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<![CDATA[IMPLEMENTASI METODE COOPERATIF LEARNING TIPE JIGSAW PADA MATA PELAJARAN MATEMATIKA GUNA MENINGKATKAN HASIL BELAJAR SISWA KELAS V SD N WAWASAN ]]>
<![CDATA[Marilin Kristina Ponidi]]>
<![CDATA[ Eksponen Vol. 8 No. 1 (2018): Eksponen: Volume 8 Nomor 1 April 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v8i1.140
<![CDATA[Based on the results by preliminary observation about the low outcomes of grade V SDN Wawasan, the authors conducted a classroom action research to improve student learning outcomes. Collaborated with co-authors, writer tried to used Cooperative Learning Jigsaw Type in the first cycle learning, the second cycle, and the third cycle to improve class V student achievement on SDN Wawasan. Improvement plan through this research was found using Jigsaw Cooperative learning model to improve student learning outcomes. From the evaluation results can be seen the increment in the percentage of student learning outcomes that can achieve minimum completeness criterion (KKM) obtained in the first cycle is 30.65%, increased in the second cycle to 60%, and 90% in the third cycle. Thus the author need to master and use various models of learning in every learning activity in the school.]]>
<![CDATA[INOVASI PEMBELAJARAN ALJABAR RING MELALUI LESSON STUDY ]]>
<![CDATA[Karsoni Berta Dinata]]>
<![CDATA[ Eksponen Vol. 8 No. 1 (2018): Eksponen: Volume 8 Nomor 1 April 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v8i1.141
<![CDATA[Subject Algebra Ring or Algebra Abstract has abstract characteristics and requires a variety of supporting knowledge to learn it. Abstract characteristic in the material of algebra ring requires a lecturer to innovate creatively, pack material to be easily understood by the students and design the learning that can improve the students' capabilities. Learning innovation should be done continuously by reflecting the effectiveness of the learning that has been done. Lesson Study facilitates the quality of learning to be improved through the cycle 1) Plan (Plan), 2) do (perform), and see (reflect), which is done collaboratively and with the collegial principle. Lesson Study gives a positive impact so that the dynamic mathematics learning can be implemented.]]>
<![CDATA[LESSON STUDI SEBAGAI UPAYA MENINGKATKAN AKTIVITAS BELAJAR MAHASISWA ]]>
<![CDATA[Darwanto Darwanto]]>
<![CDATA[ Eksponen Vol. 8 No. 1 (2018): Eksponen: Volume 8 Nomor 1 April 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v8i1.142
<![CDATA[Improving the quality of education in Higher Education can be started by improving the quality of lecturers in teaching and professional behavior. One of the priority education issues is the quality of education, especially the quality of learning. From the various conditions and potentials, the efforts that can be made to improve the quality of learning in Higher Education is to develop student oriented learning and facilitate it in learning. One of the models of educator profession development through collaborative and sustainable learning is Lesson Study. Through the stages in the lesson design can enhance student learning activities.]]>
<![CDATA[SCAFFOLDING MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Purna Bayu Nugroho]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.143
<![CDATA[Critical thinking is the ability should be owned by the students. However, the facts shows that critical thinking which found is still low. It can be seen from the quality of questions and answers in the process of teaching and learning. Scaffolding is one of learnings which can imrpove students’ critical thinking in mathematic subject. Scaffolding consist of environtment provisions, explaining, reviewing dan restructuring, also development conceptual thinking. There are several scaffolding technique which can be used; (1) modeling of desired behaviors, offering explanations, inviting student participation, verifying and clarifying student understandings, inviting students to contribute clues; (2) scaffolding which emphasize on the use of socratic and open-ended questions.]]>
<![CDATA[HUBUNGAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH KALKULUS LANJUT ]]>
<![CDATA[Ari Suningsih]]>;
<![CDATA[Aulia Kesuma Putri]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.144
<![CDATA[The result of observation at STKIP Muhammadiyah Pringsewu Lampung in the last 5 academic year, it is found that the result of student learning in Advanced Calculus Course is still a lot of students who get the value of C, D and E is 397 (41,84%) students. This shows that the students' learning outcomes are still low. Allegedly low student learning outcomes due to the independence of learning. This is seen when given the task most students rarely do their own tasks. With regard to the matter then the formulation of the problem in this study is whether there is a relationship of independence learning and results learning outcomes in Advanced Calculus Courses, while the purpose of this study is to determine the relationship of learning independence and student learning outcomes. Sampling technique used in this research is Simple Random Sampling. To obtain data independence of student learning instrument used in the form of a questionnaire and to obtain data learning results using data documentation of learning outcomes. This research is a quantitative research with data analysis technique is Pearson Product Moment Correlation analysis. Based on data analysis, the result of the research shows that there is a strong correlation between student's learning independence on learning result in Advanced Calculus Course, this is indicated by the magnitude of correlation coefficient 0.566. This proves that learning independence contributes 32,04%.]]>
<![CDATA[PENGARUH PROFESIONALISME GURU DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII ]]>
<![CDATA[Muinah Muinah]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.145
<![CDATA[This research aimed at knowing the influence of teacher’s profesionalisme and learning motivation and both of them toward students’ mathematic learning achievement at the seventh grade. The research population was all of the seventh grade of SMP Islam Terpadu Insan Robbani Kotabumi consisting of 3 class and 105 students. The sampel was a class wich consist of 35 studen that taken by using cluster random sampling and gotten VIIB as sampel class. Data collecting technique was done using a questionnaire for the teacher’s profesionalisme level and learning motivation data, while a test was used to measure the data of students’ mathematic learning achievement. Furthermore, the items analysis was done using validity, reliability, and discrimination power. Meanwhile, Hypotheses test was done using product moment and regression formula. The reserach resultshows that: 1) Teacher’s profesionalisme gives positive and significant influence on students’ mathematic learning achievement. 2) The learning motivation alsogives positive and significant influence on their mathematic learning achievement. 3) Teacher’s profesionalisme and learning motivation give positive and significant influence on students’ mathematic learning achievement.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF MIND MAPPING BERBASIS MEDIA AUDIO VISUAL PADA MATERI KUBUS DAN BALOK ]]>
<![CDATA[Ana Istiani]]>;
<![CDATA[Siti Rahayu]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.146
<![CDATA[The purpose of this research was to know: (1) there is difference of mean of result of student's mathematics learning on cube and block material whose learning apply cooperative mind mapping model based on audio visual media and without audio visual media, (2) average result learning mathematics of students on the material of cubes and blocks learning to apply cooperative learning model mind mapping based audio visual media greater than the average learning outcomes of students learning mathematics applying cooperative mind mapping learning model. The population in this study were VIII class students even semester SMP Negeri 1 Sukoharjo academic year 2015-2016, sampling using sampling technique and obtained samples of two classes. This study involves only one variable that is the result of learning mathematics in cube and beam material, consisting of two samples that is the result of learning mathematics of students whose learning applying cooperative learning model mind mapping based on audio visual media as sample 1 and the result of learning mathematics of students whose learning apply cooperative learning model mind mapping as sample 2 obtained through the test of mathematics learning result given to sample 1 and sample 2 in the form of description test. Technique of data analysis using quantitative data analysis covering data normality test stage, homogeneity test, t-test, U test one side, conclusion. Based on the results of research concluded that there are differences in the average results of students' mathematics learning on cube and beam material that learning applying cooperative learning model mind mapping based audio visual media and without audio visual media. The average of students' mathematics learning outcomes on cube and beam materials whose learning is to apply cooperative mind mapping model based on audio visual media is greater than the average of mathematics learning outcomes of students whose learning applied cooperative mind mapping model. This is due to mind mapping cooperative learning based on audio visual media provides an opportunity for students to be more active and students become more motivated in the learning process that lures students become more imaginative and creative in developing the potential work of the brain and mindset so that students can think actively, critical, full of ideas, and easy to organize and remember all forms of information conveyed by the teacher.]]>
<![CDATA[PENGARUH PEMBELAJARAN TEAM GAMES TOURNAMENT TERHADAP KECERDASAN EMOSIONAL SISWA ]]>
<![CDATA[Ratih Handayani]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.147
<![CDATA[This quasi experiment research was aimed to find outthe influence of interaction between cooperative learning of TGT and gender on the seventh grade of SMPN 4 Kotabumi students’ emotional intelligence. The research population was all of the seventh grade of SMPN 4 Kotabumi students in academic year 2016/2017 consisting of 163 students with the research sample of VIIA class as the experimental class taught by cooperative learning of TGT and VIIB class as the control class taught by using direct teaching and learning model. Meanwhile, the instruments used were questionnaire was used to collect the data of students’ emotional intelligence. The data analysis was done by t-test with the help of SPSS 20 after it was found that the data were normal and homogenous through normality and homogeneity test. Based on the research result, some conclusions were made as follows there is interaction influence between cooperative learning of TGT and gender on the seventh grade of SMPN4 Kotabumi students’ emotional intelligence.]]>
<![CDATA[KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN BRAIN BASED LEARNING ]]>
<![CDATA[Binti Anisaul Khasanah]]>;
<![CDATA[Indah Dwi Ayu]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.148
<![CDATA[The purpose of this study is how student’s critical thinking skills through the application of Brain Based Learning model. The population in this study were all students of class VII even semester SMP Muhammadiyah 1 Gadingrejo academic year 2016-2017 which amounted to 184 students and divided into 5 classes. Sampling technique used in determining the sample is cluster random sampling. Analysis of the data used is to make the percentage of achievement of critical thinking skills according to indicators measured. The results of this study are 1) students who achieve the ability to formulate the principal issues where students are asked to determine what is known and what is asked and the correct counting operation is 81.82%; 2) students who achieve the ability to determine the consequences of a provision taken where students provide a systematic answer related questions given at 75.76%; 3) students who achieve the ability to determine the solution with some solutions where students are asked to provide solutions to answer more than one of the given problem of 79.41%; 4) students who achieve the ability to disclose data / definitions / theorems in solving problems where students are asked to prove the truth of a given statement of 82.35% and 5) students who achieve the ability to evaluate the relevant argument in the settlement of a problem in which the student is required to complete problem solving problem equal to 76,47%.]]>
<![CDATA[STRATEGI PEMECAHAN MASALAH DALAM MATEMATIKA ]]>
<![CDATA[Karsoni Berta Dinata]]>
<![CDATA[ Eksponen Vol. 7 No. 2 (2017): Eksponen: Volume 7 Nomor 3 September 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kotabumi ]]>
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DOI: 10.47637/eksponen.v7i2.149
<![CDATA[The main purpose of studying mathematics is to find ways to solve problems or mathematics problems. What is meant by problems or mathematics problems is a thing that final result, or how to solve it is not known. In solving mathematical problems there are several strategies that can be used that are: direct proof, indirect proof, verification with contradiction, proof with examples of denying, reverse working strategy, pattern discovery, and the use of bird house principles.]]>
