Aulia Musla Mustika
Prodi Magister Pendidikan Matematika Program Pascasarjana UNS

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP Mustika, Aulia Musla; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (238.783 KB)

Abstract

Abstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical  design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral.
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP Mustika, Aulia Musla; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical  design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students' ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral.
Problematika Penerapan Pendekatan Konstruksivisme Model Needham pada Pembelajaran Matematika dan Alternatif Penyelesaian Mustika, Aulia Musla
Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2015): Lentera: Jurnal Ilmiah Kependidikan
Publisher : Lembaga Penelitian STKIP PGRI Bandar Lampung

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

Abstract

Mathematics is one of the primary lessons learned at every level of education, from elementary school, high school, even college. This indicates that mathematics plays an important role and should be controlled by each individual. Constructivist learning approach Needham model is expected to condition the student in order to achieve the expected competencies. Problems in mathematical learning approach Needham Model Kostruktivisme appear mainly on the second and third stages of learning. Students difficulty of building their own knowledge because students are accustomed briefed directly by the teacher. As a result, the learning approach Needham Model Kostruktivisme become dull and tiresome. So that the learning objectives can not be achieved optimally. As a problem-solving strategies, the authors offer the following solutions: (1) The condition of learning in groups, (2) the use of props, (3) applying the principle of realistic approach.
STRATEGI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL ACCELERATED LEARNING Mustika, Aulia Musla
Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2014): Lentera: Jurnal Ilmiah Kependidikan
Publisher : Lembaga Penelitian STKIP PGRI Bandar Lampung

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

Abstract

Learning aims to improve students competencies. Learning objectives will be achieved if students understand the material being studied optimally. Therefore, appropriate learning models necessary to achieve these goals, particularly in mathematics. The learning model is selected learning model that can make students feel comfortable in the learning of mathematics, and the learning model chosen is Accelerated Learning. Accelerated Learning has five stages of learning, namely: 1) motivate the mind, 2) obtain information, 3) investigate the meaning, 4) triggers a memory, 5) show off what you have mastered, and 6) reflect on how you learn. Paper presented to the literature method to discuss how the theoretical description of the model of Accelerated Learning and how the learning strategy by using a mathematical model of Accelerated Learning.
STRATEGI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL ACCELERATED LEARNING Mustika, Aulia Musla
Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2014): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.59 KB)

Abstract

Learning aims to improve students' competencies. Learning objectives will be achieved if students understand the material being studied optimally. Therefore, appropriate learning models necessary to achieve these goals, particularly in mathematics. The learning model is selected learning model that can make students feel comfortable in the learning of mathematics, and the learning model chosen is Accelerated Learning. Accelerated Learning has five stages of learning, namely: 1) motivate the mind, 2) obtain information, 3) investigate the meaning, 4) triggers a memory, 5) show off what you have mastered, and 6) reflect on how you learn. Paper presented to the literature method to discuss how the theoretical description of the model of Accelerated Learning and how the learning strategy by using a mathematical model of Accelerated Learning.
PROBLEMATIKA PENERAPAN PENDEKATAN KONSTRUKTIVISME MODEL NEEDHAM PADA PEMBELAJARAN MATEMATIKA DAN ALTERNATIF PENYELESAIAN Mustika, Aulia Musla
Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2015): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.245 KB)

Abstract

Mathematics is one of the primary lessons learned at every level of education, from elementary school, high school, even college. This indicates that mathematics plays an important role and should be controlled by each individual. Constructivist learning approach Needham model is expected to condition the student in order to achieve the expected competencies. Problems in mathematical learning approach Needham Model Kostruktivisme appear mainly on the second and third stages of learning. Students difficulty of building their own knowledge because students are accustomed briefed directly by the teacher. As a result, the learning approach Needham Model Kostruktivisme become dull and tiresome. So that the learning objectives can not be achieved optimally. As a problem-solving strategies, the authors offer the following solutions: (1) The condition of learning in groups, (2) the use of props, (3) applying the principle of realistic approach.