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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol 1, No 1 (2017): December" : 6 Documents clear
Biblical Integration in a Mathematics Classroom: Qualitative Research in a Senior High School Tabita Gabriela Kristiana; Yonathan Winardi; Dylmoon Hidayat
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.709

Abstract

This article discusses to what extent mathematics teachers do Biblical integration in their class, explores the challenges that mathematics teachers face when they do or want to do Biblical integration, and explores the school’s expectation of Biblical integration for mathematics teachers with more clarity and intentionality. Research was conducted from September until October 2016. The research subjects were the curriculum coordinator, head of the Department of Mathematics, seven mathematics teachers, and 362 senior high students. The data collection techniques that were used were a semi-structured interview, and a questionnaire. The results of the research showed that the school’s expectation is that teachers should be able show how mathematics is capable of expressing truths about God’s work, God’s beauty, and God’s regularity because God created mathematics. All of the mathematics teachers modeled Biblical qualities. The challenges and obstacles that mathematics teachers were confronted with was that they had little time to find Biblical integration material, they did not have enough understanding, they had difficulty doing Biblical integration from the material, and the teachers were afraid that their explanations about Biblical integration would sound forced to students, especially non-Christian students.ABSTRAK BAHASA INDONESIA:  Artikel ini membahas sejauh mana guru matematika melakukan integrasi Alkitabiah di kelasnya, tantangan dan hambatan yang dihadapi oleh guru matematika saat mereka melakukan atau ingin melakukan integrasi Alkitabiah, dan untuk mencari tahu ekspetasi sekolah tentang integrasi Alkitabiah untuk guru matematika dengan lebih jelas dan mempunyai maksud. Penelitian ini dilakukan dari September sampai Oktober 2016. Subjek penelitian adalah kordinator kurikulum, kepala departemen matematika, tujuh guru matematika, dan 362 siswa sekolah menengah atas. Teknik pengumpulan data yang digunakan yaitu wawancara terencana-tidak terstruktur dan kuisioner. Hasil dari penelitian menunjukkan bahwa ekspetasi sekolah adalah bagaimana matematika mampu menjadi tempat untuk mengantarkan siswa mengenal kebenaran seperti pekerjaan Tuhan, keindahan Tuhan, keteraturan Tuhan karena Tuhan menciptakan matematika. Kemudian, semua guru matematika menjadi contoh kualitas Alkitabiah. Hambatan dan tantangan yang dihadapi guru matematika adalah kekurangan waktu untuk menemukan integrasi Alkitabiah dari materi, mereka juga tidak mempunyai pemahaman yang cukup, mereka merasa kesulitan dalam melakukan integrasi Alkitabiah, dan guru merasa takut jika penjelasannya tentang integrasi Alkitabiah terdengar memaksa bagi siswa, terkhusus siswa yang beragama lain.
Hubungan Motivasi Belajar dan Disiplin Belajar Siswa Kelas IX Pada Pembelajaran Matematika di Suatu Sekolah Kristen [The Relationship between Learning Motivation and Learning Discipline of Grade 9 Mathematics Students at a Christian School] Yosi Tri Agustin; Y. Edi Gunanto; Tanti Listiani
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.716

Abstract

Based on observation at XYZ Christian School in Tangerang, there are some students in grade 9 who showed less disciplined behavior in school, especially during math classes. Less disciplined students exhibit less motivated attitudes during classroom learning. This study aims to determine whether learning motivation correlates to learning discipline. This type of research is correlational research with a quantitative approach. The research instrument was a questionnaire. The population in this research is all grade 9 students at XYZ Christian School. Data were analyzed through using Pearson Product Moment Correlation to obtain a correlation coefficient between learning motivation and learning discipline. The analysis obtained a correlation coefficient of 0.731 that shows there is a strong positive relationship between learning motivation and learning discipline. The research concluded that the higher the learning motivation, the higher the learning discipline.ABSTRAK BAHASA INDONESIA: Berdasarkan pengamatan yang dilakukan di Sekolah Kristen XYZ di Tangerang, ada beberapa siswa kelas IX yang kurang disiplin dalam perilaku di sekolah, terkhusus saat pembelajaran matematika. Siswa yang kurang disiplin menunjukkan sikap kurang termotivasi selama pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui ada tidaknya hubungan yang signifikan dan bagaimana hubungan antara motivasi belajar dengan disiplin belajar siswa kelas IX. Jenis penelitian ini adalah penelitian korelasional dengan pendekatan kuantitatif. Instrumen yang digunakan adalah kuesioner. Populasi pada penelitian ini adalah seluruh siswa kelas IX di Sekolah Kristen XYZ. Data dianalisis menggunakan Pearson Product Moment Correlation untuk mendapatkan koefisien korelasi antara motivasi belajar dengan disiplin belajar. Hasil analisis memperoleh koefisien korelasi 0.731 yang menunjukkan bahwa ada hubungan positif yang kuat antara motivasi belajar dan disiplin belajar. Hasil penelitian menyimpulkan bahwa semakin tinggi motivasi belajar semakin tinggi pula disiplin dalam belajar. 
Penggunaan Metode Think-Pair-Share Untuk Meningkatkan Kemampuan Penerapan Konsep Siswa Pada Topik Permutasi dan Kombinasi Kelas XI IPS 2 SMA YSKI Semarang [The Use of the Think-Pair-Share Method to Improve Grade 11 Students’ Capabilities in Applying Concepts of Permutation and Combination at YSKI Senior High School in Semarang] Happy Putra Berkat Zai; Yanuard P. Dwikristanto; Meicheil Yohansa
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.713

Abstract

The ability to apply concepts requires students to use their knowledge or apply theory that has the same characteristics to solve problems in new concrete situations. According to the conducted observation, the researchers found a problem in applying the concept of probability in grade 11 students at YSKI High School, Semarang. The researchers believe that this particular problem needed to be resolved, so the researchers attempted to increase the student’s application of the concept through the Think-Pair-Share (TPS) method. This research was conducted from the 7th of August-24th of October 2016 with 24 students by using Kemmis & McTaggart's model of Classroom Action Research. The research was conducted in two cycles with each cycle being two meetings. The researchers used instruments that were validated for collecting the data. The instruments consisted of test sheets, student questionnaires, mentor and colleague observation forms, and journal reflections. An analysis of the data revealed that there was an increase in the application of the concept of the first cycle from 63% to 87% in the second cycle. To that end, researchers concluded that the use of TPS is able to increase student application of the concept in the topic of permutations and combinations in lessons on probability.ABSTRAK BAHASA INDONESIA: Kemampuan penerapan konsep menuntut siswa untuk menggunakan pengetahuan atau menerapkan teori yang memiliki ciri-ciri yang sama untuk memecahkan masalah dalam situasi yang baru atau konkret. Berdasarkan pengamatan yang dilakukan, peneliti menemukan masalah penerapan konsep materi peluang siswa SMA kelas XI IPS 2 YSKI Semarang. Peneliti merasa masalah tersebut penting untuk diselesaikan, sehingga peneliti berusaha untuk meningkatkan penerapan konsep siswa melalui penggunaan metode think-pair-share (TPS) dalam pembelajaran, serta mengetahui cara penggunaan metode TPS untuk meningkatkan kemampuan penerapan konsep siswa. Penelitian ini dilakukan mulai pada tanggal 7 Agustus 2016 – 24 Oktober 2016 terhadap 24 siswa dengan menggunakan metode Penelitian Tindakan Kelas model Kemmis dan Taggart. Penelitian Tindakan Kelas berlangsung dalam dua siklus dengan masing-masing siklus terdiri dari 2 pertemuan. Peneliti menggunakan instrumen yang telah divalidasi untuk mengumpulkan data. Instrumen yang digunakan terdiri dari lembar tes, lembar angket siswa, lembar observasi mentor dan teman sejawat dan jurnal refleksi. Dari hasil analisis dan pembahasan dapat dilihat peningkatan penerapan konsep dari siklus I 63% menjadi 87% di siklus II. Untuk itu, peneliti mengambil simpulan bahwa penggunaan metode TPS dapat meningkatkan penerapan konsep siswa materi peluang topik permutasi dan kombinasi.
Perbandingan Penerapan Pembelajaran Kooperatif Tipe Jigsaw Dengan TAI Terhadap Hasil Belajar Ranah Kognitif Kelas Viii [A Comparison of the Implementation of Cooperative Learning Methods Jigsaw and TAI on Cognitive Learning Outcomes of Grade 8 Students] Yuni Eka Susilawati; Desri Kristina Silalahi; Melda Jaya Saragih
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.717

Abstract

One of the factors affecting student learning outcomes is the learning process in the classroom. A teacher-centered learning process provides little learning experience for students. Student-centered learning needs to be developed so that students may experience meaningful learning and achieve good outcomes. The purpose of this study was to see the different cognitive learning outcomes caused by the implementation of two cooperative learning methods: jigsaw and TAI. The research method used is a quantitative quasi experiment with Nonequivalent Control Group Design. Student learning outcomes were measured by a post test. The difference in the learning outcomes were tested using a t-test. The research concludes that there is a significant difference of cognitive learning outcomes between students who are given cooperative learning jigsaw type (mean 43.14) and TAI (mean 47.85).ABSTRAK BAHASA INDONESIA: Salah satu faktor yang memengaruhi hasil belajar siswa adalah proses pembelajaran di kelas. Pembelajaran yang berpusat kepada guru cenderung memberikan sedikit pengalaman belajar kepada siswa. Pembelajaran yang berpusat kepada siswa perlu dikembangkan agar siswa dapat mengalami pembelajaran yang bermakna dan mendapatkan hasil belajar yang baik. Tujuan penelitian ini untuk melihat perbedaan hasil belajar kognitif karena penerapan dua jenis pembelajaran kooperatif yaitu jigsaw dan TAI pada dua kelas yang berbeda. Metode penelitian yang digunakan adalah kuantitatif quasi eksperimen dengan desain penelitian Nonequivalent Control Group Design. Hasil belajar siswa diukur menggunakan nilai post-test. Perbedaan hasil belajar  dianalisis menggunakan uji t.  Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan (hasil belajar ranah kognitif antara siswa yang diberikan pembelajaran kooperatif tipe jigsaw (mean 43.14) dengan tipe TAI (mean 47.85).
The Role of Christian Teachers in Providing for the Needs of High-Achieving Students Novia Hoki Anditya; Meicky Shoreamanis Panggabean; Kurnia P.S. Dirgantoro
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.710

Abstract

In every classroom, there are some students who perform better than their peers and are even very successful in most of their subjects. They are known as high-achieving students. They are grade conscious and sensitive to their teacher’s qualities. However, data from PISA 2012 shows that teachers in Indonesia cannot meet the needs of high-achieving students. High-achieving students tend to put high expectations on their teachers. From a Christian perspective, they study  wholeheartedly and Christian teachers need to guide these high-achieving students so they can reach their maximum potential in a way that is pleasing to God. The purpose of this literature review is to examine what high-achieving students need from their teachers. There are five needs that high-achieving students need to have provided by their teachers: challenging assignments, self-acknowledgement, encouragement, opportunity to join in academic competitions, and learning community involvement. The responsibilities of teachers of high-achieving students should not stop with showing professionalism in meeting their expectations, but should include helping these students learn the right way of studying that is pleasing to God and not self-centered in achieving their own goals.ABSTRAK BAHASA INDONESIA: Di setiap ruang kelas, terdapat siswa-siswa yang menunjukkan performa akademik yang lebih baik dari teman-temannya atau bahkan sangat berhasil dalam semua mata pelajaran. Mereka dikenal sebagai anak yang berprestasi tinggi. Mereka sangat peduli terhadap nilai dan sensitif terhadap kualitas guru. Namun, data dari PISA 2012 menunjukkan bahwa guru-guru di Indonesia tidak dapat memenuhi kebutuhan anak-anak yang berprestasi tinggi. Anak-anak yang berprestasi tinggi cenderung menaruh ekspektasi yang tinggi dari gurunya. Dari sudut pandang Kristiani, apa yang mereka lakukan adalah salah satu bentuk pertanggungjawaban iman untuk belajar dengan sepenuh hati dan guru Kristen perlu untuk membimbing anak berprestasi tinggi dalam mencapai potensi maksimal dari diri mereka di jalan yang berkenan di hadapan Tuhan. Tujuan dari kajian literatur ini adalah untuk menguji apa yang diperlukan oleh anak berprestasi tinggi dari guru mereka. Terdapat lima kebutuhan anak berprestasi tinggi yang perlu disediakan dari guru mereka; tugas yang menantang, pengakuan diri, dukungan, kesempatan untuk bergabung dan dukungan dalam kompetensi akademik, keterlibatan dari komunitas belajar. Tanggung jawab guru Kristen tidak hanya berhenti dalam menunjukkan profesionalitas untuk memenuhi ekspektasi mereka, tapi juga membawa mereka ke jalan yang benar dan berkenan bagi Tuhan dalam belajar yaitu dengan tidak menjadi berpusat hanya kepada diri sendiri dalam mencapai tujuan mereka.
Penerapan Metode Drill Untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas IX Materi Statistika di Smp Kristen Rantepao [The Implementation of the Drill Method to Improve Cognitive Learning Outcomes of Grade 9 Students Studying Statistics at a Christian Junior High School in Rantepao] Kezia Irene Astuningtias; Oce Datu Appulembang
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.718

Abstract

In mathematics learning, the learning outcomes that are most often measured are the cognitive outcomes because they can be used in evaluating students’ achievement in the things they have learned. This research aimed to see whether the implementation of a drill method can improve the learning outcomes. The method used in this research is Classroom Action Research (CAR) using Kemmis & McTaggart’s model. This research was done in two cycles at a Christian junior high school in Rantepao in October 2016. The subjects were grade 9 students at the school. The instruments used in this research were mentor and peer observations, student’s questionnaire, and tests. The research concluded that the implementation of the drill method improved the cognitive learning outcomes of grade 9 students at the school.ABSTRAK BAHASA INDONESIA: Dalam pelajaran matematika, hasil belajar yang paling sering diukur adalah hasil belajar kognitif karena itu dapat dijadikan bahan evaluasi untuk mengetahui pencapaian siswa akan hal yang sudah dipelajari. Penelitian ini bertujuan untuk melihat apakah penerapan metode drill dapat meningkatkan hasil belajar kognitif siswa. Metode penelitian yang digunakan adalah metode Penelitian Tindakan Kelas (PTK) model Kemmis dan Taggart. Penelitian dilakukan di SMP Kristen Rantepao pada kelas IX pada Oktober 2016 dalam dua siklus. Instrumen yang digunakan yaitu lembar observasi mentor dan teman sejawat, lembar angket siswa, dan tes. Hasil penelitian menyimpulkan bahwa penerapan metode drill dapat meningkatkan hasil belajar kognitif siswa kelas IX materi Statistika di SMP Kristen Rantepao.

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