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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pendidikan Matematika
Jailani Jailani
Jurusan Pendidikan Matematika, Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Mathematics

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Keterlaksanaan standar proses pada pembelajaran matematika menurut Kurikulum 2013 pada kelas XII SMA Negeri Jaya Paldi; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 1: June 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (606.805 KB) | DOI: 10.21831/pg.v14i1.21220

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan standar proses pada pembelajaran matematika menurut Kurikulum 2013 pada kelas XII SMA Negeri. Penelitian ini merupakan penelitian mixed method dengan desain sequential explanatory strategy. Partisipan pada penelitian ini adalah guru matematika kelas XII SMA Negeri di Kota Pekanbaru yang menerapkan Kurikulum 2013. Keterlaksanaan standar proses dinilai berdasarkan aspek perencanaan, pelaksanaan, dan penilaian pembelajaran. Analisis data deskriptif menggunakan kecenderungan keterlaksanaan dalam lima kriteria, yaitu sangat baik, baik, cukup, kurang, dan sangat kurang. Hasil penelitian menunjukkan bahwa keterlaksanaan standar proses menurut Kurikulum 2013 pada kelas XII SMA Negeri di Kota Pekanbaru ditinjau dari aspek perencanaan, pelaksanaan, dan penilaian pembelajaran adalah masuk pada kategori baik. Hasil penelitian juga menunjukkan bahwa pada aspek perencanaan guru masih mengalami kendala dalam penyusunan lembar kegiatan siswa, rencana pelaksanaan pembelajaran, serta perencanaan alokasi waktu. Pada aspek pelaksanaan pembelajaran, masih terdapat kendala yaitu pada kemauan guru untuk menerapkan pendekatan saintifik, terutama pada tahap menanya dan menalar. Adapun pada aspek penilaian, guru masih mengalami kendala terkait penilaian sikap dan keterampilan. The implementation of process standard in mathematics learning according to the Curriculum 2013 in 12th-grade of public senior high schoolAbstractThis study aimed to describe the implementation of process standard in mathematics learning according to the Curriculum 2013 in 12th-grade of public senior high school. This research was mixed-method research with a sequential explanatory strategy design. Participants in this study were mathematics teachers of 12th-grade of public senior high school in Pekanbaru City, Indonesia who applied the Curriculum 2013. The process standard was assessed based on aspects of planning, implementing, and assessment of learning. Descriptive data analysis used the tendency of implementation in five criteria, namely very good, good, enough, less, and very less. The results showed that the implementation of process standard according to the Curriculum 2013 in class 12th-grade of public senior high school in Pekanbaru City in terms of planning, implementation, and assessment of learning were included in the good category. The results of the study also showed that in the aspect of planning, the teacher was still experiencing problems in the preparation of students’ worksheet, lesson plan, and time allocation planning. In the aspect of implementing learning, there were still obstacles, namely the teacher's willingness to apply a scientific approach, especially at the questioning and reasoning stages. As for the aspects of assessment, teachers still experience obstacles related to the assessment of attitudes and skills.
Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA Theresia Veni Tri Nugraheni; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34601

Abstract

Penelitian ini bertujuan untuk mengeksplorasi Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran yang dilakukan guru mate­matika SMA di Kabupaten Kulon Progo. Penelitian ini merupakan penelitian deskriptif meng­gunakan metode campuran, dengan desain penelitian convergent parallel design. Subjek dalam penelitian ini adalah seluruh guru SMA peserta Ujian Kompetensi Guru (UKG) matematika tahun 2015 di Kabupaten Kulon Progo yang berjumlah 33 guru. Teknik pengumpulan data yang digu­nakan adalah tes, angket, observasi, dokumentasi, dan wawancara. Teknik analisis data yang digunakan untuk data kuantitatif yaitu deskriptif dan Partial Least Squares Structural Equation Modeling (PLS-SEM). Analisis data kualitatif dianalisis melalui pengkategorian, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan PKB terhadap kompetensi guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,360 (t = 2,51); dan (2) terdapat pengaruh yang signifikan PKB terhadap praktik pembelajaran guru matematika SMA di Kabupaten Kulon Progo dengan nilai prediksi sebesar 0,402 (t = 2,25). Continuing Professional Development (CPD) in relation to the competence and learning practices of high school mathematics teachersAbstractThis study aimed to explore Continuing Professional Development (CPD) in relation to the com­petence and teaching practice conducted by senior high school mathematics teachers in Kulon Progo Regency. This study was descriptive research using a mixed-method with convergent parallel design. The research subject was all senior high school mathematics teachers in Kulon Progo Regency who participated in the Teacher Competency Test (or UKG) in 2015, and the subject applied was 33 teachers. The data collection was conducted through a test, question­naire, documentation, observation, and interview. The data analysis used was descriptive and Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data was analyzed through data categorization, data reduction, data presentation, and conclusion drawing. The results of the study showed that: (1) there was a significant influence CPD toward competence of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.360 (t = 2.51); and (2) there was a significant influence CPD toward teaching practice of senior high school mathematics teachers in Kulon Progo Regency with prediction value 0.402 (t = 2.25).
Pengembangan perangkat pembelajaran trigonometri berbasis strategi pembelajaran inkuiri melalui model pembelajaran kooperatif tipe STAD Tengku Neti Azni; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.604 KB) | DOI: 10.21831/jrpm.v2i2.7347

Abstract

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran trigonometri berbasis strategi pembelajaran inkuiri melalui model pembelajaran kooperatif tipe STAD yang valid, praktis, dan efektif ditinjau dari prestasi dan kemampuan komunikasi matematis siswa. Penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan 4-D yang dikembangkan oleh Thiagarajan, Semmel dan Semmel. Pengembangan perangkat dimulai dari tahap: awal-akhir, analisis siswa, analisis tugas, analisis konsep, analisis spesifikasi tujuan pembelajaran, pemilihan media, pemilihan format, desain produk, penilaian ahli dan praktisi, uji coba terbatas dan uji coba lapangan. Subjek uji coba sebanyak 67 orang siswa kelas X SMAN Bernas Kabupaten Pelalawan, Provinsi Riau yang terdiri atas sembilan orang pada uji coba terbatas dan 58 orang pada uji coba lapangan. Kesimpulan dari penelitian ini adalah bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria valid, praktis, dan efektif ditinjau dari pretasi dan kemampuan komunikasi matematis siswa sehingga perangkat tersebut layak digunakan sebagai sumber belajar.Kata kunci: perangkat trigonometri, strategi inkuiri, model kooperatif tipe STAD Developing an Inquiry Model-Based Trigonometry Teaching Kit Using STAD Method AbstractThe aim of this study is to produce an inquiry model-based trigonometry teaching kit using STAD method of cooperative learning which is  valid, practical, and effective in terms of students’ mathematics achievement and  communication skills.This is a research and development study (R D), which consisted of a 4-D development model  by Thiangarajan, Semmel and Semmel. The development process started with front-end analysis, learner analysis, task analysis, concept analysis, specifying of objectives analysis, media selection,  format selection, product design, validators’ and practitioners’ evaluations, small scale try-out, and the field test. There were a total of 67 subjects used for the study which consisted of nine students for the small try-out and 58 students for the field test. The subjects were year 10 students of Bernas Senior High School in the region of Pelalawan, Riau. The results reveal that the developed product is valid, practical, and effective in terms of students’ mathematics achievement and  communication skills to be used as a learning resource.Keywords: inquiry strategies, trigonometry, model STAD cooperative
Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA Anwaril Hamidy; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26679

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.
Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa Tika Abri Astuti; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.16453

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompok­kan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikum­pulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel pene­litian sebanyak 72 guru. Sampel ditentukan dengan proportional random sam­pling. Untuk mengetahui hubungan antara variabel kompetensi guru dan pres­tasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompe­tensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kom­petensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara bertu­rut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan ter­hadap pres­tasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathe­matics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and perso­nality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher com­petency exa­mination results, and the seventh-grade students’ final school exa­mination sco­res for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 tea­chers. The sample was determined by proportional random sampling. To deter­mine the relationship between teacher competence and students’ lear­ning achi­evement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher compe­tence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional com­petence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and perso­nality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.
Co-Authors Anwaril Hamidy Jaya Paldi Tengku Neti Azni Theresia Veni Tri Nugraheni Tika Abri Astuti