Eric Dwi Putra
IKIP PGRI Jember

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Journal : PRISMATIKA: Jurnal Pendidikan dan Riset Matematika

PERBANDINGAN MODEL PEMBELAJARAN MIND MAPPING BERBANTU LKS DENGAN METODE CERAMAH TERHADAP HASIL BELAJAR SISWA Eric Dwi Putra; Lutfiyah Lutfiyah
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol 2 No 2 (2020): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v2i2.765

Abstract

This study aims to show differences in the learning outcomes of applying mind mapping learning with lectures. This study took a population in Class VIII SMP N Open 1 Gumukmas. The sample in this study was taken randomly, namely class VIII TKA Al Aufa as many as 16 students in the class with mind mapping model with LKS and class VIII TKB Baiturrohman 14 students in the class with conventional method. Data collection used test method. Data analysis technique used descriptive statistical analysis. From the results of the research and data analysis, it can be concluded that there are differences in the learning outcomes of the class with mind mapping model with LKS compared to the class with conventional method. This is evidenced by the average value of the class with mind mapping model with LKS getting 80.25 and the class with conventional method of 68.85.
IDENTIFIKASI LEVEL KINERJA NOVICE MELALUI KEMAMPUAN BERPIKIR KRITIS SISWA (INTERPRETASI, ANALISIS) Indah Rahayu Panglipur; Eric Dwi Putra
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol 2 No 1 (2019): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (940.879 KB) | DOI: 10.33503/prismatika.v2i1.573

Abstract

The aspect that has an important role in education is learning, so it needs to be developed in order to explore the potential in students so that it is expected to create quality graduates from the teaching process that has been implemented by the teacher. Every student can be trained for their critical abilities and always be improved. This type of research used in this study is a qualitative study using a description approach. Subjects were taken based on daily test scores that have been documented by the mathematics teacher. Data collection techniques using tests and interviews. Based on the result of this study known that the level of novice performance through the ability to think critically that the aspect of student interpretation can not present problems according to questions in the form of mathematical language clearly and in the analysis aspect students do not write the information contained in the questions and students can write the concept however is still wrong or incompatible.
IDENTIFIKASI PROSES BERPIKIR KONSEPTUAL SISWA SMP MELALUI METODE MIND MAPPING Dwi Noviani Sulisawati; Eric Dwi Putra
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol 3 No 1 (2020): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v3i1.1114

Abstract

The importance of emphasizing material understanding, creativity, freedom of expression, and teachers 'understanding of the thinking processes of their students, so with this research, the researcher wants to provide an overview of junior high school students' thinking processes through the mind mapping method which is carried out on 3 subjects with different mathematical abilities. Subjects were selected by purposive sampling according to predetermined criteria. The data was collected using the test method in the form of giving the task of making concept maps about the material being taught by the teacher and interviews about the results of their work. Furthermore, the data was processed using qualitative data analysis which includes reduction, data presentation, and drawing conclusions. From the analysis, it was found that students with high abilities could fulfill 8 of the 9 indicators. For students with moderate ability, they can meet 7 of the 9 indicators proposed, while students with low abilities were only able to meet 6 of the 9 indicators. But in terms of using colors, students with low abilities were able to use more color variations with gradation techniques. Further research can take other subjects with various variables that are able to support students' thinking processes.
PENGEMBANGAN LEMBAR KERJA SISWA BERBASIS PROBLEM BASED LEARNING MATERI BANGUN RUANG SISI LENGKUNG Moh. Robet Syaekhoni; Eric Dwi Putra; Dwi Noviani Sulisawati
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol 3 No 2 (2021): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v3i2.1286

Abstract

Penelitian ini bertujuan untuk menghasilkan LKS berbasis model problem based learning pada materi bangun ruang sisi lengkung ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini merupakan penelitian pengembangan dengan model pengembangan 4D yang terdiri dari pendifinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Instrumen yang digunakan yaitu (1) lembar validasi, (2) observasi keterlaksanaan LKS dalam pembelajaran, (3) aktivitas siswa dan guru, (4) angket respon siswa dan tes hasil belajar. Subjek penelitian ini adalah siswa kelas IX A di SMP As-Syafi’i Rambipuji. Kualitas LKS dilihat dari aspek kevalidan termasuk dalam kategori valid dengan rata-rata skor penilaian ahli materi sebesar 4,18 dan rata-rata skor penilaian oleh ahli media sebesar 4,24 dengan kategori valid. Dilihat dari aspek kepraktisan LKS dinyatakan praktis dengan observasi keterlaksanaan LKS dalam pembelajaran mendapatkan skor rata-rata sebesar 4,41 dengan kategori tinggi. Dari aspek keefektifan LKS dinyatakan efektif berdasarkan hasil observasi aktivitas siswa mendapatkan skor sebesar 88,1% dengan kategori sangat baik. Hasil observasi aktivitas guru mendapatkan skor sebesar 92,5% dengan kategori baik. Hasil analisis tes hasil belajar dari 25 siswa yang menjadi subjek penilitian 21 (84%) siswa tuntas dan 4 (6%) siswa tidak tuntas. Hasil penilaian angket respon siswa mendapatkan skor rata-rata sebesar 4,07 dengan kategori baik. Dengan demikian LKS yang dikembangkan dinyatakan efektif.