IPS 3, 17 male students and 13 female students. The cycleof CAR uses the Kemmis & Mc Taggart model with stages of planning, implementation, observation, and observation. Pre-cycle data shows that students' motivation and interest in learning mathematics are in the low category. The study was conducted in 2 cycles with 4 meeting for each cycles. Based on the results of student observation activities indicate that student activities have increased in learning process of cycle I and cycle II. The average percentage of student learning activity in the first cycle reached 57%, and increased in the second cycle, amount 83%. Increased percentage of student’s learning activity in cycle I and cycle II by 26%. Student learning motivation in the good category experienced an increase from pre-cycle with a percentage of 37.16%, 62.72% in the first cycle, and 90.12% in the second cycle. Student’s interest in the good category also increased from pre-cycle with a percentage of 35.34%, in the first cycle 58.55%, and in the second cycle increased to 93.55%. Based on the results of this study it can be concluded that by using a variety of learning media can increase motivation and interest in learning mathematics in class XI IPS 3 of SMA Negeri 2 Merauke. With the motivation and interest in learning students towards mathematics, it is expected that students themselves will be able to more easily understand mathematics and mathematics no longer be a frightening subject for students. Keywords: variations in learning media, motivation, interests.]]>
<![CDATA[PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DALAM MENINGKATKAN MINAT DAN PRESTASI BELAJAR MATEMATIKA ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Dessy Rizki Suryani]]>;
<![CDATA[Rian Ade Pratama]]>;
<![CDATA[Abdul Rachman Taufik]]>
<![CDATA[ Science Map Journal Vol 4 No 2 (2022): Science Map Journal ]]>
Publisher : <![CDATA[Jurusan Pendidikan MIPA FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jmsvol4issue2pp67-73
<![CDATA[This research is a classroom action research that aims to increase interest and achievement in learning mathematics through the application of an approach Realistic Mathematics Education (RME). This research has been conducted in two cycles with each cycle there are 4 meetings. The subjects in the study consisted of 20 students, namely 9 male students and 11 female students in grade VII SMP in Merauke. Data collection techniques used are test techniques for achievement data and non-test techniques for interest data. The results obtained are that students' interest in learning mathematics in the first cycle is 65% or 13 students are in the good or very good category and in the second cycle the student's interest is increased to 85% or 17 students are in the good or very good category. Student achievement in the first cycle who scored above or equal to 65 is 55% or 11 students who completed and in the second cycle student achievement increased by 80% or 16 students have reached the Minimum Completeness Criteria (KKM). Based on these results it can be said that the learning model of Realistic Mathematics Education (RME) can increase the interest and learning achievement of class VII]]>
