Claim Missing Document
Check
Articles

Found 40 Documents
Search

Mengembangkan Kemampuan Mahasiswa dalam Memvalidasi Bukti pada Aljabar Abstrak melalui Pembelajaran Berdasarkan Teori APOS I Made Arnawa
Jurnal Matematika & Sains Vol 14, No 2 (2009)
Publisher : Institut Teknologi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This is an experimental study using control group pretest posttest design. The experiment group is treated using APOS theory instructional. The control group is treated using conventional/traditional mathematics instruction (TRAD). The main purpose of the study is to analyze the contribution of APOS in developing student ability to validate proof in Abstract Algebra. This experiment involves 180 students as research subjects from two different universities that is department of mathematics UNAND and department of mathematics educations UNP. The data was gathered by proof validated test. Based on the result of data analysis, the main result of this study is: ability in proof validated of students in APOS group is significantly better than the students in TRAD group.     
APPLYING THE APOS THEORY TO IMPROVE STUDENTS ABILITY TO PROVE IN ELEMENTARY ABSTRACT ALGEBRA Arnawa, I Made; sumarno, Utari; Kartasasmita, Bana; Baskoro, Edy Tri
Journal of the Indonesian Mathematical Society Volume 13 Number 1 (April 2007)
Publisher : IndoMS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jims.13.1.80.133-148

Abstract

This study is a quasi-experimental nonrandomized pretest-posttest control group design. The experiment group is treated by APOS theory instruction (APOS),that implements four characteristics of APOS theory, (1) mathematical knowledge was constructed through mental construction: actions, processes, objects, and organizing these in schemas, (2) using computer, (3) using cooperative learning groups, and (4) using ACE teaching cycle (activities, class discussion, and exercise). The control group is treated by conventional/traditional mathematics instruction (TRAD). The main purpose of this study is to analyze about achievement in proof. 180 students from two different universities (two classes at the Department of Mathematics UNAND and two classes atthe Department of Mathematics Education UNP PADANG) were engaged as the research subjects. Based on the result of data analysis, the main result of this study is that the proof ability of students' in the APOS group is significantly better than student in TRAD group, so it is strongly suggested to apply APOS theory in Abstract Algebra course.DOA : http://dx.doi.org/10.22342/jims.13.1.80.133-148
Improving the Students' Learning Activities and Mathematics Problem solving Ability in class VII Of SMP Negeri 5 Kerinci by using Think-Talk-Write Method. Syafrizal Wandi; I Made Arnawa; Ermanto
International Conference on Education, Islamic Studies and Social Sciences Research
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/24249

Abstract

The ability to solve problems is one of the important goals of mathematics. In order for problem-solving ability to flourish well, the learning should actively involve students. Student learning activity class VIII SMPN 5 Kerinci is still low, resulting in the ability to solve math problems is also low. One reason is the use of learning metodees that are still focused on teachers and do not actively engage students. For that purpose, efforts are made to improve students' maturity and problem solving abilities through Think-Talk-Write learning strategy. This research is a classroom action research conducted in two cycles. The subjects of the study were students of class VIII SMPN 5 Kerinci Pelajarair Year 2015/2016 which amounted to 22 people. The results showed that the learning by using TTW learning strategy can improve the activity and problem solving ability of student math. For listening activities, paying attention to teacher explanations, asking questions, reading, understanding LKS and making important notes, interactions in discussions, and staying in groups achieve both criteria and excellent criteria for individual LKS completion activities.
The Preliminary Research of Development of Mathematics Learning Model Based Realistic Mathematical Education and Literacy in Junior High School Rusdi; I Made Arnawa; Ahmad Fauzan; Lufri
International Conference on Education, Islamic Studies and Social Sciences Research
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/24242

Abstract

The research was due to Indonesian students’ literacy in mathematics was unsatisfying according to Programme for International Student Assessment. The aim of this research was to gain needs and context analysis, and literature review which based on the prominence to develop a learning model. This research belonged to descriptive study. Based on data analyzed, the findings revealed that 1.The average value of students' mathematical literacy was 31.87 be classified into low category; 2.The assessment instruments was far from the mathematical literacy; 3.The realistic mathematics education approach ever developed by the researcher in learning mathematics had not been combined with the concept of literacy; 4.The teachers needed the learning models that could improve students' mathematical literacy; 5.The students wanted contextual learning, 6) most students liked reading with audio learning styles; 7.The curriculum content which had to appropriate with the development of this model was the Linear Equation System of Two Variable; 8.The main concept was the general form of Linear Equation System of Two Variables, solution with graph, substitution and elimination. Based on these findings, the researcher needed to develop mathematics learning model based on realistic mathematical education and literacy in junior high school.
Validity of RPP based PBL in the social arithmetics Nunung Septriani; I Made Arnawa; Ermanto Ermanto
International Conferences on Educational, Social Sciences and Technology
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/20181136

Abstract

Problem solving ability is one of the mathematical abilities that are important in the success of students. But the fact remains low problem solving ability. One model that can develop problem solving ability is the Problem Based Learning (PBL). RPP is one important component in learning. RPP used by teachers not specifically describe the learning process, as well as yet to be seen developing students' problem solving abilities. This study aims to determine the validity of PBL based lesson plans. The study consisted of a preliminary analysis phase, development, and assessment using the model of Plomp. However, this study is only done up to the stage of development that the validity of the stage. The instrument used in this study of guidance interviews, checklists, questionnaires, evaluation sheets and sheets validas experts themselves. The results of the validation sheet analysis showed RPP developed are valid with an average of validity index of 0.96.
Validity of RPP and LKPD based on M-APOS model in clas X senior high school Shelvia Mandasari; I Made Arnawa; Atmazaki Atmazaki
International Conferences on Educational, Social Sciences and Technology
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/2018198

Abstract

RPP and LKPD were an important component an the process of learning, nevertheles in the learning of mathematics. The availablity of RPP and LKPD will help teacher to create interactive, inspiring and fun ways to learn. The M-APOS model was one of the learning model which can trigger students to construct their own knowledge, review on their own and also able to connect all of the knowledge with the subject before. From the case to be underlying to do development RPP and LKPD on M-APOS model. This research is a development research by using Ploomp model that consist of preliminary research, development phase and assesment phase. The purpose of this research is to know the characteristic of RPP dan LKPD with the base of M-APOS model is valid’s criteria. The result of research is RPP and LKPD base of M-APOS model with the average of validity are 0,790 and 0,757.
Development of student’s work sheet based on contextual approach of the sequence and series material Ita Desnatalia; I Made Arnawa; Irwan Irwan
International Conferences on Educational, Social Sciences and Technology
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/2018196

Abstract

Using Mathematics Student Worksheet (LKS) which is made by teachers before hasn’t been effective to help students in learning process. Therefore, the mathematics LKS needs to be developed to help students to find the concept themselves. Sequence and series material is important in mathematics at Vocational High School (SMK), and yet students still find difficulty to understand it. The aim of this development is to produce mathematics LKS based on contextual approach which is valid, practical and effective. This development research uses a formative evaluation model by Tjeerd Plomp. The subject of the research is the second year students of SMKN 6 Padang. Validation is done by experts / lecturers. The practicality of LKS is seen from the observation of the implementation of learning, practicality questionnaires, and interviews conducted with students and teachers. Effectiveness is seen from the results of activities and student learning outcomes.
The need analysis development of mathematics learning model based realistic mathematical education and literacy in junior high school Rusdi Rusdi; I Made Arnawa; Ahmad Fauzan; Lufri Lufri
International Conferences on Educational, Social Sciences and Technology
Publisher : Fakultas Ilmu Pendidikan UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/2018113

Abstract

The research was due to Indonesian students’ literacy in mathematics was unsatisfying according to Programme for International Student Assessment. The aim of this research is to analyze main necessities which grounded the prominence to develop a learning model. This research belongs to descriptive study. Based on data analyzed, the findings reveal that 1) the teachers’ knowledge about mathematical literacy was low, 2) the learning approach still did not related to the material with the context of students’ daily lives, 3) the average value of students' mathematical literacy was 31.87 be classified into low category, and 4) the assessment instruments was far from the mathematical literacy, 5) realistic mathematics education approach ever developed by researchers in learning mathematics has not been combined with the concept of literacy. Based on these findings, the researcher needs to develop mathematics learning model based on realistic mathematical education and literacy in junior high school.
PENGARUH PENDEKATAN SAINTIFIK TERHADAP HASIL BELAJAR PENGETAHUAN IPA TEMA TEMPAT TINGGALKU PADA SISWA KELAS IV DITINJAU DARI KARAKTERISTIK PERTANYAAN GURU DI SD GUGUS KI HAJAR DEWANTARA ., I Made Adi Arnawa; ., Dr. I Wayan Rinda Suardika,S.Pd, M.Si; ., Drs. I Ketut Ardana,M.Pd.
MIMBAR PGSD Undiksha Vol 3, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v3i1.5071

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar pengetahuan IPA antara siswa yang dibelajarkan melalui pendekatan saintifik menggunakan pertanyaan jawaban tertunda, siswa yang dibelajarkan melalui pendekatan saintifik menggunakan pertanyaan jawaban segera dan siswa yang dibelajarkan melalui pendekatan saintifik konvensional pada siswa kelas IV di SD Gugus Ki Hajar Dewantara. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan Randomized Control-Group Pretes-Posttes Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV di SD Gugus Ki Hajar Dewantara. Pengambilan sampel penelitian menggunakan teknik random sampling. Data yang dikumpulkan adalah data hasil belajar pengetahuan IPA yang diperoleh melalui metode tes. Data dianalisis menggunakan ANAVA Satu Jalur dan dilanjutkan dengan uji Scheffe. Berdasarkan hasil Uji ANAVA Satu Jalur diperoleh Fhitung (4,68) > Ftabel (3,09) sehingga H0 ditolak dan H1 diterima yang berarti terdapat perbedaan yang signifikan hasil belajar pengetahuan IPA antara siswa yang dibelajarkan melalui pendekatan saintifik menggunakan pertanyaan jawaban tertunda, siswa yang dibelajarkan melalui pendekatan saintifik menggunakan pertanyaan jawaban segera dan siswa yang dibelajarkan melalui pendekatan saintifik konvensional pada siswa kelas IV di SD Gugus Ki Hajar Dewantara. Berdasarkan hasil uji Scheffe rerata hasil belajar pengetahuan IPA siswa yang dibelajarkan melalui pendekatan saintifik menggunakan karakteristik pertanyaan guru yaitu pertanyaan jawaban tertunda (75,80) dan pertanyaan jawaban segera (75,18) lebih tinggi daripada rerata hasil belajar pendekatan saintifik konvensional (66,50). Sehingga dapat disimpulkan bahwa pendekatan saintifik ditinjau dari karakteristik pertanyaan guru berpengaruh positif terhadap hasil belajar pengetahuan IPA siswa kelas IV di SD Gugus Ki Hajar Dewantara Kecamatan Denpasar Timur Tahun Ajaran 2014/2015 Kata Kunci : Pendekatan saintifik, karakteristik pertanyaan guru, hasil belajar pengetahuan IPA This study aimed at determine significant differences of science knowledge’s achievement between student learned scientific aproach with question delayed answer, student learned scientific with question immediate answer and student learned conventional scientific approach in 4th Grade of SD Gugus Ki Hajar Dewantara. This study was a quasi experiment with Randomized Control-Group Pretes-Posttes Design. The population of this study was the 4th grade student of SD Gugus Ki Hajar Dewantara. Sampels this study determined by random sampling technique. Data was collected is science knowledge achievement be obtained with test method. Analyzed data by one way anava and then Scheffe test. The result of one way anava obtained Fcount (4,68) > Ftable (3,09). H0 was rejected and H1 was accepted. So that had a significant differences of science knowledge’s achievement between student learned scientific aproach with question delayed answer, student learned scientific with question immediate answer and student learned conventional scientific approach in 4th Grade of SD Gugus Ki Hajar Dewantara. Based result of Scheffe test indicated mean science knowledge’s achievement who student learned scientific approach with question teacher characteristic that question delayed answer (75,80) and question immediate answer (66,50) higher then mean science knowledge’s achievement who student learned conventional scientific approach (66,50). In the result can be councluded that the scientific approach with question teacher characteristic had a positive effect to science knowledge’s achievement student 4th Grade in SD Gugus Ki Hajar Dewantara East Denpasar academic year 2014/2015keyword : scientific approach, question teacher characteristic, science knowledge’s achievement
PENGARUH MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER PADA KEMAMPUAN KOMUNIKASI MATEMATIS SISWA I Made Arnawa; Liza Wulandari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.905 KB) | DOI: 10.24127/ajpm.v9i4.2945

Abstract

Penelitian ini bertujuan mendeskripsikan ada atau tidaknya perbedaan kemampuan komunikasi matematis (KKM) antara siswa yang diajar menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) dengan siswa yang diajar menggunakan model pembelajaran konvensional ditinjau dari tingkat kemampuan awal siswa yaitu tinggi, sedang, dan  rendah pada siswa Kelas VIII SMP Negeri di Kota Pekanbaru. Jenis penelitian ini adalah eksperimen semu  dengan rancangan posttest-only control group design. Jumlah sampel sebanyak 125 orang diambil secara acak dan bertingkat masing-masing 61 siswa dari sekolah percontohan dan 64 siswa dari sekolah non percontohan. Instrumen utama yang digunakan dalam penelitian ini adalah dua tes KKM yaitu tes KKM1 dan tes KKM2, kedua tes telah melalui proses validasi dan ujicoba dengan koefisien reliabilitas masing-masing 0,67 dan 0,66. Uji Mann-Witney digunakan untuk menganalisis ada atau tidaknya perbedaan rata-rata KKM antar kelas eksperimen dengan kelas kontrol pada masing-masing tingkat kemampuan awal siswa dan ANAVA 2 arah digunakan untuk menganalisis ada atau tidaknya interaksi antara faktor model pembelajaran dengan faktor  kemampuan awal. Hasil penelitian ini menunjukkan bahwa: (1) KKM siswa pada kelas eksperimen lebih tinggi secara signifikan jika dibandingkan dengan siswa pada kelas kontrol; (2) Pada siswa dengan tingkat pengetahuan awal tinggi dan sedang, KKM siswa kelas eksperimen lebih tinggi secara signifikan jika dibandingkan dengan siswa pada kelas kontrol; (3) tidak terdapat interaksi antara faktor model pembelajaran dengan faktor kemampuan awal terhadap kemampuan komunikasi matematis.  This research aims to determine if there are any differences in mathematical communication skills between students taught using Numbered Heads Together (NHT) cooperative learning model with students who are taught using conventional learning models are reviewed by the students' prior knowledge (high, moderate, and low) in class VIII of SMP Negeri in Pekanbaru City. This type of research is quasi-experimentation with posttest-only control group design. Number of samples as much as 125 students taken randomly and stratified  respectively 61 students from excelent school and 64 students from non excelent  school. The main instruments used is a mathematical communication skill (CCS) i.e.CCS1 and CCS2 test, both tests have been through the process of validation and testing with reliability coefficients respectively 0.67 and 0.66. The Mann-Witney test is used to see if there is an average difference in CCS  between experiments and control class at each the prior knowledge levels and the 2-way ANAVA is used to see if there the interaction between learning model variables and the prior knowledge variables. The results of this study showed that: (1) Students' CCS in the experimental class are significantly higher when compared to students in the control class; (2) Students' CCS in the experimental class are significantly higher when compared to students in the control class either at the high or moderate prior knowledge levels; (3) There is no interaction between the learning model and the prior knowledge toward CCS.