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All Journal Jurnal S2 Pendidikan Matematika Jurnal Pembelajaran Matematika Humanika EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis
Ersam Mahendrawan
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION DAN RECIPROCAL TEACHING PADA MATERI BANGUN RUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI TAHUN PELAJARAN 2013/2014 Mahendrawan, Ersam; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.176 KB)

Abstract

Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Wonogiri regency on academic year 2013/2014 and the sample was students from SMP Negeri 1 Slogohimo, SMP Negeri 1 Jatipurno and SMP Negeri 4 Jatisrono which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) Problem based instruction gave better achievement than reciprocal teaching, conventional gave the same achievement as problem based instruction and reciprocal teaching, 2) The students with visual had better achievement than the students with auditory and kinesthetic, the students with auditory had better achievement than students with kinesthetic, 3) At the students with visual, reciprocal teaching gave the same achievement as problem based instruction and conventional, problem based instruction gave better achievement than conventional. At the students with auditory, problem based instruction gave better achievement than reciprocal teaching, conventional gave better achievement than reciprocal teaching and gave the same achievement as problem based instruction. At the students with kinesthetic, problem based instruction gave the same achievement as reciprocal teaching and conventional, 4) In reciprocal teaching, the students with visual had better achievement than the students with auditory, the students with kinesthetic had the same achievement as the students with visual and auditory. In problem based instruction, the students with visual had the same achievement as the students with auditory and had better achievement than the students with kinesthetic, the students with auditory had better achievement than the students with kinesthetic. In conventional model, the students with visual had the same achievement as the students with auditory and kinesthetic.Keywords: Problem Based Instruction, Reciprocal Teaching, Learning Style, Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION DAN RECIPROCAL TEACHING PADA MATERI BANGUN RUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI TAHUN PELAJARAN 2013/2014 Mahendrawan, Ersam; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Wonogiri regency on academic year 2013/2014 and the sample was students from SMP Negeri 1 Slogohimo, SMP Negeri 1 Jatipurno and SMP Negeri 4 Jatisrono which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) Problem based instruction gave better achievement than reciprocal teaching, conventional gave the same achievement as problem based instruction and reciprocal teaching, 2) The students with visual had better achievement than the students with auditory and kinesthetic, the students with auditory had better achievement than students with kinesthetic, 3) At the students with visual, reciprocal teaching gave the same achievement as problem based instruction and conventional, problem based instruction gave better achievement than conventional. At the students with auditory, problem based instruction gave better achievement than reciprocal teaching, conventional gave better achievement than reciprocal teaching and gave the same achievement as problem based instruction. At the students with kinesthetic, problem based instruction gave the same achievement as reciprocal teaching and conventional, 4) In reciprocal teaching, the students with visual had better achievement than the students with auditory, the students with kinesthetic had the same achievement as the students with visual and auditory. In problem based instruction, the students with visual had the same achievement as the students with auditory and had better achievement than the students with kinesthetic, the students with auditory had better achievement than the students with kinesthetic. In conventional model, the students with visual had the same achievement as the students with auditory and kinesthetic.Keywords: Problem Based Instruction, Reciprocal Teaching, Learning Style, Achievement.
UPAYA MENGATASI MISKONSEPSI MAHASISWA MELALUI METODE PEMBELAJARAN DELIKAN (DENGAR, LIHAT, KERJAKAN) PADA MAHASISWA SEMESTER I PROGRAM STUDI TEKNIK MESIN UNIVERISTAS PAMULANG MAHENDRAWAN, ERSAM
EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis Vol 2, No 4 (2017): JURNAL EDUKA
Publisher : Faculty of training and education, Pamulang university

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.835 KB) | DOI: 10.32493/eduka.v2i4.532

Abstract

Penelitian ini bertujuan untuk mendeskripsikan upaya mengatasi miskonsepsi mahasiswa pada mata kuliah kalkulus 1 dengan metode pembelajaran delikan. Pendekatan penelitian ini adalah penelitian kualitatif dengan desain penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Subjek pemberi tindakan dalam penelitian ini adalah dosen kalkulus 1 program studi teknik mesin Universitas Pamulang, sedangkan subjek penerima tindakannya adalah mahasiswa semester 1 program studi teknik mesin Universitas Pamulang yang berjumlah 43 mahasiswa. Teknik pengumpulan data yang dilakukan adalah observasi, metode tes, catatan lapangan, dan dokumentasi. Analisis data tindakan dilakukan secara deskriptif kualitatif dengan metode alur, yaitu data dianalisis sejak tindakan pembelajaran dilaksanakan dan dikembangkan selama proses perkuliahan. Beberapa hal yang dapat disimpulkan dari penelitian tindakan kelas ini adalah: 1) kemampuan mahasiswa dalam menjawab pertanyaan yang diajukan dosen meningkat dari 23,26% menjadi 58,14%, 2) kemampuan mahasiswa untuk mengerjakan soal di depan kelas meningkat dari 20,93% menjadi 39,53%, 3) kemampuan mahasiswa untuk mengerjakan soal sesuai dengan konsep yang telah dipelajari meningkat dari 46,51% menjadi 76,74%. Berdasarkan penelitian tersebut, diperoleh kesimpulan bahwa penerapan metode pembelajaran delikan dapat mengatasi miskonsepsi mahasiswa dalam mata kuliah kalkulus 1.Kata Kunci : Miskonsepsi mahasiswa, mata kuliah kalkulus 1, metode pembelajaran delikan.
PENERAPAN “14 POIN MANAJEMEN KUALITAS” SEBAGAI PRINSIP TOTAL QUALITY MANAGEMENT (TQM) PADA PENDIDIKAN TINGGI Mahendrawan, Ersam; Yanuarti, Maghfiroh; Solihat, Ihat
Jurnal Ilmiah Humanika Vol 2 No 3 (2019): Jurnal Ilmiah Humanika: Jurnal Ilmu Sosial, Pendidikan, dan Humaniora
Publisher : CV. Pena Persada

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Abstract

Artikel ini bertujuan untuk menganalisis konsep “14 poin manajemen kualitas”dari TQM dan penerapannya pada pendidikan tinggi. Metode penulisan artikel ini adalahdengan menggunakan metode studi literasi dari 3 jurnal mengenai penerapan TQM padapendidikan yang ditulis oleh Farooq, et al (2007), Thapa (2011), dan Sohel-Uz-Zaman(2016). Dari ketiga jurnal tersebut, diambil salah satu poin penting yang harus diterapkanpada pendidikan tinggi yang ingin menerapkan TQM, yaitu dengan menjalankan “14 poinmanajemen kualitas”. Dari poin tersebut diuraikan lebih lanjut melalui pemikiran penulisyang didasarkan pada sumber-sumber lain yang relevan. Kesimpulan dari artikel inimenunjukkan bahwa konsep “14 poin manajemen kualitas” sebagai prinsip dasarpenerapan TQM dapat diterapkan pada pendidikan tinggi, khususnya universitas.
ANALISIS PENTINGNYA INVESTASI PENDIDIKAN Mahendrawan, Ersam; Rahayu, Rian Sri
Jurnal Ilmiah Humanika Vol 3 No 2 (2020): Jurnal Ilmiah Humanika: Jurnal Ilmu Sosial, Pendidikan, dan Humaniora
Publisher : CV. Pena Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.951 KB)

Abstract

emajuan suatu bangsa ditandai dengan majunya kesempatan memperoleh pendidikan yang luas dan berkualitas bagi masyarakatnya. Dengan kualitas diri yang diperoleh lewat pendidikan, diharapkan akan dapat menciptakan sumber daya manusia yang unggul sehingga menjadi modal positif dalam menghadapi kehidupan yang kompetitif dan penuh tantangan. Artikel ini bertujuan untuk menganalisis seberapa pentingnya investasi pendidikan di Indonesia serta untuk mengetahui bagaimana anggaran pendidikan yang dikeluarkan pemerintah dapat digunakan seoptimal mungkin. Metode penulisan artikel ini adalah dengan menggunakan metode studi literasi dari beberapa media massa yang kredibel yang didukung oleh sumber-sumber lain yang relevan. Kesimpulan dari artikel ini adalah diperlukannya strategi untuk mengoptimalkan anggaran yang telah dipersiapkan oleh pemerintah, salah satu yang dapat dilakukan adalah melakukan tiga syarat pencapaian terhadap anggaran pendidikan, yaitu: (1) memastikan pelaksanaan program wajib belajar sembilan tahun pada saat anggaran pendidikan 20 persen terpenuhi; (2) harus ada jaminan bagi tunjangan guru dan peningkatan SDM; (3) harus ada jaminan perbaikan sarana pendidikan. Selain itu investasi dalam bidang pendidikan tidak semata-mata untuk mendongkrak pertumbuhan ekonomi tetapi lebih luas lagi yaitu perkembangan ekonomi.
Co-Authors Budi Usodo Budi Usodo Maghfiroh Yanuarti Rahayu, Rian Sri Riyadi . Riyadi Riyadi Solihat, Ihat