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All Journal Widya Warta Jurnal Daya Matematis JIEM JIPMat (Jurnal Ilmiah Pendidikan Matematika) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika
Margaretha Madha Melissa
Universitas Sanata Dharma
Education Mathematics

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IMPLEMENTATION OF REFLECTIVE PEDAGOGY TO PROMOTE PROSPECTIVE MATHEMATICS TEACHERS’ ENTHUSIASM Melissa, Margaretha Madha
International Journal of Indonesian Education and Teaching (IJIET) Vol 2, No 1 (2018): January 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (698.172 KB) | DOI: 10.24071/ijiet.v2i1.955

Abstract

In this study described the implementation of Reflective Pedagogy in psychology of learning course to promote prospective mathematics teachers’ enthusiasm. To obtain data learning enthusiasm, researcher gives questionnaire of learning enthusiasm to prospective mathematics teachers and also asks them to do reflection. The result of questionnaire of learning enthusiasm is described quantitatively and supported by data of reflection. The result of learning enthusiasm questionnaire shows that the average of prospective mathematics teachers’ enthusiasm in cycle 2 is higher than cycle 1, that is 78,19 > 76,15 and the average is in “good” category. It is also supported by the results of student reflection which states that students’ learning enthusiasm is improved after they learn psychology of learning course based on Reflective Pedagogy. So, the implementation of Reflective Pedagogy in psychology of learning can foster prospective mathematics teachers’ enthusiasm. DOI: https://doi.org/10.24071/ijiet.2018.020104
PENGEMBANGAN PERANGKAT PEMBELAJARAN TOPIK LINGKARANBERBASIS KECERDASAN MAJEMUK GARDNER BERORIENTASI PADA PRESTASI DAN KEMANDIRIAN BELAJAR Melissa, Margaretha Madha
Widya Warta No. 02 Tahun XL/Juli 2016
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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Abstract

The aim of this research is to develop the circle instructional kits in 8th grade on 2nd semester based on Gardner's multiple intelligence oriented to students’ achievement and self-regulated learning in mathematics which has a good quality.theoryThe instructional kits in this research are consists of lesson plans and students’ worksheets which has validity, practicality, and effectiveness criteria. The developing model was ADDIE’s model (Analysis, Design, Development, Implementation, and Evaluation). The analysis of the validity and practicality of the data was done by converting the quantitative data in the form of assessment result score into the qualitative data in the form of five scales. The analysis of the effectiveness of the test results was conducted by determining the percentage of the students’ learning mastery. The assessment of self-regulated mathematics learning questionnaires was conducted by determining the percentage of the students for each category. The result of the validation shows that lesson plans and students’ worksheets valid in a very good category. The lesson plans and students’ worksheets are practical in a very good category based on teachers’ assessment and the implementation of learning, a good category based on students’ assessment. Instructional kits also effective based on students’ mathematics achievement and self-regulated learning.The percentage of the students who completed the mathematics achievement test is 88.86%. The total score of the final students’ self-regulated learning questionnaires is more thanthat of the early students’ self-regulated learning questionnaires and the percentage of the students who achieved minimal high category is 96%.
PENINGKATAN KEMANDIRIAN DAN PRESTASI BELAJAR MATEMATIKA DENGAN PENDEKATAN PROBLEM BASED LEARNING (PBL) DI KELAS VII E SMP N 15 YOGYAKARTA Melissa, Margaretha Madha
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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Abstract

The aims of this research is to increase achievement and self-regulated mathematics learning trought Problem-Based Learning (PBL) approach in class VII E of Junior High School 15 Yogyakarta. This is classroom action research that use Kemmis and Mc Taggart model consists of four stages: planning, action, observation, and reflection. The subjects were 34 students from class VII E of Junior High School 15 Yogyakarta. The research instruments were students’ self-regulated learning questionnaire, achievement tests, and observation sheets for learning implementation. The data analysis technique is descriptive analysis. This research were succes if more than 65% of pupils in high category and 35% of pupils in very high category of self-regulated mathematics learning and more than 70% of students pass mathematics achieve test. Based on the results of students’ self-regulated learning questionnaire showed increased percentage of students' self-regulated. In the initial conditions, 20% of students reached the medium category, 71% of students in the high category, and 9% of pupils achieve very high category. In the first cycle, 73% of students achieve high category and 27% of students at very high category. In the second cycle, 59% of students achieve high category and 41% of students at very high category. Based on the results of mathematics achievement test, in the initial conditions only 2.94% of the students passed mathematics achieve test with an average value is 30, the first cycle 94.12% students passed the test with an average is 85, and the second cycle 82.35% students passed the test with an average is 77. Therefore, it can be concluded that the problem-based learning (PBL) approach can increase the students’ self-regulated learning and mathematics achievement of class VII E in Junior High School 15 Yogyakarta. Keyword: PBL approach, self-regulated learning, mathematics achievement
ANALYSIS OF STUDENTS' CRITICAL THINKING ABILITY IN SOLVING FRACTION PROBLEM AT 7 GRADE OF JUNIOR HIGH SCHOOL Margaretha Madha Melissa; Chyntia Wigi Verina Teresia; Nicolaus Prastha Windya Novianto; Rahel Meiza Putri
JIPMat Vol 7, No 1 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jipmat.v7i1.11783

Abstract

Penelitian ini adalah penelitian kualitatif yang bertujuan untuk menganalisis kemampuan berpikir kritis peserta didik dalam menyelesaikan soal cerita dengan subtopik pecahan pada kelas VII SMP. Standar berpikir kritis pada penelitian ini terdiri dari (1) clarity(kejelasan); (2) precision(presisi); (3) accuracy(akurat); (4) relevance (relevan); (5) consistency (konsisten); (6) logical correctness (kebenaran secara logis); (7) completeness (kelengkapan); (8) fairness (keadilan). Instrumen yang digunakan adalah tes, wawancara, dan angket. Subjek penelitian ini adalah siswa kelas VII dari SMP Salomo 3 Pringsurat dan SMP Pangudi Luhur 1 Klaten. Rata-rata kemampuan berpikir kritis peserta didik dalam menyelesaikan masalah pecahan bentuk soal cerita pada kelas VII SMP adalah 73,33. Pada standar berpikir kritis precision, relevance, logical correctness, completeness mencapai kategori sangat tinggi. Untuk standar berpikir kritis clarity, accuracy, consistency mencapai kategori tinggi, sedangkan untuk fairness pada kategori sangat rendah.
PENINGKATAN KEMANDIRIAN DAN PRESTASI BELAJAR MATEMATIKA DENGAN PENDEKATAN PROBLEM BASED LEARNING (PBL) DI KELAS VII E SMP N 15 YOGYAKARTA Margaretha Madha Melissa
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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

Abstract

The aims of this research is to increase achievement and self-regulated mathematics learning trought Problem-Based Learning (PBL) approach in class VII E of Junior High School 15 Yogyakarta. This is classroom action research that use Kemmis and Mc Taggart model consists of four stages: planning, action, observation, and reflection. The subjects were 34 students from class VII E of Junior High School 15 Yogyakarta. The research instruments were students’ self-regulated learning questionnaire, achievement tests, and observation sheets for learning implementation. The data analysis technique is descriptive analysis. This research were succes if more than 65% of pupils in high category and 35% of pupils in very high category of self-regulated mathematics learning and more than 70% of students pass mathematics achieve test. Based on the results of students’ self-regulated learning questionnaire showed increased percentage of students' self-regulated. In the initial conditions, 20% of students reached the medium category, 71% of students in the high category, and 9% of pupils achieve very high category. In the first cycle, 73% of students achieve high category and 27% of students at very high category. In the second cycle, 59% of students achieve high category and 41% of students at very high category. Based on the results of mathematics achievement test, in the initial conditions only 2.94% of the students passed mathematics achieve test with an average value is 30, the first cycle 94.12% students passed the test with an average is 85, and the second cycle 82.35% students passed the test with an average is 77. Therefore, it can be concluded that the problem-based learning (PBL) approach can increase the students’ self-regulated learning and mathematics achievement of class VII E in Junior High School 15 Yogyakarta. Keyword: PBL approach, self-regulated learning, mathematics achievement
IMPLEMENTATION OF REFLECTIVE PEDAGOGY TO PROMOTE PROSPECTIVE MATHEMATICS TEACHERS ENTHUSIASM Margaretha Madha Melissa
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 1 (2018): January 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i1.955

Abstract

In this study described the implementation of Reflective Pedagogy in psychology of learning course to promote prospective mathematics teachers enthusiasm. To obtain data learning enthusiasm, researcher gives questionnaire of learning enthusiasm to prospective mathematics teachers and also asks them to do reflection. The result of questionnaire of learning enthusiasm is described quantitatively and supported by data of reflection. The result of learning enthusiasm questionnaire shows that the average of prospective mathematics teachers enthusiasm in cycle 2 is higher than cycle 1, that is 78,19 76,15 and the average is in good category. It is also supported by the results of student reflection which states that students learning enthusiasm is improved after they learn psychology of learning course based on Reflective Pedagogy. So, the implementation of Reflective Pedagogy in psychology of learning can foster prospective mathematics teachers enthusiasm.DOI: https://doi.org/10.24071/ijiet.2018.020104
Students' Perspectives and Experiences About the Elements of Quiziz Gamification in Mathematics Learning Margaretha Madha Melissa; Leonardo Amaris Liaupati; Rado Maison Silalahi; Christina Ratna Wikaningtyas
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 2 (2022)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jm.v6i2.2413

Abstract

The purpose of this study was to describe students' perspectives and experiences regarding Quizizz's features: leaderboards, points, power-ups, redemption questions, and answer keys in online mathematics learning during the covid-19 pandemic. The subjects of this study were 32 students of class X MIPA at a private high school in Yogyakarta. Subjects took twice quizzes, then filled out an open questionnaire about students' perspectives and experiences regarding the five Quizizz features. Data analysis was carried out using the network analysis method, but the construction of the themes was done manually. The results of the study are as follows. Leaderboards motivate subjects to play better. Points affect the subject's motivation. The number of points causes the subject to be provoked to rush to work on the problem. Power-ups are considered a subject of appreciation but can also be considered strange and disruptive to the game. Redemption Questions is a feature that the subject has been waiting for. Subjects remember the correct answers in preparation for the Redemption Questions. The answer key as feedback is used to study material and self-evaluation. All of these features except the leaderboards were deemed the subject unsuitable for application to quizzes in the context of an exam.
Analysis of Students’ Errors in Working on Number Theory Questions (21st century Skills) Margaretha Madha Melissa; Cyrenia Novella Krisnamurti
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 10, No 3 (2022): Desember
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v10i3.39333

Abstract

This study aims to describe students’ mistakes in solving number theory’s problem. In this study, error analysis, especially on the topic of Diophantine equations and Chinese remainder theorem. This type of research is qualitative research. The subjects of this study were 46 students of mathematics education at Sanata Dharma University. The data collection technique used a test. The data were analyzed to determine errors in doing number theory problems using the type of error according to Newman. According to Newman, five types of errors are reading, comprehension, transformation, process skill, and encoding errors. The conclusion of this study showed that the most errors made were related to process skill errors and transformation errors, while only a few experienced comprehension and encoding errors. None of the students made reading error.This shows that students already understand the meaning of the problem, but when changing and looking for solutions to problems an error occurs. The factors that may cause this error are a lack of understanding of the concept of the Diophantine equations and Chinese remainder theorem, as well as a lack of problem practice.
MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS Margaretha Madha Melissa; Laurentius Anindito Wisnu Susanto; Aldila Nindya Puspita; Samsul Vandam Sigalingging
KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 1 (2023): KALAMATIKA April 2023
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol8no1.2023pp11-26

Abstract

This study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%.
Co-Authors Aldila Nindya Puspita Christina Ratna Wikaningtyas Chyntia Wigi Verina Teresia Cyrenia Novella Krisnamurti Laurentius Anindito Wisnu Susanto Leonardo Amaris Liaupati Nicolaus Prastha Windya Novianto Rado Maison Silalahi Rahel Meiza Putri Samsul Vandam Sigalingging