Emasains : Jurnal Edukasi Matematika dan Sains
Emasains : Jurnal Edukasi Matematika dan Sains is a mathematics and science education journal which published and managed by the FKIP Education University PGRI Mahadewa Indonesia. This journal is published twice a year, namely March and September. Contains Indonesian-language writings derived from the results of research, theoretical studies and application of theory with studies of mathematics, science and environmental education issues. Emasains : Jurnal Edukasi Matematika contains research papers in the fields of mathematics and science education. The scope of this journal study is as follows: Mathematics education Biology education Living environment Assement in Science and Mathematics Education Evaluation in Science and Mathematics Education
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<![CDATA[Penerapan Strategi Pembelajaran Discovery Berbasis Masalah Terhadap Motivasi dan Hasil Belajar ]]>
<![CDATA[I Nengah Suka Widana]]>;
<![CDATA[Heron Heron]]>;
<![CDATA[I Wayan Suana]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548057
<![CDATA[The problem studied is the effect of applying discovery learning strategies based on problems to motivation and biology learning outcomes. The study aims to determine the effect of the application of learning on the motivation and learning outcomes of biology, at Dharma Praja Denpasar High School, 2014-2015 school year. This type of research is a quasi-experimental with a Pre-test Posttest-Only Control Group Design, the population is students of class XI IPA Dharma Praja Denpasar High School consisting of two classes, IPA1 and IPA2, all made into samples (total population). Learning motivation data is obtained by means of motivation questionnaire, and learning outcome data are used learning outcomes test. The data was analyzed using the t-test and MANOVA (via SPSS 22.0 for windows) ts. 5%. The results of the study that the application of problem-based discovery learning strategies affect the motivation and learning outcomes of biology.]]>
<![CDATA[Kualitas Pengajaran Dosen dan Motivasi Belajar Mahasiswa dengan Siklus ACE APOS ]]>
<![CDATA[Ni Ketut Erawati]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548062
<![CDATA[This study aims to determine the level of motivation and perceptions of students on the quality of teaching lecturers who apply the cycle ADL (case study in real analysis). This research was conducted at IKIP PGRI Bali which amounted to 37 people. Data were collected by questionnaires consisting of a quality questionnaire of teaching and learning motivation. The collected data is then analyzed by using the ideal maximum score (MI) and ideal deviation (SI). Based on the calculation results can be obtained MI and SI for motivation data are respectively are 25 and 8,3. While MI and SI for teaching quality data are 37,5 and 12,5 respectively. Based on the data can be known average student's motivation level is 40,595. While the average quality of teaching lecturers obtained 63,027. Based on these results show that the perception of students on the quality of teaching lecturers is directly proportional to the level of student learning motivation. Based on the results obtained can be concluded that the level of student motivation and student perceptions of the quality of teaching lecturers are in very good category (case study on learning real analysis) with ADL cycle.]]>
<![CDATA[Pengaruh Model Siklus Belajar 7E Terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Pengetahuan Awal Siswa ]]>
<![CDATA[I Gusti Agung Handayani]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548064
<![CDATA[Research is done in SMA Negeri 1 Abiansemal, with the population of all science class X students in learning year of 2017/2018 is as much as 252 students. The type of this research is quasi experiment, with the research factorial 2x2. The taking of sample is done by simple random sampling technique. The data of student’s pre- knowledge, and the student’s ability in solving mathematic problem are collected continously through pre-knowledge test and ability test in solving the problem in the form of essay test. The data of pre/initial competence and the ability of students in solving the mathematic problem is analyzed by using descriptive statistic and ANAVA test. Based on analysis result, is found the results as following : (1) the student’s ability in solving mathematic problem by studying with learning cycle “7E” model is better than conventional learning seeing from high pre-knowlege; (2) the student’s ability by studying with conventional learning is better than learning cycle “7E” model seeing from low pre-knowlege; (3) there is an interaction learning models (learning cycle “7E” and conventional) and student’s pre-knowledge (hing and low) toward the student’s ability in solving the mathematic problem.]]>
<![CDATA[Pengaruh Pendekatan Pembelajaran Realistic Mathematics Education (RME) terhadap Minat dan Hasil Belajar Matematika ]]>
<![CDATA[Luh Catrining]]>;
<![CDATA[I Wayan Widana]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548071
<![CDATA[This study aimed to determine the effect of Realistic Mathematics Education (RME) approach to the interest and outcomes of mathematics learning of seventh grade students in SMP Negeri 6 Denpasar academic year of 2017/2018. The type of research was a quasi experiment and the design of research was non equivalent posttest-only control group design. The population were 9 classes of seventh grade students (364 students) in SMP Negeri 6 Denpasar which involved 2 classes as the sample taken by using simple random sampling technique. The obtained data of this research used questionnaire and mathematics test score which furthermore analyzed by using MANOVA with SPSS 22.0 for Windows. Based on the obtained hypothesis test results: 1) there were difference in the interest of learning between students joined the Realistic Mathematics Education approach with students who joined the conventional learning approach, with the value 0,000 < 0,05, 2) there were difference in the mathematics learning outcomes between students joined the Realistic Mathematics Education approach with students who joined the conventional learning approach, with the value 0,047 < 0,05 and 3) there are simultaneous difference of the interest and outcomes of mathematics learning between students who joined the Realistic Mathematics Education approach with students who joined the conventional learning approach, with the value 0,001 < 0,05. So there are an effect of Realistic Mathematics Education approach to the interest and outcomes of mathematics learning.]]>
<![CDATA[Penggunaan Software Pembelajaran Matematika Untuk Meningkatkan Minat Belajar Siswa Kelas XI IPA SMA Negeri 1 Marga ]]>
<![CDATA[Ni Wayan Dian Permana Dewi]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548075
<![CDATA[This study aims to determine whether the use of mathematics learning software can increase the students' interest of learning in class XI IPA SMA 1 Marga. Data collection method used in this research is using questionnaire of student learning interest, which consist of very low, low, high and very high category. The results of the initial analysis of students as many as 24 people, showed a very low interest in learning. Furthermore, after classroom action research was conducted, using mathematics learning software in the form of Autograph and Microsoft Mathematics make the interest in learning, increase for the students. Cycle 1 takes linear inequality system material yields interest with high category of 66, 67%, very high category equal to 20, 83%. While cycle 2 take the material of building space generate interest with high category equal to 70, 83% and very high category 29,17%. The conclusion obtained from this research is the use of mathematics learning software able to increase student's interest in class XI IPA SMA Negeri 1 Marga.]]>
<![CDATA[Implementasi Metode Eksperimen Verifikasi di Laboratorium untuk Meningkatkan Motivasi dan Hasil Belajar Biologi Peserta Didik pada Materi Ekosistem ]]>
<![CDATA[Ni Nyoman Parmithi]]>;
<![CDATA[Anak Agung Istri Mirah Dharmadewi]]>;
<![CDATA[Ni Putu Widiani]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548077
<![CDATA[Effective and efficient learning methods need to be developed in order to motivate students to improve learning outcomes. One way to motivate students to learn biology through experimental verification methods in the laboratory. This study aims to increase motivation and learning outcomes of biology. The type of research used is classroom action research. The research subjects were class students X MIPA 4 SMA N 1 Mengwi school year 2017/2018, 35 people. The object of this research is learning motivation by using questionnaires and learning outcomes using multiple choice tests. Data were analyzed using descriptive statistical analysis. The results of data analysis showed an increase in the value of learning outcomes in the first cycle to the second cycle, namely the first cycle an average of 74.57, the second cycle to 82.28, the absorption of the first cycle 74.57% in the second cycle 82.28%, and completeness classical cycle I 80% in cycle II 97.14% was declared successful. Analysis of learning motivation data in the first cycle and second cycle shows the High category (T), so the cycle is stopped. It was concluded that the implementation of the verification experiment method in the laboratory could increase the motivation and learning outcomes of class students X MIPA 4 SMA N 1 Mengwi school year 2017/2018.]]>
<![CDATA[Peranan Model Pembelajaran Berbasis Etnomatematika sebagai Inovasi Pembelajaran dalam Meningkatkan Literasi Matematika ]]>
<![CDATA[I Made Surat]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548083
<![CDATA[Based on the results of PISA 2015, Indonesia is included in 10 countries with low literacy capability. The average Indonesian student score for math literacy is 375 (level 1) while the average international score is 500 (level 3). Level 1 is the lowest level of the 6 levels of mathematical literacy skills applied by PISA. Most high school students still have difficulty expressing their ideas, either in visual form, in mathematical expressions, or in words when solving math problems. Students are also afraid to present the results of their work in discussions, both in front of the class, and in their study groups, even in answering questions from teachers. It shows that the mathematical literacy of students in learning mathematics is still low. One of the learning models that is expected to improve students' mathematical literacy skills is ethnomatematics. The main purpose of this study is for the role of learning model based on ethnomatematics as learning innovation in improving mathematics literacy. Cultural-based mathematics learning (etnomatematics) is one way that can make learning mathematics more meaningful and contextual that is closely related to the cultural community. In addition, cultural-based mathematics learning will be an interesting, fun and innovative learning alternative because it allows contextual meaning based on the experience of the students as a member of a cultural society that is expected to participate in supporting the literacy movement. For the development of continuous learning of mathematics, etnomatematics can serve as a reference and a means to bridge between mathematics as a science with the socio-cultural culture of Balinese society. As a follow up of this study is the government should conduct socialization related to innovation of learning based on ethnomatematics.]]>
<![CDATA[Perbedaan Kemampuan Pemecahan Masalah Matematis Siswa Yang Menggunakan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray dengan Tipe Think Pair Share ]]>
<![CDATA[Widianti Widianti]]>;
<![CDATA[Sri Hartini]]>;
<![CDATA[Lusi Siti Aisah]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548085
<![CDATA[The purpose of this research to know the better of mathematical problem solving ability between students who using cooperative learning model of Two Stay Two Stray type with Think Pair Share type. This research is use experimental research, with the population all of students in VII grade of SMP Negeri 1 Sindang, in academic year 2017/2018. The class sample were taken by using cluster random sampling technique. Based on the result of hypothesis testing using t-test shows that student’s mathematical problem solving ability who using cooperative learning model Think Pair Share type are better than student’s mathematical problem solving ability who using cooperative learning model Two Stay Two Stray type.]]>
<![CDATA[Penerapan Pendekatan SETS (Science, Environment, Technology, and Society) untuk Meningkatkan Hasil Belajar Biologi Siswa ]]>
<![CDATA[Rafael Riwu]]>;
<![CDATA[I Wayan Budiyasa]]>;
<![CDATA[I Gusti Ayu Rai]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548090
<![CDATA[The study aims to determine the increase in biology learning outcomes of students of class X IPA-7 even semester SMA N 2 Denpasar academic year 2017/2018 through the application of the SETS (Science, Environment Technique and Society) approach. This type of research is classroom action research (CAR) conducted in two cycles. Subjects were 36 students. The research data was collected through observation using multiple choice instruments. Data were analyzed descriptively, in the first cycle, the average learning outcomes 74.77 increased 5.84 to 80.61 and the second cycle increased 6.39 to 87. Absorption in the first cycle: 74.77% increased 5.84% to 80.61% and the second cycle increased 6.39% to 87%. Classical learning completeness in the first cycle 58.33% increased 16.67% to 75% (under KKM: 85%), then continued to cycle II. In the second cycle, classical completeness was obtained by increasing 16.66% to 91.66%. It was concluded that the application of the SETS approach was able to improve the biology learning outcomes of students of class X IPA-7 in the even semester of SMA 2 Denpasar in the academic year 2017/2018.]]>
<![CDATA[Pengaruh Model Pembelajaran Problem Based Learning Berbantuan E-Learning terhadap Kreativitas dan Hasil Belajar Matematika ]]>
<![CDATA[Edy Hermawan]]>;
<![CDATA[I Putu Eka Indrawan]]>;
<![CDATA[Ni Luh Lianjayani]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 7 No. 2 (2018): September 2018 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.2548093
<![CDATA[This study aimed to assess the effect of Problem Based Learning model with e-learning to creativity and learning result of mathematics on tenth grade student of SMK Negeri 4 Denpasar on academic year 2017/2018. This type of research was quasi experiment, using non equivalent posttest-only control group design. The population in this study were the student of tenth grade PH of SMK Negeri 4 Denpasar with 4 classes (144 students). Using multistage random sampling technique, 2 classes were obtained as sample, wich is tenth grade PH 3 (36 students) as control group and tenth grade PH 1 (36 students) as experiment group. The data obtained of learning creativity score using questionnaire and mathematics learning result score using test method. Data analysis using MANOVA with SPSS 24.0 for windows.Based on the obtained result of hypothesis testing: 1) there were significant difference in creativity of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05), 2) there were significant difference in mathematics learning result of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05), and 3) there were simultaneous difference in creativity and mathematics learning result of student who joined the problem based learning model with e-learning with the student who joined the conventional learning model, by value (sig.) ≤ α (0,001 ≤ 0,05). So, there are an effect of problem based learning model with e-learning to students's mathematics learning creativity and result.]]>
