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INDONESIA
Jurnal Pendidikan Matematika
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
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 Model Pembelajaran Integratif Berbantuan Asesmen Kinerja Terhadap Keterampilan Berpikir Kritis dan Keterampilan Berpikir Kreatif Siswa Kelas X SMA Negeri 4 Denpasar ., PUTU EKA DWIPAYANA; ., DR. GEDE SUWEKEN, M.Sc.; ., 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.v6i2.2330

Abstract

Penelitian ini bertujuan untuk mengetahui apakah : (1) keterampilan berpikir kritis siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja lebih baik dari pada keterampilan berpikir kritis siswa yang belajar dengan model Konvensional, (2) keterampilan berpikir kreatif siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja lebih baik dari pada keterampilan berpikir kreatif siswa yang belajar dengan model Konvensional, serta (3) terdapat perbedaan secara simultan dari keterampilan berpikir kritis dan keterampilan berpikir kreatif antara siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja dengan siswa yang belajar dengan model pembelajaran Konvensional. Penelitian ini merupakan penelitian quasi experiment dengan rancangan posttest only control group design. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 4 Denpasar Tahun Ajaran 2016/2017 dengan jumlah siswa 320 orang, yang terdiri dari atas kelompok MIPA sebanyak 9 kelas dan kelompok IPS sebanyak 1 kelas. Sampel penelitian diambil dengan mengunakan teknik cluster random sampling. Data pada penelitian ini berupa keterampilan berpikir kritis dan keterampilan berpikir kreatif yang dimiliki siswa, yang mana kedua data dikumpulkan dengan menggunakan tes. Untuk hipotesis I dan hipotesis II data yang diperoleh dianalisis secara deskriptif menggunakan uji-t satu ekor dan untuk hipotesis III data dianalisis menggunakan MANOVA. Berdasarkan hasil analisis diperoleh bahwa : (1) keterampilan berpikir kritis siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja lebih tinggi dari pada siswa yang belajar dengan model pembelajaran Konvensional, (2) keterampilan berpikir kreatif siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja lebih tinggi dari pada siswa yang belajar dengan model pembelajaran Konvensional, serta (3) terdapat perbedaan secara simultan dari keterampilan berpikir kritis dan keterampilan berpikir kreatif antara siswa yang belajar dengan model pembelajaran Integratif berbantuan Asesmen Kinerja dengan siswa yang belajar dengan model pembelajaran Konvensional.Kata Kunci : Model Pembelajaran Integratif, Asesmen Kinerja, Keterampilan Berpikir Kritis, Keterampilan Berpikir Kreatif This study aimed to determine whether : (1) student?s critical thinking skills who studied with Integrative Learning Model assisted with Performance Assessment is better than student?s critical thinking skills who studied with Conventional Learning Model, (2) student?s creative thinking skills who studied with Integrative Learning Model assisted with Performance Assessment is better than student?s creative thinking skills who studied with Conventional Learning Model , and (3) there are differences simultaneous delivery of critical thinking skills and creative thinking skills among students who s studied with Integrative Learning Model assisted with Performance Assessment by students who studied with Conventional Learning Models. This research is a quasi experimental design with posttest only control group design. The population of this study was all students of tenth grade of SMAN 4 Denpasar in akademic year 2016/2017 with the number of students 320 people, consisting of MIPA group as much as 9 classes and IPS groups as much as 1 class. Samples were taken by using cluster random sampling technique. The data are needed in this study such as students?s critical thinking skills and creative thinking skills, in which both of them collected using by test. For the first hypothesis and the second hypothesis, data have been obtained would analyzed descriptively by using one tailed of t-test and the third hypothesis, data were analyzed by using MANOVA. Based on the results of the analysis showed that : (1) student?s critical thinking skills who studied by Integrative Learning Model aided with Assessment Performance is higher than the students who learning with Conventional Learning Model, (2) student?s creative thinking skills who learning with Integrative Learning Model aided Assessment Performance is higher than students who learning with Conventional Learning Models, and (3) there is a difference simultaneous delivery of critical thinking skills and creative thinking skills among students who study with an integrative teaching model aided by the performance assessment of students learning with conventional learning modelskeyword : Integrative Learning Model, Performance Assessment, Critical Thinking Skills, Creative Thinking Skills
PENGARUH PENERAPAN METODE RECIPROCAL TEACHING DALAM PEMBELAJARAN MATEMATIKA TERHADAP KEMAMPUAN PENALARAN MATEMATIKA DAN MOTIVASI BERPRESTASI SISWA ., NI PUTU WIRUSMINI; ., 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.v6i2.2425

Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan kemampuan penalaran matematika dan motivasi berprestasi antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan mengambil populasi penelitian adalah siswa kelas X di SMA Negeri 3 Amlapura tahun pelajaran 2016/2017 yang terdistribusi dalam tujuh kelas. Selanjutnya diambil dua kelas sebagai sampel dengan menggunakan teknik cluster random sampling. Berdasarkan hasil random diperoleh kelas XE sebagai kelompok eksperimen yang belajar dengan menggunakan metode Reciprocal Teaching dan kelas XB sebagi kelompok kontrol yang belajar dengan menggunakan metode Pembelajaran Konvensional. Data yang dikumpulkan dalam penelitian ini adalah kemampuan penalaran matematika dengan menggunakan tes kemampuan penalaran dan data motivasi berprestasi dengan menggunakan kuesioner. Data yang terkumpul dianalisis dengan menggunakan uji t dan MANOVA. Hasil penelitian menunjukkan bahwa: 1) tHitung =5,606 > tTabel = 2,042 pada taraf signifikansi 5%, sehingga dapat disimpulkan terdapat perbedaan kemampuan penalaran matematika antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. 2) tHitung =12,522 > tTabel = 2,042 pada taraf signifikansi 5%, sehingga dapat disimpulkan terdapat perbedaan motivasi berprestasi antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. 3) ?* = 0,248 dan Hotelling's Trace FHitung = 95,679 lebih besar dari FTabel¬ = 3,14, sehingga dapat disimpulkan terdapat perbedaan kemampuan penalaran matematika dan motivasi berprestasi secara simultan antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. Kata Kunci : Metode Reciprocal Teaching, Kemampuan Penalaran Matematika, Motivasi Berprestasi This study aims to determine whether there are differences in the ability of mathematical reasoning and Achievement motivation between students who learn with Reciprocal Teaching method and those who follow conventional methods. The population of this study are the students of class X in SMA Negeri 3 Amlapura academic year 2016/2017 which is distributed in seven classes with homogeneous ability. Two classes were taken as sample by using cluster random sampling technique. Based on the results obtained that XE class as an experimental group and class XB as a control group. This research uses two analytical techniques namely descriptive analysis and MANOVA.The data collected in this research for mathematical reasoning ability by using reasoning ability test and motivation data by using questionnaire. The collected data were analyzed using t-test and multivariate analysis technique. The results obtained are: 1) tcount = 5.606 > tTable = 2.042 at 5% significance level, so it could be concluded there were differences in mathematical reasoning ability among students who studied using Reciprocal Teaching Method with students who studied using conventional Learning Method. 2) tcount = 12.522 > tTable = 2.042 at the level of significance 5%, so it could concluded there were differences in achievement motivation between students who studied using Reciprocal Teaching Method with students who studied using conventional Learning Method. 3) ?* = 0,248 and Hotelling's Trace FCount = 95,679 bigger than FTabel = 3,14, so it could be concluded there was difference of mathematic reasoning ability and achievement motivation together between student who Reciprocal Teaching Method with students who studied using conventional Learning Method.keyword : Reciprocal Teaching Method, Mathematical Reasoning ability, achievement motivation
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.v6i2.2471

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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