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Efektivitas Penggunaan Worksheet R Dalam Pembelajaran Teori Probabilitas Joko Sungkono; Andhika Ayu Wulandari
Absis: Mathematics Education Journal Vol 3, No 2 (2021): November 2021
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v3i2.1370

Abstract

Experiments that are often used to understand the theory of probability include the toss of currency, rolling of the dice, taking the ball randomly from a box, and drawing a bridge card. If this series of experiments is carried out several times, identifying possible samples produced is not an easy task. Learning probability theory material requires a new breakthrough in order to make it easier for students to understand according to their era. This research applies the use of R-based student worksheets (R worksheets) in learning probability theory. This paper discusses the effectiveness of using the R worksheet in learning probability theory. This research involved the experimental class and the control class. The experimental class used students in the Mathematics Statistics I course for Mathematics Education Study Program, Widya Dharma University, Klaten, while the control class used students in the Mathematics Statistics I course for Mathematics Education Study Program, Bangun Nusantara University, Sukoharjo. The experimental class used the R worksheet with R software-based learning, while the control class used the conventional method. From the pre-test result data, it is known that the 2 sample classes have the same initial ability. Based on the data analysis of the post-test scores, it is known that the experimental class scores are better than the control class. This means that the use of the R worksheet is effective in learning probability theory. 
PEMBELAJARAN TEORI PROBABILITAS MENGGUNAKAN R Joko Sungkono; Kriswianti Nugrahaningsih
Absis: Mathematics Education Journal Vol 2, No 1 (2020): Mei 2020
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v2i1.858

Abstract

In learning probability theory, if a series of statistical experiments is carried out several times, identifying the possible samples produced is not an easy thing. If this happens, then a significant probability problem will arise. The objective of this study is how to learn probability theory using R software. Based on the simulation results it can be concluded that by combining the syntax in R can be used to solve probability problems such as identifying sample points from experiments, events, event operations, probabilities and conditional probabilities. This will help students learning in understanding of the probability theory material. The use of R will be very pronounced for experiments with a large enough scale that results in a large sample probability.
Pengembangan Perangkat Pembelajaran mengacu Model Creative Problem Solving berbasis Somatic, Auditory, Visualization, Intellectually Septiana Wijayanti; Joko Sungkono
Al-Jabar: Jurnal Pendidikan Matematika Vol 8, No 2 (2017): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.847 KB) | DOI: 10.24042/ajpm.v8i2.9656

Abstract

This study aims to develop the valid, practical, and effective teaching instruments by using Creative Problem Solving (CPS) learning model with Somatic, Auditory, Visualization, and Intellectually (SAVI) based. This method of this study is RnD (Research and Development) which uses 4 D (Define, Design, Develop, and Development) learning model from Thiagarajan. But, this phase of the study is not spreading the developing result of the teaching instrument yet. This study produces learning instruments such as lesson plan (RPP), learning module, and students’ worksheet (LKS). The result of this study shows that 1) learning instruments by using CPS learning model with SAVI based such as lesson plan, learning module, and student’s worksheet includes in good category based on the expert judgement generally, 2) students and teacher’s response toward the learning by using CPS learning model with SAVI based show that they are interested in learning process, new learning model which is not used before, and they are also interested in the student’s worksheet and learning module, and 3) CPS learning model with SAVI based is effective to use in learning distance in space. From this result of the study, it can be concluded that the developed learning instrument is valid, practical, and effective.Keywords: CPS; Development;Learning Instrument; SAVI.
ANALISIS PELAKSANAAN SIMULASI R DALAM KETERBATASAN PANDEMI Andhika Ayu Wulandari; Dewi Susilowati; Joko Sungkono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (502.352 KB) | DOI: 10.24127/ajpm.v11i2.4686

Abstract

AbstrakPenelitian bertujuan untuk menganalisis bagaimana penerapan pembelajaran distribusi peluang melalui simulasi R dalam keterbatasan pandemi covid-19. Metode yang digunakan deskriptif dengan pendekatan kualitatif melalui angket dan wawancara terbuka terhadap subyek penelitian terpilih sebagai triangulasi metode. Wawancara dilakukan dengan 3 mahasiswa yang mewakili kategori kemampuan pemahaman tinggi, sedang dan rendah. Hasil penelitian menunjukkan respon baik dari mahasiswa untuk seluruh aspek dan indikator capaian dengan persentase 72,684%. Respon kurang baik datang dari aspek bakat mahasiswa dengan persentase 61,765%. Respon baik pada aspek minat, sarana prasarana, dan kecakapan dosen masing-masing dengan persentase 75,919%, 69,669%, dan 75,441%. Pada aspek motivasi, mahasiswa memberi respon sangat baik dengan persentase 82,353%. Dari analisis wawancara disimpulkan bahwa keterbatasan pengetahuan mahasiswa mengenai bahasa pemrograman dan belum terbiasanya mahasiswa melakukan multitasking dalam suatu pembelajaran menyebabkan simulasi R dalam pembelajaran daring mendapat respon yang kurang baik dari aspek bakat. Selain itu, ketersediaan sarana dan prasarana seperti sinyal stabil, laptop dan HP yang compatible juga membuat pembelajaran daring berbasis R ini menjadi terbatas. Sebagai upaya perbaikan kualitas pembelajaran berikutnya, dosen akan mengenalkan mahasiswa bahasa pemrograman R dengan membuat scaffolding dalam bentuk buku panduan simulasi R, menyajikan perkuliahan dengan metode SAS (sinkron-asinkron-sinkron) untuk membantu mahasiswa yang memiliki keterbatasan sarana dan prasarana daring.AbstractStudy aims to analyze how to apply learning probability distribution through R simulation within the limitations of the covid-19 pandemic. The method used is descriptive with a qualitative approach through questionnaires and open interviews with selected research subjects as a triangulation method. Interviews were conducted with 3 students representing the categories of high, medium and low comprehension abilities. The results showed good responses from students for all aspects and indicators of achievement with a percentage of 72.684%. The unfavorable response came from the aspect of student talent with a percentage of 61.765%. The responses were good on the aspects of interest, infrastructure, and lecturers' skills with a percentage of 75.919%, 69.669%, and 75.441%. In the aspect of motivation, students gave a very good response with a percentage of 82.353%. From the interview analysis, it was concluded that the limited knowledge of students about programming languages and students' unfamiliarity with multitasking in learning caused the R simulation in online learning to get a poor response from the talent aspect. In addition, the availability of facilities and infrastructure such as stable signals, compatible laptops and cellphones also makes this R-based online learning limited. In addition, the availability of facilities and infrastructure such as stable signals, compatible laptops and cellphones also makes this R-based online learning limited. As an effort to improve the quality of subsequent learning, the lecturer will introduce students to the R programming language by making scaffolding in the form of an R simulation guidebook, presenting lectures using the SAS (synchronous-asynchronous-synchronous) method to help students who have limited online facilities and infrastructure.
PELATIHAN SOFTWARE APLIKASI ANBUSO DALAM PENILAIAN PEMBELAJARAN DI MI MUHAMMADIYAH PULUHAN TRUCUK KLATEN Fery Firmansah; Triyono Triyono; Theresia Kriswianti Nugrahaningsih; Joko Sungkono; Muhammad Wahid Syaifuddin; Yuliana Yuliana
Abdimas Galuh Vol 4, No 1 (2022): Maret 2022
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v4i1.7143

Abstract

Tujuan dari pengabdian masyarakat ini adalah melaksanakan pelatihan software aplikasi AnBuso di MI Muhammadiyah Puluhan Trucuk Klaten. Pengabdian masyarakat dilaksanakan pada tanggal 10 Desember 2021. Metode pengabdian masyarakat yang digunakan adalah pelatihan dan ceramah. Analisis tingkat pemahaman peserta dibagi menjadi tiga kategori yaitu rendah, sedang dan tinggi. Hasil dan pembahasan diperoleh bahwa tingkat pemahaman peserta pengabdian terhadap software aplikasi AnBuso meningkatkan untuk kategori tinggi dari 12.50% menjadi 62.50%. Kesimpulannya pelatihan ini mampu meningkatkan pemahaman peserta terkait penggunaan software aplikasi AnBuso dalam menyelesaikan permasalahan penilaian pembelajaran. 
Pembelajaran Teorema Limit Pusat Melalui Simulasi Joko Sungkono; Andhika Ayu Wulandari
Absis: Mathematics Education Journal Vol 4, No 2 (2022): November 2022
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v4i2.2520

Abstract

The mathematical learning of the central limit theorem has been widely discussed in scientific writings by researchers through various versions of proofs. The discussion of the central limit theorem in case application has also been carried out with many different cases. However, students need to be given an overview of the truth of the central limit theorem through a general application. The truth and accuracy of the central limit theorem can be studied through a simulation study. Through simulation with R software, students can perform parameter variations such as variations in the population distribution, variations in the sample size used, as well as the number of repetitions or replications in studying the central limit theorem. The accuracy of the central limit theorem through simulation is determined by looking at the trend of the sampling distribution of the mean sample in the form of a histogram. The simulation results state that, in general, the larger the sample size used, the closer the sampling distribution to the mean sample is to the normal distribution. For samples taken from a population that has a distribution that is closer to symmetrical, then for a sample size that is not too large, the distribution of the mean sample is closer to a normal distribution. However, for samples originating from an asymmetric distribution, a larger sample size is required to obtain a sample mean that is close to the normal distribution
Training on making learning videos using Ms. PowerPoint and Fastone Capture at MTs Muhammadiyah 6 Bayat Muhammad Ridlo Yuwono; Septiana Wijayanti; Triyono Triyono; M. Wahid Syaifuddin; Fery Firmansah; Joko Sungkono; Tasari Tasari; Yuliana Yuliana
Community Empowerment Vol 7 No 5 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.628 KB) | DOI: 10.31603/ce.6744

Abstract

The purpose of this community service program is to train MTs Muhammadiyah PK Bayat teachers how to create learning videos with Ms. PowerPoint and Fastone Capture. Face-to-face training in the form of material for making learning video content using Ms. PowerPoint and screen recording using Fastone Capture was used in this program. Participants be able to make learning videos using Ms. PowerPoint and Fastone Capture as an outcome of this training session.