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Pengembangan Soal Matematika Model PISA Menggunakan Konteks Kalimantan Timur Hendri Prastyo
Jurnal Padegogik Vol 3 No 1 (2020): Jurnal Padegogik: Februari 2020
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2322.819 KB) | DOI: 10.35974/jpd.v3i1.2230

Abstract

Education has a part in improving the quality of human resources. To have a proper quality measurement of education, there should be sustainable assessments. The Assessment could be implemented locally and world widely. Indonesia undertake the local assessments through national examinations and Indonesia also comply certain international assessments. One of the international assessment which Indonesia has complied to is PISA (Program for International Student Assessment). Meanwhile the result of PISA indicates that Indonesia is still below the average of other nation participants. There are several reasons which are being the factors for this result, one of it is students in Indonesia are not habitual to solve the problems in PISA questions. The object of this project is to analyze PISA questions and then to expand the questions by following the standards of PISA which are combined by the context of East Kalimantan. Each question is analyzed and descripted according to the level of mathematic competence, mathematic content, context used, literacy level, question format, and reviewed which are based on 2013 curriculum.
Kemampuan Matematika Siswa Indonesia Berdasarkan TIMSS Hendri Prastyo
Jurnal Padegogik Vol 3 No 2 (2020): Jurnal Padegogik
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v3i2.2367

Abstract

TIMSS stands for Trends in International Mathematics and Science Study. This activity aims to measure the mathematic and scient abilities of students in some countries. Indonesia is one of the TIMSS participating countries. This paper aims to determine the mathematic abilities of students in Indonesia as well as several factors that can improve students' mathematical abilities. The method used is a descriptive study of TIMSS results from 1999 to 2015. The results of this study indicate that the ability of Indonesian students is still at a low level (Indonesian students are only able to solve simple math problems) and there are several factors that need to be considered by the government, schools, and parents in order to improve the mathematical abilities of Indonesian students.
ANALISIS HAMBATAN BELAJAR SISWA SMP DALAM MEMAHAMI KONSEP GARIS DAN SUDUT Andrew Wantah; Hendri Prastyo
Jurnal Padegogik Vol 5 No 1 (2022): Jurnal Padegogik, January 2022
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v5i1.2722

Abstract

Lines and angles as one of the math topic which is beneficial in life is attainable at junior high school. The results of the given learning can be observed by their understanding skills. In gaining mastery of understanding concepts of lines and angles, everyone will face obstacles. The purpose of this research is to analyze students’ understanding skills and learning obstacles which is experienced by students on the topic of lines and angles. Learning obstacles included are ontogeny obstacles, didactical obstacles, and epistemological obstacles. In this research, with SMP Advent Ciracas as the research places with a total subject of 26 students,it is found that:(1)42.3% of students are capable of restating concepts, (2)0% of students are capable of giving examples of a concept completely, (3)46.2% of students are capable of representing concepts, (4)23.1% of students are capable clasifying objects based on math concepts, and (5)3.8% of students are capable of connecting math concepts internally or externally. The average score is 4.69, with the maximum score obtainable is 10. This shows that the understanding skills of students is considered weak. For that, analysis on learning obstacles which is the causative factor is done. By the result of research, learning obstacles are found. Epistemological obstacles found are: (1)students have difficulty in identifying point on a line; (2)students mistakes the concept of parallel lines and have limited concept of line segments; (3)students have difficulty on perpendicular position of two lines; (4)students have difficulty computing complementary angles. Didactical obstacles found are: (1)the given learning which doesn’t serve students in constructing their knowledge; (2)weak reinforcement on prerequisite subjects for lines and angles; (3)obstacles caused by inadequate facilities. Ontogeny obstacles found are: (1)students’ unpreparedness in studying online; (2)lack of mental strenghts for studying lines and angles.
Meta Analisis Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Matematis Siswa Reinaldo Pasaribu Pasaribu; Hendri Prastyo
Jurnal Padegogik Vol 5 No 2 (2022): Jurnal Padegogik, July 2022
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v5i2.2894

Abstract

This study aims to describe: (1) the effect of the guided inquiry learning model on the overall mathematical ability of students, (2) the effect of the guided inquiry learning model on the components of mathematical ability, (3) the effect of the guided inquiry learning model on mathematical abilities based on education level, ( 4) The influence of the guided inquiry learning model on students' mathematical abilities based on the material being taught. The population in this study is research that has been published nationally with a range of 2017 to 2021. The sampling technique used purposive sampling and obtained 20 studies that matched the criteria. The data analysis technique uses Cohen's d effect size analysis. The results of the study: (1) Overall, the guided inquiry learning model increased students' mathematical abilities with an effect size value of 0.79 on the moderate effect criteria, (2) The guided inquiry learning model gave the greatest influence on mathematical communication skills with an effect size value of 1.35 with a large effect criterion, (3) The use of the guided inquiry learning model looks more suitable to be applied in junior high school because it has a greater influence in improving students' mathematical abilities with an effect size value of 0.84 in the large effect criterion, (4) Learning model Guided inquiry is more influential in improving students' mathematical abilities with an effect size value of 1.62 with a large effect criterion on junior high school statistics material.
Co-Authors Andrew Wantah Reinaldo Pasaribu Pasaribu