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All Journal DIDAKTIKA : Jurnal Kependidikan Mosharafa: Jurnal Pendidikan Matematika
Robert Harry Soesanto
Pelita Harapan University
Education Mathematics Other

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UPAYA GURU DALAM MENGATASI KEBINGUNGAN SISWA MENGGUNAKAN METODE CERAMAH PLUS TANYA JAWAB DALAM PEMBELAJARAN DARING Jemry Bernabas Olang; Robert Harry Soesanto
Didaktika : Jurnal Kependidikan Vol 16, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v16i2.1960

Abstract

The COVID-19 pandemic requires teachers to conduct online learning. Monotonous online learning using the lecture method causes a lack of interaction between teachers and students, causing confusion. Thus we need a method that can facilitate the teacher to explain the material by involving students in learning. Thus, researchers use the lecture method plus question and answer as one way to overcome student confusion in online learning. In conducting research, researchers use descriptive qualitative methods that emphasize literature review. Giving the lecture method plus question and answer to overcome student confusion is a form of teacher responsibility to God. Through the provision of this method the teacher can show his dedication to God by being responsible for overcoming students' confusion. The lecture plus question and answer method can overcome student confusion by providing space for students to ask questions or express their confusion in both synchronous and asynchronous learning. Researchers suggest teachers to continue to encourage students not to feel ashamed and afraid to be considered stupid when students express their confusion. The teacher must also give appreciation in the form of applause, words of praise, and so on as a form of motivation to students so that they can express their confusion.Keywords: confusion, responsibility, lecture method plus question and answer
Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.763 KB) | DOI: 10.31980/mosharafa.v12i1.2116

Abstract

AbstrakKeberadaan dari peran disposisi matematis menjadi aspek yang masih dinilai vital ketika siswa berhadapan dengan pembelajaran matematika. Di tengah beragam penelitian terkait hal ini, masih minim studi yang mengkonstruksi instrumen disposisi matematis yang memenuhi kaidah statistik. Penelitian ini bertujuan untuk mengkonstruksi instrumen disposisi matematis yang telah melewati kajian statistik, dan difokuskan pada konstruksi instrumen untuk domain afektif. Penelitian yang melibatkan 185 mahasiswa S1 ini menggunakan instrumen berupa 33 butir pertanyaan 4 skala Likert yang dianalisis menggunakan analisis faktor konfirmatori melalui IBM SPSS 20. Metode ekstraksi menggunakan Maximum Likelihood dan menerapkan rotasi Varimax untuk membedakan antar dimensi dengan lebih maksimal. Uji prasyarat mengindikasikan terpenuhinya kecukupan sampel dan korelasi yang kuat untuk dilanjutkan dalam proses pengelompokkan dimensi. Hasil analisis faktor konfirmatori memberikan 7 dimensi disposisi matematis domain afektif, di mana nilai reliabilitas Cronbach Alpha dari tiap dimensi cukup tinggi, di mana mengindikasikan validitas yang baik. Secara keseluruhan, konstruksi instrumen memuat 33 butir pertanyaan yang valid dan reliabel. Konstruksi instrumen yang telah teruji secara statistik ini dapat digunakan untuk keperluan penelitian lanjutan yang hendak menelaah secara komprehensif terkait disposisi matematis yang menyoroti domain afektif. AbstractThe existence of the role of mathematical disposition is still vital in dealing with mathematics learning. Among various researches discussing this issue, there are still few studies that deal with constructing mathematical disposition that fulfill adequate statistical review. This study aims to construct mathematical disposition instrument, which is well-tested through statistic review, and focused on affective domain. Methods: This study which involved 185 undergraduate students utilized instrument consisted of 33 four-Likert scale items analyzed using Confirmatory Factor Analysis (CFA) through IBM SPSS 20. The extract method was using Maximum likelihood and applied Varimax rotation to distinguish among dimensions optimally. Findings: The assumption tests indicate the sampling adequacy and strong correlation to be further conducted into the dimensions grouping process. The result of CFA brings 7 dimensions of mathematical disposition in the affective domain, where the value of Cronbach Alpha reliability of each dimension is quite high, which indicates good validity. Overall, the instrument construction provides 33 items which are all valid and reliable. Conclusion: The instrument construction which has been statistically tested, can be used for the purposes of further research seeking to comprehensively examine mathematical dispositions that highlight affective domains.
Co-Authors Jemry Bernabas Olang Kurnia Putri Sepdikasari Dirgantoro