Articles
<![CDATA[Fast Training Right on the National Examination question for Junior High School ]]>
<![CDATA[Elin, Lailin Hijriani]]>;
<![CDATA[Simarmata, Justin Eduardo]]>;
<![CDATA[Siahaan, Meiva Marthaulina Lestari]]>;
<![CDATA[Mone, Ferdinandus]]>;
<![CDATA[Seso Delvion, Eduardus Beo]]>;
<![CDATA[Wua Laja, Yosepha Patricia]]>;
<![CDATA[Napitupulu, Merlin Helentina]]>;
<![CDATA[Astriani Dewi, Ni Putu Yuni]]>
<![CDATA[ ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2019): ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Talenta Publisher ]]>
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DOI: 10.32734/abdimastalenta.v4i2.3545
<![CDATA[Community service activity aimed to provide an understanding of mathematical concepts consists of tips and tricks to solve exam questions for junior high school students. Furthermore, the background of the implementation of this training is to get students used to solve non-routine problems found during national examination, particularly in mathematics subject. This community service was carried out from October to November 2019 with 15 participants. This activity consists of three stages starting with the field assessment, the implementation stage and the last is final stage. In the field assessment stage, the servant determines the trainees to work national examination questions quickly and accurately that is specifically for junior high school students and determine where training will be held. The second stage is the implementation stage for exposuring to rapid strategies in administering national examination, question and answer, and national examination simulation. The final stage is the evaluation stage that is an implementation evaluation of theactivities that have been arranged based on each task that has been given .Based on the training activity that have been carried out it can be concluded that the training activity adds the knowledge and skills of students in working mathematics national examination questions. In addition, this training motivates students to be more active in learning mathematics and to be more mature in preparing for the upcoming national examination. Keyword: training, national examination questions, junior high school students.]]>
<![CDATA[APAKAH THINK-PAIR-SHARE DAPAT MENGURANGI KECEMASAN MATEMATIKA SISWA SMP? ]]>
<![CDATA[Wua Laja, Yosepha Patricia]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol 1 No 1 (2019): RANGE Juli 2019 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
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DOI: 10.32938/jpm.v1i1.190
<![CDATA[Kecemasan yang dialami para siswa dapat mempengaruhi bagaimana siswa tersebut berpikir, bertindak dan berhubungan dengan pelajaran matematika. Salah satu solusi yang digunakan untuk mengurangi kecemasan matematika siswa adalah dengan menerapkan suatu teknik pembelajaran kooperatif think-pair-share. Teknik ini diawali dengan berpikir tentang jawaban atas pertanyaan yang diajukan oleh guru, berpasangan untuk mendiskusikan jawaban dan berbagi dalam kelompok yang lebih besar. Oleh karena itu, tujuan penelitian ini untuk melihat apakah teknik think-pair-share dapat mengurangi kecemasan matematika siswa SMP. Penelitian ini merupakan penelitian tindakan kelas model spiral Kemmis dan Tanggart yang terdiri dari dua siklus dengan tahap awal menyusun target pencapaian indicator keberhasilan penelitian. Hasil penelitian menunjukan bahwa rata-rata kecemasan siswa pada kondisi awal sebesar 96 (Tinggi), kemudian menurun menjadi 85 (Tinggi) pada siklus I dan 73 (Sedang) di akhir siklus II. Sedangkan presentase keterlaksanaan pembelajaran dengan teknik think-pair-share pada akhir siklus I sebesar 75,5% dan pada akhir siklus II sebesar 87%. Hal ini mengindikasikan bahwa dengan memberikan tindakan berbagi jawaban dan menjelaskan di depan kelas bersama pasangan kepada teman-teman lain pada penerapan pembelajaran kooperatif teknik think-pair-share dapat mengurangi kecemasan matematika siswa SMP.]]>
<![CDATA[Sebuah Studi Fenomenologi Mengenai Aturan Pindah Ruas Dalam Menyelesaikan Persamaan Linear Matematika ]]>
<![CDATA[Laja, Yosepha Patricia Wua]]>
<![CDATA[ Mandalika Mathematics and Educations Journal Vol. 2 No. 1 (2020): Edisi Juni ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jm.v2i1.1809
<![CDATA[Studi ini dirancang untuk meneliti mengenai keesksistensian dari suatu cara atau metode penyelesaian persamaan linear dengan menggunakan aturan pindah ruas. Penelitian ini merupakan penelitian kualitatif dengan pendekatan Fenomenologis. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 11 calon guru mata pelajaran matematika dan 2 guru mata pelajaran matematika yang adalah mahasiswa pascasarjana pendidikan matematika Universitas Negeri Yogyakarta tahun ajaran 2016/2017. Analisis data menggunakan model Bokdan dan Biglend yang dilakukan dengan cara mereduksi data, mengklasifikasi data dan memverivikasi data kemudian memberikan kesimpulan. Hasil penelitian menunjukkan bahwa aturan pindah ruas dalam menyelesaikan persamaan linear dianggap merupakan suatu hasil kreatif para guru dalam membelajarkan matematika namun beberapa calon guru tidak menerima metode ini sebagai alternative penyelesaian persamaan linear karena cara ini dianggap ‘merusak’ hakikat matematika yang merupakan ilmu yang terstruktur.]]>
<![CDATA[PROSES BERPIKIR SISWA TUNAGRAHITA RINGAN DALAM MEMAHAMI KONSEP GEOMETRI BERDASARKAN TEORI JEAN PIAGET ]]>
<![CDATA[Yosepha Patricia Wua Laja]]>;
<![CDATA[Justin Eduardo Simarmata]]>;
<![CDATA[Ferdinandus Mone]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i4.4180
<![CDATA[Mental retardation certainly has a different thought process from other normal children. Because it is different, there needs to be a study of the thought process with the aim of finding a solution to overcome the problems that are often faced by mentally retarded students in learning mathematics. The purpose of this study was to describe the thought process of mentally retarded students in understanding geometric concepts based on Piaget's theory. The subjects of this study were two mentally retarded students who were in class VI. The stages of the research carried out were carrying out a learning process for three consecutive days to recognize geometry using visual aids then at the end of the activity, mentally retarded students were given evaluation questions in the form of make a match. The results showed that the two mentally retarded students experienced disequilibrium several times until they finally experienced the process of assimilation and accommodation. However, only one student experienced equilibrium who was able to connect flat figures and spatial figures based on the results of their observations. The learning process for mentally retarded students must be repeated until they arrive at an understanding of mathematics.]]>
<![CDATA[KEEFEKTIFAN INQUIRY DAN LEARNING CYCLE 7E DITINJAU DARI HASIL BELAJAR, KEMAMPUAN PENALARAN, DAN KETERAMPILAN KOLABORATIF ]]>
<![CDATA[Yosepha Patricia Wua Laja]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i4.3152
<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan inquiry dan learning cycle 7e serta membandingkan keefektifan inquiry dan learning cycle 7e ditinjau dari hasil belajar, kemampuan penalaran dan keterampilan kolaboratif peserta didik SMP pada materi peluang. Penelitian ini adalah penelitian eksperimen semu (Quasi Eksperimen). Subjek penelitian ini adalah seluruh peserta didik kelas VIII se-kota Kupang yang sekolahnya menerapkan kurikulum 2013 dan nilai ujian kenaikkan kelas di atas 70. Sampel penelitian ini adalah peserta didik SMPN 11 kota Kupang kelas VIII A yang berjumlah 31 siswa dan kelas VIII B berjumlah 29 siswa yang dipilih secara acak. Instrumen penelitian yang digunakan meliputi tes hasil belajar, tes kemampuan penalaran, dan lembar penilaian teman sejawat keterampilan kolaboratif yang telah divalidasi dan reliabel. Teknik analisis data yang digunakan adalah uji multivariate (MANOVA), kemudian dilanjutkan dengan uji Independent Sample t Test. Taraf signifikansi untuk semua analisis adalah 5%. Hasil penelitian menunjukkan bahwa inquiry dan learning cycle 7e efektif ditinjau dari hasil belajar, kemampuan penalaran dan keterampilan kolaboratif; serta inquiry sama efektifnya dengan metode learning cycle 7e ditinjau dari hasil belajar, kemampuan penalaran namun lebih efektif ditinjau dari keterampilan kolaboratif. The aim of the study was to describe the effectiveness of inquiry and learning cycle 7e and as well as compare the effectiveness of inquiry and learning cycle 7e in terms of learning outcome, reasoning and collaborative skill of junior high school students on probability material. This was a quasi experimental quantitative study. The subject of the study was all eighth grade students in Kupang whose school applied Curriculum 2013 and the score of final test was above 70. The students of VIII A consisted of 31 students and VIII B consisted of 29 students of SMPN 11 Kota Kupang as the sample that was randomly selected.. The used instruments of the study were tests and non tests. The learning outcome and reasoning ability were measured using tests, while the collaborative skill was measured using peer assessment sheet, which has been validated and reliable. The data analysis technique used the multivariate test (MANOVA), followed by independent sample t-test. The significance level for all analyses was 5%. The research result indicated that inquiry and learning cycle 7e were effective in term of learning outcome, reasoning ability, collaborative skill; and inquiry was effective as learning cycle 7e in term of learning outcome, reasoning and proof ability but inquiry was more effective than learning cycle 7e in term of collaborative skill. ]]>
<![CDATA[PELATIHAN PENGGUNAAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS FUN MATH BAGI ANAK BERKEBUTUHAN KHUSUS ]]>
<![CDATA[Justin Eduardo Simarmata]]>;
<![CDATA[Ferdinandus Mone]]>;
<![CDATA[Yosepha Patricia Wua Laja]]>;
<![CDATA[Lailin Hijriani]]>;
<![CDATA[Zulkaidah Nur Ahzan]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 5 (2021): Oktober ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i5.5281
<![CDATA[Abstrak: Kegiatan pelatihan ini bertujuan untuk mengenalkan dan meningkatkan pemahaman siswa/siswi anak berkebutuhan khusus tentang bangun datar, kubus, dan balok. Kegiatan ini dilaksanakan di SDLB Negeri Benpasi Kefamenanu yang berada di Kelurahan Benpasi, Kabupaten Timor Tengah Utara, Provinsi Nusa Tenggara Timur. Yang menjadi peserta dalam kegiatan pelatihan ini adalah 15 orang siswa/siswi SDLB Negeri Benpasi Kefamenanu. Pelaksanaan pelatihan ini terdiri dari dua tahap: tahap pra kegiatan dan kegiatan. Tahap pra kegiatan dilakukan melalui pelaksanaan survey awal untuk mengetahui gambaran pembelajaran matematika anak berkebutuhan khusus jenjang sekolah dasar serta kendala yang dialami. Tahap kegiatan dilaksanakan melalui pelatihan dan evaluasi. Evaluasi dilakukan menggunakan angket tanggapan peserta. Berdasarkan hasil evaluasi diperoleh informasi bahwa kegiatan pelatihan ini mendapatkan tanggapan yang positif dari peserta. Melalui pelatihan penggunaan media pembelajaran fun math yang disajikan, cukup menambah pengetahuan dan wawasan peserta yang dalam hal ini anak berkebutuhan khusus sehingga termotivasi untuk terus belajar guna peningkatan kemampuan akademik peserta di bidang matematika.Abstract: This training activity aimed to introduce and improve understanding of children with special needs about flat shapes, cubes, and blocks. This activity was carried out at the SDLB Negeri Benpasi Kefamenanu, located in Benpasi Village, North Central Timor Regency, East Nusa Tenggara Province. The participants in this training activity were 15 students of SDLB Negeri Benpasi Kefamenanu. The implementation of this training consisted of two stages: pre-activity and activity stages. The pre-activity stage was carried out through the implementation of an initial survey to find out the description of mathematics learning for children with special needs at the elementary school level and the obstacles experienced. The activity stage was carried out through training and evaluating. The evaluation was carried out using a participant response questionnaire. Based on the evaluation results, it can be obtained information that this training activity received a positive response from the participants. Through training in the use of fun math learning media, it is sufficient to increase the knowledge and insight of participants, in this case children with special needs, so that they are motivated to continue learning in order to improve the participants' academic abilities in the field of mathematics.Keywords: Learning Media; Children With Special Needs; Fun Math]]>
<![CDATA[How to Write Journal Article: Workshop untuk Mahasiswa Tingkat Akhir Program Studi Pendidikan Matematika ]]>
<![CDATA[Aloisius Loka Son]]>;
<![CDATA[Yosepha Patricia Wua Laja]]>;
<![CDATA[Hendrika Bete]]>;
<![CDATA[Eduardus Beo Seso Delvion]]>
<![CDATA[ Jurnal Abdimas Prakasa Dakara Vol. 1 No. 2 (2021): Penguatan Keterampilan dan Karakter untuk Mendukung Pendidikan ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/japd.v1i2.1024
<![CDATA[Menulis artikel ilmiah yang baik dan benar sering menjadi momok dan masalah bagi para akademisi termasuk mahasiswa. Karena itu dilakukan kegiatan pengabdian kepada masyarakat (ABDIMAS) ini untuk memberikan pemahaman kepada peserta workshop tentang menulis artikel ilmiah yang baik dan benar, strategi mencari referensi berkualitas, penggunaan aplikasi mendeley, dan strategi menghindari perangkap plagiarisme. Metode yang digunakan dalam workshop ini adalah ceramah, tanya jawab, dan coaching clinic. Pelaksanaan ABDIMAS ini berlangsung selama 1 bulan, dengan pesertanya sebanyak 19 orang. Produk dari kegiatan ini sebagai luaran yang dihasilkan oleh peserta workshop adalah sejumlah artikel ilmiah yang lengkap, kutipan dan daftar pustaka menggunakan aplikasi mendeley, serta artikel ilmiah yang bebas plagiat. Melalui kegiatan ABDIMAS ini dapat menambah wawasan menulis artikel ilmiah bagi peserta yang mulanya tidak familiar, akhirnya menjadi mampu menulis dan menghasilkan suatu artikel ilmiah. Karena itu, direkomendasikan agar workshop penulisan artikel ilmiah menjadi fokus perhatian dan penting untuk dicirikan sebagai dasar pengabdian lebih lanjut.]]>
<![CDATA[SOSIALISASI PENGERJAAN SOAL UTBK DENGAN TEKNIK MATH MAGIC DI SMA NEGERI PERBATASAN KEFAMENANU ]]>
<![CDATA[Justin Eduardo Simarmata]]>;
<![CDATA[Lailin Hijriani]]>;
<![CDATA[Yosepha Patricia Wua Laja]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2021): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v4i2.455-461
<![CDATA[The purpose of this community service activity is to provide socialization on the work of UTBK with math magic techniques in SMAN 1 and SMAN 2 Kefamenanu. Furthermore, the background of this socialization is to improve the students' reasoning ability through familiarizing themselves with students solving non-routine problems found during the implementation of UTBK, especially in mathematics. This community service was carried out from January to March 2020 with 40 participants. This activity consists of three stages starting with the assessment of the field, the implementation phase and finally the evaluation phase. In the field assessment stage, the servant determines the participants of the socialization, which is specifically for high school students of class xii, prepares administration, prepares materials and UTBK questions and then prepares a schedule. The second stage is the implementation phase in the form of a brief exposure to the UTBK, then giving samples of the UTBK questions for students to work on and scribing questions. The last stage is the evaluation stage in the form of an evaluation of the implementation of activities that have been arranged based on each task that has been given. Based on the socialization activities that have been carried out it can be concluded that these training activities increase students' knowledge about UTBK and add student skills in working on math UTBK questions . In addition, this training motivates students to be more active in learning mathematics and to be more mature in preparing for the upcoming UTBK.]]>
<![CDATA[PELATIHAN TES KEMAMPUAN AKADEMIK BAGI SISWA SMA KELAS XII UNTUK PERSIAPAN UTBK SBMPTN 2022 ]]>
<![CDATA[Justin Eduardo Simarmata]]>;
<![CDATA[Yosepha Patricia Wua Laja]]>;
<![CDATA[Cecilia Novianti Salsinha]]>;
<![CDATA[Yohanes Jefrianus Kehi]]>;
<![CDATA[Agustinus Giovandi Laki]]>;
<![CDATA[Margareta Rodrigues Gomes]]>;
<![CDATA[Jeniana Martha Prima Asa]]>;
<![CDATA[Elinora Naikteas Bano]]>;
<![CDATA[Yakoba Yusina Muanley]]>;
<![CDATA[Hendrika Yeni Meti]]>
<![CDATA[ Jurnal Abdi Insani Vol 9 No 2 (2022): Jurnal Abdi Insani ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/abdiinsani.v9i2.557
<![CDATA[The Computer-Based Test Exam (UTBK) is a computer-based written test which results are used for the Joint Selection of State Universities (SBMPTN). Based on the results of interviews with the school conducted in January 2022, the preparation of students to face the UTBK 2022 has not been maximized. This happens because there are no facilities as a place for students to practice in preparing the material properly. Besides, students only study routine material according to the textbook, while the UTBK questions are quite different from the material students get in class. The purpose of this activity is to introduce and train strategies in solving the Academic Ability Test (TKA) in preparation for the 2022 UTBK-SBMPTN for high school students Class XII SMA Negeri 1 Kefamenanu. The implementation method in introduction and training activities consists of several stages, including: observation, preparation for introduction and training, implementation of introduction and training, and evaluation of activities. The introduction and training of UTBK TKA questions for Class XII high school students was carried out well. It can be seen from the average student attendance reaching 95.3%. Based on the results of the evaluation of activities before and after the training was given, it was found that the average posttest was higher than the average pretest for each class. The skills and strategies of the trainees in solving the UTBK TKA questions have increased. Based on the results of the pretest and posttest of the training participants, this training activity is successful as a solution to the partner's problem, namely that the preparation of students to face the 2022 UTBK SBMPTN is not optimal.]]>
<![CDATA[BLENDED LEARNING DALAM PERSEPSI MAHASISWA ]]>
<![CDATA[Lailin Hijriani]]>;
<![CDATA[Gusti Firda Khairunnisa]]>;
<![CDATA[Justin Eduardo Simarmata]]>;
<![CDATA[Yosepha Patricia Wua Laja]]>
<![CDATA[ Jurnal Ilmiah P2M STKIP Siliwangi Vol 9, No 1 (2022): Volume 9 Nomor 1: Mei 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/p2m.v9i1.3153
<![CDATA[Penelitian deskriptif kualitatif yang bertujuan untuk mendeskrisikan persepsi mahasiswa terkait perkuliahan secara Blended Learning. Penelitian ini dilakukan untuk mengetahui seberapa besar dampak pandemic Covid-19 terhadap pendidikan. Dikarenakan sektor pendidikan salah satu sector yang terdampak di masa pandemi ini. Wabah pandemic Covid-19 melumpuhkan semua aktivitas diberbagai bidang diseluruh negara, khususnya aktivitas dalam bidang pendidikan di perguruan tinggi Indonesia. Untuk menekan penyebaran virus Covid-19, pemerintah mengeluarkan kebijakan untuk dilakukan pembelajaran secara daring. Namun, saat penerapan New Normal. Maka pemerintah mengizinkan untuk menerapkan perkuliahan secara online dan offline atau yang lebih dikenal dengan perkuliahan secara Blended Learning. Hasil penelitian menunjukkan bahwa penerapan perkuliahan menggunakan metode pembelajaran blended learning efektif diterapkan dimasa pandemic. Penggunaan blended learning dapat membantu mahasiswa untuk dapat belajar secara mandiri serta bertanggung jawab terhadap tugas yang diberikan.Kata kunci: Blended Learning, Persepsi Mahasiswa]]>
