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<![CDATA[PENGARUH KECERDASAN LOGIS MATEMATIS DAN KEMANDIRIAN BELAJAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM PEMBELAJARAN BERBASIS DARING ]]>
<![CDATA[Muhammad Dede Firman]]>;
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Lukman El Hakim]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 9, No 4 (2021): DESEMBER 2021 ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aims to determine the effect of mathematical logical intelligence and self-regulated learning on the ability to understand students' mathematical concepts in online-based mathematics learning. This research is survey research by giving a logical-mathematical intelligence test, a self-regulated learning questionnaire, and a mathematical concept understanding ability test to 142 X grade students in one of the Jakarta State Senior High Schools. Statistical analysis used in this study is multiple linear regression. Based on the results of hypothesis testing, it can be seen that there is an effect of mathematical logical intelligence and self-regulated learning together on the ability to understand students' mathematical concepts in online-based mathematics learning by 49.53%, there is an influence of mathematical logical intelligence significantly on the ability to understand students' mathematical concepts in online-based mathematics learning, and there is no significant effect of self-regulated learning on the ability to understand students' mathematical concepts in online-based mathematics learning. Keywords: ability to understand mathematical concepts; mathematical logical intelligence;online-based learning; self-regulated learning DOI: http://dx.doi.org/10.23960/mtk/v9i4.pp491-500]]>
<![CDATA[Effect of Bamboo Dance Learning Model and Early Ability Against Habit of Mind Mathematical Students ]]>
<![CDATA[Waryadi Waryadi]]>;
<![CDATA[Kadir Kadir]]>;
<![CDATA[Wardani Rahayu]]>
<![CDATA[ Journal of Development Research Vol. 3 No. 2 (2019): Volume 3, Number 2, November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/jdr.v3i2.76
<![CDATA[Based on the results of the preliminary study, Mathematical habits of mind (MHoM) mathematics students are generally still weak.Therefor, efforts are needed to overcome them. One way is to choose and apply the appropriate learning model. This study aims to determine whether the Bamboo Dance learning model and Early Mathematical Ability of Students can significantly influence the mathematics MHoM of students. This research is using the experimental method. Involving VII grade students of junior high school, with experimental classes and control classes as many as 36 student samples. The experimental class was given learning by applying the Bamboo Dance learning model, while the control class with conventional learning. The results of the study showed that the MHoM mathematics of experimental class students as a whole was better than the control class with a significance level of 0.023. Likewise, for groups of students with high and moderate initial abilities in the experimental class it is better than the group of students with high and moderate initial abilities in the control class, with a significance level of 0.011 and 0.025 respectively. Whereas for the group of students with low initial abilities there was no significant effect of the Bamboo Dance learning model on the ability of the MHoM students with a significance level of 0.775.]]>
<![CDATA[COMPARING THE USE OF FIVE-PACKAGE OF MATH IN THE 2011 NATIONAL EXAMINATION BETWEEN SMA AND MADRASAH ALIYAH: A CASE STUDY IN JAKARTA ]]>
<![CDATA[Wardani Rahayu]]>
<![CDATA[ IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 1 No 1 (2014): IJER (Indonesian Journal of Educational Review) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/IJER:01.01.03
<![CDATA[This study aims to compare five question packages used in the 2011 National Examination, specifically for Maths for Social Studies subject between public senior high school (SMA) and Islamic senior high school (MA) in Jakarta. It employed simple random sampling as its data collection technique. The independent variables used were the category of high schools and the Five Question Packages used in the National Examination. The schools were divided into two: regular senior high school (SMA) and Islamic senior high school or Madrasah Aliyah (MA). The packages chosen to be analyzed were package number: 12, 25, 39, 46 and 54. The data was analyzed by two-factor ANOVA for its 11 Differential Item Function (DIF) and 29 non Differential Item Function (non-DIF) items. The items used for this study are the items that fit the three-parameter logistic model. This study found that no difference between the scores on both the DIF and non-DIF items in either for SMA or Ma is found. Keywords: national examination in math, five packages, DIF, SMA, MA.]]>
<![CDATA[METODE ESTIMASI PARAMETER DAN METODE EQUATING PADA UKURAN SAMPEL KECIL BERDASARKAN ITEM RESPONS THEORY ]]>
<![CDATA[Rahayu, Wardani]]>
<![CDATA[ SEMIRATA 2015 Prosiding Bidang Matematika ]]>
Publisher : <![CDATA[SEMIRATA 2015 ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui keakurasian metode estimasi parameter butir paramater dan metode equating pada ukuran sampel kecil berdasarkan Item Response theory. Metode estimasi parameter yang digunakan adalah metode estimasi Joint Maxsimum Likelihood dan metode estimasi Bayesian, metode equating yang digunakan adalah metode Rerata dan Sigma dan Tegar Rerata dan Sigma. Estimasi parameter menggunakan model logistik dua paramater pada ukuran sampel kecil yakni 300. Sumber data menggunakan data Ujian Nasional Matematika SMP tahun 2011. Keakurasian metode estiamsi paramater dan metode equating dilihat dari nilai Root Mean Square Error (RMSE). Hasil penelitian ini adalah pada ukuran sampel kecil, metode equating yang sama menghasilkan keakurasian yang sama antara metode Joint Maxsimum Likelihood dan metode Bayesian, sementara pada metode estimasi paramater sama, menghasilkan keakurasian yang berbeda antara metode Rerata dan Sigma dan Tegar Rerata dan Sigma.  Katakunci: metode estimasi parameter, metode equating, ukuran sampel kecil, RMSE]]>
<![CDATA[CLASSICAL TEST THEORY OF INNAPROPRIATE INDEX SCORE’S ACCURACY COMPARISON USING CONFUSION MATRIX ACCURACY PROPORTION IN EDUCATIONAL MEASUREMENT ]]>
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Eko Wahyudi]]>
<![CDATA[ IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 4 No 1 (2017): Indonesian Journal of Educational Review (IJER) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/IJER.04.01.08
<![CDATA[The objective of this study is to determine the Donlon Fischer aacuracy method, Jacob and SHL inappropriate score using confusion matrix accuracy proportion. This research was conducted by analyzing secondary data in response to the physics national examination results throughout the West Kalimantan Province in 2012 using 1545 research samples. The sampling of the research is done by using the random sampling technique of 1545 population. The research method is experimental method which is done by comparing the proportion of accuracy obtained from confusion matrix. The hypothesis was tested by using a differences in proportions Z test. Test results showed that the SHL inappropriate index score is more accurate than Donlon Fischer and Jacob innapropriate index score. This research is expected to find an accurate method in detecting the inappropriate score used as an evaluation parameter for educational measurement.]]>
<![CDATA[KEMAMPUAN KONEKSI MATEMATIS PESERTA DIDIK DITINJAU DARI BENTUK TES DAN DISPOSISI MATEMATIS ]]>
<![CDATA[Maya Oktaviani]]>;
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Anan Sutisna]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 12, No 2 (2019): JPPM (Jurnal Penelitian Pembelajaran Matematika) Volume 12 Nomor 2 Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v12i2.6158
<![CDATA[Kemampuan koneksi matematis menjadi salah satu tujuan pembelajaran yang penting. Peningkatan kemampuan koneksi matematis dapat dicapai melalui kegiatan pembelajaran yang direncanakan dengan baik melalui latihan soal yang sesuai serta pengenalan karakteristik peserta didik, salah satunya disposisi matematis. Penelitian ini bertujuan untuk mengetahui pengaruh bentuk tes dan disposisi matematis terhadap kemampuan koneksi matematis peserta didik. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Sampel sebanyak 86 peserta didik yang berasal dari dua sekolah. Sampel dibedakan menjadi dua kelompok yang masing-masing diberi latihan soal berbentuk esai dan pilihan ganda. Selanjutnya diberikan instrumen disposisi matematis untuk pengelompokkan disposisi matematis tinggi dan rendah. Pada akhir perlakuan, sampel diberikan instrumen tes yang mengukur kemampuan koneksi matematis. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematis peserta didik yang diberi tes esai lebih baik daripada peserta didik yang diberi tes pilihan ganda dan tidak terdapat pengaruh interaksi yang signifikan antara pengaruh bentuk tes dan disposisi matematis terhadap kemampuan koneksi matematis peserta didik. Kata kunci: Kemampuan Koneksi Matematis, Bentuk Tes, Disposisi Matematis]]>
<![CDATA[Development of Interactive Mathematics Multimedia Teaching Materials for Building Space in Class V Primary Schools ]]>
<![CDATA[Gartika, Euis]]>;
<![CDATA[Rahayu, Wardani]]>;
<![CDATA[Utomo, Erry]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol 1, No 5 (2019): September 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i5.1717
<![CDATA[This study aims to produce the development of interactive multimedia that is feasible to use in the mathematics of building space. The subjects of this study were in class V of Panaragan 1 Elementary School in Bogor, Semplak 2 Elementary School, and Bogor 1 Police Public Elementary School. This interactive multimedia development uses a type of research and development concerning the model developed by Lee and Owens, there are 5 stages: assessment / analyze, instructional design, development, implementation, and evaluation. The media developed was validated by material and media experts before being tested on students. The instruments used to collect the data were 4.4 expert media feasibility test questionnaires, material expert questionnaire feasibility test 4.3 trial language feasibility expert 4.2, declared feasible for use in learning.]]>
<![CDATA[PENGUATAN PRAKTIK PENILAIAN AUTENTIK GURU SEBAGAI IMPLEMENTASI KURIKULUM 2013 ]]>
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Erwin Sulaeman]]>;
<![CDATA[Moch. Herlan]]>;
<![CDATA[Ema Noviah]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 4, No 3 (2020): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v4i3.2513
<![CDATA[Abstrak: Penulisan artikel ini dilatar belakangi karena pentingnya hasil pembelajaran untuk diterapkan dalam memperbaiki mutu pendidikan. Guru sebagai penggerak dalam pembelajaran di kelas, tentu harus memiliki kualitas yang mampu mengembangkan penilaian kelas yang inovatif. Pentingnya menguatkan pemahaman guru terhadap praktik penilaian kelas melalui kegiatan pelatihan penilaian autentik. Pelatihan dilakukan di Madrasah Ibtidaiah (MI) Ma’had Istiqlal Kecamatan Klari Kabupaten Karawang Jawa Barat. Peserta pelatihan berjumlah 20 orang dengan kualifikasi pendidikan yang berbeda. Data diperoleh melalui pemberian posttest diakhir pelatihan, analisis data dengan pendekatan kuantitatif. Hasil menunjukkan bahwa guru MI di Kabupaten Karawang memiliki pengetahuan yang baik pasca mengikuti kegiatan pelatihan mengenai penilaian autentik, serta penerapannya dalam proses pembelajaran. Abstract: The writing of this article is motivated by the importance of learning outcomes to be applied in improving the quality of education. The teacher as a driving force in learning in the classroom, but must have the qualities that are able to master classroom assessment in an innovative way. The importance of strengthening teacher understanding of classroom assessment practices through authentic assessment training activities. The training was conducted at the Madrasah Ibtidaiah (MI) Ma'had Istiqlal, Klari District, Karawang Regency, West Java. There were 20 trainees with different educational qualifications. Data obtained through posttest at the end of the training, data analysis with a quantitative approach. The results show that MI teachers in Karawang regency have good knowledge after participating in training activities on authentic assessment, and their application in the learning process]]>
<![CDATA[Pengembangan Modul Pembelajaran Matematika Berbasis Android dengan Pendekatan Contextual Teaching and Learning (CTL) pada Materi Sistem Persamaan Linear Dua Variabel ]]>
<![CDATA[Uswatun Khasanah]]>;
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Siti Rohmah Rohimah]]>
<![CDATA[ JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol 5 No 2 (2021): Jurnal Riset Pembelajaran Matematika Sekolah ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jrpms.052.10
<![CDATA[Penelitian ini dilatarbelakangi oleh analisis kebutuhan peserta didik dan guru. Berdasarkan analisis kebutuhan didapat data paling banyak 17,14% peserta didik kesulitan pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Sebanyak 50,00% peserta didik menginginkan modul sebagai bahan ajar. Sedangkan guru memerlukan sebuah bahan ajar yang dapat mengikuti perkembangan teknologi. Penelitian ini bertujuan untuk mengembangkan modul Android dengan pendekatan CTL pada materi SPLDV. Penelitian dan pengembangan ini menggunakan Software Construc 2 dan metode RnD yang mengacu pada model 4D. Teknik pengumpulan dan analisis data dalam penelitian ini berlandaskan pada metode kombinasi model embedded concurrent. Modul Android yang dikembangkan telah melalui validasi ahli media dengan nilai persentase rata-rata sebesar 80,83% dengan kriteria “Layak”. Hasil penilaian oleh ahli materi dan bahasa diperoleh persentase rata-rata sebesar 86,67% dengan kriteria “Sangat Layak”. Hasil penilaian oleh guru matematika diperoleh persentase rata-rata sebesar 87,39% dengan kriteria “Sangat Layak”. Sedangkan hasil akhir penilaian pada uji coba kelompok kecil dan besar masing-masing diperoleh nilai persentase rata-rata sebesar 99,25% dan 95,46% dengan kriteria “Sangat Layak”. Sehingga modul berbasis aplikasi Android yang dikembangkan memperoleh kategori sangat layak untuk dimanfaatkan dalam proses pembelajaran di sekolah dengan rata-rata keseluruhan adalah 89,72%.]]>
<![CDATA[A THE FUNCTIONALITY OF THE MIDDLE VALUE OF THE INDONESIAN VERSION OF EMOTIONAL LEARNING INSTRUMENT ]]>
<![CDATA[Erwin Sulaeman]]>;
<![CDATA[Wardani Rahayu]]>;
<![CDATA[Erdawaty Kamaruddin]]>;
<![CDATA[Winona Amanda Tiara Widodo]]>
<![CDATA[ JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 6 No 1 (2020): JISAE (Journal of Indonesian Student Assessment and Evaluation) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jisae.v6i1.12920
<![CDATA[This article discusses the psychometric validity of the Indonesian version of emotional learning instruments with a scale of five and four response categories. The purpose of this study is to produce an Indonesian version of emotional learning instrument with an effective response category scale used by Indonesians. The instrument is a modification of the scale of the Learning Environment Research Questionnaire on Emotional Climate Classroom. This study is a survey of 1494 responses of 7th and 8th grade junior high school students. Samples were selected by random sampling and based on considerations of schools implementing the 2013 Curriculum. Modification instruments consisting of 43 items were tested in obtaining validity based on item difficulty estimations and psychometric criteria with Rasch modeling. The results of this study indicate that the Andrich threshold validity testing meets the monotonic characteristics and the Standardized Residual Correlation is higher, so the scale of the five response categories is more effective to measure the Indonesian version of emotional learning instruments than the scale of the four response categories. Keywords: Functionality of middle value, ELVI, Rasch Modeling]]>
