Yemi Kuswardi, Yemi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR Chrisnawati, Henny Ekana; Usodo, Budi; Kurniawati, Ira; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT                                                                                                       This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCS’s strategy with giving scaffolding. Mathematics foundation which has abstract’s characteristic and necessary from understanding ability both computational also fungtional become priority of researcher’s thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.  Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016  as a subject. Technique of collecting data uses test and observation while learning and research’s instrument is developed by validation of professional judgment. The result from application of ARCS’s strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding ability’s test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the test’s result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCS’s strategy also increased the affectionate learning’s result. It showed by the results of observation in first and second cycle which showed that the mean percentage of    character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means that   used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCS’s strategy, scaffolding
EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH Kuswardi, Yemi; Kurniawati, Ira; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT Graph  materials  contains  declarative  knowledge  and  procedural knowledge.  In  Graph  subject  included declarative  knowledge  is  the  graph  terminology  while  those  included  procedural  knowledge  is  how  to determine  the  settlement  of  problems  by  using  the  algorithm  methods  associated  with  Graph.  Dirrect instruction  that  relies  on  principles  of  behavioral  and  social  learning  theory,  has  been  specifically designed to support students learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC  motivation  strategies  (Attention,  Relevance,  Confidence,  Satisfaction)  is  a  strategy  that  can increase  the  motivation  on  learning  materials  and  learning  activities  of  students.  Application  of  direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this  study  was  to  determine  whether  the  aplication  of  direct  istruction  model  using  ARCS  strategy  on graph materials subject (1) the mastery learning is achieved, (2) students learning activities are effective, (3)  students  responses  are  positive,  and  (4)  the  effectiveness  of  model  is  reached.  This  research  is  a qualitative  descriptive  research.  The  subjects  of  this  research  are  students  who  take  Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science,  FKIP,  Sebelas  Maret  University  Surakarta.  The  results  is  (1)  mastery  learning  achieved,  (2) learning  activities  are  effective,  (3)  students  response  considered  positive,  (4)  the  effectiveness  of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph