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Noening Andrijati
Jurusan PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Semarang
Education

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA REALISTIK DALAM PERKULIAHAN PENGEMBANGAN PEMBELAJARAN MATEMATIKA SEKOLAH DASAR DI PGSD TEGAL Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 29, No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v29i2.5653

Abstract

The aim of this research is to improve the quality of lectures of the development of elementary shool mathematics learning, especially the material of realistic mathematics approach, through the development of its learning equipment based on modeling the way strategy. This research approach is action research conducted in two cycles. Data were collected through observation and testing techniques. The criteria of success in this study is average formative test scores of students over 70, classical mastery learning score at least 75%, students learning activities scores and lecturers performance scores least 70.5 (B). After development of learning equipment for realistic mathematics using modeling the way strategy, the average formative score test was 72.4 and the classical mastery learning score was 56% in first cycle. In second cycle, the average formative score test was 76.4 and the classical mastery learning score was 80%. Student learning activities score in the first cycle was 78.75 (B) and in the second cycle it increased to 86.25 (A). Lecturers performance score in first cycle was 81.25 (AB), and in second cycle it increased to 90 (A). These results were considered to be sufficient, because the students’ achievement and learning activities as well as the lecturers’ performance have met the success criteria. Thus, it can be concluded that the development of realistic mathematics learning using strategy of modeling the way can improve the quality of development of elementary school mathematics learning at the Department of Elementary School Teacher Training Tegal.
PENERAPAN MEDIA PEMBELAJARAN INOVATIF DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR DI PGSD UPP TEGAL Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 31, No 2 (2014)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v31i2.5696

Abstract

Phenomena in elementary mathematics instruction indicates that there is a tendency of media use by teachers is not optimal, the media used is very simple and does not attract the attention of students. Innovative media, as an idea, practice, or object that is considered new media, including Macromedia Flash and puzzles. This study aimed to obtain information regarding: 1) the application of innovative media; 2) the role of the media (innovative); and 3) the impact of the application of innovative media in learning mathematics. Approach to qualitative research conducted two studies to assess student thesis on the application of media PGSD inovaif in learning elementary school mathematics. Subjects in this study included 25 fourth grade students of SD Negeri Tegalsari 4 and 31 second grade students of SD Negeri Tegal Kemandungan 03, as well as the teacher researcher and observer respectively by 2 people. Data collection techniques using the techniques of documentation, observation, and interviews. Data analysis was performed through the stages of data reduction, data display and conclusion drawing or verification. Based on the results of research and discussion it is concluded that: 1) In general, innovative media in teaching elementary mathematics applied through the stages of introduction, the core and the cover. Learning the nuances of the game, load simulation or manipulation, and working in group ; 2) the presence of the media (innovative) is required at the stage of elaboration (explanation of the concept) in core activities, as clarification and confirmation of the core activities and cover; and 3) the impact of the application of innovative media for teachers and students, which is increasing the ability of teachers to hold and use the media, organizing materials and managing instructional time effectively; increasing students’ learning activities (student involvement in student learning and persistence in completing the task group / individual).
PENINGKATAN KUALITAS PERKULIAHAN PENDIDIKAN MATEMATIKA II MELALUI STRATEGI MODELING THE WAY Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 27, No 1 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v27i1.191

Abstract

Pencapaian tahun sebelumnya dari semester keempat mahasiswa S1 PGSD FIP UNNES, Tegal pada Pendidikan Matematika II menunjukkan kompetensi siswa rendah . Penyebab ini kompetensi yang rendah adalah pemahaman dan keterampilan yang rendah, bahan baru, serta strategi atau pendekatan yang digunakan oleh dosen mereka yang tidak mendukung pemahaman siswa dan keterampilan. Pertanyaan penelitian ini adalah "pemodelan Melalui cara strategi, dapat kualitas kuliah Pendidikan Matematika II ditingkatkan" riset pengembangan pembelajaran ini menggunakan penelitian tindakan kelas dilakukan dalam dua siklus?; Setiap siklus terdiri dari empat tahapan: rencana, tindakan , observasi, dan refleksi. Data dikumpulkan melalui observasi dan tes. Kriteria yang digunakan untuk menilai keberhasilan adalah: (1) formatif tes siswa berarti nilai lebih dari 70, (penguasaan 2) kelas belajar paling sedikit 70%, aktivitas belajar siswa, dan nilai kinerja dosen adalah minimal 70,5 atau B. Setelah menerapkan pemodelan cara strategi dalam siklus pertama, tes formatif siswa adalah skor rata-rata 72,3 dan kelas belajar penguasaan adalah 66,67%. prestasi siswa meningkat pada siklus kedua; formatif tes siswa ratarata skor 74,53 dan kelas belajar penguasaan adalah 82,22%. Kegiatan belajar siswa pada siklus pertama mencapai tingkat 80 atau B, dan pada siklus kedua, naik menjadi 87,5 atau kinerja A. dosen di siklus pertama 81.25or AB, dan pada siklus kedua, menjadi 87,5 atau A Hasil ini. dianggap cukup, karena setiap komponen, misalnya prestasi, kegiatan belajar siswa, dan kinerja dosen, telah memenuhi kriteria yang digunakan untuk menilai keberhasilan pelaksanaan pemodelan cara strategi. Berdasarkan data tersebut, kesimpulannya adalah bahwa strategi pemodelan melalui cara, kualitas kuliah Pendidikan Matematika SD 2 dalam program studi S1-PGSD FIP UNNES, Tegal dapat ditingkatkan. Kata Kunci: pendidikan matematika II mengajar, strategi cara pemodelan.
PENINGKATAN KUALITAS PERKULIAHAN PENDIDIKAN MATEMATIKA II MELALUI STRATEGI MODELING THE WAY Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 27, No 1 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v27i1.191

Abstract

Pencapaian tahun sebelumnya dari semester keempat mahasiswa S1 PGSD FIP UNNES, Tegal pada Pendidikan Matematika II menunjukkan kompetensi siswa rendah '. Penyebab ini kompetensi yang rendah adalah pemahaman dan keterampilan yang rendah, bahan baru, serta strategi atau pendekatan yang digunakan oleh dosen mereka yang tidak mendukung pemahaman siswa dan keterampilan. Pertanyaan penelitian ini adalah "pemodelan Melalui 'cara strategi, dapat kualitas kuliah Pendidikan Matematika II ditingkatkan" riset pengembangan pembelajaran ini menggunakan penelitian tindakan kelas dilakukan dalam dua siklus?; Setiap siklus terdiri dari empat tahapan: rencana, tindakan , observasi, dan refleksi. Data dikumpulkan melalui observasi dan tes. Kriteria yang digunakan untuk menilai keberhasilan adalah: (1) formatif tes siswa berarti nilai lebih dari 70, (penguasaan 2) kelas belajar paling sedikit 70%, aktivitas belajar siswa, dan nilai kinerja dosen adalah minimal 70,5 atau B. Setelah menerapkan 'pemodelan cara strategi dalam siklus pertama, tes formatif siswa adalah skor rata-rata 72,3 dan kelas belajar penguasaan adalah 66,67%. prestasi siswa meningkat pada siklus kedua; formatif tes siswa ratarata skor 74,53 dan kelas belajar penguasaan adalah 82,22%. Kegiatan belajar siswa pada siklus pertama mencapai tingkat 80 atau B, dan pada siklus kedua, naik menjadi 87,5 atau kinerja A. dosen di siklus pertama 81.25or AB, dan pada siklus kedua, menjadi 87,5 atau A Hasil ini. dianggap cukup, karena setiap komponen, misalnya prestasi, kegiatan belajar siswa, dan kinerja dosen, telah memenuhi kriteria yang digunakan untuk menilai keberhasilan pelaksanaan 'pemodelan cara strategi. Berdasarkan data tersebut, kesimpulannya adalah bahwa strategi pemodelan melalui 'cara', kualitas kuliah Pendidikan Matematika SD 2 dalam program studi S1-PGSD FIP UNNES, Tegal dapat ditingkatkan. Kata Kunci: pendidikan matematika II mengajar, strategi cara pemodelan.
PENERAPAN MEDIA PEMBELAJARAN INOVATIF DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR DI PGSD UPP TEGAL Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 31, No 2 (2014)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v31i2.5696

Abstract

Phenomena in elementary mathematics instruction indicates that there is a tendency of media use by teachers is not optimal, the media used is very simple and does not attract the attention of students. Innovative media, as an idea, practice, or object that is considered new media, including Macromedia Flash and puzzles. This study aimed to obtain information regarding: 1) the application of innovative media; 2) the role of the media (innovative); and 3) the impact of the application of innovative media in learning mathematics. Approach to qualitative research conducted two studies to assess student thesis on the application of media PGSD inovaif in learning elementary school mathematics. Subjects in this study included 25 fourth grade students of SD Negeri Tegalsari 4 and 31 second grade students of SD Negeri Tegal Kemandungan 03, as well as the teacher researcher and observer respectively by 2 people. Data collection techniques using the techniques of documentation, observation, and interviews. Data analysis was performed through the stages of data reduction, data display and conclusion drawing or verification. Based on the results of research and discussion it is concluded that: 1) In general, innovative media in teaching elementary mathematics applied through the stages of introduction, the core and the cover. Learning the nuances of the game, load simulation or manipulation, and working in group ; 2) the presence of the media (innovative) is required at the stage of elaboration (explanation of the concept) in core activities, as clarification and confirmation of the core activities and cover; and 3) the impact of the application of innovative media for teachers and students, which is increasing the ability of teachers to hold and use the media, organizing materials and managing instructional time effectively; increasing students’ learning activities (student involvement in student learning and persistence in completing the task group / individual).
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA REALISTIK DALAM PERKULIAHAN PENGEMBANGAN PEMBELAJARAN MATEMATIKA SEKOLAH DASAR DI PGSD TEGAL Andrijati, Noening
Jurnal Penelitian Pendidikan Vol 29, No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v29i2.5653

Abstract

The aim of this research is to improve the quality of lectures of the development of elementary shool mathematics learning, especially the material of realistic mathematics approach, through the development of its learning equipment based on modeling the way strategy. This research approach is action research conducted in two cycles. Data were collected through observation and testing techniques. The criteria of success in this study is average formative test scores of students over 70, classical mastery learning score at least 75%, students learning activities scores and lecturers performance scores least 70.5 (B). After development of learning equipment for realistic mathematics using modeling the way strategy, the average formative score test was 72.4 and the classical mastery learning score was 56% in first cycle. In second cycle, the average formative score test was 76.4 and the classical mastery learning score was 80%. Student learning activities score in the first cycle was 78.75 (B) and in the second cycle it increased to 86.25 (A). Lecturers performance score in first cycle was 81.25 (AB), and in second cycle it increased to 90 (A). These results were considered to be sufficient, because the students’ achievement and learning activities as well as the lecturers’ performance have met the success criteria. Thus, it can be concluded that the development of realistic mathematics learning using strategy of modeling the way can improve the quality of development of elementary school mathematics learning at the Department of Elementary School Teacher Training Tegal.
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