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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATEMATIKA [IMPLEMENTATION OF THE COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT TO IMPROVE STUDENTS’ LEARNING ACTIVITIES IN MATHEMATICS] Bernardinus Dickson Carnegie Maloring; Asihlya Sandu; Robert Harry Soesanto; Jacob S Seleky
Polyglot Vol 16, No 2 (2020): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v16i2.2441

Based on observations of a grade 10 social studies-track 2 class, students appeared less active in learning. Many students in the class looked sleepy, were too embarrassed to ask questions, did not want to join in discussions with their friends, and were too lazy to do the tasks. This research aims to understand whether the Team Game Tournament (TGT) method can increase the activeness of students. The method of Classroom Action Research is the model Kemmis and McTaggart administered in two cycles. The research was done at a school in Makassar with 25 students from the grade 10 social studies-track 2 as research subjects. The data were collected using mentor observation sheets, students' questionnaires and reflection journals. The results of the analysis show that the students’ activeness in participation, students’ activeness in sharing opinions, and students’ activeness in listening and discussing have reached the standard of success and received a "good" minimum predicate with 68%, 72% and 92% respectively. Over all, the result of this research can be concluded that TGT method can improve student learning activity.BAHASA INDONESIA ABSTRACT: Hasil observasi dalam kelas menunjukkan bahwa siswa kelas X IPS 2 kurang aktif di dalam pembelajaran. Banyak siswa yang tidur-tiduran, malu bertanya, tidak mau berdiskusi dan malas mengerjakan soal-soal. Penelitian ini bertujuan untuk mengetahui apakah metode Team Game Tournament (TGT) dapat meningkatkan keaktifan belajar siswa dan langkah-langkah penerapan metode TGT yang dapat meningkatkan keaktifan belajar siswa. Penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dilakukan di salah satu sekolah di Makassar dengan subjek penelitian siswa kelas X IPS 2. Pengumpulan data dilakukan menggunakan instrumen lembar observasi, lembar angket dan jurnal refleksi. Hasil analisis menunjukan bahwa keaktifan siswa dalam berpastisipasi di dalam kegiatan pembelajaran, keaktifan siswa dalam mengajukan pendapatnya dan keaktifan siswa dalam menjawab soal atau memecahkan soal mencapai standar keberhasilan dan mendapat predikat minimal “baik” dengan presentase secara berurutan yaitu 68%, 72% dan 92%. Hasil penelitian secara keseluruhan dapat disimpulkan bahwa metode TGT dapat meningkatkan keaktifan belajar siswa.

Among System from Ki Hajar Dewantara’s Teaching: Building a Responsive Attitude of Students in Following Online Learning Friskilia Maharani; Robert Harry Soesanto
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 1 (2022): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

This research aims to uncover the role of teachers in efforts to build a responsive attitude of students by using the Among system from the teaching of Ki Hajar Dewantara in online learning. This research method uses descriptive methods with a qualitative approach. The subjects in this study were students of class XI MIPA 2 which consisted of 34 students. Data collection techniques are class observation, RPP, and reflection. This research data analysis technique uses qualitative descriptive analysis by describing each phase of the system among mathematical learning in relation to students’ responsive attitude. The results of this study show that the among system is able to build a student's responsive attitude that is seen through increasing student awareness of their duties and responsibilities and active involvement in the classroom as measured through students asking questions, answering, arguing in discussions, entering classes, and doing tasks on time. This result is due to the implementation of phases in learning, namely the planning phase, the independent atmospheric phase, the among phase, the accountability phase, and the closing phase. In each phase there is a concept that is 3N, the principle of independence and family to the guidelines that are the role of teachers in the educational trilogy. In this educational trilogy, the teacher plays as: Ing ngarsa sung tuladha, Ing madya mangun karsa, and Tut wuri handayani.

KEYAKINAN MATEMATIS DAN KEMANDIRIAN BELAJAR MAHASISWA PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA [MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM] Robert Harry Soesanto; Wardani Rahayu; Kartono Kartono
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2637

In general, integral calculus courses are difficult for students because the problems involved require strong problem-solving skills. For university students, integral calculus courses also require them to do self-regulated, or independent, learning. Another aspect that makes learning difficult for these students is their mathematical beliefs and prior knowledge. This study aims to see how different types of mathematical beliefs affect self-regulated learning in terms of students' prior knowledge. This research was conducted on students in a mathematics education study program at a private university in Tangerang with a sample of 120 students. This research is an ex post facto quantitative study using a two factorial design. The variables in this study consisted of independent variables in the form of mathematical beliefs, the moderator variable in the form of students’ prior knowledge, and the dependent variable in the form of self-regulated learning. The results obtained are: (1) self-regulated learning by students with logical consistency mathematical beliefs is higher than students with memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and prior knowledge towards self-regulated learning, (3) student in the high prior knowledge gorup logical consistency beliefs had higher self-regulated learning than students with memorized and procedural beliefs, and (4) self-regulated learning in the low mathematics prior knowledge group with logical consistency beliefs is lower than students with memorized and procedural beliefs.BAHASA INDONESIA ABSTRACT: Mata kuliah kalkulus integral pada umumnya masih menjadi kesulitan bagi mahasiswa karena permasalahan yang terkandung membutuhkan pemecahan masalah yang kuat. Kalkulus integral juga membutuhkan kemandirian belajar bagi mahasiswa yang mempelajarinya. Hal lain yang menjadi kesulitan mahasiswa adalah faktor keyakinan matematis dan pengetahuan awal matematis. Penelitian ini bertujuan untuk melihat perbedaan jenis keyakinan matematis terhadap kemandirian belajar mahasiswa ditinjau dari pengetahuan awal matematisnya. Penelitian ini dilakukan terhadap mahasiswa program studi pendidikan Matematika pada salah satu universitas swasta di Tangerang dengan sampel yang digunakan sebanyak 120 orang. Penelitian ini merupakan penelitian kuantitatif ex post facto dengan menggunakan desain dua faktorial. Variabel pada penelitian ini terdiri dari variabel bebas berupa keyakinan matematis, variabel moderator berupa pengetahuan awal matematis, dan variabel terikat berupa kemandirian belajar. Hasil penelitian yang didapatkan adalah: (1) mahasiswa dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, (2) terdapat interaksi antara keyakinan matematis dan pengetahuan awal matematis (PAM) terhadap kemandirian belajar mahasiswa, (3) mahasiswa pada kelompok PAM tinggi dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, dan (4) mahasiswa pada kelompok PAM rendah dengan keyakinan logical consistency memiliki kemandirian belajar lebih rendah daripada mahasiswa dengan keyakinan hafalan dan prosedural.

A TINJAUAN ANALISIS KESALAHAN MAHASISWA PADA MATA KULIAH ALJABAR LINEAR BERDASARKAN MODEL TAHAPAN KASTOLAN Robert Harry Soesanto
De Fermat : Jurnal Pendidikan Matematika Vol. 4 No. 1 (2021)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

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

Studies that highlight the scope of mathematics learning still become continuous discussion topics. Numerous findings have the potential to be a discussion for further research. In mathematics learning, there are many problems in the form of mathematical errors made by learners in solving problems. This descriptive qualitative research aims to review mathematical errors made by students in Linear Algebra courses. Error analysis model using Kastolan stages that focus on 3 types of errors namely conceptual, procedural, and technical errors. A total of 30 students of Mathematics Education study program from Pelita Harapan University were given question to analyze their mistakes. Data analysis was performed using Miles and Huberman technique which included data collection, data presentation, and conclusion. The results showed that as many as 50% of students underwent conceptual errors, 20% of students underwent procedural errors, 3.33% of students underwent technical errors, and 26.67% of students underwent no errors. These findings provide an opportunity for researchers to analyze other mathematical learning with Kastolan stages as well as encourage researchers to develop learning models to minimize mathematical errors made by students.

Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Jurnal Elemen Vol 7, No 1 (2021): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

The significance of guidance in mathematics education courses: before vs during the pandemic Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari; Silitonga, R. H. Yanti
International journal of social sciences and humanities Vol. 5 No. 2 (2021): August
Publisher : Universidad Tecnica de Manabi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29332/ijssh.v5n2.1149

The role of lecturers as university educators in giving sufficient guidance to their students is an essential factor, especially in mathematics courses. Despite university students being viewed as autonomous learners, they still need adequacy in explanation towards mathematics concepts. During the pandemic, numerous information is accessible for students from various online sources. This condition causes educators to tend to provide less guidance. Referring to this phenomenon, is sufficient guidance still significant? This study aims to expose the significance of guidance through the tutorial class. Students as pre-service mathematics teachers of cohort 2019 from Pelita Harapan University (n = 39) were taken as participants, for they underwent tutorial classes before pandemic with sufficient guidance and during pandemic with less and minimum guidance, associated with gender and self-regulated learning (SRL) level. The instruments were a questionnaire of SRL, open questions as studentsâ€™ feedback, and studentsâ€™ holistic final scores. The quantitative study was conducted by using a three-way Anova and t-test supported by analyzing the open questions through simple coding. The results indicate that sufficient guidance brings higher learning outcomes, regardless of gender and SRL level.

CALCULUS LEARNING VIA SCREENCAST-O-MATIC DURING THE PANDEMIC: AN EXPLORATION TOWARDS STUDENTS’ PERCEPTION OF MATH ANXIETY Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2021v9n2a5

The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2899

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

Analysis of Self-Regulated Learning of Students in Mathematics Education Study Program in Number Theory Course Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.7812

The number theory is the first mathematics content course in the UPH FIP Mathematics Education study program, which does not have a response class. The response class was conducted as a companion to four content subjects with close relations with school mathematics content, namely Calculus 1, Calculus 2, Geometry, and Linear Algebra. Based on the questionnaire that has been distributed, prospective mathematics teachers consider that the response class is beneficial for them in attending lectures and in exploring related mathematical concepts. However, on the other hand, students inevitably have to go back to learning to be determined with the response class. The implication is that students' self-regulated learning will not develop optimally. However, self-regulated learning is an essential aspect that prospective teachers need to have. This research was conducted to see how self-regulated learning of future mathematics teachers in number theory courses. The research instruments used are questionnaires, the scale of self-regulated learning, and interviews. This research is a qualitative descriptive study. The results of this study are that most students have a moderate level of learning independence. The aspects or indicators of learning independence that need special attention are setting learning goals/targets. Prospective teacher students need to continue to train and develop their learning independence to become professional teachers who continue to develop along with the times.

Pengaruh Pembelajaran Responsi Pada Mata Kuliah Kalkulus II Terhadap Hasil Belajar Mahasiswa Program Studi Pendidikan Matematika FIP UPH Desri Kristina Silalahi; Dylmoon Hidayat; Jacob Stevy Seleky; Oce Datu Appulembang; Robert Harry Soesanto
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 3 No 2 (2019): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v3i2.887

The achievement of the graduates profile which is the goal of Mathematics Education majors Teachers College UPH is to prepare teacher candidates who have the character, calling, and competence also the graduates can role as a Mathematics teacher know the concept of knowledge. However, in the achievement of the graduates profile has not been satisfactory, because results of learning are low in some mathematics courses, especially in Calculus II course. Based on the problem, major Teachers College do a structured academic activity that is response learning. The research method used is control group posttest only design. The sample of the research are the students of Mathematics Education major that take the Calculus II course in the academic year 2015/2016 as the control group and who take the Calculus II course in the academic year 2016/2017 as the experimental group. The improvement of this reponse learning result is seen from t-test analysis, obtained the decision of hypothesis test is exist significant difference between the control class and the experimental class. Keywords : response, calculus II, learning result

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