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All Journal Cakrawala Pendidikan Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Ilmiah Peuradeun Numeracy : Jurnal Ilmiah Pendidikan Matematika Visipena MAJU : Jurnal Ilmiah Pendidikan Matematika International Journal for Educational and Vocational Studies Dimensi Matematika : Jurnal Pendidikan dan Pembelajaran Matematika Almufi Jurnal Pengabdian Kepada Masyarakat (AJPKM) Makara Human Behavior Studies in Asia

Fitriati

Universitas Bina Bangsa Getsempena

Author-ID : 3938429

Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Title

STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS Fitriati
Jurnal Visipena Vol 4 No 1 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

STUDENT QUESTIONNAIRE OF PISA 2006 AND RASCH ANALYSIS Fitriati
Jurnal Visipena Vol 4 No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

PISA is one of the biggest international student assessments. The results of this study are frequently used to inform policy directions and to provide feedback to learning and teaching. However, due to country socioeconomic, cultural and language differences among the countries, the test instruments may not be funtioning in the same way in all culture. Those differences may cause non-equivalence of tests or or tests may not be fair among different cultures, which then challenges assumptions made about measurement equivalence. This study aims to examine the equivalence of motivation and self concept items on student questionnaires of PISA 2006 study whether fit Indonesia context or not. The study employed two analisis of Rasch model to seek the equivalence of the tests. The results revealed that there is no significant DIF on motivation scale. One important finding of DIF analysis using Indonesia data was that two items of self-concept scale have been shown favoring males. The study also found that all items on motivation and self concept scale fit the data set and are not dependent on upon the sample of Indonesian students. The test is fair among different groups and contexts. This study suggests that more scales analysis is required as it will provide more comprehensive findings about the equivalence of this survey test.

ASSESSING STUDENTS’ LEARNING IN PROJECT-BASED LEARNING APPROACH Fitriati
Jurnal Visipena Vol 7 No 1 (2016)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Students’ passive learning has motivated educators constantly to seek innovative ways to encourage students and improve their learning outcomes. Project-Based Learning (PBL) may be a particularly productive method for transforming practice in ways that support students learning. However, the implementation of PBL is challenging because it requires substantial change to teaching and assessment. The purpose of this paper is to explore new assessment methods that are needed in assessing students’ performance in PBL and how teachers can employ these methods in their practices. The insights provided by Project-Based Learning approach are essential for promoting effective teaching and learning. PBL provides students with an opportunity to engage in the learning process by working collaboratively to solve real-world problem. Moreover, PBL offers the potential to help students become reflective and flexible thinkers who can use knowledge to take an action. This paper emphasizes that the formative approach should be integrated throughout the assessment process, but it should be balanced with observation and tests or tasks in order to provide comprehensive information about student progress and outcomes. Sustained project-based learning is not a simple task for teachers, therefore, teachers need to be involved in professional development programs to get more understanding about what and how assessment might be realized in the project-based approach.

Co-Authors Binti Asrah Deumi Edema Hunen Arasyid Jazuli Lisa Sopiana Lydia Feradilla Marlaini Marlaini Mik Salmina Rahmah Johar Rahmattullah Regina Rahmi Rita Novita Satria Prayudi Siska Yulianti Maulia Siti Fachraini Siti Fachraini, Siti wisnarti Zainal Abidin Suarja

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