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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran Jurnal Pendidikan MIPA Jurnal Elemen JURNAL PROFESI KEGURUAN Eduma : Mathematics Education Learning and Teaching Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Pendidikan Matematika (Kudus) Jurnal Tadris Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan JKPM (Jurnal Kajian Pendidikan Matematika) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Panjar: Pengabdian Bidang Pembelajaran Unnes Journal of Mathematics Education Unnes Journal of Mathematics Pedagogy : Jurnal Pendidikan Matematika Journal of Mathematics Learning Innovation (JMLI) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JME (Journal of Mathematics Education)
Arief Agoestanto
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Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Kreano, Jurnal Matematika Kreatif-Inovatif

 1 
Penerapan Model Pembelajaran Berlandaskan Pengembangan Kepribadian pada Program Studi Pendidikan Matematika Agoestanto, Arief
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 1, No 2 (2010): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v1i2.1490

Abstract

This classroom action research applied personality based learning which increase students condition as subject of progressing their personality. The aims of the research were involving personality based learning model for students as mathematics teacher candidate, increasing students affection, study result based personality, dynamics of students activities and students learning process were followed multi directions interactions among students. The main finding of this study, the average of first cycle test was 50,2 and the post-test was 57, difference between them was 6,8. The average of activities and competence performance during first cycle was 6,8 this value was more than success standard i.e. 6,5. The habits of study based personality was not enough planted in themselves, but this was decreased in next cycles. The average of teaching lecturers performance during first cycle was good enough i.e. 7,1 so that was more thansuccess indicator i.e. 6,5. The average of second cycle was good enough i.e. 72,94 and the difference between them was 5,02 it was more than 5 so standard of success was attained. The average of individual score in team work was 66,67 it was more than minimum success indicator i.e. 6,5. The average of teaching lecturers performance in second cycle was 8,07 more than first one i.e. 7,33 maybe caused the lecturer was more familiar with this method.Keywords: personality based learning, mathematics teacher candidate
Meningkatkan Kualitas Pembelajaran Pada Mata Kuliah Pengantar Probabilitas Melalui Lesson Study Dengan Pengajaran Berbalik Secara Team Agoestanto, Arief
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 3, No 1 (2012): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v3i1.2611

Abstract

The quality of introduction to probability lectures that were held haven’t maximized yet. It is indicated by results of student learning that only 20% got A value, the lack of interaction between students and lectures, students with students, and students with lecture. One of the efforts to improve the quality of learning is through lesson study with team reciprocal teaching. The problem in this research are as follows: (1) is the lecturers’ professionalism of Statistics Expertise Group can be improved by Lesson Study approach in the introduction to probability lectures, and (2) is interaction between students and students, students with lecture note, and students with lecturers of introduction to probability lesson can be improved by apply lesson study method with team reciprocal teaching. This research use research model based on lesson study by three steps. They are plan, do, and see which are done in three cycles. The research was conducted on odd semester in academic year 2010/2011 for 6 months in Mathematics department, Semarang State University. The results of research are (1) the increasing of lecturers’ professionalism of Statistics Expertise Group for Introduction to Probability lectures, and (2) increase student interaction with students, students with lecture note, and students with lecturers of Introduction to Probability lectures.
Identifikasi Tahap Berpikir Kritis Siswa Menggunakan PBL dalam Tugas Pengajuan Masalah Matematika Setyaningsih, T.D.; Agoestanto, Arief
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 5, No 2 (2014): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v5i2.4544

Abstract

Penelitian bertujuan mendeskripsikan tahap berpikir kritis siswa yang dikenai pembelajaran PBL dalam tugas pengajuan masalah. Prosedur pengumpulan datanya yaitu (1) validasi, (2) pembelajaran PBL, (3) tes TPM, (4) analisis tes TPM, (5) wawancara berbasis tugas, dan (6) catatan lapangan. Penelitian ini akhirnya menghasilkan identifikasi tahap berpikir kritis sebagai berikut. Pada tahap klarifikasi, untuk kelompok kritis, cukup kritis, dan kurang kritis, siswa mampu mengidentifikasi masalah secara utuh dan menggunakan pengetahuan yang dimiliki untuk menambahkan informasi. Pada tahap asesmen, untuk kelompok kritis mampu memunculkan pertanyaan dan ide penyelesaian yang berasal dari diri sendiri. Pada tahap penyimpulan, pada kelompok tidak kritis, siswa belum mampu bernalar untuk penambahan informasi yang relevan. Pada tahap strate-gi/taktik, untuk kelompok tidak kritis, siswa belum dapat memunculkan strategi, sedangkan pada kelompok yang lain, siswa menjadikan pertanyaan awal sebagai acuan untuk mengga-li pertanyaan selanjutnya. Hasil penelitian ini dapat dijadikan sebagai pedoman guru dalam mengidentifikasi kelemahan dan kekuatan siswa dalam berpikir kritis.The purpose of this research is description of student’s critical thinking stage whith PBL in problem posing activities. The procedure of data collection are (1) validation, (2) PBL learning, (3) TPM test, (4) analysis of TPM test, (5) interview based on the test, and (6) field notes. This research finally leads to the identification of critical thinking stage as follows. In clarification stage, for the critical group, critical enough, and less critical, students were able to identify the problem as a whole and use their knowledge to add information. In assessment stage, for the critical group, student were able to make questions and solution ideas by theirself. In the inference stage, the not critical group, student have not be able to make a reasoning for the the addition of relevant information. In the strategies stage, for the not critical group, student have not be able to make a strategy that can be used. While in the other group, the students create the initial inquiries as a reference to find and explore the question further. The results of the research can be used by teachers as a guide in identifying weaknesses and strengths in students critical thinking. 
Analisis Time-Line dan Berpikir Kritis Dalam Pemecahan Masalah Matematika Pada Pembelajaran Kooperatif Resiprokal Rochmad, Rochmad; Agoestanto, Arief; Kurniasih, Ary Woro
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 2 (2016): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v7i2.4980

Abstract

Tujuan penelitian ini adalah mengetahui grafik time-line dalam diskusi untuk pemecahan masalah opened-ended dalam pembelajaran kooperatif resiprokal, mendeskripsikan langkah-langkah kegiatan pemecahan masalah open-ended dalam diskusi kelompok pada  pembelajaran kooperatif  resiprokal, dan mendeskripsikan  karakteristik berpikir kritis siswa dalam menyelesaikan masalah open-ended. Penelitian ini merupakan penelitian kualitatif. Kegiatan pada penelitian ini adalah pembelajaran resiprokal 2 kali untuk mendapatkan data time-line tahap berpikir kritis dan time-line aktivitas pemecahan masalah matematika, tes berpikir kritis 2 kali, analisis karakteristik berpikir kritis berdasarkan tes 1 dan 2. Sumber data dalam penelitian ini adalah siswa kelas VIII di  SMP Negeri 1 Ngadirejo Temanggung. Hasil penelitian ini adalah 4 kelompok diskusi melakukan tahap strategi pada berpikir kritis lebih lama dibandingkan tahap berpikir kritis lainnya (klarifikasi, simpulan, dan strategi. Untuk memecahkan masalah matematika, pada langkah pertama yaitu memahami masalah. Pada langkah ini siswa dominan melakukan aktivitas bertanya dan memprediksi. Pada langkah kedua yaitu merencanakan penyelesaian, siswa dominan melakukan kegiatan bertanya dan menjelaskan. Pada langkah ketiga yaitu melaksanakan penyelesaian, siswa dominan melakukan kegiatan menjelaskan dan bertanya. Sedangkan pada langkah keempat yaitu mengecek kembali, siswa dominan melakukan kegiatan menjelaskan.The purpose of this research is to know the time-line graph in the discussion for the solving of opened-ended problem in cooperative reciprocal learning, to describe the steps of open-ended problem solving activity in group discussion on reciprocal cooperative learning, and to describe the critical thinking characteristics of students in solving the open problem -ended. This research is a qualitative research. Activity in this research is reciprocal learning 2 times to get time-line data of critical thinking stage and time-line activity of problem solving of mathematics, critical thinking test 2 times, analysis of critical thinking characteristic based on test 1 and 2. Source of data in this research is student Class VIII in SMP Negeri 1 Ngadirejo Temanggung. The result of this research is 4 group discussion to do strategy phase on critical thinking longer than other critical thinking stage (clarification, conclusion, and strategy To solve mathematical problem, in step one that is understanding problem In this step student dominant doing activity of ask and predict In the second step is to plan the settlement, the dominant students do the activities of asking and explaining.In the third step is to carry out the settlement, the dominant students do activities explain and ask.While in the fourth step is to check again, the dominant students do explaining activities.
Analisis Time-Line dan Berpikir Kritis Dalam Pemecahan Masalah Matematika Pada Pembelajaran Kooperatif Resiprokal Rochmad, Rochmad; Agoestanto, Arief; Kurniasih, Ary Woro
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 2 (2016): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v7i2.4980

Abstract

Tujuan penelitian ini adalah mengetahui grafik time-line dalam diskusi untuk pemecahan masalah opened-ended dalam pembelajaran kooperatif resiprokal, mendeskripsikan langkah-langkah kegiatan pemecahan masalah open-ended dalam diskusi kelompok pada  pembelajaran kooperatif  resiprokal, dan mendeskripsikan  karakteristik berpikir kritis siswa dalam menyelesaikan masalah open-ended. Penelitian ini merupakan penelitian kualitatif. Kegiatan pada penelitian ini adalah pembelajaran resiprokal 2 kali untuk mendapatkan data time-line tahap berpikir kritis dan time-line aktivitas pemecahan masalah matematika, tes berpikir kritis 2 kali, analisis karakteristik berpikir kritis berdasarkan tes 1 dan 2. Sumber data dalam penelitian ini adalah siswa kelas VIII di  SMP Negeri 1 Ngadirejo Temanggung. Hasil penelitian ini adalah 4 kelompok diskusi melakukan tahap strategi pada berpikir kritis lebih lama dibandingkan tahap berpikir kritis lainnya (klarifikasi, simpulan, dan strategi. Untuk memecahkan masalah matematika, pada langkah pertama yaitu memahami masalah. Pada langkah ini siswa dominan melakukan aktivitas bertanya dan memprediksi. Pada langkah kedua yaitu merencanakan penyelesaian, siswa dominan melakukan kegiatan bertanya dan menjelaskan. Pada langkah ketiga yaitu melaksanakan penyelesaian, siswa dominan melakukan kegiatan menjelaskan dan bertanya. Sedangkan pada langkah keempat yaitu mengecek kembali, siswa dominan melakukan kegiatan menjelaskan.The purpose of this research is to know the time-line graph in the discussion for the solving of opened-ended problem in cooperative reciprocal learning, to describe the steps of open-ended problem solving activity in group discussion on reciprocal cooperative learning, and to describe the critical thinking characteristics of students in solving the open problem -ended. This research is a qualitative research. Activity in this research is reciprocal learning 2 times to get time-line data of critical thinking stage and time-line activity of problem solving of mathematics, critical thinking test 2 times, analysis of critical thinking characteristic based on test 1 and 2. Source of data in this research is student Class VIII in SMP Negeri 1 Ngadirejo Temanggung. The result of this research is 4 group discussion to do strategy phase on critical thinking longer than other critical thinking stage (clarification, conclusion, and strategy To solve mathematical problem, in step one that is understanding problem In this step student dominant doing activity of ask and predict In the second step is to plan the settlement, the dominant students do the activities of asking and explaining.In the third step is to carry out the settlement, the dominant students do activities explain and ask.While in the fourth step is to check again, the dominant students do explaining activities.
Co-Authors Adi Nur Cahyono Afifah, Siti Atiatul AGUSTINA, SELY Ahmad Badawi, Ahmad Ahmad Musyafak Apriliani, Yustika Rakhma Arie Wahyuni Artanto, Noviesag Ary Woro Kurniasih Bambang Eko Susilo Bambang Eko Susilo Budi Waluya Deby Ashri Khardita Dewi, Ardhyani Yunika Dewi, Elok Tri Kusuma Dr. Masrukan, Dr. Dwijanto Dwijanto Eko Andy Purnomo Ellya Masturina Hamid Endang Retno Winarti Erlinda Isulis Marissa Fani Laffanillah Fani Fathiya, Rina Nurul FAUSTINA, RIZA SILVIA Fifqi Inayah Hamidah Hamidah Hanif Jauhar Noor Hardi Suyitno Harti, Laela Sih Hikmah, Al Ihtiani, Ana Iqbal Kharisudin Isnarto Isnarto Isnarto, Isnarto Isti, Nur Aisyah Iwan Junaedi Jaka Wijaya Kusuma Kartono - Khasmarawati, Vinda Kinasih, Sekar Latifah, Nana Umi LILIK SUPONO Mahfiyah, Amaliyatul Mashuri - Mashuri Mashuri Masrukan Masrukan Masrukan Masrukan Miranti, Nawang Kusuma Muchammad Imron Muchtar Adam Muachor Muhammad Fayakuun Muhammad Kharis Muhammad Kharis Muhammad Rizcky Kurniawan Muhammad Syaiful Rohman Syaiful Muhammad Zuhair Zahid, Muhammad Zuhair Mulyono Mulyono Mulyono Mulyono Ni’mah, Roudlotin Nor Amalliyah Nuriana Rachmani Dewi Nurintya, Fairusz Hanan Nurkaromah Dwidayati, Nurkaromah Oktaviyanty, Hetty Paradita, Evelyn Permanawati, Fitra Inda Priyanto, Oei Yuda Setiyo Puji Handayani Putriaji Hendikawati Ratih Kusumawati Ratri Rahayu Riza Arifudin Rochmad - Ruliana Ruliana, Ruliana Saputro, Didik Adi sari, atmira qurnia Savitri, Soviana Nur Scolastika Mariani Septiana, Meli Sopyyev, Ylyas St. Budi Waluya Sugiman Sugiman Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sunarmi Sunarmi T.D. Setyaningsih, T.D. Tsania Rahma Azzahra Ula Himatul Aliyah Vera Dewi Susanti Wijaya, Linda Winanti, Kresni Winanti, Kresni Witha Paramitha Wuryanto Wuryanto YL Sukerstriyarno YL Sukestiyarno YL Sukestriyarno Yohanes Leonardus Sukestiyarno Yulianto, Dimas Arif Yuliyani Yuliyani, Yuliyani Zaenuri Mastur