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All Journal Cakrawala Pendidikan (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika
Jozua Sabandar
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Education Mathematics Other

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PERBANDINGAN METODE KOLABORASI DENGAN CONTOH TUGAS DAN BELAJAR INDIVIDUAL DALAM PENGEMBANGAN KEMAMPUAN PEMECAHAN MASALAH KIMIA Fahyuddin .; Liliasari .; Jozua Sabandar; Muhamad A. Martoprawiro
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN FEBRUARI 2015, TH. XXXIV, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.157 KB) | DOI: 10.21831/cp.v1i1.4174

Abstract

Abstrak: Penelitian ini berdasarkan pada teori belajar konstruktivis secara individual dan sosial. Tujuan utama penelitian adalah menyelidiki efektifitas metode kolaboratif dan belajar individual secara tradisional dalam mengembangkan keterampilan pemecahan masalah kimia secara matematis. Perbandingan kedua metode belajar menggunakan desain quasi eksperimen. Subjek penelitian terdiri atas 60 mahasiswa kimia yang sedang memprogramkan mata kuliah matematika kimia. Hasil analisis data mengindikasikan bahwa efektifitas kedua metode belajar dipengaruhi oleh jenis materi kimia yang dipelajari dan konsep matematika yang relevan. Kemampuan pemecahan masalah mahasiswa yang belajar individual lebih baik dibandingkan dengan belajar kolaboratif pada materi kinetika yang menggunakan konsep kalkulus. Akan tetapi, kedua lingkungan belajar memberikan pengaruh yang sama pada kemampuan pemecahan masalah kimia menggunakan konsep dasar matematika seperti logaritma dan aljabar. Selain pendekatan belajar, kemampuan mahasiswa kimia dalam pemecahan masalah dipengaruhi oleh sejumlah faktor meliputi: faktor kognitif dan pengalaman belajar. Temuan penelitian ini dapat memberikan konstribusi pada pemilihan strategi belajar dengan mempertimbangan sejumlah faktor yang berpengaruh. Kata Kunci: pendidikan kimia, mahasiswa, belajar kolaboratif dan individual, pemecahan masalah, materi matematika A COMPARISON OF THE COLLABORATION METHOD USING THE TASK SAMPLE AND INDIVIDUAL LEARNING IN THE DEVELOPMENT OF CHEMISTRY PROBLEM SOLVING SKILLS Abstract: This study was based on the individual and social constuctivist learning theory. This study was aimed to examine the effectiveness of the collaborative learning and traditional individual learning to improve the students’ problem solving skills. This study used the quasi-experimental design. The subjects were 60 Chemistry students enrolling the Chemistry Mathematics course. The findings showed that the effectiveness of both methods was influenced by the type of the chemistry materials being studied and relevant mathematical concepts. The problem solving skills of the students learning individually was better than those of the students learning collaboratively in the kinetics concept using the calculus concept. However, both learning settings gave the same influence on the chemistry problem solving skills using the basic mathematics concepts such as logarithma and algebra. In addition to the learning approach, the students’ problem solving skills were also influenced by several factors including: cognitive and learning experience factors, These findings can give contribution to the choice of learning strategies by taking into account of the influential factors. Keywords: chemistry education; undergraduate students; collaborative and individual learning; problem solving, mathematics content
THE INFLUENCE OF PEER TUTORING MODEL ON THE PROBLEM-SOLVING UNDERSTANDING AND COMMUNICATION SKILLS OF EIGHT GRADE JUNIOR HIGH SCHOOL STUDENTS Teguh Rizki Andriana; Jozua Sabandar; Mumun Syaban
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 4 (2018): VOLUME 1 NUMBER 4, DECEMBER 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.482 KB) | DOI: 10.22460/jiml.v1i4.p345-349

Abstract

Various efforts to develop education which related to quality of education were overall implemented by the government to enhance quality of education. The implementation of compatible method was an effort to improve learning achievement and accomplish learning goals. Peer tutoring is a group of students who have completed learning material then provide assistance for others who got difficulty in understanding the material. From the research result were obtained, (1) Sig. 0,011 = Ho was rejected means there was difference in students learning result in mathematic lesson by using peer tutoring method compare with conventional learning method; (2) Sig. 0,002 = Ho was rejected means there was difference in problem solving communication skill in mathematic lesson by using peer tutoring method compare with conventional learning method; (3) Sig. 0,043 = Ho was rejected means there was difference in problem solving comprehension skill in mathematic lesson by using peer tutoring method compare with conventional learning method. From the data, it can be concluded that students learning result using peer tutoring method was more effective. It was because, this method demanded students to be more active in learning process either individual or overall.
Penerapan Strategi Pembelajaran Aktif Tipe Everyone Is A Teacher Here untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Lia Amalia Nurina; Jozua Sabandar; Elah Nurlaelah
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 4, No 1 (2015)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v4i1.31969

Abstract

Abstrak. Penelitian ini bertujuan untuk mengkaji pengaruh penerapan strategi pembelajaran aktif tipe Everyone Is a Teacher Here terhadap peningkatan dan pencapaian kemampuan pemahaman matematis siswa SMP. Desain penelitian yang digunakan adalah kuasi eksperimen. Populasinya, yaitu seluruh siswa SMP kelas VIII di salah satu SMP Negeri Bandung. Adapun sampelnya terdiri dari 34 siswa kelas ETH (kelompok eksperimen) dan 34 siswa kelas konvensional (kelompok kontrol) yang dipilih menggunakan teknik purposive sampling. Masalah yang diteliti yaitu peningkatan kemampuan pemahaman matematis dan pencapaian kemampuan pemahaman matematis siswa. Analisis kuantitatif menggunakan independent sample t-test, Mann-Whitney test, sedangkan analisis kualitatif dilakukan secara deskriptif. Hasil penelitian menunjukkan peningkatan kemampuan pemahaman matematis siswa yang memperoleh pembelajan aktif tipe ETH lebih baik daripada siswa yang memperoleh pembelajaran konvensional,pencapaian kemampuan pemahaman matematis siswa yang memperoleh pembelajan aktif tipe ETH lebih baik daripada siswa yang memperoleh pembelajaran konvensional . Abstract. The aims of this research are intended to examine the effect of active learning strategy with Everyone is a teacher here type, toward the increase and achievement of  student’s mathematical understanding ability. The research utilized a quasi experimental design. The population in this research are students of grade eight from one junior high school in Bandung. As concern, the sample comprised of 34 students in ETH class (experiment group) and 34 students in conventional class (control group). The research problem are to improve mathematical understanding ability. The quantitative analysis is used independent sample t-test, Mann-Whitney test, while qualitative analysis is used descriptive one. The result shows better increasing mathematical understanding ability by active learning strategy with ETH type than by conventional teaching, student’s, and the achievement of mathematical understanding ability by active learning strategy with ETH type than by conventional teaching, student’s.
Co-Authors Elah Nurlaelah Fahyuddin . Lia Amalia Nurina Liliasari . Muhamad A. Martoprawiro Syaban, Mumun Teguh Rizki Andriana