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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) AKSIOMA JURNAL PENDIDIKAN MATEMATIKA BAREKENG: Jurnal Ilmu Matematika dan Terapan Journal of Honai Math Jurnal Magister Pendidikan Matematika (JUMADIKA) Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura Science Map Journal Jurnal Pendidikan Matematika Unpatti Pakem : Jurnal Pengabdian Kepada Masyarakat Amalgamasi: Journal of Mathematics and Applications Sora Journal of Mathematics Education
Anderson Leonardo Palinussa
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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MENGKAJI PERBEDAAN KEMAMPUAN MATEMATIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE (TPS) DAN MODEL PEMBELAJARAN KONVENSIONAL DI KELAS VIII SMP DITINJAU DARI LEVEL SEKOLAH Palinussa, Anderson Leonardo; Thaib, Abdullah
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 14 No 1 (2020): BAREKENG: Jurnal Ilmu Matematika dan Terapan
Publisher : MATHEMATIC DEPARTMENT, FACULTY OF MATHEMATICS AND NATURAL SCIENCES, UNIVERSITY OF PATTIMURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (785.979 KB) | DOI: 10.30598/barekengvol14iss1pp023-030

Abstract

The purpose of this research is to study the differencesstudents’ mathematical abilities of schools with middle accreditation level and low accreditation level when given the same treatment by applying Think Pair Share (TPS) model compared to conventional models on the circle concept. The Population of this research is schools with a midddle accreditation level and low accreditation level in Ambon. Samples of this research are students on the 8th grade of SMP Al-Wathan Ambon which has middle accreditation level and students on 8th grade of SMP Ass Salam Ambon which has low-level accreditation. This research is experimental research by using Post Test Only Control Group Design. The results on these schools shown that a significant value less than alpha value, in precisely 0,012 < 0,05, which means H0 is rejected and H1 is accepted. This statistical expression means that there is a difference in students’ mathematical abilities through the application of Think Pair Share and Conventional model reviewed from school levels.
Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based Palinussa, Anderson L.
Journal on Mathematics Education Vol 4, No 1 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.4.1.566.75-94

Abstract

This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students' early math skills test, critical thinking skills mathematical test and perception scale of students' character. Data was analyzed by using t-test and Anova. The study found that: 1) Achievements and enhancement of students' critical mathematical thinking skills who were treated with by realistic mathematics education is better then students' skills were treated by conventional mathematics education. The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level; 2) Quality of students' character who were treated by realistic mathematics education is better then students' character who were treated by conventional mathematics education The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level Keywords: Critical Thinking, Students' Character, Realistic Mathematics Education Culture-Based
Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts Anderson Leonardo Palinussa; Juliana Selvina Molle; Magy Gaspersz
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.20640

Abstract

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.
Mathematical self-concept among prospective teachers Johannis Takaria; Anderson Leonardo Palinussa
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20464

Abstract

Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.
COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI Anderson Leonardo Palinussa
Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p173-182

Abstract

The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.
PENGEMBANGAN FLIPPED CLASSROOM PADA MATA KULIAH KALKULUS INTEGRAL Anderson Leonardo Palinussa; Marlin Blandy Mananggel
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (97.704 KB) | DOI: 10.24127/ajpm.v10i3.4070

Abstract

Penelitian ini bertujuan mengembangkan model pembelajaran flipped classroom dan perangkat pembelajaran berupa buku ajar dan video pembelajaran pada mata kuliah kalkulus integral. Penelitian pengembangan mengacu pada model pengembangan Plomp yang terdiri atas fase kajian awal, desain, realisasi, tes dan evaluasi, revisi serta implementasi. Perangkat yang dikembangkan adalah rencana pembelajaran mengikuti sintaks pembelajaran flipped classroom, bahan ajar serta video pembelajaran. Sumber data adalah mahasiswa pendidikan matematika yang menawarkan mata kuliah Kalkulus Integral sebanyak 70 orang dan sebelum model ini dikembangkan di validasi oleh dua ahli pembelajaran matematika dari Universitas Pattimura. Hasil penelitian menunjukkan bahwa model pembelajaran flipped classroom dan perangkat pembelajaran berupa buku ajar dan video pembelajaran layak untuk digunakan.This study aims to develop a flipped classroom learning model and learning tools in the form of textbooks and learning videos in integral calculus courses. Development research refers to the Plomp development model which consists of the initial study phase, design, realization, test and evaluation, revision and implementation. The tools developed are lesson plans following the flipped classroom learning syntax, teaching materials and learning videos. The data source is mathematics education students who offer 70 Integral Calculus courses and before this model was developed it was validated by two mathematics learning experts from Pattimura University. The results showed that the flipped classroom learning model and learning tools in the form of textbooks and learning videos were feasible to use. 
PERBEDAAN HASIL BELAJAR MATEMATIKA MATERI SPLDV PADA SISWA SMP DI KOTA AMBON Anderson Leonardo Palinussa; Hanisa Tamalene
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.335 KB) | DOI: 10.24127/ajpm.v10i2.3558

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika siswa pada materi SPLDV dengan menggunakan model pembelajaran RME, PBL dan konvensional pada siswa kelas VIII SMP Negeri 15 Ambon. Populasi pada penelitian ini sebanyak 6 kelas dengan sampel adalah 3 kelas yang dipilih menggunakan teknik purposive sampling. Tiga kelas yang terpilih adalah kelas VIII3, VIII5 dan VIII6. Kelas VIII3 menggunakan model pembelajaran PBL, kelas VIII5 menggunakan model pembelajaran konvensional dan kelas VIII6 menggunakan model pembelajaran RME. Data yang diperoleh kemudian dianalisis menggunakan N-Gain untuk mengetahui peningkatan hasil belajar, selanjutnya digunakan uji analisis variansi satu arah (One Way ANOVA) untuk menguji perbedaan peningkatan hasil belajar. Berdasarkan pada hasil analisis data maka diperoleh kesimpulan, 1) terdapat peningkatan hasil belajar matematika siswa dengan menggunakan model pembelajaran RME, PBL dan Konvensional, 2) terdapat perbedaan peningkatan hasil belajar matematika siswa dengan menggunakan model pembelajaran RME, PBL dan konvensional. Hal ini terlihat pada nilai sig kelas RME terhadap kelas konvensional yaitu 0,00 < 0,05 (nilai α), sehingga terdapat perbedaan peningkatan hasil belajar antara kelas RME dan kelas konvensional. Selanjutnya nilai sig RME terhadap PBL yaitu 0,012 < 0,05 (nilai α), sehingga terdapat perbedaan peningkatan hasil belajar antara kelas RME dan kelas PBL. Sedangkan nilai Sig kelas PBL terhadap kelas konvensional yaitu 0,003 < 0,05 (nilai α), sehingga terdapat perbedaan peningkatan hasil belajar antara model pembelajaran PBL dan model pembelajaran konvensional.
Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based Anderson L. Palinussa
Journal on Mathematics Education Vol 4, No 1 (2013)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.16 KB) | DOI: 10.22342/jme.4.1.566.75-94

Abstract

This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students' early math skills test, critical thinking skills mathematical test and perception scale of students' character. Data was analyzed by using t-test and Anova. The study found that: 1) Achievements and enhancement of students' critical mathematical thinking skills who were treated with by realistic mathematics education is better then students' skills were treated by conventional mathematics education. The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level; 2) Quality of students' character who were treated by realistic mathematics education is better then students' character who were treated by conventional mathematics education The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level Keywords: Critical Thinking, Students' Character, Realistic Mathematics Education Culture-Based
KOMPARASI HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN MODEL PEMBELAJARAN KONVENSIONAL PADA MATERI INTEGRAL Bella G Saiselar; Anderson Palinussa; Hanisa Tamalene
Science Map Journal Vol 1 No 1 (2019): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.663 KB) | DOI: 10.30598/jmsvol1issue1pp29-36

Abstract

Penelitian ini bertujuan untukmengetahui ada tidaknya perbedaan hasil belajar siswa yang diajarkan dengan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dan model pembelajaran konvensional pada materi integral. Populasi pada penelitian ini adalah seluruh kelas XI IS SMA Negeri 12 Ambon. Sampelnya terdiri dari dua kelas XI IS, di mana satu kelas sebagai kelas eksperimen dan kelas lainnya sebagai kelas kontrol. Subjek penelitian terdiri dari21 orang untuk masing-masing kedua kelas. Tipe penelitian yang digunakan dalam penelitian ini adalah tipe eksperimen, desain penelitian yang digunakan pada penelitian ini adalahPostestOnly Control Group Design.Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial yang salah satunya menggunakan uji beda rata-rata atau uji-t. Instrumen penelitian yang digunakan adalah tes hasil belajar siswa tentang materi integral. Hasil menunjukkan bahwa, terdapat perbedaan hasil belajar siswa yang diajarkan dengan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dan model pembelajaran konvensional pada materi integral dengan bukti rata-rata hasil belajar pada kelas yang diajarkan dengan model TAI yaitu 68,83 dan kelas dengan model konvensional yaitu 51,06.
STUDI KOMPARASI HASIL BELAJAR SISWA ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE QUICK ON THE DRAW DAN MODEL PEMBELAJARAN KONVENSIONAL PADA MATERI LIMIT FUNGSI ALJABAR Irfan Ely; Anderson Palinussa; Hanisa Tamalene
Science Map Journal Vol 1 No 1 (2019): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.082 KB) | DOI: 10.30598/jmsvol1issue1pp37-42

Abstract

Penelitian ini dilatar belakangi oleh hasil belajar matematika siswa yang masih di bawah KKM serta proses pembelajaran yang masih berpusat pada guru. Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mengetahui Perbedaan Hasil Belajar Siswa Antara Model Pembelajaran Kooperatif Tipe Quick On The Draw dan Model Pembelajaran Konvensional. Tipe yang digunakan dalam penelitian ini adalah tipe penelitian eksperimental (Experimental Research). Desain penelitian yang digunakan adalah Post test Only Control Group Design. Teknik pengambilan sampel dalam penelitian ini menggunakan sampel total atau sampling jenuh. Populasi dalam penelitian ini seluruh siswa kelas X yang terdiri dari dua kelas dimana satu kelas sebagai kontrol dan kelas lainnya sebagai kelas eksperimen yang masing-masing berjumlah 59 siswa. Instrumen yang di gunakan adalah tes hasil belajar (Post test) bentuk isian sebanyak 4 soal. Berdasarkan analisis data pada kelas eksperimen diperoleh rata-rata nilai post test 67.21. Untuk kelas kontrol diperoleh rata-rata nilai post test 56.90. Pengujian hipotesis menggunakan uji-t, dengan taraf signifikansi 0.05, didapat nilai sig. (2-tailed) 0.011 . Maka H0 ditolak sehingga dapat disimpulkan bahwa terdapat perbedaan rata-rata hasil belajar siswa yang diajarkan dengan model pembelajaran kooperatif tipe quik in the draw dan model pembelajaran konvensional pada materi limit fungsi aljabar.
Co-Authors Aprisa Wihinda Arien Sayang Ayu S Tuarita Bella G Saiselar Carolina Selfisina Ayal Carolina Selfisina Ayal Chasy M Nusamara Christina Martha Laamena Christopher Makapuan Darma Andreas Ngilawajan Elsinta K Wolontery Fanuela Paunno Filsia Yunita Muskitta Hanisa Tamalene Hanisa Tamalene Irfan Ely J S Molle Jeinne Mumu Jen Frisilia Tato Johanis Stefanus Lakusa Johannis Takaria Juliana Selvina Molle Juliana Selvina Molle La Moma Magy Gaspersz Magy Gaspersz Maria Ngilamele Marlin Blandy Mananggel Marselina Elizabeth Lepertery Meylani J A Pattinama Natasya Pattiasina Novalin C Huwaa Novalin C Huwaa Novalin C Huwaa Nur Aini Reynaldo Decaprio Thelessy Sharon F Wattimena Shella N Rupiassa Taufan Talib Thaib, Abdullah Theresia Laurens Thobita Dias Welmintje Mataheru Yandry Niak