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All Journal Cetta: Jurnal Ilmu Pendidikan Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Widyacarya : Jurnal Pendidikan, Agama, dan Budaya Metta : Jurnal Ilmu Multidisiplin Widya Kumara: Jurnal Pendidikan Anak Usia Dini Pratama Widya: Jurnal Pendidikan Anak Usia Dini
I Komang Sesara Ariyana
Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja
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BELAJAR MATEMATIKA SEKOLAH DASAR MELALUI TEKS CERITA NARATIF DI MASA PANDEMI COVID-19 I Komang Sesara Ariyana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i2.1599

Abstract

Learning mathematics in the midst of the Covid-19 pandemic has become more difficult than before. Learning mathematics is not enough just to give routine questions to count algorithmically. Certain strategies are needed in presenting mathematics learning, such as giving story questions. Story questions can be divided into routine questions and non-routine questions. Both types of story questions can be developed by incorporating adverbs of time, so that narrative story questions are formed. So from this narrative story problem also develops students' language skills. Language skills are also needed in understanding math problems. With narrative story questions, students' thinking can be directed according to the plot of the story presented. In addition, students can also be given assignments, namely posing problems in the form of simple narrative story questions that are initiated by a stimulus from the teacher. As a accompaniment impact, narrative text writing skills can also be developed.
MEMUPUK KEMAMPUAN BERMATEMATIKA SEJAK DINI MELALUI AKTIVITAS BERMAIN I Komang Sesara Ariyana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 3, No 2 (2020)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v3i2.953

Abstract

Mathematics for early childhood is actually a fun activity. Early childhood needs to play activities using concrete objects and move towards more abstract things gradually in order to understand mathematics. Although mathematics for early childhood is more about numbers, early childhood also needs to understand other concepts such as geometry and measurement. These math concepts are learned by children through play activities. These activities encourage children's logical thinking activities such as matching, comparing, classifying, differentiating, measuring, sorting, and checking for certain patterns. Therefore, early childhood has been doing mathematics since childhood. This paper will discuss (1) how mathematical abilities are for early childhood, (2) early childhood math play activities, and (3) what kinds of games can be applied in facilitating children's learning about early math concepts. Most math games for children use concrete and semi-abstract media such as pictures. The math games offered in this paper are only a few examples that have been done by kindergarten teachers or researchers in Indonesia.
Analisis Kesalahan Mahasiswa PGSD pada Tugas Aljabar Sederhana Mata Kuliah Konsep Dasar Mapel Matematika SD I Komang Sesara Ariyana
Cetta: Jurnal Ilmu Pendidikan Vol 3 No 2 (2020)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v3i2.448

Abstract

This study aimed to identify the errors of PGSD students on simple algebra assignments on Basic Concept of Elementary Mathematics Subject at STAHN Mpu Kuturan Singaraja. The subjects of this study were Semester II PGSD students of STAHN Mpu Kuturan Singaraja in the academic year 2019/2020 as many as 11 people. Errors in mathematics in this study were divided into factual errors, procedural errors, and conceptual errors. This type of research was a quantitative descriptive study. The data collection method used was a test. The test instrument used was a concept understanding test to be able to find students' errors. A total of 20 items in the test were validated by two experts with the Lawshe’s CVR technique. The results showed that (1) the general error rate of PGSD study program students on Simple Algebra assignment on Basic Concept of Elementary Mathematics Subject was 30.26% in the low error category, (2) there was the highest error of 43% (error category moderate) and lowest 16% (very low error category), 3) factual errors ranged from 10% - 20% (very low category), 4) procedural errors ranged from 7% - 53% (very low category to medium category), and 5) conceptual errors ranged from 35% - 65% (low to high categories).
REPRESENTASI MATEMATIS SEBAGAI ALAT UNTUK PEMAHAMAN MATEMATIKA YANG LEBIH MENDALAM BAGI SISWA SEKOLAH DASAR I Komang Sesara Ariyana
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 5, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v5i1.1034

Abstract

Representation is a mental picture of the learning process that can be understood through mental development that is in a person and is reflected as visualized in the form of verbal, pictures, or concrete objects. Mathematical representations are expressions of mathematical ideas or concepts presented by students as a model or substitute form of a problem situation that is used to find solutions to the problems they are facing as a result of their interpretation of thoughts. Representation is one of the standard processes in NCTM (2000) which requires every child to be able to represent what is on his mind to be expressed in various forms of representation such as mathematical symbols, oral language, use of physical objects, as well as pictures and tables. The depth of mathematical understanding depends on the child's ability to represent the ideas he/she thinks about. Mathematics learning at the elementary school level is more on the use of physical and concrete objects according to the level of cognitive development. Physical and concrete objects must be the basis for the development of a child's mathematical representation ability so that it makes sense to him/her about mathematics, and even in understanding real-world situations. The purpose of this paper is to describe 1) the notion of mathematical representations, 2) the relationship between mathematical representations and mathematical understanding, 3) the role of mathematical representations, and 4) several examples of mathematical representations in mathematics learning in elementary schools.
ANALISIS IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM MENGEMBANGKAN SIKAP SPIRITUAL DAN SIKAP SOSIAL DI TK B PAUD HINDU DAMA KUMARA I Komang Sesara Ariyana; Putu Wulandari Tristananda
Widyacarya: Jurnal Pendidikan, Agama dan Budaya Vol 6, No 1 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyacarya.v6i1.2001

Abstract

Berkenaan dengan sikap spiritual dan sikap sosial, sekolah bernuansa agama menjadi sorotan. Tujuan penelitian ini adalah untuk mendeskripsikan implementasi Pendekatan Saintifik dalam mengembangkan sikap spiritual dan sikap sosial di PAUD Hindu Dama Kumara Kecamatan Seririt yang merupakan PAUD yang bernuansa agama Hindu. Penelitian ini menggunakan pendekatan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah guru, kepala sekolah, dan beberapa anak TK B (usia 5-6 tahun) PAUD Hindu Dama Kumara Tahun Pelajaran 2020/2021. Objek dalam penelitian ini adalah kegiatan-kegiatan yang merupakan bentuk dari implementasi Pendekatan Saintifik yaitu perencanaan, pelaksanaan, dan penilaian pembelajaran, serta kendala dan upaya yang dilakukan oleh guru. Instrumen dalam penelitian ini adalah peneliti dengan mengunakan pedoman wawancara, pedoman observasi, dan pedoman studi dokumentasi. Hasil penelitian menunjukkan bahwa implementasi Pendekatan Saintifik memiliki pengaruh secara tidak langsung dalam mengembangkan sikap spiritual dan sikap sosial. Pendekatan Saintifik memberikan jalan bagi anak didik di PAUD Hindu Dama Kumara untuk memperoleh pengetahuan dan keterampilan mengenai konten-konten spiritual dan sosial, namun pembentukan sikap tidak diajarkan secara langsung melalui implementasi pendekatan Saintifik.
Development of CORE Model-Based Mathematics Learning Videos For Grade VI Students at SDN 1 Kaba-Kaba Ni Putu Suardani; I Komang Sesara Ariyana; Gede Harja Subrata; Ni Nyoman Mastiningsih; Ni Luh Ika Windayani
Metta : Jurnal Ilmu Multidisiplin Vol. 3 No. 1 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v3i1.1784

Abstract

Media is helpful in providing meaningful learning activities through the application of the CORE (Connecting, Organizing, Reflecting, and Extending) model as a learning video scenario. This study aimed to determine the build design of the CORE model-based mathematics learning video and to determine the feasibility of the CORE model-based mathematics learning video for sphere material for sixth-grade students at SDN 1 Kaba Kaba. Media design used the ADDIE model (ADDIE (analyze, design, development, implementation, evaluation) as a step in the product development process. The study did not use a population or sample but used test subjects learning content experts, learning design experts, learning media experts, and grade VI students at SDN 1 Kaba Kaba. Data collection method used was a questionnaire method, observation, and interviews. The research data results were analyzed using a quantitative descriptive method by looking for the eligibility percentage in the learning process through the trial results. Thus, it generated learning video products, including as follows. There were design descriptions of the CORE model-based mathematics learning video development with stages of analysis, design, development, and evaluation. CORE model-based learning videos based on product trial results, including as follows. The assessment results of learning content experts with the acquisition of very good qualification percentage score (95.20%); the assessment results of the learning design expert with the acquisition of very good qualification percentage score (90.55%); the assessment results of the learning media experts with the acquisition of very good qualification percentage score  (95.54%); and the student assessment results through individual trials obtained very good qualification percentage score (90.35%). Based on the trial results, it can be concluded that CORE model-based learning videos were feasible to use in the learning process.
STRATEGI MENGEMBANGKAN KEPEKAAN BILANGAN (NUMBER SENSE) DAN BERHITUNG PADA ANAK USIA DINI I Komang Sesara Ariyana
Widya Kumara: Jurnal Pendidikan Anak Usia Dini Vol 2, No 2 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyakumara.v2i2.1557

Abstract

Tulisan ini bertujuan untuk membahas mengenai kemampuan berhitung anak usia dini, hubungan berhitung dan kepekaan bilangan (number sense) bagi anak usia dini, level perkembangan berpikir berkaitan dengan berhitung anak usia dini, dan strategi mengembangkan kepekaan bilangan (number sense) dan berhitung pada anak usia dini. Kepekaan bilangan (number sense) dan berhitung sangat penting dalam perkembangan kognitif anak usia dini. Kepekaan bilangan (number sense) dan berhitung merupakan bagian dari konsep matematika untuk anak usia dini. Seyogianya pembelajaran untuk anak usia dini menerapkan prinsip belajar sambil bermain. Begitu pula dalam pembelajaran berhitung pada anak harus mengedepankan aktivitas bermain. Bermain matematika memerlukan alat atau media yang menarik dan mudah digunakan. Berhitung dibedakan menjadi dua, yaitu berhitung verbal (hafalan) dan objek (rasional). Ketika siswa sudah terbiasa dengan aktivitas berhitung verbal dan berhitung objek, maka siswa siap untuk diberikan stimulasi untuk mengembangkan number sense-nya. Terdapat beberapa permainan yang dapat memfasilitasi perkembangan number sense dan berhitung anak, sehingga pembelajaran berhitung juga menjadi pengetahuan yang bermanfaat bagi anak.
PENANAMAN NILAI KEWIRAUSAHAAN DAN KREATIVITAS MELALUI KEGIATAN PEKENAN PADA ANAK KELOMPOK BERMAIN I Dewa Made Supriawan; I Putu Yoga Purandina; I Komang Sesara Ariyana
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 8 No 2 (2023): Pratama Widya Oktober 2023
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v8i2.3118

Abstract

Penelitian ini bertujuan untuk menganalisis program pekenan di KB Rare Diatmika mengenai proses kegiatan pekenan, bagaimana nilai kreativitas dan kewirausahaan ditanamkan, serta kendala dan solusi yang dapat ditawarkan. Penelitian ini menggunakan pendekatan kualitatif yang disajikan secara deskriptif. Data penelitian ini diperoleh melalui proses observasi dan wawancara mendalam dengan guru, pengelola, dan orang tua murid. Untuk itu disiapkan lembar observasi dan kuesioner wawancara. Wawancara direkam dengan menggunakan alat perekam. Dalam analisis data dilakukan reduksi data, display data, lalu penarikan kesimpulan dan verifikasi. Hasil penelitian ini menunjukkan bahwa kegiatan pekenan di KB Rare diatmika menerapkan konsep yang sangat sederhana selain mengoptimalkan potensi lingkungan yang ada di desa dan sekitar lembaga, yaitu dari hasil penerimaan barang dagangan yang dibawa peserta didik dan orang tua serta dari kebun sekolah yang dikelola. Penanaman nilai kreativitas dan kewirausahaan dengan mengoptimalkan potensi lingkungan mampu menumbuhkan karakter anak yang mandiri, kreatif, berani mengambil resiko, kepemimpinan, orientasi pada tindakan, dan kerja keras. Penelitian ini berimplikasi pada pendidikan di tingkat PAUD, khususnya KB, agar lebih variatif dan kontekstual sesuai dengan. Pengelola sekolah PAUD lainnya mendapatkan variasi dan pilihan dalam mengembangkan potensi anak dengan memanfaatkan potensi daerah tempat Sekolah PAUD tersebut berada.
Co-Authors Gede Harja Subrata I Dewa Made Supriawan I Putu Yoga Purandina Ni Luh Ika Windayani Ni Nyoman Mastiningsih Ni Putu Suardani Putu Wulandari Tristananda