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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 5, No 1: May 2018" : 12 Documents clear
Media comic math berbasis whiteboard annimation dalam pelajaran matematika Rica Wijayanti; Buaddin Hasan; Rishi Kumar Loganathan
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.894 KB) | DOI: 10.21831/jrpm.v5i1.19207

Abstract

Media comic math berbasis wihiteboard animation ini diharapkan dapat mempermudah guru dalam menyampaikan materi pelajaran matematika. Selain itu media ini diharapkan mampu memotivasi siswa untuk belajar lebih aktif dalam rangka pengembangan media pembelajaran matematika untuk memperkuat karakter positif peserta didik dalam memahami konsep matematika dengan memanfatkan ilmu pengetahuan dan teknologi. Jenis penelitian ini adalah Research and Development (RD). Metode yang digunakan adalah uji coba produk, yang dilakukan dalam beberpa tahap, antara lain: (1) Tahap Analisis Potensi dan Masalah, (2) Tahap Pengembangan, tahap pengembangan dilakukan berupa mendesain produk media pembelajaran dan validasi desain produk. (3) Tahap Ujicoba Produk, tahap uji coba produk dilakukan untuk mengetahui kelayakan produk dan efektifitas hasil belajar. Pengumpulan data dalam penelitian ini menggunakan teknik angket, wawancara, dan tes. Dalam penelitian ini digunakan dua teknik analisis data, yaitu teknik analisis deskriptif kualitatif dan analisis statistik deskriptif. Hasil penelitianmenunjukan bahawa media comic math berbasis whiteboard animation layak untuk digunakan dalam proses pembelajaran matematika disekolah. Dan pembelajaran menggunakan media comic math berbasis whiteboard animation pada materi geometri bangun datar sangat efektif. Comic math media based on whiteboard animation in math AbstractComic math media based wihiteboard animation is expected to facilitate teachers in delivering mathematics lessons. In addition, this media is expected to motivate students to learn more actively in order to develop the media of learning mathematics to strengthen the positive character of learners in understanding the concept of mathematics by utilizing science and technology. This type of research is Research and Development (R D). The method used is product trial, done in some stage, among others: (1) Potential Analysis Stage and Problem, (2) Development Stage, development stage done in the form of product instructional media design and product design validation. (3) Stage of Product Testing, product trial stage is performed to determine the feasibility of the product and the effectivnesse learning outcome. Data collection in this study using questionnaires, interviews, and tests. In this study used two data analysis techniques, namely qualitative descriptive analysis techniques and descriptive statistical analysis. The results showed that comic math media based on whiteboard animation is feasible for use in the process of learning mathematics in school. And learning using comic math media based on whiteboard animation on flat wake geometry material is very effective.
Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa Wahyu Hardiyanto; Rusgianto Heri Santoso
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.097 KB) | DOI: 10.21831/jrpm.v5i1.11127

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

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