Wijaksana, Aris Hadiyan
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Kesalahan Konsep Descriptive Geometry Mahasiswa terhadap Kemampuan Spasial dalam Pembelajaran Daring di Masa Pandemi COVID-19 Wijaksana, Aris Hadiyan; Rosjanuardi, Rizky
Jurnal Elemen Vol 7, No 1 (2021): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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Spatial ability is one of the essential abilities to be mastered by students, especially in geometry. There is not much research, especially in Indonesian, that examines students' spatial abilities and their relation to Descriptive Geometry. This study aims to analyze students' misconceptions in the Descriptive Geometry course and describe the profile of students' spatial abilities in online learning during the COVID-19 pandemic. This study's subjects from the Mathematics Education Department of Universitas Negeri Jakarta. This research is descriptive qualitative. The learning was carried out in 16 meetings with three initial meetings offline, and the next 13 meetings online. The test was given twice at the 8th and 16th meetings accompanied by interviews with students who made mistakes in taking the test. The test results showed that students who made mistakes did not have the ability to spatial perception, spatial relation, and spatial orientation. However, there was a case of students who made mistakes still having the ability to spatial perception, spatial relation, and spatial orientation. The obstacles that affect students' spatial abilities are online learning that is not supported by technical matters, namely: limited internet networks and internet quota availability.
PERBANDINGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA YANG BELAJAR MENGGUNAKAN PENDEKATAN SAVI (SOMATIS AUDITORI VISUALINTELEKTUAL) DAN SISWA YANG BELAJAR DENGAN PENDEKATAN KONTEKSTUAL Adzima, Khaola Rachma; Sudaryati, Sri; Wijaksana, Aris Hadiyan
Eduscience : Jurnal Ilmu Pendidikan Vol 4, No 2 (2019): Eduscience: Jurnal Ilmu Pendidikan
Publisher : Universitas Esa Unggul

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AbstractThis study aims to find out whether there are differences in mathematical problem solving abilities of students who learn using the SAVI approach and students who learn to use a contextual approach in junior high school. The research was carried out at SMP Negeri 255 Jakarta in April to May 2013. The research method used was quasi-experimental or quasi-experimental. The sampling technique uses the two stage random sampling technique. The first stage is simple random sampling to randomly select one of the two mathematics subject teachers who teach in class VII. The second stage is the cluster sampling cluster to determine two experimental classes that will be the research sample. Based on the results of the data analysis prerequisite test, it was found that the data of the two samples came from populations that were normally distributed, homongen, and there were similarities in average. Hypothesis testing uses two-party t-test with significance level and 58 degrees of freedom. The average test results of the mathematical problem-solving ability of the experimental class 1 are 71,417, while the average test results of the mathematical problem solving ability of experimental class 2 are 60.5. Based on the results of calculations, obtained meaningful values and values, then H0 is rejected, so it can be concluded that there are differences in mathematical problem solving abilities of students who learn using the SAVI approach and students who learn to use a contextual approach. Keywords: SAVI, problem solving, contextual approach AbstrakPenelitian ini bertujuan untukmengetahuiapakah terdapat perbedaan kemampuan pemecahan masalah matematissiswa yang belajar menggunakan pendekatan SAVI dan siswa yang belajar menggunakan pendekatan  kontekstual di SMP. Penelitian dilaksanakan di SMP Negeri 255 Jakarta pada bulan April sampai dengan bulan Mei 2013. Metode penelitian yang digunakan adalah quasi experiment atau eksperimen semu. Teknik pengambilan sampel menggunakan teknik two stage random sampling. Stage pertama yaitu simple random sampling untuk memilih secara acak satu dari dua guru mata pelajaran matematika yang mengajar di kelas VII. Stage kedua yaitu cluster randomsampling untuk menentukan dua kelas eksperimen yang akan menjadi sampel penelitian. Berdasarkan hasil uji prasyarat analisis data, diperoleh bahwa data kedua sampel berasal dari populasi yang berdistribusi normal, homongen, dan terdapat kesamaan rata-rata. Pengujian hipotesis menggunakan uji-t dua pihak dengan taraf signifikansi dan derajat kebebasan 58. Rata-rata hasil tes kemampuan pemecahan masalah matematis kelas eksperimen 1 adalah 71,417, sedangkan rata-rata hasil tes kemampuan pemecahan masalah matematis kelas eksperimen 2 adalah 60,5. Berdasarkan hasil perhitungan, diperoleh nilai  dan nilai  yang berarti , maka H0 ditolak, sehingga dapat disimpulkan bahwa terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang belajar menggunakan pendekatan SAVI dan siswa yang belajar menggunakan pendekatan kontekstual. Kata kunci: SAVI, pemecahanmasalah, pendekatan kontekstual