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THE USE OF GRAPHIC CALCULATOR IN MATHEMATICS LEARNING: IS IT STILL RELEVANT? Dirgantoro, Kurnia Putri Sepdikasari
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7, No 2 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

In the middle of the advancement of technology today where the rapid development of a wide range of software that can be used in mathematics, it seems the use of graphing calculators in the classroom are being abandoned. Relatively expensive, parents and schools tend to think twice before buying a graphing calculator for their children as well as the availability of media learning in school. However, is it true that the used of graphic calculator are not relevant at this time? It is intended to be a review of theory to answer these questions.

PENDEKATAN KETERAMPILAN METAKOGNITIF DALAM PEMBELAJARAN MATEMATIKA Putri Sepdikasari Dirgantoro, Kurnia
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 3 No 1 (2018): Mathline
Publisher : Universitas Wiralodra

Pola pikir zaman sekarang yang menuntut segala sesuatu menjadi serba cepat dan instan sering kaliterbawa oleh siswa di sekolah. Ketika mengerjakan soal, siswa akan merasa puas ketika merekasudah menemukan jawabannya. Entah jawabannya benar atau tidak, sangat jarang ditemui siswayang kembali mengecek pekerjaan mereka. Di dalam proses pembelajaran pun, siswa dinilaikurang mampu dalam menganalisa kelemahan dan kelebihan yang dimilikinya untuk dapatmemaksimalkan proses belajar. Mengerjakan seadanya yang penting selesai seringkali menjadislogan para siswa saat ini. Padahal kemampuan menganalisa kelemahan maupun kelebihan yangdimiliki adalah kemampuan yang penting, khususnya dalam belajar matematika. Kesadaran akankelebihan dan kekurangan ini dinamakan kesadaran metakognisi. Dalam belajar matematikaketerampilan ini perlu dikembangkan. Untuk itu artikel ini akan membahas mengenai pembelajaranmatematika dengan menggunakan pendekatan keterampilan metakognitif.

Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Jurnal Elemen Vol 7, No 1 (2021): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

The Use of Graphic Calculator in Mathematics Learning: Is It Still Relevant? Kurnia Putri Sepdikasari Dirgantoro
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7 No 2 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

In the middle of the advancement of technology today where the rapid development of a wide range of software that can be used in mathematics, it seems the use of graphing calculators in the classroom are being abandoned. Relatively expensive, parents and schools tend to think twice before buying a graphing calculator for their children as well as the availability of media learning in school. However, is it true that the used of graphic calculator are not relevant at this time? It is intended to be a review of theory to answer these questions.

Kompetensi Guru Matematika Dalam Mengembangkan Kompetensi Matematis Siswa Kurnia Putri Sepdikasari Dirgantoro
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 8 No 2 (2018)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Education can not be separated from two main factors; teacher and student. In the absence of either of these two factors, it is essentially not education. In Indonesia, education is still far from what is expected. This can be seen from the fact that there are difficulties of the graduates achieving decent work result in accordance with the level of education they are in. One of the causes of the low quality of education in Indonesia is because the competence of teachers as educators is still considered low when compared with the standards that have been prepared. This article will discuss the influence of teacher competence on student competence, especially in Mathematics learning.

Membangun Pemahaman Mahasiswa Calon Guru Akan Interaksi Dalam Pembelajaran Melalui Program Pengalaman Lapangan-1 Di Sekolah Melda Jaya Saragih; Kurnia Putri Sepdikasari Dirgantoro; Meiva Marthaulina Lestari Siahaan
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 11 No 3 (2021)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

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The purpose of the research is to describe the process of establishing students teachers' understanding about interactions in learning, describing those various understandings obtained as results of the field ecperience (PPL 1), how tasks and stages are designed according to the blue print of PPL1 to create holistic learning for prospective students of mathematics education teachers. The research method was descriptive qualitative by analyzing in depth the results of written interviews of students, through their reflections, and student observation sheets consisting of 30 students of mathematics education disseminated in several Christian schools. The data was validated with triangulation techniques, namely interviews, student reflections and student portfolios. In PPL 1, students observe and collaborate with mentor teachers and are directly involved in one-week learning activities. Through the journal of reflection students also help students to develop their understanding of the responsibility of the teacher and give direction for students can take steps to improve in the future if later become a teacher in the school. Students gained new understanding of interaction in the classroom, i.e. students understand the important of teachers to greet students before starting learning, the use positive words, recognize student names, show students' involvement in learning. Teacher students got good example and were prepared to be teachers who can build students' personal through interactions formed by teachers in the classroom. In addition, students also understood the steps to build good interaction with students. The implementation of PPL-1 is monitored in a structured manner, students were placed in a school environment that maximizes them to learn the correct practices and values of Christian education from teachers, principals, school environments and lecturers.

CALCULUS LEARNING VIA SCREENCAST-O-MATIC DURING THE PANDEMIC: AN EXPLORATION TOWARDS STUDENTS’ PERCEPTION OF MATH ANXIETY Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2021v9n2a5

The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

METODE DISKUSI UNTUK MENGEMBANGKAN KEAKTIFAN DAN HASIL BELAJAR KOGNITIF MATEMATIKA SISWA PADA PEMBELAJARAN DARING Engelina Engelina; Kurnia Putri Sepdikasari Dirgantoro
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 10, No 1 (2022): MARET 2022
Publisher : Universitas Lampung

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AbstractActiveness and cognitive learning outcomes of students are important things to achieve success in the learning process. However, the fact is that the activeness and cognitive learning outcomes of students in a private high school in Tomohon, North Sulawesi are still not optimal in the online learning process carried out by the author. This is because the teacher is less precise in choosing and implementing learning methods. To overcome this, the author uses the discussion method in online learning. This research using the descriptive qualitative method aims to describe the implementation of the discussion method in developing the activeness and cognitive learning outcomes of students in online learning. The instruments in this study consisted of the teacher's reflection journal, lesson plans, and test of students' cognitive learning outcomes. With the research subject of class XI IPA 2 students, totaling 27 students. The results showed that there was a development in students' activeness and cognitive learning outcomes after applying the discussion method. In conclusion, a discussion process such as dividing students into small groups can provide broad opportunities for students to be active during learning so that students can be directly involved in solving problems and lead to optimal learning outcomes.Keywords: activeness; cognitive learning outcomes; discussion method AbstrakKeaktifan dan hasil belajar kognitif siswa merupakan hal penting untuk mencapai keberhasilan pada proses pembelajaran. Namun faktanya keaktifan dan hasil belajar kognitif siswa di salah satu SMA swasta di Tomohon, Sulawesi Utara masih belum maksimal pada proses pembelajaran daring yang dilakukan penulis. Hal ini dikarenakan kurang tepatnya guru dalam memilih dan menerapkan metode pembelajaran. Untuk mengatasi hal tersebut penulis menggunakan metode diskusi pada pembelajaran daring. Penelitian yang menggunakan metode kualitatif deskriptif ini bertujuan untuk mendeskripsikan pelaksanaan metode diskusi dalam mengembangkan keaktifan dan hasil belajar kognitif matematika siswa pada pembelajaran daring. Instrumen dalam penelitian ini terdiri dari jurnal refleksi guru, RPP, dan tes hasil belajar kognitif siswa. Dengan subjek penelitian siswa kelas XI IPA 2 yang berjumlah 27 siswa. Hasil penelitian menunjukkan adanya perkembangan dalam keaktifan dan hasil belajar kognitif siswa setelah menerapkan metode diskusi. Kesimpulannya melalui proses diskusi seperti membagi siswa dalam kelompok kecil dapat memberikan kesempatan yang luas kepada siswa untuk aktif selama pembelajaran sehingga siswa dapat terlibat langsung menyelesaikan masalah dan berujung pada optimalnya hasil belajar.Kata Kunci: hasil belajar kognitif siswa; keaktifan; metode diskusi DOI: http://dx.doi.org/10.23960/mtk/v10i1.pp16-26

Analysis of Self-Regulated Learning of Students in Mathematics Education Study Program in Number Theory Course Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.7812

The number theory is the first mathematics content course in the UPH FIP Mathematics Education study program, which does not have a response class. The response class was conducted as a companion to four content subjects with close relations with school mathematics content, namely Calculus 1, Calculus 2, Geometry, and Linear Algebra. Based on the questionnaire that has been distributed, prospective mathematics teachers consider that the response class is beneficial for them in attending lectures and in exploring related mathematical concepts. However, on the other hand, students inevitably have to go back to learning to be determined with the response class. The implication is that students' self-regulated learning will not develop optimally. However, self-regulated learning is an essential aspect that prospective teachers need to have. This research was conducted to see how self-regulated learning of future mathematics teachers in number theory courses. The research instruments used are questionnaires, the scale of self-regulated learning, and interviews. This research is a qualitative descriptive study. The results of this study are that most students have a moderate level of learning independence. The aspects or indicators of learning independence that need special attention are setting learning goals/targets. Prospective teacher students need to continue to train and develop their learning independence to become professional teachers who continue to develop along with the times.

Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2899

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

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