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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora JKPM (Jurnal Kajian Pendidikan Matematika) IndoMath: Indonesia Mathematics Education
Dafid Slamet Setiana
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COMPARISON OF CTL LEARNING METHOD AND OPEN-ENDED METHOD APPLICATION IN TERMS OF LEARNING STYLES VIEWED FROM THE STUDENTS’ MATHEMATICS LEARNING ACHIEVEMENT AND INTEREST Dafid Slamet Setiana
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 1, No 1 (2016)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.203 KB) | DOI: 10.26486/mercumatika.v1i1.191

Abstract

The purpose of this research is to describe: (1) the achievement and the interest in mathematics learning of the students taught using the CTL method and that of those taught using the Open-Ended method in the material on probability, (2) the effect of students’ mathematics learning styles on their achievement of mathematics on probability material, (3) the effect of students’ mathematics learning styles on their learning interest in mathematics on probability material, (4) the effect of teaching method and  students’ mathematics learning styles on their achievement and interest in learning mathematics on the probability material. This research used a quasi-experimental research design by two experimental groups. The analysis of the data used normality and homogeneity testing, the multivariate analysis, and the post-hoc test involving the Bonferroni procedure.The results of the research are as follows: (1) In the probability material, the group of students taught by the CTL method has better achievement and mathematics learning interest than that of those who are taught using the Open-Ended learning method. (2) There is an learning style effect (auditory, visual, and kinesthetic) on their achievement of mathematics in the probability material.(3) There is an effect of learning style (auditory, visual, and kinesthetic) on their learning interest in mathematics probability material. (4) There is no effect of teaching method and students’ mathematics learning styles on their  achievement and learning interest in mathematics in the probability material. Keywords: CTL, Open-Ended, learning styles, achievement, learning interest 
KOMPARASI PENERAPAN METODE PEMBELAJARAN CTL DAN OPEN-ENDED DENGAN MEMPERHATIKAN GAYA BELAJAR DITINJAU DARI PRESTASI BELAJAR MATEMATIKA Dafid Slamet Setiana
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 2 No 2 (2016)
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (696.616 KB) | DOI: 10.30738/sosio.v2i2.557

Abstract

The purposes of this research are to: (1) describethe achievement in learning mathematics of the students taught using the CTL method and Open -Ended method, (2) compare the achievement in learning mathematics of the students taught using the CTL method and Open-Ended method,(3) compare the effect of student’ mathematics learning styles on their achievement, (4) describe the interaction of teaching methods and the students’ mathematics learning styles on their achievement. This research used a quasi-experimental research design using two experimental groups, they are group of CTL and group of Open-Ended. The instrument using for collect data are test for collect the mathematics achievement data and questionnaire for collect the mathematics learning styles data. The analysis of the data used the multivariate analysis with a two-way analysis of variance with unequal cells, and the post-hoc test involving the Bonferroni procedure. The results of the research are as follows:(1)the achievement in learning mathematics of the students taught usingboth of the CTL and Open-Ended method are well, (2) the achievement in learning mathematics of the students taught using the CTL method are better than Open-Ended, (3) there is an effect of learning style on their achievement, with visual learning styles is better than auditorial learning styles, (4) there is no interaction of teaching method and students’ mathematics learning styles on their achievement in mathematics in the material on opportunities. Keywords: CTL, Open-Ended, learning styles, achievement
Komparasi Metode CTL dan Open-Ended dengan Gaya Belajar Ditinjau dari Prestasi dan Minat Belajar Dafid Slamet Setiana; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 2: December 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (696.768 KB) | DOI: 10.21831/pg.v8i2.8939

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan prestasi dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended, (2) membandingkan prestasi dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended, (3) membandingkan pengaruh gaya belajar ditinjau dari prestasi belajar siswa, (4) membandingkan pengaruh gaya belajar ditinjau dari minat belajar siswa, (5) mendeskripsikan ada tidaknya interaksi antara metode mengajar dengan gaya belajar matematika siswa terhadap prestasi dan minat belajar matematika pada materi peluang. Penelitian ini menggunakan desain penelitian eksperimen semu yang menggunakan dua kelompok eksperimen, yaitu kelompok CTL dan kelompok Open-Ended. Instrumen yang berupa instrumen tes untuk mengumpulkan data prestasi belajar siswa dan angket untuk mengumpulkan data gaya dan minat belajar siswa. Teknik analisis data yang digunakan adalah analisis multivariat desain faktorial dua jalan dengan sel tak sama, dan uji lanjut dengan prosedur Bonferroni. Hasil penelitian menunjukkan bahwa (1) prestasi belajar dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended termasuk baik, (2) prestasi dan minat belajar matematika yang mengikuti pembelajaran dengan metode CTL lebih baik daripada Open-Ended, (3) gaya belajar berpengaruh belajar terhadap prestasi belajar siswa, dengan gaya belajar visual mempunyai  prestasi  belajar yang lebih baik dibandingkan dengan gaya belajar auditorial, (4) gaya belajar berpengaruh terhadap minat belajar siswa, dengan gaya belajar visual mempunyai minat belajar yang lebih baik dibandingkan gaya belajar auditorial, (5) tidak terdapat interaksi antara metode pembelajaran dan gaya belajar matematika siswa terhadap prestasi maupun minat belajar matematika siswa pada materi peluang.Kata kunci: CTL, Open-Ended, prestasi, minat, gaya belajar A Comparison of CTL Method and Open-Ended in Terms of the Learning Styles Viewed from the Students’ Learning Achievement and Interest AbstractThe purposes of this research are to: (1) describe the achievement and interest in learning mathematics of the students taught using the CTL method and Open-Ended method, (2) compare the achievement and interest in learning mathematics of the students taught using the CTL method and Open-Ended method, (3) compare the effect of student’ mathematics learning styles on their achievement, (4) compare the effect of students’ mathematics learning styles on their learning interest, (5) describe the interaction of teaching methods and the students’ mathematics learning styles on their achievement and interest. This research used a quasi-experimental research design using two experimental groups, they are group of CTL and group of Open-Ended. The instrument using for collect data are test for collect the mathematics achievement data and questionnaire for collect the mathematics achievement data. The analysis of the data used the multivariate analysis with a two-way analysis of variance with unequal cells, and the post-hoc test involving the Bonferroni procedure. The results of the research are as follows: (1) the achievement and interest in learning mathematics of the students taught usingboth of the CTL and Open-Ended method  are well, (2) the achievement and interest in learning mathematics of the students taught using the CTL method  are better than Open-Ended , (3) there is an effect of learning style on their achievement, with visual learning styles is better than auditorial  learning styles, (4) there is an effect of learning style on their interest in learning mathematics of the students, with visual learning styles is better than auditorial  learning styles, (5) there is no interaction of teaching method and students’ mathematics learning styles on their  achievement and learning interest in mathematics in the material on opportunities.Keywords: CTL, Open-Ended, learning styles, achievement, learning interest
Analisis Kemampuan Berpikir Kritis Matematis Ditinjau dari Aspek Overview Dafid Slamet Setiana; Nuryadi Nuryadi; Rusgianto Heri Santosa
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 6, No 1 (2020): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v6i1.6483

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan berpikir kritis matematis siswa ditinjau dari aspek overview. Jenis penelitian ini adalah penelitian deskriptif kuantitatif, dengan populasi seluruh siswa kelas XII SMA Negeri di Kabupaten Pacitan dan sampel penelitian sebanyak 141 siswa yang ditentukan dengan teknik purposive sampling. Data penelitian diambil melalui tes kemampuan berpikir kritis, angket dan wawancara. Data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis (FRISCO). Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis matematis siswa pada aspek overview masih tergolong rendah. Hal tersebut dapat dijabarkan sebagai berikut: (1) berdasarkan analisis hasil tes, aspek overview termasuk pada pencapaian aspek yang paling rendah sebesar 72,6; (2) hasil analisis angket menunjukkan persentase rata-rata pada aspek overview sebesar 58,16% termasuk pada kategori sedang; (3) hasil wawancara menunjukkan sebagian besar siswa hanya memeriksa dan mengecek pekerjaan pada hasil akhir saja.
Development of Online Inquiry Learning Model Based on Ethnomathematics Javanese Culture for Middle School Students P Pardimin; Dafid Slamet Setiana; Didi Supriadi
IndoMath: Indonesia Mathematics Education Vol 5, No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v5i2.43

Abstract

The success of character education during the Covid 19 pandemic experienced many obstacles, considering that learning at school was carried out online. However, through the online system, the massive development of information technology may erode the noble cultural character of students. Efforts to create students with characteristics that match the personality of the Indonesian nation during the Covid 19 pandemic are not enough through the implementation of learning based on the curriculum that has been implemented. These efforts can be made through ethnomathematics, namely integrating cultural elements into learning mathematics. Inquiry learning is done through investigation and discovery to develop conceptual understanding. This study aims to develop an online inquiry mathematics learning model based on Javanese cultural ethnomathematics. The research method to be carried out is Research and Development, which refers to the educational development model from Plomp. The construction phase begins with coordination activities with the school where the research trials are carried out. Then a small-scale trial was carried out by carrying out online learning using the learning model that had been developed. Small-scale trials were conducted in four schools. Furthermore, the implementation of large-scale trials in eight schools. The twelve schools were taken from junior high schools in the Provinces of DIY, Central Java, and East Java. The test, evaluation, and revision stages continue the previous stage. The model is validated by a judgment expert, namely an expert in mathematics learning models, to test whether the developed model can be understood and accepted by users. The study's results showed that the user's assessment of the Javanese ethnomathematics-based inquiry learning model showed excellent results. Users state that they understand the learning model developed, including the learning model's syntax, social systems, learning principles, learning support systems, instructional impacts, and accompanying impacts. The user ratings of the learning module show high scores in the introductory, content, evaluation, and closing aspects. Users also stated good results for student worksheets, including aspects of the completeness of student worksheet components, content, materials, language, and learning model requirements.
Co-Authors Didi Supriadi Jailani Jailani Nuryadi Nuryadi P Pardimin Rusgianto Heri Santosa