Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan JURNAL PIJAR Journal of Research and Advances in Mathematics Education
Endah Retnowati, Endah
Unknown Affiliation
Chemistry Education Mathematics Physics

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
IMPLEMENTASI TEKNIK JIGSAW DALAM PEMBELAJARAN GEOMETRI SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR DAN KEMANDIRIAN BELAJAR SISWA KELAS IX SMU NEGERI 1 DEPOK YOGYAKARTA Retnowati, Endah; Jailani, Jailani
Jurnal PIJAR Vol 4, No 1 (2009)
Publisher : Jurnal PIJAR

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

Abstract

Abstrak.  Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan kemandirian belajar siswa melalui teknik pembelajaran jigsaw. Subjek penelitian ini adalah 36 siswa kelas XI Jurusan IPA SMU Negeri 1 Depok, Yogyakarta. Langkah-langkah penelitian tindakan kelas mengacu pada model Kemmis dan McTaggart dimana setiap siklus tindakan meliputi perencanaan, tindakan, observasi, dan refleksi. Instrumen penelitian terdiri dari lembar pengamatan pelaksanaan pembelajaran dan pengamatan terhadap partisipasi siswa, kuis, angket kemandirian belajar, angket sikap siswa dan wawancara. Penelitian ini terlaksana dalam 2 siklus. Hasil penelitian menunjukkan bahwa pembelajaran geometri dengan menerapkan teknik jigsaw dapat meningkatkan hasil belajar siswa, yaitu sebanyak 78.13% siswa tuntas belajar pada siklus 2 dengan adanya tindakan antara lain visualisasi materi dengan software CABRI, pemberian bimbingan atau petunjuk dalam mengaktifkan proses kognitif siswa untuk memahami materi, memvisualisasikan konsep melalui gambar yang menarik menggunakan presentasi dengan software CABRI dan melibatkan siswa dalam penilaian kuis. Sebelum siklus 1, sebanyak 32.26% siswa mampunyai kemandirian belajar kualifikasi atas dan setelah siklus 2 meningkat menjadi 37.93% siswa. Peningkatan kemandirian belajar terlihat menonjol terutama dalam hal menumbuhkan motivasi belajar, merumuskan tujuan belajar dan mengevaluasi hasil belajarnya.Kata Kunci: Jigsaw, hasil belajar matematika, kemandirian belajar
The effectiveness of goal-free problems for studying triangle similarity in collaborative groups Purnama, Pratama Wahyu; Retnowati, Endah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11198

Abstract

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.
Mathematics problem solving skill acquisition: Learning by Problem Posing or by Problem Solving? Retnowati, Endah; Fathoni, Yazid; Chen, Ouhao
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v37i1.18787

Abstract

Abstract:Problem posing is an instructional method where students are asked to create problems based on the given information, then solve them. While in an instructional method of problem solving, students learn by solving given problems. The aim of this study was to test: (1) the differences of efficacy between learning by problem posing and the problemsolving method of individual and small group instruction strategies; (2) the interaction effect of learning methods and grouping strategies.With regard to the independent variables, problemsolving skill or cognitive load, a quasi experiment with post-test-only-non-equivalent control group designwas used. Year 7 contextual mathematics problems were tested in this experiment, and one hundreds students, who had sufficient prior knowledge, participated. A 2 by 2 anova was employed for data analysis. The results showed that: (1) problem posing method was significantly more effective than problem-solving method; (2) there was no significant difference in efficacy between individualized instruction and small group instruction strategies; (3) the interaction between learning methods and grouping strategies, where it is more likely that learning problem posing was better than problem solving for individual instruction. Keywords: cognitive load, individual, mathematics, problem posing, problem solving, small group PENGUASAAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA: BELAJAR MELALUI PROBLEM POSING ATAU PROBLEM SOLVING Abstrak: Problem posing adalah suatu metode pembelajaran dimana siswa diminta untuk menciptakan masalah-masalah berdasarkan informasi yang diberikan, kemudian siswa diminta menyelesaikan masalah tersebut. Sedangkan dalam metode pembelajaran problem solving, siswa belajar melalui penyelesaian masalah yang telah ditentukan. Tujuan penelitian ini adalah untuk menguji: (1) perbedaan efektivitas metode pembelajaran problem posing dan problem soving secara individual atau kelompok; (2) Efek interaksi antara metode pembelajaran dan strategi pengelompokan belajar. Dengan meninjau pada variabel terikat, keterampilan pemecahan masalah dan muatan kognitif, kuasi eksperimen dirancang dengan desain post-test-only-non-equivalent control groups. Materi pembelajaran dalam eksperimen adalah masalah matematika kontekstual untuk kelas 7, dengan sampel sejumlah 100 siswa yang telah mempunyai pengetahuan awal yang memadai. Anova dua jalur digunakan untuk analisis data. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan dari kedua metode pembelajaran, dimana problem posing lebih efektif daripada problem solving; (2) tidak ada perbedaan yang signifikan antara strategi belajar individu atau kelompok; (3) ada efek interaksi antara metode pembelajaran dengan strategi pengelompokan, dimana dalam strategi belajar individu, menggunakan problem posing lebih baik daripada menggunakan problem solving, tetapi ada kecenderungan sebaliknya untuk strategi belajar kelompok. Kata kunci: muatan kognitif, individual, matematika, problem posing, problem solving, kelompok kecil
Co-Authors Chen, Ouhao Fathoni, Yazid Jailani Jailani Purnama, Pratama Wahyu