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MODIFIKASI MODEL-ELICITING ACTIVITIES DENGAN MENGGUNAKAN DIDACTICAL DESIGN RESEARCH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR STATISTIS Bambang Avip Priatna Martadiputra
Jurnal Kependidikan Vol. 43, No.2 (2013)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.812 KB) | DOI: 10.21831/jk.v43i2.2259

Abstract

Tujuan penelitian ini adalah untuk mengembangkan Model-Eliciting Activities (MEAs) dengan menggunakan Didactical Design Research (DDR). Metode yang digunakan adalah Research Development dengan tahapan pertama, persiapan untuk mengetahui keefektivan bahan ajar, pembelajaran MEAs yang dimodifikasi, tingkat validitas, reliabilitas, daya beda, dan indeks kesukaran instrumen tes serta kedua, pelaksanaan penelitian berupa uji coba pembelajaran MEAs yang dimodifikasi terhadap seluruh mahasiswa S1 pendidikan matematika yang mengikuti mata kuliah statistika dasar semester genap 2011/2012 dengan metode kuasi-eksperimen menggunakan Split-Plot Nested Design. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir statistis mahasiswa reguler maupun mahasiswa mengulang yang memperoleh pembelajaran MEAs yang dimodifikasi lebih tinggi secara signifikan dari mahasiswa yang memperoleh pembelajaran konvensional
APLIKASI METODE KERNEL DALAM ESTIMASI FUNGSI HAZARD Martadiputra, Bambang Avip Priatna
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 6, No 2 (2005): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v6i2.345

Abstract

Let T be a nonnegative random variable representing the lifetimes of individuals in some population. Let f(t) denote the probability density function of T and F(t) denote the distribution function of T, the hazard function of T defined as  F(t) - 1  S(t)   whereS(t) f(t) h(t)   If equation (1) integrated we have cumulative hazard function H (t).  This paper describes application of kernel method for estimation of hazard function h (.) based censoring data. And then we will show that the hazard estimator is unbiased asymptotically, consistent, and normal asymptotically. Key word: kernel methods, estimation hazard function.
DARI ANALISIS FOURIER KE ANALISIS WAVELET (From Fourier Analysis to Wavelet Analysis) Martadiputra, Bambang Avip Priatna
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 2, No 2 (2001): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v2i2.382

Abstract

In this article we will compare the classical methods of Fourier analysis with the never methods of wavelet analysis. Fourier methods are not always a good tool to recapture the signal, particularly if it is highly non-smooth because too much Fourier information is needed to reconstruct the signal locally. In this case, wavelet analysis is often very effective because it provides a simple approach for dealing with local aspects of a signal.Key words: Fourier analysis, Wavelet analysis
Peningkatan Kemampuan Berpikir Statistis Mahasiswa S1 Melalui Pembelajaran MEAs yang Dimodifikasi Bambang Avip Priatna Martadiputra
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.241 KB) | DOI: 10.22460/infinity.v1i1.p79-89

Abstract

This paper contains the results of research on improving the ability to think statisis S1 students through the learning model-eliciting Activities (MEAs) are modified from the MEAs that have been developed by Garfield, Delmas and Zieffler (2010) by entering the didactical Design Research (DDR) when creating instructional materials , In this research, quasi experimental method with a pretest-posttest design. Research carried out on all students S1 Department of Mathematics Education of a State in Bandung who are following the lecture Basic Statistics on odd semester of 2011/2012 academic year. In the control class (class A student Pend Prodi. Mat force 2010/2011 39) were given conventional learning while the experimental class 1 (student of class B Prodi Pend. Mat force 2010/2011 41 people) and the experimental class 2 (student Prodi Pend. Mat force repeating 2008/2009 Basic Statistics 12 persons) were given a modified learning MEAs. Furthermore, in each class, the students were divided into three groups: high, medium and low based on a score initial capability test results statistically (TKAS). Data on statistical thinking skills students thinking skills obtained through statistical tests (TKBS), while the disposition of the statistical data is obtained by using scale student disposition. The results showed that there are differences in the increase in the ability to think statistically significant student between the control class, the experimental class 1 and class experiment 2. Increased statistical thinking skills students use learning MEAs modified significantly higher compared to students using conventional teaching. There are differences increase student statistically significant disposition between the control class, the experimental class 1 and class experiment 2. Improved statistical disposition of students who use the learning MEAs modified significantly higher compared to students using conventional teaching.
MODIFIKASI MEAs DENGAN MENGGUNAKAN DIDACTICAL DESIGN RESEARCH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR STATISTIS MAHASISWA Bambang Avip Priatna Martadiputra cakrawala
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN JUNI 2014, TH. XXXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (634.379 KB) | DOI: 10.21831/cp.v2i2.2166

Abstract

Abstrak: Artikel ini berisi hasil penelitian tentang bagaimana cara memodifikasi pembelajaran Model- Eliciting Activities (MEAs) dengan menggunakan Didactical Design Research (DDR). Metode yang digunakan adalah Research Development melalui tahap-tahap: persiapan untuk mengetahui efektivitas bahan ajar, pembelajaran MEAs yang dimodifikasi, tingkat validitas, reliabilitas, daya pembeda, dan indeks kesukaran instrumen tes; pelaksanaan penelitian berupa uji coba pembelajaran MEAs yang dimodifikasi terhadap seluruh mahasiswa S1 pendidikan matematika yang mengikuti mata kuliah Statistika Dasar pada semester genap TA. 2011/2012 di sebuah PTN di Kota Bandung dengan metode kuasi-eksperimen menggunakan Split-Plot Nested Design. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir statistis mahasiswa reguler dan mahasiswa mengulang yang memperoleh pembelajaran MEAs yang dimodifikasi lebih tinggi secara signifikan dari mahasiswa yang memperoleh pembelajaran konvensional. Kata Kunci: Model-Eliciting Activities (MEAs) yang dimodifikasi, didactical disain research
MODIFIKASI MODEL-ELICITING ACTIVITIES DENGAN MENGGUNAKAN DIDACTICAL DESIGN RESEARCH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR STATISTIS Bambang Avip Priatna Martadiputra
Jurnal Kependidikan Vol. 43, No.2 (2013)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v43i2.1964

Abstract

Tujuan penelitian ini adalah untuk mengembangkan Model-Eliciting Activities (MEAs) dengan menggunakan Didactical Design Research (DDR). Metode yang digunakan adalah Research Development dengan tahapan pertama, persiapan untuk mengetahui keefektivan bahan ajar, pembelajaran MEAs yang dimodifikasi, tingkat validitas, reliabilitas, daya beda, dan indeks kesukaran instrumen tes serta kedua, pelaksanaan penelitian berupa uji coba pembelajaran MEAs yang dimodifikasi terhadap seluruh mahasiswa S1 pendidikan matematika yang mengikuti mata kuliah statistika dasar semester genap 2011/2012 dengan metode kuasi-eksperimen menggunakan Split-Plot Nested Design. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir statistis mahasiswa reguler maupun mahasiswa mengulang yang memperoleh pembelajaran MEAs yang dimodifikasi lebih tinggi secara signifikan dari mahasiswa yang memperoleh pembelajaran konvensional.
DISPOSISI STATISTIS MAHASISWA DALAM PEMBELAJARAN STATISTIKA DASAR Bambang Avip Priatna Martadiputra
Jurnal Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.354 KB) | DOI: 10.22460/infinity.v1i2.p169-177

Abstract

Tulisan ini berisi hasil penelitian tentang disposisi statistis mahasiswa S1 pendidikan matematika yang mengikuti perkuliahan Statistika Dasar pada sebuah Perguruan Tinggi Negeri di Kota Bandung. Disposisi statistis atau disposisi produktif terhadap statistika sebagai kecenderungan seseorang mahasiswa untuk berpikir dan berbuat dengan cara yang positif dan konstruktif yang berlangsung dalam kegiatan statistis. Hasil penelitian menginformasikan bahwa disposisi statistis mahasiswa pada awal semester, tangah semester, dan pada akhir semester masih belum optimal. Infromasi tersebut mengindikasikan bahwa model atau pendekatan pembelajaran statistika dasar yang digunakan oleh dosen kurang efektif untuk meningkatkan disposisi statistis mahasiswa.  Kata kunci: disposisi statistis  This paper contains the results of research on the disposition  statistical for mathematics education students attending Basic Statistics at the State University in Bandung. The disposition statistical or productive disposition as a tendency of student  to think and act in a positive and constructive in statistical activities. The results inform that the disposition statistical of student in the early of the semester, the hands of the semester, and at the end of the semester is not optimal. The information indicates that the model or approach of learning to basic statistics used of teacher is less effective to enhance of the student's  disposition statistical. Keywords: statistical disposition 
Profile of Hard skills and Soft skills of Mathematics Education Students Tri Nopriana; Siska Firmasari; Bambang Avip Priatna Martadiputra
Eduma : Mathematics Education Learning and Teaching Vol 10, No 1 (2021)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i1.6460

Abstract

This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability,  correlation and combinatorics.  Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' self-concept is quite sufficient
Attitude towards problem-solving as the effect of problem-posing approach Agustyani, Anggit Reviana Dewi; Priatna, Nanang; Martadiputra, Bambang Avip Priatna
Unnes Journal of Mathematics Education Vol 9 No 2 (2020): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v9i2.38776

Abstract

This study aims to examine whether students’ achievement of attitude towards problem-solving by problem-posing approach better than by direct approach. This study was a quasi-experimental. The population was all students at Junior High School 8 Bandung, 8th-grade for a total of 8 classes, with two classes as the sample. The instrument used to get the data was a questionnaire with five indicators (patience, persistence, perseverance, willingness, and confidence). Data analysis was performed using the t-test and Mann-Whitney U. The results of this study revealed that overall the attitude of students towards problem-solving by problem-posing approach was not significantly better than by direct approach; more specifically, it was equally good, while for each indicator, the result was varied. Moreover, in the class of problem-posing approach, students had patience and persistence in solving problems that were more prominent than aspects of perseverance, willingness, and confidence.
The Impact of 3D Geometry Assisted 6E Instructional Model to Improve 3D Geometry Thinking Skills of Junior High School Students Sudirman Sudirman; Yaya Sukjaya Kusumah; Bambang Avip Priatna Martadiputra
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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

Abstract

Abstract: This study aims to reveal the impact of the 6E Instructional 3D geometry model (6E I3DGM) design in improving students' 3D geometric thinking skills. The approach in this study uses a mixed approach. The reason for choosing this approach is that researchers want to get a more comprehensive understanding of this research problem. In this study, the participants involved in this study were (1) junior high school mathematics teachers; (2) grade VIII junior high school students in one of the public junior high schools in Indramayu Regency. In addition, there are three methods of collecting data in this study, namely observation, documentation, tests, which were analyzed using qualitative and quantitative data analysis. Qualitative data analysis using Miles and Huberman (2014) modification consists of data collection, data reduction (data reduction), data display (data display), and conclusion drawing (verification). The statistical test used in this study used an independent t-test. The results of this study conclude that the 6E I3DGM design can improve students' 3D geometric thinking skills. This is because students (1) can activate students' prior knowledge; (2) can relate previous knowledge with prior knowledge; (3) can explore 3D geometry problems; (4) can facilitate the process of constructing new concepts of 3D geometry into students' memory; (5) able to elaborate 3D geometry knowledge acquired in other contexts; (6) can evaluate the acquired knowledge in order that the 3D geometry knowledge possessed by students is stored in cognitive structures for a long period of time.Keywords: 6E instructional 3D geometry model, 3D geometry thinking skills, junior high school students. DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp45-56