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All Journal Jurnal Pendidikan Matematika Undiksha Cetta: Jurnal Ilmu Pendidikan SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA)
Apri Kurniawan
Sekolah Tinggi Agama Katolik Negeri Pontianak
Education Mathematics

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MENINGKATKAN RASA INGIN TAHU SISWA MENGGUNAKAN METODE PENEMUAN TERBIMBING SETTING THINK PAIR SHARE Apri Kurniawan; Varetha Lisarani
Jurnal Pendidikan Matematika Undiksha Vol. 12 No. 1 (2021): Jurnal Pendidikan Matematika Undiksha
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v12i1.33267

Abstract

Siswa di sekolah dengan fasilitas teknologi dan internet yang kurang memadai akan kesulitan dalam bersaing di era Industri 4.0. Oleh sebab itu sekolah seharusnya berfokus pada pengembangan keahlian yang masih sulit diotomatisasi oleh mesin, misalnya rasa ingin tahu. Penelitian ini merupakan Penelitian Tindakan Kelas  untuk meningkatkan rasa ingin tahu siswa kelas VII dengan metode penemuan terbimbing setting TPS (Think Pair Share) pada materi persamaan dan pertidaksamaan linear satu variabel. Hasil penelitian menunjukkan bahwa pembelajaran menggunakan penemuan terbimbing dengan setting TPS dapat meningkatkan rasa ingin tahu siswa setelah 2 siklus. Pada akhir siklus I siswa yang termasuk dalam kategori rasa ingin tahu sangat tinggi 0%, tinggi 57%, dan sedang 43%. Pada akhir siklus II diperoleh siswa yang termasuk dalam kategori sangat tinggi 4%, tinggi 70%, dan sedang 26%. Sedangkan untuk keterlaksanaan pembelajaran di pertemuan 1, 2 dan 3 berturut-turut adalah 82%, 92% dan 96%; serta 100% di pertemuan 4 hingga 8.
Efektivitas Pembelajaran Online Mata Kuliah Filsafat Pendidikan Menggunakan Google Classroom di Masa Pandemi Covid-19 Metoddyus Tri Brata Role; Apri Kurniawan; Theresia Yovita Cendana Sari
Cetta: Jurnal Ilmu Pendidikan Vol 5 No 1 (2022)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v5i1.1549

Abstract

This research was conducted to test the effectiveness of online learning using google classroom in terms of student achievement and independence. This research is a quasi experimental study with the one group pretest posttest design. The research was conducted in the Educational Philosophy course, students were given a pretest of learning achievement and learning independence before learning was carried out using google classroom. After being given treatment, students were measured their learning achievement and independence. Learning achievement was measured using tests, while student independence was measured using independence questionnaires. After being measured, the data were analyzed. Learning is said to be effective if (1) the average student learning achievement score is more than 63 and the student independence score is more than 70, (2) more than 75% of students who get a minimum grade of B and enter the high criteria for student learning independence, and (3) the average posttest score is better than the pretest both for learning achievement and learning independence. Criteria (1) used the one sample t test, criteria (2) used the proportion test, while for criteria (3) used the paired sample t test. After analyzing data, online learning using google classroom is said to be effective in terms of learning achievement but not effective in terms of student independence.
Efektifitas Strategi Thinking Aloud Pair Problem Solving (TAPPS) dengan Pendekatan Open-Ended pada Siswa SMP Apri Kurniawan
SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Vol 7 No 1 (2023): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v7i1.1059

Abstract

The purpose of this study was to test whether the Open-Ended approach with the Thinking Aloud Pair Problem Solving (TAPPS) strategy is effective in terms of learning achievement and curiosity of junior high school students. The difference between this research and previous studies is that in the use of an open-ended approach students are required to express their thoughts orally to their colleagues through the TAPPS strategy. The One Group Pretest Posttest Design was used in this quasi-experimental study. The research sample was selected using cluster random sampling, with this technique class IIC was selected as the sample class. Multiple choice questions were used in this study to see learning achievement and questionnaires were used to see curiosity. Proportions test, paired t-test, and one-sample t-test were used to evaluate effectiveness. The proportion test shows that for both learning achievement and curiosity while . Paired t-test showed for learning achievement and for curiosity while the one sample t-test showed for learning achievement and for curiosity. For the last two tests use . The criteria for the three tests are the same, that is, they are met if . Based on the results of statistical tests, it can be concluded that the Open-Ended approach with the TAPPS strategy is effective for students in terms of learning achievement and curiosity, according to hypothesis testing at a significance level of 5%.
Co-Authors Cendana Sari, Theresia Yovita Metoddyus Tri Brata Role Varetha Lisarani