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All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Prabawanto, S
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Effect of Inquiry Model on Mathematical Critical Thinking Ability of Primary School Students Pratiwi, H S; Prabawanto, S
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

This study aims to analyze the differences between students' mathematical critical thinking under the model of inquiry learning model and those under the expository model. The experiment was conducted in an elementary school in Sukabumi, academic year 2018/2019. The sample were 42 of fourth graders, which were divided into two groups, namely experiment group and control group. Each group consist of 21 students. This type of research was a quasi-experimental with pretest-posttest control group design. The data were collected by using mathematical critical thinking tests. The data analysis technique used was the difference of means of results of tests from both the experimental group and the control group at the significance level α = 0.05. The results show that there are differences between students' mathematical critical thinking under the inquiry model with those under the expository model. Further analysis show that the students’ mathematical critical thinking under the inquiry model is better than those under expository model
The Effectiveness of Mathematics Learning with Contextual Approaches for The Topic of Straight Line Equation in Junior High School Lutfi, M K; Darwis, M; Syam, H; Prabawanto, S
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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This research is experimental research involving two classes, namely experimental class and control class which was given different treatment. Purpose of this research is to know (1) the implementation of mathematics learning in grade VIII at Junior High School in Makassar taught with contextual approach, (2) the effectiveness of mathematics learning of students taught with contextual approach, (3) comparison of effectiveness between contextual approach and conventional approach in mathematics learning for VIII grade students at junior high school in Makassar for straight line equation topic. Subject of this research is students in grade VIII in one of junior high school in Makassar. The sample of this study was taken from two classes using cluster random sampling. Data in this research was collected by using written test (essay) for straight line equation topic. Data analysis technique used descriptive statistics and inferential statistics. The results obtained from the descriptive statistical analysis was as follows: (1) the implementation of learning with contextual approach was well implemented with average 3.86 (2) the application of contextual approach is effective in terms of aspects: (a) average of students’ post-test score taught with a contextual approach is 80.62, and students who completed minimum mastery criterion (KKM) is 76.92% ≥75% (fulfill classical completeness); (b) average of students’ learning activities is 3.53 (very good category); and (c) average of student responses to learning is 3.59 (positive categories). (3) the implementation of learning with conventional approach for topic of straight line equation was implemented well with average 3.83. (4) the application of the conventional approach in terms of aspects: (a) average of students’ post-test score taught with a conventional approach is 68.08, and students who completed minimum mastery criterion (KKM) is 52% ≤75% (do not fulfill classical completeness); (b) average of students’ learning activities is 3.47 (good category); and (c) average of student responses to learning is 3.4 (rather positive category). (5) Based on inferential statistical analysis, the result was obtained tcount> ttable (2.532 > 1.68) so that H0 was rejected. Therefore, it can be concluded that learning mathematics in the topic of straight line equation for VIII grade students in junior high school in Makassar taught with contextual approach is more effective than taught with conventional approach
The Impact of Search, Solve, Create and Share (SSCS) Learning Model On Mathematical Visual Representation Ability Of Junior High School Students Nurjannah, D; Prabawanto, S
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Representation ability is one of the important abilities that should be developed by students. Based on the some reports, it can be seen that the students’ visual representation ability is still low. It is necessary to apply a learning model that can improve the students’ ability. The learning model that can be predicted to improve the students’ ability is Search, Solve, Create, and Share (SSCS). This research aims to find out whether the junior high school students achievement of representation ability of mathematical visual is better than the students who got conventional learning. The method of this research was a quasi experiment method. There were two groups in this research, the first was experimental group who used Search, Solve, Create and Share (SSCS) learning model and the second was control group that used conventional learning model. The instument for collecting data were instrument of representation ability of mathematical visual and observation sheet. The result of this study showe that students who got Search, Solve, Create and Share (SSCS) learning model are better than students who got conventional learning model
Implementation Inquiry Model with Examples and Non Examples to Enhance The Mathematical Conceptual Understanding of Primary School Students Ananda, Tegar; Prabawanto, S
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The ability to understand concept is one of the abilities which is students must possess in mathematics learning. Inquiry model allows students to be actively involved in constructing the concept. Inquiry makes students become a researcher or scientist, but in the context of learning, students are still guided by the teacher. The research aims to analyze the effect of inquiry model with examples and non-examples on primary school students’ mathematical conceptual understanding. The method used in the research was a library research. The result of the research are that the inquiry model with examples and nonexamples can enhance students’ mathematical conceptual understanding and the steps of inquiry model with examples and non- examples is relevant with the indicators of students’ mathematical conceptual understanding
Analysis of Remedial and Enrichment of Mathematics Teaching in a Junior High School in Bandung Andini, Meri; Prabawanto, S
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Remedial and enrichment are processes that must be carried out by teacher based on the results of the assessment (as, of, and for learning). The importance of remedial and enrichment is to help and facilitate all the needs of students including achieving mastery learning and maximizing students's competency. This study aims to analyze remedial and enrichment processes carried out by mathematics teacher in a junior high school in Bandung. The method of this study was qualitative with descriptive approach. The data were collected by using observation, interview, and literature review. The subject of this study was a seven grade teacher of a junior high school. The result of the study shows that the teacher conducts remedial and enrichment conditionally. Remedial techniques used by the teacher are giving assignments, and/or giving remedial teaching. Furthermore, enrichment technique used by teacher is giving non-routine tasks for students. The implementation of the remedial and enrichment is not consistent for each event (daily assessment) because of some constraints, such as availability of time. Besides that, the teacher applies same strategy as before (not in remedial and enrichment)
Co-Authors Andini, Meri Darwis, M Muh. Khaedir Lutfi Nurjannah, D Pratiwi, H S Syam, H Tegar Ananda, Tegar