Yoppy Wahyu Purnomo
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PENGEMBANGAN DESAIN PEMBELAJARAN BERBASIS PENILAIAN DALAM PEMBELAJARAN MATEMATIKA Yoppy Wahyu Purnomo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.4823

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan desain pembelajaran berbasis penilaian dan melihat keefektifannya terhadap performa matematika siswa di sekolah dasar. Desain penilaian dikembangkan berdasarkan empat unsur, yaitu fokus pembelajaran, pertanyaan efektif, umpan balik formatif, serta penilaian diri dan sejawat. Tahapan yang direncanakan untuk implementasi pengembangan meliputi tahap inisiasi, konsolidasi, dan penanaman. Penelitian ini mendeskripsikan hasil pada tahapan pertama sebagai langkah awal untuk tahapan-tahapan selanjutnya. Performa matematika diukur dengan tes kemampuan pemecahan masalah dari 37 siswa kelas tiga sekolah dasar yang dengan suka rela berpartisipasi dalam penelitian ini. Data kemampuan pemecahan masalah diperoleh dengan menggunakan pre-test dan post-test. Analisis dilakukan lewat statistik deskriptif, uji normalitas, dan statistik nonparametrik (Wilcoxon Signed Rank) dengan program SPSS 21. Hasil penelitian ini menemukan bahwa terdapat peningkatan kemampuan pemecahan masalah matematika siswa sekolah dasar melalui desain penilaian yang telah dikembangkan. Kata Kunci: penilaian, pembelajaran berbasis penilaian, pemecahan masalah, pembelajaran matematika DEVELOPING AN ASSESSMENT-BASED LEARNING DESIGN IN MATHEMATICS EDUCATION Abstract: This research was aimed to develop an assessment-based learning design and to investigate the effectiveness of the mathematical performance of elementary school students. The design was developed based on a framework consisting of the learning focus, effective questions, formative feedback, and self-and peer-assessment. The stages of the development included the initiation stage, consolidation, and the embedding stage. This study was to describe the results of the initiation stage as the first step. The mathematical performance was measured using a test of a problem-solving abilities. The subjects consisted of 38 third-grade students selected based on purposive sampling. The problemsolving ability data were gathered using the pre-test and the post-test. This study found that there was an increase in the mathematical problem solving ability of elementary school students through the assessment-based learning design.
PERBAIKAN INSTRUKSIONAL DALAM IMPLEMENTASI ASSESSMENT-BASED LEARNING DI KELAS MATEMATIKA Yoppy Wahyu Purnomo
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2016, TH. XXXV, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (842.176 KB) | DOI: 10.21831/cp.v35i3.8821

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi perbaikan-perbaikan instruksional dari calon guru seiring implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian ini menggunakan metode kualitatif dengan mengadopsi prosedur lesson study. Subjek penelitian ini adalah lima calon guru sekolah dasar yang sedang melakukan praktek pengalaman lapangan di salah satu sekolah dasar yang berada di Jakarta Timur pada tahun ajaran 2015/2016. Pengkodean dilakukan untuk mengidentifikasi indikator potensi perubahan praktek pengajaran yang dianalisis dari tanggapan tertulis dari dua observer, rekaman video, wawancara, catatan pada jurnal siswa dan guru, dan lembar kerja siswa. Hasil penelitian ini menemukan bahwa, secara kolaboratif, calon guru berupaya untuk memodifikasi praktek mereka dan meningkatkan perhatian terhadap unsur pertanyaan terbuka dan penilaian sejawat. Perbaikan-perbaikan instruksional terjadi seiring dengan perbaikan-perbaikan dalam implementasi assessment-based learning tersebut. Dengan kata lain, calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengases perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan-perbaikan instruksional. Kegiatan lesson study juga menyediakan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat. Dengan kata lain, lesson study menjadi sebuah pendekatan yang jitu untuk menciptakan kesempatan bagi guru dan atau calon guru merefleksi, menuntun, dan merevisi praktek instruksional di kelas matematika. Kata kunci: assessment-based learning, lesson study, pembelajaran matematika, calon guru sekolah dasar, praktek instruksional  THE INSTRUCTIONAL IMPROVEMENT IN THE IMPLEMENTATION OF THE ASSESSMENT-BASED LEARNING IN MATHEMATICS CLASS Abstract The purpose of this study was to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed qualitative methods by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study found that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages generated from the implementation of lesson study implicitly. The lesson study activities provided the pre-service teachers feedback directly to to have self-reflection and got feedback from peers. In other words, lesson study is the workable approach to creating the assessment-based learning for teachers and or pre-service teachers to reflect, lead, and revise their instructional practices in mathematics class.Key words: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices
KEEFEKTIFAN MODEL PENEMUAN TERBIMBING DAN COOPERATIVE LEARNING PADA PEMBELAJARAN MATEMATIKA Yoppy Wahyu Purnomo
Jurnal Kependidikan Vol. 41, No.1 (2011)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.126 KB) | DOI: 10.21831/jk.v41i1.503

Abstract

The purposes of this study are: (1) to find out which between the study models can give the best mathematics learning results; (2) to find out which student creativity categories can give the best mathematics learning result; (3) to find out the interaction between the study models and student creativities towards the results of learning. The results of learning in this case are limited to the subject of Bangun Ruang Sisi Lengkung. The study uses a quasi-experimental design by using two-way analysis of variance with unequal cell sizes. The population of the study refers to all students of Grade IX in the junior high schools in District Area 04 of the Sub-Province of Wonogiri sampled into three classes of two schools through stratified and cluster random sampling. Data are colllected by documentation, questionnaire, and tests. Results of analyses with 0.05 level of significance and continued by double comparation test show: 1) The guided discovery model and cooperative learning give the same learning results but are better than the conventional model. (2) Students with a higher creativity level in mathematics have better results than students with a lower creativity level. (3) At the high creativity category level, students show better results in guided discovery model than cooperative learning and cooperative learning is better than the conventional model. At the low and medium creativity level, guided discovery model and cooperative learning model give the same learning results but better than the conventional model. Besides, in the guided discovery model, students with high creativity level do better than students with medium creativity level and students with medium creativity level have the same results as students with low creativity level. As with the cooperative learning model and conventional model, students with high, medium, and low creativity models show the same learning results
The Numeracy Competency Profile of Elementary School Teachers in Ponjong District, Gunungkidul Regency Viewed from Demographic Factors Irfan Wahyu Prananto; Yoppy Wahyu Purnomo; Fery Muhamad Firdaus
ELEMENTARY: Islamic Teacher Journal Vol 10, No 2 (2022): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v10i2.17143

Abstract

This study aims to describe the numeracy competency profile of elementary school teachers in Ponjong District, Gunungkidul Regency, viewed from demographic factors. The demographic factors used to describe, there were gender, type of school (public or private), length of teaching, age, and whether the teacher in question was certified as an educator. This numeracy competency was essential to explore because this skill was one of the most critical primary education goals; it helped realize successful advanced learning, social interaction, meeting the necessities of life, and global employment. This study used a design-based research (DBR) approach combined with professional learning community (PLC) and participatory action research (PAR), in which a sample of forty teachers was drawn equally from each group of teachers working groups (KKG). The data were taken using test instruments and analyzed using inferential statistical tests. The results showed that from the gender aspect, there was no difference in numeracy competence for both men and women. The second, based on the type of school, there was no difference in numeration competence between public and private schools. The third, from the length of teaching, it was found that teachers with a duration of education under five years had a higher numeracy score. The fourth, in terms of age, there was no difference in numeracy ability from twenty-five to fifty-six years. The conclusion, from the aspect of educator certification, was fascinating. Although not significant, there was an average difference in the numeracy ability test between teachers who were certified educators and those who were not certified, where teachers who did not have an educator certificate had a higher test average than those who already had an educator certificate.