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Jurnal Pendidikan Matematika
Published by Universitas Pendidikan Ganesha
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Education Mathematics
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Articles 13 Documents
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Search results for , issue "Vol 6, No 2 (2017)" : 13 Documents clear
PENGARUH PENERAPAN MODEL PEMBELAJARAN ARIAS DAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP HASIL BELAJAR MATEMATIKA SISWA MATEMATIKA SISWA KELAS VIII SMP NEGERI 3 UBUD ., NI WAYAN YUNIK WIDIA ASTUTI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2373

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran ARIAS dan model pembelajaran berbasis masalah terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 3 ubud. Penelitian ini merupakan penelitian quasi experiment (eksperimen semu) yang dilaksanakan di SMPN 3 Ubud dengan melibatkan seluruh siswa kelas VIII yang totalnya 264 siswa yang terbagi menjadi 8 kelas serta memiliki sampel penelitian sebanyak 3 kelas yang totalnya 99 siswa. Pengambilan sampel dilakukan dengan teknik random sampling. Instrumen yang digunakan berupa tes hasil belajar matematika. Data yang telah terkumpul, dianalisis menggunakan uji-t yang didasarkan pada perbedaan rata-rata kedua kelompok dengan taraf signifikansi pengujian ditetapkan sebesar dan ANAVA satu jalur yang didasarkan untuk mengetahui ada tidaknya perbedaan antara setiap individu populasi dengan taraf signifikansi pengujian sebesar 5%. Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan hasil belajar matematika siswa kelas VIII yang menggunakan Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) dan yang menggunakan Model Pembelajaran Konvensional di SMP Negeri 3 Ubud. (2) Terdapat perbedaan hasil belajar matematika siswa kelas VIII yang menggunakan Model Pembelajaran Berbasis Masalah dan yang menggunakan Model Pembelajaran Konvensional di SMP Negeri 3 Ubud. (3) Terdapat perbedaan hasil belajar matematika siswa kelas VIII yang menggunakan Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) dan yang menggunakan Model Pembelajaran Berbasis Masalah di SMP Negeri 3 Ubud. (4) Hasil belajar matematika siswa yang menggunakan model pembelajaran ARIAS lebih baik dari pada model pembelajaran berbasis masalah dan model pembelajaran konvensional.Kata Kunci : model pembelajaran ARIAS, model pembelajaran berbasis masalah, hasil belajara matematika siswa. The research aimed to find out the influences of ARIAS learning and Problem Based Learning model to the Mathematic achivevement of the 8th grade students of SMP Negeri 3 Ubud. The study was a quasi experiment conducted at SMP Negeri 3 Ubud which covered all the 8th grade students. The total number of the students are 264 people divided into 8 classes. This study only used 3 classes as the sample of the study totally consisted of 99 students. The sample was carried out through random sampling technique. The instruments used in this research were pre-test and post-test. The data obtained were analyzed using t-test with significance level in the amount of 0,05 based on the mean value difference of two groups and one way ANAVA with a 5% significance level to find out whether there was the difference between each individual of the population or not. The study found out that there was the difference in mathematic achievements of 8th grade students using ARIAS learning and conventional learning model at SMP Negeri 3 Ubud. Moreover, there was also the difference in mathematic achievements of 8th grade students using problem based learning and conventional learning model at SMP Negeri 3 Ubud. The distinction was also discovered in mathematic achievements of 8th grade students using ARIAS Learning and problem based learning model at SMP Negeri 3 Ubud. Finally, the mathematics achievements of 8th grade students who applied ARIAS learning were better than using problem based learning and conventional learning.keyword : ARIAS learning, problem-based learning, achievements in Mathematics.
Pengaruh Pendekatan Pembelajaran Berbasis Kontruktivis dan Jenis Penilaian Terhadap Kemampuan Pemecahan Masalah Matematika Pada Siswa Kelas VII SMP Negeri 4 Abiansemal Tahun Pelajaran 2016/2017 ., NI WAYAN AYU WULANSARI; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si; ., PROF.DR.PHILL. I GUSTI PUTU SUDIARTA, M.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2446

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan dengan menggunakan pendekatan pembelajaran PMRI dan yang dibelajarkan dengan pendekatan pembelajaran Penemuan Terbimbing, (2) perbedaan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan dengan menggunakan penilaian diri dan yang dibelajarkan dengan menggunakan penilaian portofolio, (3) terdapat interaksi antara pendekatan pembelajaran berbasis kontruktivis dengan jenis penilaian terhadap kemampuan pemecahan masalah matematika. Penelitian ini adalah penelitian kuantitatif yang menggunakan metode eksperimen dengan rancangan faktorial 2x2 yang dilaksanakan di SMP Negeri 4 Abiansemal. Data dalam penelitian ini dikumpulkan dengan menggunakan tes kemampuan pemecahan masalah matematika dengan menggunakan uji Anava Dua Jalur. Hasil penelitian ini menunjukan bahwa (1) terdapat perbedaan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan dengan menggunakan pendekatan pembelajaran PMRI dan yang dibelajarkan dengan pendekatan pembelajaran Penemuan Terbimbing. Kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan menggunakan pendekatan pembelajaran PMRI lebih baik dari kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan pendekatan pembelajaran Penemuan Terbimbing. (2) terdapat perbedaan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan dengan menggunakan penilaian diri dan yang dibelajarkan dengan menggunakan penilaian portofolio. Kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan menggunakan penilaian porotofolio lebih baik dari kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan menggunakan penilaian diri. (3) terdapat interaksi antara pendekatan pembelajaran berbasis kontruktivis dengan jenis penilaian terhadap kemampuan pemecahan masalah matematika.Kata Kunci : PMRI, Penemuan, Penilaian Diri, Penilaian Portofolio dan Kemampuan Pemecahan Masalah Matematika. ABSTRACT The aims of this study were : (1) the differences of problem solving ability on the students who were taught by PMRI learning approach and those who were thought by guided Inquiry learning approach, (2) the differences of problem solving ability on the students who were taught using self assesment and those who were taught using portfolio assesment, (3) the interaction between constructivism based learning toward Mathematics problem solving ability. This study is a quantitative research especialy experimental research which used 2 x 2 factorial design and was done in SMP N 4 Abiansemal. The data of this study was collected through Mathematics problem solving test and was assesed through two ways Anava. The result of this study showed that : (1) there was difference on problem solving ability between the students who were taught by PMRI learning approach and those who were thought by guided Inquiry learning approach. The students who were taught using PMRI learning approach had better Mathematics problem solving ability than those who were taught using guided learning approach. (2) there was difference on problem solving ability between the students who were taught using self assesment and those who were taught using portfolio assesment. The students who were taught using portfolio assessment had better Mathematics problem solving ability than those who ere taught using self assesment . (3) there was interaction between between constructivism based learning toward Mathematics problem solving ability.keyword : PMRI, Guided Inquiry, self assesment, portfolio assesment, and the ability to solve Mathematics problems
Analisis Hubungan Jenis Kelamin, Literasi Matematika, dan Disposisi Matematika Terhadap Prestasi Belajar Matematika Peserta Didik SMA Negeri di Denpasar ., MADE WIDYA SURYAPRANI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2472

Abstract

Pembelajaran matematika bertujuan untuk mempersiapkan peserta didik agar dapat menggunakan matematika dan pola pikir matematika dalam kehidupan sehari-hari. Terdapat pandangan di masyarakat bahwa perbedaan jenis kelamin berakibat pada perbedaan kemampuan dalam belajar matematika. Secara spesifik dipercaya bahwa perempuan tidak cukup berhasil mempelajari matematika dibandingkan dengan laki-laki terutama dalam bidang geometri. Selain itu diyakini pula perempuan lebih tertarik pada masalah praktis dan hampir tidak pernah mempunyai ketertarikan yang menyeluruh pada soal-soal teoritis seperti halnya laki-laki. Akan tetapi kenyataan di lapangan menunjukkan bahwa tidak sedikit wanita yang sukses dalam belajar matematika. Penelitian ini bertujuan untuk mengetahui : 1) hubungan antara jenis kelamin dengan kemampuan literasi matematika peserta didik, 2) hubungan antara jenis kelamin dengan disposisi matematika peserta didik, 3) hubungan jenis kelamin, kemampuan literasi matematika, dan disposisi matematika peserta didik dengan prestasi belajar peserta didik. Penelitian ini merupakan penelitian expost facto dengan populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 2931 dan diambil sampel dengan teknik multistage random sampling yaitu perwakilan siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 312 siswa yang terdiri dari 39 siswa di tiap sekolah. Data jenis kelamin diperoleh dari dokumen sekolah, data literasi matematika diperoleh dari tes literasi matematika, data disposisi matematika siswa diperoleh dari pengisian kuisioner, dan data prestasi diambil dari skor UAS semester ganjil 2016/2017 siswa. Data dianalisis menggunakan path analysis dengan menentukan besar koefisien jalur dari model yang dibuat. Hasil analisis data menunjukkan bahwa : 1) Jenis kelamin berkontribusi secara signifikan terhadap literasi matematika siswa dengan besar kontrribusi 30%, 2) jenis kelamin berkontribusi secara signifikan terhadap disposisi matematika siswa dengan besar kontribusi 34%, 3) jenis kelamin, literasi matematika, dan disposisi matematika berkontribusi secara simultan dan signifikan terhadap prestasi belajar matematika siswa dengan besar kontribusi 33,5%.%.Kata Kunci : Jenis Kelamin, Literasi, Disposisi , Prestasi Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.keyword : Gender, Literacy, Disposition, Achievement
KONTRIBUSI KECERDASAN LOGIS MATEMATIS, KETERAMPILAN METAKOGNITIF, DAN MOTIVASI BELAJAR MATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA ., DESAK PUTU PRAMI MEITRIANI; ., PROF. DR. I MADE ARDANA, M.Pd.; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2506

Abstract

Tujuan dari penelitian ini untuk mengetahui kontribusi kecerdasan logis matematis, keterampilan metakognitif, dan motivasi belajar matematika terhadap kemampuan pemecahan masalah matematika, serta menggali kesalahan siswa dalam menyelesaikan masalah matematika. Penelitian ini merupakan penelitian ex post facto dengan teknik analisis jalur. Populasi penelitian adalah siswa kelas IX SMP Negeri di Kecamatan Denpasar Utara tahun 2016/2017. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Besarnya sampel penelitian adalah 695 orang. Data tentang kecerdasan logis matematis dan kemampuan pemecahan masalah matematika dikumpulkan melalui tes, keterampilan metakognitif dan motivasi belajar matematika dikumpulkan dengan angket. Selanjutnya, tes kemampuan pemecahan masalah matematika siswa dianalisis guna menggali kesalahan yang dilakukan oleh siswa Hasil penelitian menunjukkan bahwa (1) kecerdasan logis matematis berkontribusi secara langsung terhadap motivasi belajar matematika sebesar 70.5%, (2) keterampilan metakognitif berkontribusi secara langsung terhadap motivasi belajar matematika sebesar 60.2%, (3) kecerdasan logis matematis berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 24%, (4) keterampilan metakognitif berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 60%, (5) motivasi belajar matematika berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 33.5%, (6) kecerdasan logis matematis dan keterampilan metakognitif berkontribusi secara simultan terhadap motivasi belajar matematika sebesar 88.4%, (7) kecerdasan logis matematis berkontribusi secara tidak langsung terhadap kemampuan pemecahan masalah matematika melalui motivasi belajar matematika sebesar 23.6 %, (8) kontribusi keterampilan metakognitif secara tidak langsung terhadap kemampuan pemecahan masalah matematika melalui motivasi belajar matematika sebesar 20.2%, (9) kontribusi kecerdasan logis matematis, keterampilan metakognitif, dan motivasi belajar matematika secara simultan terhadap kemampuan pemecahan masalah matematika sebesar 90.5%. Kata Kunci : kecerdasan, metakognitif, motivasi, dan pemecahan masalah The aims of this research was to determine the contribution of logical-mathematical intelligence, metacognitive skills, motivation to learn mathematics toward mathematics problem solving ability, and to explore student?s mistakes in solving mathematical problems. This research is an ex post facto research with technical path analysis. The population were IX grade student of secondary school in Denpasar Utara in the academic year 2016/2017. Sampling technique used is stratified cluster random sampling. The sample consisted of 695 students. Logical-mathematical intelligence and mathematics problem solving ability data were collected through an test, metacognitive skills and motivation to learn mathematics were got by using a Likert scale questionnaire. Furthermore, the test result of the students about the mathematics problem solving ability were analyzed to explore the mistake types made by the student. The result showed that: (1) logical-mathematical intelligence contributed directly toward motivation to learn mathematics at 70.5%, (2) metacognitive skills contributed directly toward motivation to learn mathematics at 60.2%, (3) logical-mathematical intelligence contributed directly toward mathematics problem solving ability at 24%, (4) metacognitive skills contributed directly toward mathematics problem solving ability at 60%, (5) motivation to learn mathematics contributed directly toward mathematics problem solving ability at 33.5%, (6) both, logical-mathematical intelligence and metacognitive skills simultaneously contributed toward motivation to learn mathematics at 88.4%, (7) logical-mathematical intelligence gave contribution indirectly toward mathematics problem solving ability through motivation to learn mathematics at 23.6%, (8) metacognitive skills gave contribution indirectly toward mathematics problem solving ability through motivation to learn mathematics at 20.2%, (9) logical-mathematical intelligence, metacognitive skills, and motivation to learn mathematics contributed simultaneously toward mathematics problem solving ability at 90.5%.keyword : Intelligence, Metacognitive, Motivation, and Problem Solving
PENGARUH PENERAPAN MODEL MMP (MISSOURI MATHEMATICS PROJECT) BERBANTUAN MEDIA E-LEARNING BERBASIS MOODLE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF SISWA ., NI WAYAN SANJIWANI UTAMI; ., PROF.DR. SARIYASA, M.Sc.,P.hD; ., PROF. DR. I MADE ARDANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2379

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Model MMP (Missouri Mathematics Project) berbantuan media e-learning berbasis moodle terhadap kemampuan pemecahan masalah matematika siswa ditinjau dari gaya kognitif siswa. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian the nonequivalent posttest only control group design, dan rancangan analisis datanya menggunakan treatment by level. Penelitian ini dilaksanakan di SMA Negeri 1 Ubud dengan melibatkan sampel sebanyak 80 siswa. Pemilihan sampel dilakukan dengan teknik cluster random sampling. Data gaya kognitif diperoleh melalui hasil tes GEFT dan data kemampuan pemecahan masalah matematika siswa diperoleh melalui tes pemecahan masalah matematika. Data dianalisis menggunakan analisis varians (ANAVA) dua jalur pada taraf signifikansi 5% dan dilanjutkan dengan uji tukey. Hasil penelitian menunjukkan bahwa: (1) kemampuan pemecahan masalah matematika siswa yang mengikuti Model MMP berbantuan media e-learning berbasis moodle lebih baik dari kemampuan pemecahan masalah matematika siswa yang mengikuti model pembelajaran konvensional; (2) terdapat interaksi antara model pembelajaran dan gaya kognitif terhadap kemampuan pemecahan masalah matematika siswa; (3) pada siswa yang memiliki gaya kognitif field independent (FI), kemampuan pemecahan masalah matematika siswa yang mengikuti Model MMP berbantuan media e-Learning berbasis moodle lebih baik daripada kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran konvensional; (4) pada siswa yang memiliki gaya kognitif field dependent (FD), kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran konvensional lebih baik dari kemampuan pemecahan masalah matematika siswa yang mengikuti Model MMP berbantuan media e-Learning berbasis moodle.Kata Kunci : MMP, E-Learning, Moodle, Gaya Kognitif, Pemecahan Masalah The purpose of this research is to know the effect of MMP (Missouri Mathematics Project) with moodle-based e-learning media towards mathematical problem solving ability in terms of student?s cognitive styles. This research was quasi experimental with the nonequivalent posttest only control group design, and the design of data analysis using treatment by level. This research conducted at SMA Negeri 1 Ubud and involved a sample of 80 students. Selection of classes conducted by cluster random sampling technique. Data of student?s cognitive style is obtained by GEFT test and data of student?s mathematical problem solving ability is obtained by problem solving test. The collected data was analyzed by using analysis of variance (two-way ANAVA) with 5% level of significance, followed by tukey?s test. The results of this research showed that: (1) the student?s problem solving ability who joined learning process by using MMP with moodle-based e-learning media was better than the student?s problem solving ability who joined learning process by using conventional learning model; (2) there was an interaction between learning model and cognitive style on student?s problem solving ability; (3) the students who have field independent cognitive style (FI), their problem solving ability who learned by MMP with moodle-based e-learning media was better than the student?s problem solving ability who learned by conventional learning model; (4) the students who have field dependent cognitive style (FD), their problem solving ability who learned by conventional learning model was better than the student?s problem solving ability who learned by MMP with moodle-based e-learning media.keyword : MMP, e-learning, moodle, cognitive style, problem solving
PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN BERBASIS PROYEK TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP NEGERI 4 KUTA SELATAN TAHUN PELAJARAN 2016/2017 ., NI WAYAN YULI ASTUTI; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2447

Abstract

Penelitian ini bertujuan untuk mngetahui: (1) perbedaan pengaruh penerapan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek terhadap motivasi belajar dan pemahaman konsep matematika siswa, (2) motivasi belajar dan pemahaman konsep matematika siswa yang berkemampuan tinggi, sedang dan rendah setelah dibelajarkan dengan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek. Jenis penelitian ini adalah penelitian mixed method tipe Explanatory Sequential, dengan rancangan acak lengkap (RAL). Penelitian ini dilaksanakan di SMP Negeri 4 Kuta Selatan, dengan populasi sebanyak 288 siswa. Pengambilan sampel dilakukan dengan teknik Cluster Random Sampling, dengan kelas VII 3 sebagai kelompok eksperimen I dan kelas VII 4 sebagai kelompok eksperimen II. Data motivasi belajar siswa dikumpulkan dengan menggunakan angket motivasi belajar dan wawancara dan data pemahaman konsep matematika siswa dikumpulkan menggunakan tes. Data yang dikumpulkan dianalisis dengan uji MANOVA. Hasil analisis menunjukkan: (1) Terdapat perbedaan motivasi belajar dan pemahaman konsep matematika siswa yang belajar dengan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek. (2) Siswa yang berkemampuan tinggi cenderung telah memenuhi empat komponen motivasi belajar (Attention, Relevamce, Confidence, Satisfaction) dan telah mampu memenuhi tiga komponen pemahaman konsep matematika (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep, menggunakan konsep secara tepat dalam situasi sehari-hari), siswa yang berkemampuan sedang cenderung memenuhi tiga komponen motivasi belajar (Attention, Relevamce, Confidence) dan mampu memenuhi dua komponen pemahaman konsep matematika (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep), sedangkan siswa yang berkemampuan rendah cenderung hanya memenuhi satu komponen motivasi belajar (Attention) dan memenuhi dua komponen pemahaman konsep matematika yaitu (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep) meski belum sepenuhnya benar.Kata Kunci : model pembelajaran berbasis masalah, model pembelajaran berbasis proyek, motivasi belajar, pemahaman konsep matematika The purpose of this research for knowing: (1) Differences of student?s learning motivatioan and understanding mathematics concept by using Problem Based Learning and Project Based Learning, (2) Knowing how far the influence of Problem Based Learning and Project Based Learning for student?s learning motivatioan and understanding mathematics concept who has high, everage and low ability. Mixed method tipe Explanatory Sequential is used in this research, designed with completely randomized design. Which had been held in SMP Negeri 4 Kuta Selatan, with 288 participants. The sampling method in this research used cluster random sampling technique with student?s of VII 3 as an experiment group I dan student?s of VII 4 as an experiment group II. The student?s learning motivation data is collected by questionarie and interview. The student?s understanding mathematics concept is collected by understanding concept test. Collected data were analyzed by MANOVA. The result of this research: (1) There are differences of student?s learning motivatioan and understanding mathematics concept by using Problem Based Learning and Project Based Learning. (2) Student with high ability had been showed four learning motivation aspects (Attention, Relevamce, Confidence, Satisfaction) and had been showed three understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts, use concepts correctly in a variety of situations), student with everage ability had been showed three learning motivation aspects (Attention, Relevamce, Confidence) and had been showed two understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts), student with low ability had been showed one learning motivation aspects (Attention) and had been showed two understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts) Though not entirely true.keyword : problem based learning, project based learning, learning motivation, understanding mathematics concept
PENGARUH PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN SIKAP MATEMATIKA ., I MADE BUDIADNYANA; ., DR. GEDE SUWEKEN, M.Sc.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2511

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan kemampuan pemecahan masalah dan sikap matematika antara peserta didik yang mengikuti model Creative Problem Solving (CPS) dan model Inkuiri Terbimbing, dan (2) proses pemecahan masalah dan sikap matematika peserta didik yang dibelajarkan dengan model Creative Problem Solving (CPS) dan model Inkuiri Terbimbing. Jenis penelitian ini adalah mixed method research tipe concurrent embedded design, dengan rancangan completely randomized design. Penelitian ini dilaksanakan di SMAN 6 Denpasar, dengan populasi seluruh peserta didik kelas XI Tahun Pelajaran 2016/2017 sebanyak 369 peserta didik. Pengambilan sampel dilakukan dengan teknik cluster random sampling, dengan kelas XI IPA 7 sebanyak 35 orang sebagai kelompok eksperimen I dan kelas XI IPA 8 sebanyak 35 orang sebagai kelompok eksperimen II. Data kemampuan pemecahan masalah dikumpulkan menggunakan tes kemampuan pemecahan masalah, sedangkan data proses pemecahan masalahnya dikumpulkan menggunakan lembar pengamatan. Data sikap metematika dikumpulkan menggunakan angket sikap matematika dan wawancara. Pengujian hipotesis menggunakan uji MANOVA. Hasil analisis data menunjukkan : (1) kemampuan pemecahan masalah dan sikap matematika peserta didik yang belajar dengan model Creative Problem Solving (CPS) lebih baik dari peserta didik yang belajar dengan model Inkuiri Terbimbing; (2) Peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) dan pembelajaran Inkuiri Terbimbing sama-sama mengalami peningkatan pada proses pemecahan masalah di setiap pertemuan. Peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) melaksanakan penyelesaian masalah menggunakan prosedur dan solusi yang tepat dalam proses pemecahan masalah, sehingga hasil yang diperoleh terlihat lebih baik dari peserta didik yang mengikuti pembelajaran Inkuiri Terbimbing. Sikap matematika peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) terlihat lebih baik pada indikator menyatakan sikap diri terhadap pengetahuan matematika yang telah dimiliki, menyatakan perasaannya dalam menghadapi pembelajaran matematika dan memberikan reaksi atau respon atas pengetahuan dan perasaannya terhadap pembelajaran matematika dari pada peserta didik yang mengikuti pembelajaran Inkuiri Terbimbing.Kata Kunci : Creative Problem Solving, Inkuiri Terbimbing, Kemampuan Pemecahan Masalah Matematika, Sikap Matematika This study aims to find out: (1) the difference between problem solving abilities and mathematics attitudes among learners who attend Creative Problem Solving (CPS) and Guided Inquiry model, and (2) problem solving process and mathematics attitude of learners taught through Creative Problem Solving (CPS) and Guided Inquiry model.This type of research is mixed method research type concurrent embedded design , with completely randomized design .This research was conducted at SMAN 6 Denpasar, with total population of class XI Learners in academic year of 2016/2017 amounting of 369 learners. Sampling was collected by cluster random sampling technique , with class XI IPA 7 of 35 persons as experiment group I and class XI IPA 8 of 35 persons as experiment group II.Data of problem solving abilities were collected using problem-solving tests, while the data of problem-solving process were collected using an observation sheet. Data on mathematics attitudes were collected using questionnaires of mathematics attitudes and interviews. The hypothesis is tested using MANOVA test. The results of data analysis show that: (1) problem solving ability and mathematics attitude of learners who study with Creative Problem Solving (CPS) model are better than learners who study with Guided Inquiry model; (2) Both learners who attend Creative Problem Solving (CPS) and Guided Inquiry Learning experience improvement in problem solving process at each meeting.Learners who attend Creative Problem Solving (CPS) learning solve problems applying accurate procedures and solutions in problem solving process, so the results obtained seem better than learners who attend Guided Inquiry learning.Learners' mathematics attitude attending Creative Problem Solving (CPS) learning seems better on indicators expressing their own attitudes toward mathematics knowledge they have, expressing their feelings in facing mathematics learning and reacting or responding to knowledge and feelings toward mathematics learning than learners attending Guided Inquiry learning.keyword : Creative Problem Solving , Guided Inquiry, Mathematics Problem Solving Ability, Mathematics Attitude.
Developing English Materials for nursing students of SMK Kesehatan Bali Medika Denpasar ., I GEDE ARIS PRATAMA PUTRA; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2513

Abstract

This study aimed at: a) developing materials for teaching English for nursing students of SMK Kesehatan Bali Medika Denpasar; b) knowing the quality of the developed materials for teaching English for nursing students of SMK Kesehatan Bali Medika Denpasar as perceived by expert judges. This study used R & D model proposed by Sugiyono (2013). Step 1 (identifying the potency & problem phase or need analysis phase) of Sugiyono Model of R&D Design used Hutchinson & Waters?s Learning-Centered Need Analysis Framework (1987) in order to be used to analyze target and learning needs of English for nursing students. The present study was limited into developing the product and expert judgment. Therefore, the field test was not conducted in the present study. The materials were designed by following the model of ESP material design of Hutchinson and Waters (1987:108) which consisted of input, content focus, language focus, and task. The findings of this study showed that there were 8 units of English for nursing students? material had been developed. Those were; (1) Establishing a Relationship; (2) Giving Directions in Hospital; (3) Health Problems; 4) Dimension of Symptoms; 5) Diagnosing Health Problems; 6) Sharing Observation; (7) General Assessment; (8) Patient Assessment. The materials were focused on developing the students? speaking ability. The quality of the product was very good (Product Quality = 4.13) and had met the criteria of material evaluation checklist proposed by McDonough et al (2013).Kata Kunci : materials, students, nursing Penelitian ini bertujuan untuk: (a) mengembangkan materi bahasa inggris keperawatan untuk pengajaran mata pelajaran bahasa inggris keperawatan siswaSMK Kesehatan Bali Medika Denpasar; (b) mengetahui kualitas materi bahasa inggris keperawatan untuk pengajaran mata pelajaran bahasa inggris keperawatan siswa SMK Kesehatan Bali Medika Denpasar dari penilaian para ahli. Penelitian ini dirancang dalam bentuk Penelitian dan Pengembangan model Sugiyono (2013). Tahap pertama Penelititan dan Pengembangan model Sugiyono (tahap mengindentifikasi potensi dan masalah atau analisis kebutuhan) menggunakan model analisis kebutuhan Learning Centered Hutchinson dan Waters (1987) untuk digunakan untuk menganalisa kebutuhan target dan belajar mata kuliah bahasa inggris keperawatan. Penelitian ini hanya terbatas dalam pengembangan produk dan uji pakar. Sehingga penelitian ini tidak diarahkan untuk menguji coba produk di lapangan. Materi ajar didesain mengunakan model Hutchinson dan Waters (1987:108) yang terdiri dari input, content focus, language focus, dan task. Hasil penelitian menunjukkan bahwa terdapat 8 unit materi bahasa inggris keperawatan yang sudah dikembangkan. Materi-materi tersebut adalah: (1) Establishing a Relationship; (2) Giving Directions in Hospital; (3) Health Problems; 4) Dimension of Symptoms; 5) Diagnosing Health Problems; 6) Sharing Observation; (7) General Assessment; (8) Patient Assessment. Materi tersebut difokuskan untuk mengembangkan kemampuan berbicara bahasa inggris siswa. Kualitas produk sangat bagus (kualitas produk = 4.13) dan sudah memenuhi kriteria evaluasi materi McDonough dkk (2013).keyword : materi, mahasiswa, keperawatan
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBANTUAN GEOGEBRA TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS XII SMA N 1 ABIANSEMAL ., I WAYAN GEDE WARDIKA; ., PROF.DR. SARIYASA, M.Sc.,P.hD; ., PROF. DR. I MADE ARDANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2420

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian 2 x 2. Populasi pada penelitian ini adalah seluruh siswa kelas XII IPA SMA N 1 Abiansemal. Pengambilan sampel dilakukan dengan teknik cluster random sampling dimana sampel yang diperoleh berjumlah 76 siswa. Data motivasi belajar dikumpulkan melalui kuisioner motivasi belajar dan data hasil belajar matematika dikumpulkan melalui tes hasil belajar matematika pada ranah kognitif. Data yang telah diperoleh dianalisis menggunakan analisis varians (ANAVA) dua jalur dengan bantuan program SPSS 20.0 for Windows pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra lebih baik daripada hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional, (2) ada interaksi antara model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra dan motivasi belajar terhadap hasil belajar matematika siswa. Hasil belajar siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran konvensional bagi siswa yang memiliki motivasi belajar tinggi dan hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra bagi siswa yang memiliki motivasi belajar rendah.Kata Kunci : Model pembelajaran Kooperatif, Think Pair Share, Motivasi Belajar, Hasil Belajar Matematika, GeoGebra. The aim of this study is to describe the effect of Cooperative Learning Model Think Pair Share Type aided by GeoGebra towards mathematics learning outcomes in terms of student motivation. This research was a quasi-experiment with 2x2 research design. The population in this study was all students of twelfth grade students of science class in SMA N 1 Abiansemal. Cluster random sampling technique was used in this research in which the samples obtained were 76 students. Learning motivation data were collected through learning motivation questionnaires, and mathematics learning outcome data were collected through cognitive field of mathematics achievement test. The data were analyzed using Two-Way Analysis of Variance (ANOVA) with SPSS 20.0 for Windows with 5% error significance level. The results showed that: (1) the learning outcomes of students who learned using Cooperative Learning Think Pair Share Type aided by GeoGebra achieved better result on learning outcome than the students who learned with conventional learning models, (2) there were students? interactions between Cooperative Learning Model Think Pair Share Type aided by GeoGebra with students? learning motivation on the math learning result. In addition, the data also showed that highly motivated students who learned using Cooperative Learning Think Pair Share aided by GeoGebra achieved better result on learning outcome than those low motivated students who learned with conventional learning model. Moreover, students who had low learning motivation achieved better result on learning outcomes than those students who learned using Cooperative Learning Think Pair Share aided by GeoGebra.keyword : Cooperative Learning Model Think Pair Share, Motivation, Mathematics Learning Outcomes, GeoGebra.
Analisis Hubungan Jenis Kelamin, Literasi Matematika, dan Disposisi Matematika Terhadap Prestasi Belajar Matematika Peserta Didik SMA Negeri di Denpasar ., MADE WIDYA SURYAPRANI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2470

Abstract

Pembelajaran matematika bertujuan untuk mempersiapkan peserta didik agar dapat menggunakan matematika dan pola pikir matematika dalam kehidupan sehari-hari. Terdapat pandangan di masyarakat bahwa perbedaan jenis kelamin berakibat pada perbedaan kemampuan dalam belajar matematika. Secara spesifik dipercaya bahwa perempuan tidak cukup berhasil mempelajari matematika dibandingkan dengan laki-laki terutama dalam bidang geometri. Selain itu diyakini pula perempuan lebih tertarik pada masalah praktis dan hampir tidak pernah mempunyai ketertarikan yang menyeluruh pada soal-soal teoritis seperti halnya laki-laki. Akan tetapi kenyataan di lapangan menunjukkan bahwa tidak sedikit wanita yang sukses dalam belajar matematika. Penelitian ini bertujuan untuk mengetahui : 1) hubungan antara jenis kelamin dengan kemampuan literasi matematika peserta didik, 2) hubungan antara jenis kelamin dengan disposisi matematika peserta didik, 3) hubungan jenis kelamin, kemampuan literasi matematika, dan disposisi matematika peserta didik dengan prestasi belajar peserta didik. Penelitian ini merupakan penelitian expost facto dengan populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 2931 dan diambil sampel dengan teknik multistage random sampling yaitu perwakilan siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 312 siswa yang terdiri dari 39 siswa di tiap sekolah. Data jenis kelamin diperoleh dari dokumen sekolah, data literasi matematika diperoleh dari tes literasi matematika, data disposisi matematika siswa diperoleh dari pengisian kuisioner, dan data prestasi diambil dari skor UAS semester ganjil 2016/2017 siswa. Data dianalisis menggunakan path analysis dengan menentukan besar koefisien jalur dari model yang dibuat. Hasil analisis data menunjukkan bahwa : 1) Jenis kelamin berkontribusi secara signifikan terhadap literasi matematika siswa dengan besar kontrribusi 30%, 2) jenis kelamin berkontribusi secara signifikan terhadap disposisi matematika siswa dengan besar kontribusi 34%, 3) jenis kelamin, literasi matematika, dan disposisi matematika berkontribusi secara simultan dan signifikan terhadap prestasi belajar matematika siswa dengan besar kontribusi 33,5%.%.Kata Kunci : Jenis Kelamin, Literasi, Disposisi , Prestasi Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.keyword : Gender, Literacy, Disposition, Achievement

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