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DEVELOPING OF CALCULUS TEACHING MATERIALS BASED ON AUDIOVISUAL Akbar Nasrum; Herlina Herlina
Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Millennials community right now prefer video media as a learning resource rather than reading textbooks. To understand the contents of books, we need to have a reasonably high literacy ability. Unlike the case with learning videos, explanations accompanied by images in the video can help someone to understand the material in that media. The first goal of this study was to make audiovisual teaching materials that could serve as a supplementary textbook teaching materials. The second goal was to test the effectiveness of teaching materials that have been created. The method used was the development method using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The process of developing teaching materials began with creating multimedia learning, recording stages, editing stages, and completion stages. Material experts and media experts then validated the teaching materials that had been produced and tried out on students. The results of the try out documents to the students showed that there were significant changes both in terms of motivation, enthusiasm for learning, interaction in the classroom, and from student learning outcomes. These results made the student's response to the use of teaching materials excellent. This audiovisual teaching material was worthy and effectively of being used as a learning media, both as a supplementary or primary source.

Analysis of College Students’ Difficulties in Mathematics Education of the Class 2013 in Sembilanbelas November University in Solving the Problem of One-Way Analysis of Variances (One Way Anova) on Applied Statistics Course S. Supratman; H. Herlina
JME (Journal of Mathematics Education) Vol 2, No 2 (2017): JME
Publisher : Universitas Sembilanbelas November Kolaka

Statistic is one of the branches of applied mathematical science developed by Karl Pearson (1857-1936). Applied statistic is the study of the application of statistical use. Many students think that applied statistic course are difficult, which can only mastered by smart students. Even the students’ anxiety arises every time they are dealing with the applied statistic course. This anxiety due to the acquisition of applied statistic value is generally lower compared to the acquisition of the other course’s value, it is seen that many students who have not been able to solve the problem related to the analysis of one-way varience (One-Way Anova). This research is done to identify, recognize, analyze, then got a result of research about students’ difficulties in solving the problem of one-way variance analysis. Specifically the purpose of this study is to determine the difficulties that experienced by the students of mathematics education of sembilanbelas November University, Kolaka, in solving the problem of analysis of one-way variance inapplied statistic course, as well as the efforts that can be done to overcome these difficulties. To realize it in this research, the researcher use verifikatif qualitative design to describe the actual situation and verify it, this research tries to describe the actual requirement for the learners of mathematics which of course through the requirement analysis process then verified in order to find an ideal learning design. This research will be conducted in scientific procedures in the academic realm. This research will be carried out at Sembilanbelas November University, kolaka, with active students of Teachers and Education Faculty on mathematics, alumni, and lecturer of Teacher and Education Faculty on mathematics study program will be chosen as informant with purposive sampling technique. In-depth interview, unstructured observation, and dokumen analysis will be pplied as the technique of data collection in this research, while the instruments to be used in the data collection are semi-structured interview guides, observation sheets, and documents. In analyzing the data, the researcher uses content-analysis that systematically and objectively identifies a specific message characteristic. From the results obtained, that there are three types of mistakes made by the students, such as, there are ten students who make a conceptical mistake that is equal to 29,41%, twenty two students or equal to 64,71% who make a mistake in principle, while those who make verbal errors as much as nineteen students or equal to 55,88%.

THE IMPROVEMENT OF MATHEMATICS COMMUNICATION FOR JUNIOR HIGH SCHOOL STUDENTS THROUGH CONTEXTUAL MATHEMATICS LEARNING Herlina Herlina
JME (Journal of Mathematics Education) Vol 1, No 2 (2016): JME
Publisher : Universitas Sembilanbelas November Kolaka

This study aims to (1) obtain a mathematical description of the communication skills of students with mathematics learning contextual learning and student learning by conventional teaching; (2) To determine the improvement of communication skills students learn mathematics with math contextual learning and student learning by conventional teaching; (3) In order to obtain comparative increase in mathematical communication skills students learn mathematics contextual learning and student learning by conventional teaching; (4) In order to obtain a description of the activity of students in mathematics learning contextual; (5) In order to obtain a description of what students about math learning contextual. This research was conducted by using a quasi-experimental design with the model of the Non-equivalent Pretest and Posttest Control Group. The population in this study was all students of class VIII SMP Negeri 1 Kolaka with samples of two classes as experimental class and control class. The instrument used in this study consisted of communication test instruments and mathematical abilities nontes instruments, such as observation sheets, and opened questionnaire sheet. The analysis used is descriptive analysis, significant test one sample, and the average difference in of two. The results showed that in general the contextual learning mathematics can improve communication skills of mathematics. Learning math can be used as an alternative contextual learning for teachers, especially for math students improve communication skills.

Self-Regulated Learning During the Covid-19 Pandemic H. Herlina
JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1657

Along with the change in learning modes during the pandemic, which was originally face-to-face directly to online learning, where teacher control is decreasing, Self-Regulated Learning is a very important variable for students to have so that students can still learn even without teacher supervision. The purpose of this study was to describe the Self-Regulated Learning of 20 students who took the Learning and Learning course in the even semester of 2020/2021 FY. The method used in this research is that after participating in online learning through WhatsApp, Google Classroom, and Google Meet, at the end of the semester students are given a Self-Regulated Learning questionnaire through Google Forms and interviews. The research data were analyzed by descriptive statistical analysis. The results of the study found that the score of Self-Regulated Learning was 88.28% from what was expected, there were 85% of students in the very good category, and 15% in the sufficient category. The highest indicator is self-control at 91.25%. While the indicator score of the lowest Self-Regulated Learning is self-confidence of 83.75%. The conclusion of this research is that students' Self-Regulated Learning is already in the very good category but has not yet reached the highest score and there are still students in the fairly good category, so that it can still be increased to close to the expected 100%. Keywords: Self-Regulated Learning, online learning, pandemic

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; H. Herlina
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

DEVELOPING OF ONLINE-BASED MATHEMATICAL EVALUATION INSTRUMENTS Hasmita Hasmita; Akbar Nasrum; Herlina Herlina
JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1462

The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This is a research development (Research and Development) and using the Plomp model. The Plomp model consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations, and revisions. The software used to develop the evaluation tool is Ispring Suite. In terms of data collection, the research instruments used were material validation sheets, media validation sheets, and student assessment response questionnaires. The validation results of the material validator get the final percentage of 84% with the criteria feasible. The validation results from the media validator get a final percentage of 80% with the feasible category. In the assessment of students, the final percentage was 83% with very attractive criteria. It is concluded that the evaluation tool in the form of an online test developed is very suitable for use as an evaluation tool in mathematics learning.

IMPROVING STUDENT’S LEARNING OUTCOMES BY USING MICROSOFT EXCEL AND STATISTICAL PROGRAM OF SOCIAL SCIENCE Herlina Herlina
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstractOne of the factors causing the low score of student learning outcomes Statistics and Probability on midterm exams is that during practice or studying on their own, students feel the complexity of solving questions about data analysis in Statistics and Probability courses and the difficulty of obtaining confirmation of correct answers. This encourages to find alternative solutions. One of them is using Excel and Statistical Program of Social Science (SPSS) software in Statistics and Probability learning. The purpose of this research is to improve the learning outcomes of Statistics and Probability using Excel and SPSS software. The method used in this research is the One-Group Pretest-Posttest Design. Samples were selected using the Cluster Random Sampling technique. To see if there is an increase in learning outcomes, it is done by comparing the average learning outcomes of the midterm exams (before using Excel and SPSS software) and final semester exams (after using Excel and SPSS software). The results of the Wicoxon test showed Asymp. Sig. (2-tailed) 0.000 less than 0.05, so it can be concluded that the pretest and posttest means are significantly different. This shows that there is an increase in learning outcomes before and after learning using Excel and SPSS software, so it is concluded that student learning outcomes in Statistics and Probability courses can be improved through learning by using Excel and SPSS software. Keywords: excel; learning outcomes; software; SPSS Abstrak Salah satu faktor penyebab rendahnya nilai hasil belajar Statistik dan Probabilitas mahasiswa pada ujian tengah semester disebabkan pada saat latihan atau belajar sendiri. Mahasiswa merasakan rumitnya penyelesaian soal tentang analisis data pada mata kuliah Statistik dan Probabilitas dan sulitnya memperoleh konfirmasi jawaban benar. Hal ini mendorong untuk menemukan alternatif solusi. Salah satu alternative solusi adalah memanfaatkan software Excel dan Statistical Program of Social Science(SPSS) dalam pembelajaran Statistik dan Probabilitas.Tujuan penelitian ini adalah untuk meningkatkan hasil belajar Statistik dan Probabilitas menggunakan software Excel dan SPSS. Metode yang digunakan dalam penelitian ini adalah One-Group Pretest-Posttest Design. Sampel dipilih dengan teknik Cluster random Sampling. Untuk melihat apakah ada peningkatan hasil belajar, dilakukan dengan membandingkan rata-rata hasil belajar ujian tengah semester (sebelum memanfaatkan software Excel dan SPSS) dan ujian akhir semester (setelah memanfaatkan software Excel dan SPSS). Hasil uji Wicoxon menunjukkan Asymp. Sig. (2-tailed) 0,000 kurang dari 0,05 sehingga disimpulkan bahwa rata-rata pretest dan posttest berbeda secara signifikan. Hal ini menunjukkan bahwa terjadi peningkatan hasil belajar sebelum dan sesudah pembelajaran memanfaatkan software Excel dan SPSS, sehingga disimpulkan bahwa hasil belajar mahasiswa pada mata kuliah Statistik dan Probabilitas dapat ditingkatkan melalui pembelajaran dengan memanfaatkan software Excel dan SPSS.Kata kunci: excel; hasil belajar; software; SPSS.

PENGEMBANGAN INSTRUMEN EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS ONLINE MENGGUNAKAN APLIKASI QUIZIZZ Jahring Jahring; Herlina Herlina; Nasruddin Nasruddin; Astrinasari Astrinasari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengembangkan instrumen evaluasi pembelajaran yang valid, praktis dan efektif berbasis online menggunakan aplikasi Quizizz. Metode penelitian ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Penelitian ini melibatkan siswa kelas XI MIA SMA Negeri 2 Kolaka yang berjumlah 12 orang sebagai subjek. Instrumen penelitian terdiri dari lembar validasi materi, lembar validasi media, soal tes dan angket respon siswa. Data yang dihasilkan dari pengumpulan data menggunakan instrumen selanjutnya dianalisis validitas, kepraktisan dan efektifitasnya. Hasil penelitian yang diperoleh yaitu: (1) rerata nilai validasi materi adalah 4,43 dengan kriteria sangat valid, rerata nilai validasi ahli media adalah 4,33 dengan kriteria sangat valid; (2) rerata nilai kepraktisan instrumen adalah 4,31 dengan kriteria sangat praktis; (3) rerata nilai hasil tes siswa adalah 78,33 (83,33%) dengan kriteria baik serta memenuhi standar KKM; dan (4) rerata nilai respon siswa adalah 86,25 dengan kriteria positif. Jadi instrumen evaluasi berbasis online menggunakan aplikasi Quizizz memenuhi kriteria valid, praktis dan efektif.

Improving Learning Outcomes through Problem-Based Learning with PQ4R Method H. Herlina; Sunarlia Sunarlia
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1764

The purpose of this research is to improve mathematics learning outcomes on line and angle material. This research including Quasi Experiments using True Experimental Design with Posttest-Only Control design. The subject of this research is a class VII student of MTs Swasta Tontonunu in the year 2017 which consists of the 2 classes each as class experiment and class control. The instrument used is a test instrument, sheet observation activity students, and sheets observation teacher activity in learning. Data analysis used the difference of two mean, namely the t-test of two independent samples was good assumption variance same or no, but previously tested the normal distribution using Kolmogorof Sminov. The results of the descriptive analysis showed that the mean posttest class experiment 78.76 19 higher than the mean posttest class control 73, 375. The results of the two- way difference test on mean show a significance value (2 tailed) 0.005 (0.05) which means that the mean of the two posttests is significantly different. Based on the results of the study, it was concluded that the application of the learning model based on problem with PQ4R method can improve learning outcomes math on the subject discussion of lines and angles. This is possible because of learning based on problem started with introduce real everyday problems will more meaningful and moreeasy recognized by students. And through PQ4R, material on the subject discussion of lines and angles more many about fact will moreeasy understood in accordance steps preview, question, read, reflect, recite, and review.

Improving Pedagogic Competence through Learning Videos H. Herlina
JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i2.1759

The purpose of this study was to improve learning outcomes in the subjects of Basics and Mathematics Learning Process. This study uses a pre-experimental one group pre-post design. The research subjects are prospective student teachers who take the Basics and Mathematics Learning Process course consisting of 41 students in 2020. The instrument used is a test instrument that is given before and after treatment in the form of pretest and posttest. Data analysis used two mean differences, namely paired two-sample t-test, but previously tested for normal distribution using Kolmogorof Sminov. To see the improvement in learning outcomes, both data were analyzed by N-Gain. The results of the descriptive analysis showed that the average pretest and posttest were different where the posttest average was 77.44 higher than the pretest average was 62.68. The results of the two-average difference test show a significance value (2 tailed) (0,000) α (0.05), which means that the average pretest and posttest are significantly different. The results of the N-Gain calculation show that the increase in learning outcomes is included in the medium category, so that an increase in learning outcomes is obtained Based on the results of the study, it was concluded that the use of instructional video media can improve learning outcomes for the Basic Learning Process and Mathematics courses. This is possible because videos about learning can represent teaching simulations more than just lectures or discussions. Keywords: learning outcomes, pedagogic competence , learning videos .

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