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Pengaruh Penggunaan Model Pengelompokan, Model Luas Daerah dan Model Garis Bilangan dalam Penanaman Konsep Pecahan Untuk Pembelajaran Operasi Pecahan I Made Surat
Jurnal Pijar Mipa Vol. 15 No. 2 (2020): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara pembelajaran konsep fraksi dengan model pengelompokan, model area area, dan model garis angka dalam menanamkan konsep fraksi dalam hal tingkat kemampuan verbal pendidik. Penelitian ini adalah perlakuan faktorial eksperimental dengan level 3x2, dengan populasi 188 orang. Terdiri dari semua siswa sekolah dasar kelas empat di Desa Darmasaba, Distrik Abiansemal, Kabupaten Badung. Sampel penelitian diambil menggunakan teknik double step group, dengan jumlah sampel 120 siswa. Data penelitian ini diperoleh melalui tes dan nilai rapor. Data dianalisis dengan teknik analisis varians, dengan frekuensi sel yang tidak sama. Tes persyaratan analisis termasuk uji distribusi normalitas dan uji homogenitas varians, masing-masing menggunakan statistik Lilieffors dan statistik Levene. Dari hasil analisis statistik deskriptif diketahui bahwa persentase penguasaan konsep fraksi yang meliputi, (1) pemahaman fraksi peserta didik dalam kelompok belajar fraksi dengan model pengelompokan, model area dan model garis bilangan, masing-masing 63%, 65,8% , dan 60%; (2) pemahaman siswa tentang konsep nilai pecahan (PKPS) dalam kelompok belajar konsep fraksi dengan model pengelompokan, model area dan model garis bilangan masing-masing 50%, 59% dan 59,5%; (3) kemampuan siswa untuk melakukan operasi penambahan dan pengurangan fraksi (KOPP) dalam kelompok belajar konsep fraksi dengan model pengelompokan, model area regional dan model garis bilangan, masing-masing 52%, 59% dan 56,2%. Hasil analisis varians untuk uji over all pada ketiga kelompok menunjukkan hasil yang sangat berbeda. Dalam PKPS penanaman nilai F-hit = 12,193 dan peluang kesalahan p <0,01, serta interaksi antara model dan kemampuan verbal dengan nilai F-intr = 6,833 pada tingkat signifikansi yang signifikan <0,01. Demikian juga, KOPP memperoleh nilai F-hit = 6,59 dan nilai p <0,01 dan ada interaksi dengan nilai F = 6,47 dan p <0,01. Dengan interaksi, dilanjutkan dengan perbandingan rata-rata antara sel dalam kelompok siswa dengan tingkat kemampuan verbal rendah, menunjukkan: (1) pembelajaran konsep fraksi dengan model regional dan model garis bilangan menunjukkan hasil yang lebih baik dari pembelajaran konsep fraksi dengan model pengelompokan di menanamkan PKPS (t = 5,59 dengan p <0,01 dan t = 4,13 dengan p <0,01); menuju KOPP, pembelajaran konsep fraksi dengan model area menunjukkan hasil terbaik dari model pengelompokan dan model garis bilangan (t = 5,29 dengan p <0,01 dan t = 3,08 dengan p <0,01), sedangkan pembelajaran konsep fraksi dengan model garis b efektivitas yang sama dengan model pengelompokan (t = 2.197 dengan nilai p> 0,01); (3) efek menggunakan model baik dalam penanaman PKPS dan pada KOPP tergantung pada tingkat kemampuan verbal siswa. Berdasarkan temuan di atas, dapat disarankan kepada Guru Sekolah Dasar dalam mengajar matematika, bahwa dalam pembelajaran konsep fraksi harus memprioritaskan penggunaan model area kemudian dapat diikuti oleh model garis bilangan.

PENERAPAN METODE PEMBELAJARAN DIFERENSIASI PROGRESIF BERBANTUAN LKS UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS X MIPA 3 SMA TAMAN RAMA DENPASAR TAHUN PELAJARAN 2019/2020 I Made Surat
Widyadari : Jurnal Pendidikan Vol. 20 No. 2 (2019): Oktober 2019
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.274 KB)

This study aims to find out whether the progressive diffraction learning method assisted by LKS can increase the activeness and achievement of mathematics learning students of X MIPA 3 in Taman Rama Denpasar High School in learning mathematics in 2019/2020 academic year. This type of research is classroom action research. Activities undertaken are the application of progressive differential learning processes in which they are the object of research as well. Student analysis is the process of learning activities carried out descriptively. The grouping activities are based on the ideal mean and standard ideal deviation. The average value of students is 9.79 where student activity is still quite high and needs to be improved the average value of learning outcomes is 6.48 the ability of students to catch is 64.8% and student completeness. learning 20.6% mastery learning classical students under 85%. Can be categorized or categorized. In the second cycle, the average value of student learning activities was 16.8, an increase of 6.88 compared to the average value of student learning activities in the first cycle. The average value of student learning activities is 8021, the ability to capture (DS) is 80.1% and mastery learning (KB) is 85.7%. In the second cycle, the average value of learning outcomes, students' ability to capture, and completeness of students who study classically achieve criteria according to the stated curriculum. The application of progressive differentiation learning models assisted by LKS in mathematics learning can increase the activeness and learning achievement of students of Mathematics X MIPA 3 at Taman Rama Denpasar.

PENINGKATAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK SMP MELALUI MODEL PEMBELAJARAN SAVI DAN MENGONTROL DISIPLIN BELAJAR I Made Surat
Widyadari : Jurnal Pendidikan Vol. 21 No. 2 (2020): Oktober
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

The main objective of this study was to determine the effect of the SAVI learning model on mathematics learning outcomes by controlling the learning discipline of class VIII students at SMPN11 Denpasar. This type of research is classified as a quasi-experimental (quasi-experimental) design with a non-equivalent posstest only control group design. The population in this study were all students of class VIII at SMP N11 Denpasar which consisted of 7 classes. So class VIII D as the experimental class and class VIII A as the control class with many students for each class of 39 students who were taken by multi stage random sampling technique. The instruments used in collecting data were tests to measure mathematics learning outcomes and questionnaires to measure students' discipline in learning mathematics. Data were analyzed using t-test and one-way ANACOVA. The results of this study indicate the following, (1) there is a significant influence on the mathematics learning outcomes of students using the SAVI learning model with the mathematics learning outcomes of students using conventional learning models with the found price (tcount> ttable or 5.331> 1.665). (2) After controlling the discipline of learning there is an effect of mathematics learning outcomes between those using the SAVI learning model and mathematics learning outcomes using conventional learning models and the price is found (Fcount> Ftable or 31.05> 3.97). The conclusion from this research is that there is an effect of the SAVI learning model on mathematics learning outcomes after controlling the discipline of learning of class VIII students of SMP N 11 Denpasar.

PENERAPAN MODEL PEMBELAJARAN OPEN ENDED UNTUK MENINGKATKAN HASIL BELAJAR ALJABAR LINIER MAHASISWA PENDIDIKAN MATEMATIKA DENGAN PEMBELAJARAN DARING I Komang Sukendra; I Made Surat
Widyadari : Jurnal Pendidikan Vol. 22 No. 2 (2021): Oktober 2021
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.009 KB)

Online learning is a system of learning activities that are carried out without going through face-to-face directly but through the internet network. The purpose of this study was to determine the effect of applying the open-ended learning model with online learning in improving student learning outcomes and responses. This type of research is classroom action research. Action research is designed using two cycles, where each cycle consists of four stages, namely planning, implementing actions, observing and reflecting. The subjects of this study were students of the sixth semester of Mathematics Education, Universitas PGRI Mahadewa Indonesia, Academic Year 2020/2021. The object of research is student learning outcomes in Algebra subjects after being given learning using an open ended learning model with online learning. The results showed that the first cycle obtained an average grade of 77.96; 77.96% absorption, 66.67% classical completeness, and the second cycle obtained an average grade of 84.26, 84.26% absorption and 96.30% classical completeness. Conclusions from the results of action research (1) The application of the open-ended learning model with online learning can improve student learning outcomes, (2) There is a positive response from the sixth semester students of Mathematics Education at PGRI Mahadewa Indonesia University for the 2020/2021 Academic Year to the open-ended learning model with online learning at Linear Algebra course.

PENGEMBANGAN BAHAN AJAR MATEMATIKA VOKASI DIGITAL BERBASIS STEM DI SMK PADA MATERI TRIGONOMETRI I Komang Sukendra; I Made Surat; I Made Darmada
Widyadari : Jurnal Pendidikan Vol. 23 No. 1 (2022): April 2022
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.6390927

Vocational education is higher education that supports the mastery of certain applied skills and mathematics is a universal language for presenting ideas or knowledge in a formal and precise manner so that it does not allow for multiple interpretations. This study aims to determine the quality of the development of STEM-based digital vocational mathematics teaching materials on Trigonometry materials in SMK. The research and development procedure uses the Plomp model which includes five stages, namely initial investigation, design, realization/construction, as well as testing, evaluation and revision and implementation. Sources of data in this study are validators, mathematics teachers and students of SMK Negeri 5 Denpasar. The data collection technique used a validation questionnaire for the validation test, a practicality questionnaire for the practicality test and a test for testing the effectiveness of digital vocational mathematics teaching materials. The results of the initial validity test were declared valid with a value of validity on the content aspect of 0.79, the validity of the presentation aspect of 0.90; language validity 0.93; and media validity 0.94. The results of the second stage of the validity test were declared valid, with a validity value of 0.91. The results of the practicality test on students obtained results of 80.5 and for teachers of 79.5 including the practical category, and the results obtained by students in the evaluation had an average of 84.15. So STEM-based digital vocational mathematics teaching materials are effective for use in learning in SMK.

THE EFFECT OF OPEN-ENDED LEARNING MODEL ON THE UNDERSTANDING OF CONCEPT BY CONTROLING NUMERICAL TALENT OF STUDENTS I Made Surat; I Komang Sukendra; I Made Subrata
Widyadari : Jurnal Pendidikan Vol. 23 No. 1 (2022): April 2022
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.6392246

The purpose of this study was to determine the effect of the Open-Ended learning model on understanding mathematical concepts by controlling students' numerical talents. This research was conducted in class X SMA Negeri 7 Denpasar with quasi-experimental methods with the design of The Non Equivalent Posttest Only Control Group Design, involving a sample of 72 students taken by simple random sampling technique. The independent variable in this study is the learning approach which is divided into two levels of factors, namely the Open-Ended learning model that is imposed on the experimental group and the conventional learning model that is imposed on the control group. As the dependent variable in this research is understanding mathematical concepts. Numerical talent is a control variable (covariable). The research instrument was a test, namely a test of understanding mathematical concepts and numerical aptitude tests. Data analysis used t-test and one-way Anakova. The results showed that: (1) there is an influence of understanding mathematical concepts between students who take the Open-Ended learning model and those who follow conventional learning models, 2) there is an influence of understanding of mathematical concepts between students who take the Open-Ended learning model and those who follow the learning model conventional after numerical talent control. Understanding of mathematical concepts achieved by controlling students' numerical talents, proves that Open-Ended learning models can influence understanding of mathematical concepts themselves.

PEMBENTUKAN KARAKTER DAN KEMAMPUAN BERPIKIR LOGIS SISWA MELALUI PEMBELAJARAN MATEMATIKA BERBASIS SAINTIFIK I Made Surat
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 5 No. 1 (2016): Maret 2016
Publisher : FPMIPA IKIP PGRI Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.904 KB)

The Formation of Character and Logical Thinking Skills of Students through the learning of Mathematics-based Scientific This article aim to examine the role of mathematics conceptually based scientific in character building and the ability to think logically. Characteristics of mathematics as deductive science and integrated already contain character rules such as; honestly, objectivity, responsibility, thoroughness, perseverance, cooperation, independence and creative. Mathematics as deductive science could use as vehide to train logical thinking, rational, systematic and consistant also obey the principle. Mindset like this is very usefull as a basic of scientific thinking, studying the exact sciences and other social sciences. Through scientific mathematics learning, student’s ability in problem solving and find the patterns also innovate will be trained.

PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN MENYELESAIKAN SOAL GEOMETRI PADA MAHASISWA JURUSAN PENDIDIKAN MATEMATIKA FPMIPA IKIP PGRI BALI TAHUN AKADEMIK 2015/2016 I Made Surat
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 5 No. 2 (2016): September 2016
Publisher : FPMIPA IKIP PGRI Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.027 KB)

This study aimed to determine the effect of Problem Based Learning upon the ability to solve problems of Geometry and how the level of activity the student’s of Mathematics Department, FPMIPA IKIP PGRI Bali. This type of research is quasi eksperiment, by design matching post test only control group. From the population of 133 people taken from a sample of the research of 2 classes. There are 31 pairs of sample as a group eksperimen and control. In the group eksperiment given PBL and group control given a convensional learning. After 4 meeting, the data collected with the test and observation sheet. The technique of analisis data used for test hipotesis by t-test technique for correlated samples, at significant level 5 % for df = 30. To analyze the activity level used descriptive analysis. The analysis result obtained t-test = 3,84, confirm with t-table = 2,042 evidently t-test > t-table, this means Ho rejected and Ha accepted. So that the conclusion of this research: there is an effect of PBL toward ability to solve problems of Geometriy, and the student’ learning activity in category ‘active’. The finding of this research is recommended that the mathematic teachers implement PBL in the suitable mathematic teaching process.

Pengaruh Bentuk Tes Terhadap Hasil Belajar Matematika dengan Mengontrol Kecemasan I Made Surat; I Putu Darmayoga
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 1 (2018): Maret 2018
Publisher : FPMIPA IKIP PGRI Bali

The purpose of this research is as follows: 1) To find out whether there are differences of mathematics learning outcomes between students who are given a form of description test with students who are given multiple choice form tests on students of class X MIA SMA PGRI 6 Denpasar, 2) To know after held the control of anxiety variables, whether there are differences in mathematics learning outcomes between learners who are given a test form description with learners who are given multiple choice form tests on students X class MIPA SMA PGRI 6 Denpasar. This research type Quasi Experiment with design Non-Equivalent Control Group Design. The samples in this study were Class X MIA 1 and X MIA 2 consisting of 38 students each. Based on the test results hypothesis I with the help of t-test was obtained for 4,073 with a significance level of 5% was obtained for 1,993, then there are differences in learning outcomes between mathematics between students who are given the test form describing the learning outcomes of mathematics learners are given the test multiple choice form on students class X MIA SMA PGRI 6 Denpasar academic year 2017/2018. To test the hypothesis II results with one lane Anacova test obtained at 24,21, with a significance level of 5% was obtained 3,97, then after held control over the anxiety of learners, differences remain between the mathematics learning outcomes learners are given the test in narrative form with mathematics learning outcomes of learners who were given multiple choice form tests on students of class X MIA SMA PGRI 6 Denpasar academic year 2017/2018.

Peranan Model Pembelajaran Berbasis Etnomatematika sebagai Inovasi Pembelajaran dalam Meningkatkan Literasi Matematika I Made Surat
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018
Publisher : FPMIPA IKIP PGRI Bali

Based on the results of PISA 2015, Indonesia is included in 10 countries with low literacy capability. The average Indonesian student score for math literacy is 375 (level 1) while the average international score is 500 (level 3). Level 1 is the lowest level of the 6 levels of mathematical literacy skills applied by PISA. Most high school students still have difficulty expressing their ideas, either in visual form, in mathematical expressions, or in words when solving math problems. Students are also afraid to present the results of their work in discussions, both in front of the class, and in their study groups, even in answering questions from teachers. It shows that the mathematical literacy of students in learning mathematics is still low. One of the learning models that is expected to improve students' mathematical literacy skills is ethnomatematics. The main purpose of this study is for the role of learning model based on ethnomatematics as learning innovation in improving mathematics literacy. Cultural-based mathematics learning (etnomatematics) is one way that can make learning mathematics more meaningful and contextual that is closely related to the cultural community. In addition, cultural-based mathematics learning will be an interesting, fun and innovative learning alternative because it allows contextual meaning based on the experience of the students as a member of a cultural society that is expected to participate in supporting the literacy movement. For the development of continuous learning of mathematics, etnomatematics can serve as a reference and a means to bridge between mathematics as a science with the socio-cultural culture of Balinese society. As a follow up of this study is the government should conduct socialization related to innovation of learning based on ethnomatematics.

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