Pub Date : 2023-01-31DOI: 10.31980/mosharafa.v12i1.1955
AbstrakPenerapan pembelajaran jarak jauh atau pembelajaran tatap muka di era pendidikan normal baru memiliki implikasi psikologis bagi siswa termasuk pada pelajaran matematika. Penelitian ini bertujuan untuk menemukan model konseptual implementasi manajemen kurikulum dalam pembelajaran matematika jarak jauh di SMP. Penelitian ini merupakan kualitatif dengan pendekatan deskriptif dengan data berasal dari 10 SMP, data diperoleh secara kolektif berupa wawancara dari narasumber. Data diolah dengan aplikasi atlas.ti 8 kemudian divalidasi dan melakukan triangulasi sumber sehingga muncul hasil penelitian yakni (1) strategi pelaksanaan manajemen kurikulum dalam pembelajaran matematika jarak jauh yang diterapkan di pimpin langsung oleh kepala sekolah dengan bentuk brakedown peraturan, (2) pembelajaran yang dilakukan oleh guru berdasarkan perencanaan yang telah disusun oleh guru pada awal tahun ajaran, (3) sarana prasarana untuk pelaksanaan pembelajaran sudah terpenuhi, (4) pelatihan yang diberikan pada guru sudah di program oleh kepala sekolah dengan periodik, (5) pembentukan kelas yang dilakukan berfungsi untuk mengelompokan peserta didik sesuai dengan minat dan kemampuannya, (6) kendala yang dihadapi oleh guru adalah sulit mengetahui eksperesi peserta didik saat pembelajaran, (7) kendala yang dihadapi oleh peserta didik adalah jaringan dan kuota yang dimiliki oleh peserta didik sehingga sulit memahami materi yang disampaikan oleh guru. AbstractThe implementation of distance learning or face-to-face learning in the new normal education era has psychologically affected the students, including in mathematics learning. This study aimed to find a conceptual model to implement curriculum management of distance learning in mathematics in junior high schools. This qualitative descriptive study collected data from 10 junior high schools. The data were obtained collectively by using interviews. The data was processed using the atlas.ti 8 application and then validated and triangulated the sources so that the results of the research emerged, namely, the implementation strategy of curriculum management of the distance learning in was directed by the school principal in the form of regulatory breakdown, learning carried out by the teacher based on the plan prepared by the teacher at the beginning of the school year, the infrastructure of the learning process was provided, the training provided to teachers was programmed by the principal periodically, the class distribution was based on the student’s interests and abilities, the obstacle faced by the teacher was that it was difficult to know the expressions of the students during learning, the obstacles faced by students was the internet quota and unstable network to such an extent that students were having difficulties to understand the materials delivered by the teacher.
在一个正常教育的新时代，远程学习或面对面学习的豁免对学生产生了心理影响，包括数学课。本研究旨在在初中远程数学学习中找到课程管理的概念模型。本研究是一种定性性，其描述性方法和数据来自10个初中，数据是通过采访对象的集体获得的。数据与地图集应用程序处理。ti 8然后验证研究主要来源,以至于出现三角测量结果即(1)执行的远程学习数学课程管理策略应用在校长亲自带领brakedown形式的规则,(2)由教师根据所规划的学习由教师每学年之初,(3)学习的实施实现了基础设施的手段,(4)教师的培训与元素周期表,被校长项目(5)形成的班级做用来分类根据兴趣和能力的学习者,(6)老师所面临的障碍是很难知道eksperesi学习者学习的时候,(7)学习者所面临的障碍是学习者所拥有的网络和配额,所以很难理解的材料,由老师。在新正常教育时代，距离学习或面对面学习的实现对学生产生了心理影响，包括数学学习。这项研究旨在为初中数学专业的广泛学习提供一个指导方针。这一合格的解释研究来自10名初中的数据收集。通过面试，数据被收集起来了。数据正在用地图集处理。ti 8应用程序然后validated器so that the results》和triangulated research emerged, namely, the implementation个会的简历管理距离学习》是导演之境学校校长form of监管崩溃了,学习carried out by《教师》改编自《老师在《开始》计划准备对学校基础设施》一年,学习的过程是provided,培训provided to师范是编程:《课distribution periodically校长,是改编自《学生’s interests and能力,obstacle faced by老师是是很难买到知道期间学生学习,《表白》obstacles faced by学生是如此一个extent的配额和unstable互联网网络发展到这种学生在玩得difficulties理解《收集材料运送由老师。
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Pub Date : 2023-01-31DOI: 10.31980/mosharafa.v12i1.2141
Khilyatul Auliya', D. B. Widjajanti
AbstrakMeningkatkan pengajaran matematika secara terus menerus merupakan upaya yang harus terus dilakukan. Hal ini dikarenakan matematika tidak hanya dipelajari oleh siswa sepanjang tahun tetapi juga banyak digunakan sebagai indikator kunci keberhasilan individu siswa. Salah satu faktor penting yang mempengaruhi pengajaran matematika adalah buku teks. Artikel ini membahas buku teks matematika dari dua negara, yaitu Singapura dan Jepang. Kajian terhadap kedua buku teks dilakukan terhadap karakter fisik, struktur, dan topik/isi buku teks. Kesimpulan hasil kajian ini sebagai berikut. Secara fisik, Buku teks matematika Singapura lebih sederhana dalam warna, dibandingkan buku teks matematika Jepang. Jumlah halaman Buku teks Singapura lebih banyak dari jumlah halaman Buku teks Jepang. Dari segi struktur buku, pada Buku teks matematika Singapura, terdapat beberapa bab yang dimulai dengan ringkasan materi prasyarat, kemudian diikuti dengan materi dasar, contoh dan penyelesaiannya, dan latihan. Sedangkan pada Buku teks matematika Jepang, sebagian besar diawali dengan ilustrasi mengenai topik yang dibahas, materi prasyarat, pertanyaan mendasar, ringkasan materi, contoh dan penyelesaiannya, pengayaan, dan latihan soal. Pada buku teks sekolah menengah Singapura, lebih ditekan kan pada domain Geometri dan Pengukuran, sedangkan Buku teks sekolah menengah Jepang lebih ditekankan pada domain Relasi dan Aljabar, kemudian urutan selanjutnya domain Geometri dan Pengukuran. AbstractContinuous improvement of mathematics teaching is a continual process. The ground of the improvement is that mathematics is not only studied by students throughout the year but it is also widely used as a key indicator of students’ success. One of the important factors that influence the teaching of mathematics is textbooks. This study discussed mathematics textbooks from two countries, namely Singapore and Japan. The aim was to examine the textbooks’ physical character, structure, and topic/content. The study pointed out several important points. The Singaporean Math Textbook is physically simpler in colour than the Japanese Math Textbook. It also had more pages than the Japanese Textbook. Regarding the book's structure, several chapters in the Singaporean Mathematics Textbook began with a summary of the prerequisite material, followed by key topics, examples and solutions, and exercises. In Japanese Mathematics Textbooks, most chapters started with illustrations on the topics discussed, prerequisite material, essential questions, summaries, examples and solutions, enrichment, and exercises. In the Singaporean secondary school textbooks, it emphasized the Geometry and Measurement domains, while the Japanese secondary school textbooks emphasized the Relation and Algebra domains followed by the Geometry and Measurement domains.
{"title":"Singaporean and Japanese Maths Textbooks: Character, Structure, and Content","authors":"Khilyatul Auliya', D. B. Widjajanti","doi":"10.31980/mosharafa.v12i1.2141","DOIUrl":"https://doi.org/10.31980/mosharafa.v12i1.2141","url":null,"abstract":"AbstrakMeningkatkan pengajaran matematika secara terus menerus merupakan upaya yang harus terus dilakukan. Hal ini dikarenakan matematika tidak hanya dipelajari oleh siswa sepanjang tahun tetapi juga banyak digunakan sebagai indikator kunci keberhasilan individu siswa. Salah satu faktor penting yang mempengaruhi pengajaran matematika adalah buku teks. Artikel ini membahas buku teks matematika dari dua negara, yaitu Singapura dan Jepang. Kajian terhadap kedua buku teks dilakukan terhadap karakter fisik, struktur, dan topik/isi buku teks. Kesimpulan hasil kajian ini sebagai berikut. Secara fisik, Buku teks matematika Singapura lebih sederhana dalam warna, dibandingkan buku teks matematika Jepang. Jumlah halaman Buku teks Singapura lebih banyak dari jumlah halaman Buku teks Jepang. Dari segi struktur buku, pada Buku teks matematika Singapura, terdapat beberapa bab yang dimulai dengan ringkasan materi prasyarat, kemudian diikuti dengan materi dasar, contoh dan penyelesaiannya, dan latihan. Sedangkan pada Buku teks matematika Jepang, sebagian besar diawali dengan ilustrasi mengenai topik yang dibahas, materi prasyarat, pertanyaan mendasar, ringkasan materi, contoh dan penyelesaiannya, pengayaan, dan latihan soal. Pada buku teks sekolah menengah Singapura, lebih ditekan kan pada domain Geometri dan Pengukuran, sedangkan Buku teks sekolah menengah Jepang lebih ditekankan pada domain Relasi dan Aljabar, kemudian urutan selanjutnya domain Geometri dan Pengukuran. AbstractContinuous improvement of mathematics teaching is a continual process. The ground of the improvement is that mathematics is not only studied by students throughout the year but it is also widely used as a key indicator of students’ success. One of the important factors that influence the teaching of mathematics is textbooks. This study discussed mathematics textbooks from two countries, namely Singapore and Japan. The aim was to examine the textbooks’ physical character, structure, and topic/content. The study pointed out several important points. The Singaporean Math Textbook is physically simpler in colour than the Japanese Math Textbook. It also had more pages than the Japanese Textbook. Regarding the book's structure, several chapters in the Singaporean Mathematics Textbook began with a summary of the prerequisite material, followed by key topics, examples and solutions, and exercises. In Japanese Mathematics Textbooks, most chapters started with illustrations on the topics discussed, prerequisite material, essential questions, summaries, examples and solutions, enrichment, and exercises. In the Singaporean secondary school textbooks, it emphasized the Geometry and Measurement domains, while the Japanese secondary school textbooks emphasized the Relation and Algebra domains followed by the Geometry and Measurement domains.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"1986 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125467223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1506
Refni Adesia Pradiarti, Subanji Subanji
Siswa dituntut dapat menyelesaikan soal pemecahan masalah dalam setiap pembelajaran matematika. Namun ketika observasi awal, banyak ditemukan siswa kurang mampu memecahkan soal matematis dengan tepat dan sedikit siswa yang dapat menjawab persoalan matematis berdasarkan prosedur Polya terutama di Sumenep. Tujuan Penelitian untuk mendeskripsikan tingkat pemahaman peserta didik dalam mencari solusi dari permasalahan matematis yang terdapat pada materi Himpunan berdasarkan gaya kognitif Field Dependent (FD) dan Field Independent (FI). Metode penelitian ini yaitu deskriptif kualitatif. Hasil penelitian berupa data yang diambil dari peserta didik kelas 7A dan 7B di MTs Negeri 1 Sumenep menggunakan tes GEFT berdasarkan indikator pemecahan masalah Polya yang mengacu pada indikator NCTM. Dalam melakukan analisis lebih lanjut, dipilih 4 orang sebagai subjek untuk dilakukan wawancara secara mendalam dan dilakukan analisis pemecahan masalah. Dalam penelitian ini didapatkan peserta didik jenis FD kurang baik dalam memecahkan masalah matematis, sedangkan pada peserta didik jenis FI sangat baik dalam memecahkan masalah matematis dikarenakan mampu memenuhi semua indikator pemecahan masalah.Students are required to be able to solve problem-solving problems in every mathematics lesson. However, during the initial observations, it was found that many students were less able to solve mathematical problems correctly and few students were able to answer mathematical problems based on the Polya procedure, especially in Sumenep. The purpose of the study was to describe the level of understanding of students in finding solutions to mathematical problems contained in the set material based on Field Dependent (FD) and Field Independent (FI) cognitive styles. This research method is descriptive and qualitative. The results of the study are data taken from students in grades 7A and 7B at MTs Negeri 1 Sumenep using the GEFT test based on Polya's problem-solving indicators which refer to the NCTM indicator. In conducting further analysis, 4 people were selected as subjects for in-depth interviews and problem-solving analysis. In this study, it was found that the FD-type students were not good at solving mathematical problems, while the FI-type students were very good at solving mathematical problems because they were able to problem-solving indicators.
学生需要能够完成任何数学学习中的问题解决问题。但是在最初的观察中，许多学生发现他们无法精确地解决数学问题，很少有学生能够根据Polya程序来回答数学问题，尤其是在Sumenep。研究的目的是描述学习者在基于Field Dependent (FD)和Field独立性(FI)的数学问题上的理解水平。本研究采用描述性质的方法。关于MTs国家MTs 1 Sumenep的7A和7B学习者的研究结果，基于Polya问题解决指标参考NCTM指标，使用GEFT测试。在进行进一步分析时，选择4人作为主题进行深入采访和问题解决分析。在这项研究中，FD类型的学习者在解决数学问题方面表现不佳，而FI类型的学习者在解决数学问题方面表现出色，因为他们能够达到所有的问题解决指标。学生们要求在每一个数学课上解决问题。在最初的观察中，人们发现许多学生无法解决问题的确切原因，少数学生能够根据Polya协议解决问题，特别是支持问题。这项研究的目的是描述在一组基于场推理和独立领域的材料中发现问题的程度。这个研究方法是descriptive and qualitative。研究的结果是在MTs 1国家MTs上从学生那里获得的数据在进一步分析中，4人选择接受内部审查和解决分析问题。在这项研究中，人们发现fd类型的学生在解决mathematical问题时表现不好，而fid类型的学生在解决问题时表现得很好，因为他们可以解决问题。
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Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1471
Mega Nur Prabawati, Siska Ryane Muslim
Penelitian ini merupakan salah satu upaya untuk membuktikan adanya keterkaitan antara budaya dengan matematika, dan untuk merubah paradigma masyarakat yang menganggap bahwa matematika tidak ada kaitannya dengan budaya. Tujuan dari penelitian ini adalah untuk mengetahui filosofi dari kalender sunda dan konsep-konsep matematika yang terdapat pada kalender Sunda yang ditinjau dari perhitungan penyusunannya. Penelitian ini merupakan penelitian kualitatif dengan metode etnografi. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dokumentasi, dan catatan lapangan. Penelitian ini dilakukan di kediaman pakar kalender sunda. Hasil penelitian ini menunjukkan bahwa dalam Kalender Sunda terdapat nama dan istilah yang kaya akan filosofi dan makna, serta adanya keterkaitan antara matematika dengan budaya yang dapat ditunjukkan dengan adanya konsep matematis pada sistem kalender Sunda seperti kaidah pencacahan dalam pancawuku atau selapan, konsep pembagian pada penentuan tunggul taun, dan konsep modulo pada penentuan indung poe, dewa taun, naktu taun, naktu bulan, naktu tanggal, dan menentukan suatu tanggal.This research is an attempt to prove the relationship between culture and mathematics and tries to straighten out the paradigm of society which considers mathematics to be complex and has nothing to do with mathematics and culture. The purpose of this study was to determine the mathematical concepts contained in the Sundanese calendar in terms of computation calculations. This research is qualitative research with an ethnographic method. The data collection techniques used were observation, interviews, documentation, and field notes. This research was conducted at the residence of Mrs. Miranda Halimah Wihardja an expert on the Sundanese calendar. The results of this study indicate that in the Sundanese calendar some names and terms are rich in philosophy and meaning, and there is a link between mathematics and culture which can be shown by the existence of mathematical concepts in the Sundanese calendar system such as the rules of enumeration in pancawuku or selapan, the concept of division in determining the stump of the year, and the concept of modulo in determining the parent poe, the god of the year, the time of the year, the time of the month, the time of the date, and the determination of a date.
这项研究是为了证明之一和数学文化之间的关系,来改变范式认为数学的社会与文化无关。这项研究的目的是了解巽日历的哲学和数学的概念在于自(united nations high commissioner for refugees)表示的巽日历计算。本研究是一种人种志方法的定性研究。采用的数据收集技术包括观察、采访、记录和现场记录。这项研究是在巽他历法的家中进行的。这项研究结果表明,在巽日历中富含哲学的名字和术语的意义,和数学之间的文化日历系统可以展示的数学概念的巽他像pencacahan准则pancawuku或selapan中,划分的概念定位在测定年前树桩,和模的概念坡,卵巢年naktu年前,naktu月神,naktu日期,并确定一个日期。这个研究是一个试图证明《文化和数学和tries to正确房之间关系的一种协会哪种considers数学to be情结了nothing to do with数学和文化。这项研究的目的是确定在计算条件中的数学结构。本研究具有图形学的资格研究。《收藏techniques数据以前是observation, documentation interviews和field notes。这项研究是由米兰达·哈利玛·维哈德哈德夫人(Miranda halima Wihardja)的驻地研究的。境results of this study indicate that土桥日历一些名字和条款是里奇在哲学意义,睡意朦胧,数学和文化之间有一个链接是哪种能被《mathematical存在展示concepts in The土桥日历系统规则》这样的美国理念》在pancawuku或selapan enumeration,组织年度in determining树桩,和模in determining理念》《天坡家长,年度,年度《时代》月的时间，日期的时间，日期的确定。
{"title":"Etnomatematika:Filosofi dan Konsep Matematis Kalender Sunda","authors":"Mega Nur Prabawati, Siska Ryane Muslim","doi":"10.31980/mosharafa.v11i3.1471","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1471","url":null,"abstract":"Penelitian ini merupakan salah satu upaya untuk membuktikan adanya keterkaitan antara budaya dengan matematika, dan untuk merubah paradigma masyarakat yang menganggap bahwa matematika tidak ada kaitannya dengan budaya. Tujuan dari penelitian ini adalah untuk mengetahui filosofi dari kalender sunda dan konsep-konsep matematika yang terdapat pada kalender Sunda yang ditinjau dari perhitungan penyusunannya. Penelitian ini merupakan penelitian kualitatif dengan metode etnografi. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dokumentasi, dan catatan lapangan. Penelitian ini dilakukan di kediaman pakar kalender sunda. Hasil penelitian ini menunjukkan bahwa dalam Kalender Sunda terdapat nama dan istilah yang kaya akan filosofi dan makna, serta adanya keterkaitan antara matematika dengan budaya yang dapat ditunjukkan dengan adanya konsep matematis pada sistem kalender Sunda seperti kaidah pencacahan dalam pancawuku atau selapan, konsep pembagian pada penentuan tunggul taun, dan konsep modulo pada penentuan indung poe, dewa taun, naktu taun, naktu bulan, naktu tanggal, dan menentukan suatu tanggal.This research is an attempt to prove the relationship between culture and mathematics and tries to straighten out the paradigm of society which considers mathematics to be complex and has nothing to do with mathematics and culture. The purpose of this study was to determine the mathematical concepts contained in the Sundanese calendar in terms of computation calculations. This research is qualitative research with an ethnographic method. The data collection techniques used were observation, interviews, documentation, and field notes. This research was conducted at the residence of Mrs. Miranda Halimah Wihardja an expert on the Sundanese calendar. The results of this study indicate that in the Sundanese calendar some names and terms are rich in philosophy and meaning, and there is a link between mathematics and culture which can be shown by the existence of mathematical concepts in the Sundanese calendar system such as the rules of enumeration in pancawuku or selapan, the concept of division in determining the stump of the year, and the concept of modulo in determining the parent poe, the god of the year, the time of the year, the time of the month, the time of the date, and the determination of a date.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115239616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1464
Isna Firdausi, S. Suparni
Konsep pecahan merupakan salah satu konsep dasar yang perlu dipahami agar kemampuan mempelajari materi yang lain tidak terhambat. Namun kemungkinan terjadinya miskonsepsi pada siswa ketika belajar pecahan sangat mungkin terjadi. Diperlukan upaya untuk meminimalisir peluang miskonsepsi tersebut. Game edukasi adalah salah satu media belajar yang dapat memberikan pengaruh bagi siswa untuk memahami konsep yang dipelajari. Penelitian ini bertujuan mengembangkan aplikasi game edukasi android Deck Card yang valid untuk membantu siswa SMP/MTs memahami konsep pecahan dengan model pengembangan PPE (Planning, Production, and Evaluation). Instrumen penelitian meliputi lembar penilaian produk untuk ahli materi dan ahli media yang dipeer-review terlebih dahulu oleh expert judgment. Berdasarkan hasil uji kevalidan produk oleh ahli materi diperoleh kriteria sangat baik dengan persentase 83,82%, sedangkan dari ahli media diperoleh kriteria baik dengan persentase 74,56%. Hasil tersebut menunjukkan bahwa game edukasi yang dikembangkan valid dan layak diujicobakan pada siswa.The concept of fractions is one of the basic concepts that need to be understood so that the ability to study other materials is not hampered. However, the possibility of misconceptions in students when learning fractions is very possible. Efforts are needed to minimize the opportunities for these misconceptions. Educational games are one of the learning media that can influence students to understand the concepts studied. This study aims to develop a valid Android Deck Card educational game application to help SMP/MTs students understand the concept of fractions with the PPE (Planning, Production, and Evaluation) development model. The research instruments include product assessment sheets for the material expert and media experts who are peer-reviewed by expert judgment. Based on the results of product validity tests by material experts, the criteria were very good with a percentage of 83.82%, while media experts obtained good criteria with a percentage of 74.56%. These results indicate that the educational game developed is valid and worthy to be tested on students.
{"title":"Game Edukasi Android Deck Card untuk Memfasilitasi Pemahaman Konsep Siswa Materi Pecahan","authors":"Isna Firdausi, S. Suparni","doi":"10.31980/mosharafa.v11i3.1464","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1464","url":null,"abstract":"Konsep pecahan merupakan salah satu konsep dasar yang perlu dipahami agar kemampuan mempelajari materi yang lain tidak terhambat. Namun kemungkinan terjadinya miskonsepsi pada siswa ketika belajar pecahan sangat mungkin terjadi. Diperlukan upaya untuk meminimalisir peluang miskonsepsi tersebut. Game edukasi adalah salah satu media belajar yang dapat memberikan pengaruh bagi siswa untuk memahami konsep yang dipelajari. Penelitian ini bertujuan mengembangkan aplikasi game edukasi android Deck Card yang valid untuk membantu siswa SMP/MTs memahami konsep pecahan dengan model pengembangan PPE (Planning, Production, and Evaluation). Instrumen penelitian meliputi lembar penilaian produk untuk ahli materi dan ahli media yang dipeer-review terlebih dahulu oleh expert judgment. Berdasarkan hasil uji kevalidan produk oleh ahli materi diperoleh kriteria sangat baik dengan persentase 83,82%, sedangkan dari ahli media diperoleh kriteria baik dengan persentase 74,56%. Hasil tersebut menunjukkan bahwa game edukasi yang dikembangkan valid dan layak diujicobakan pada siswa.The concept of fractions is one of the basic concepts that need to be understood so that the ability to study other materials is not hampered. However, the possibility of misconceptions in students when learning fractions is very possible. Efforts are needed to minimize the opportunities for these misconceptions. Educational games are one of the learning media that can influence students to understand the concepts studied. This study aims to develop a valid Android Deck Card educational game application to help SMP/MTs students understand the concept of fractions with the PPE (Planning, Production, and Evaluation) development model. The research instruments include product assessment sheets for the material expert and media experts who are peer-reviewed by expert judgment. Based on the results of product validity tests by material experts, the criteria were very good with a percentage of 83.82%, while media experts obtained good criteria with a percentage of 74.56%. These results indicate that the educational game developed is valid and worthy to be tested on students.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122148629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1498
A. Ardiansyah, Endang Wahyuningrum, Maman Rumanta
Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap kemampuan penalaran matematik, dan korelasi kemampuan penalaran matematik dengan kemampuan awal siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 1 Tanjung Palas Tengah, sampelnya diambil dua kelas secara random dari seluruh kelas VIII. Metode yang digunakan yaitu metode eksperimen, dimana instrumennya terdiri dari pretest dan postest. Hasil penelitian menunjukkan bahwa pada data pretest tidak menunjukkan adanya perbedaan kemampuan penalaran matematika antara kelompok kontrol dan kelompok eksperimen. Hasil uji t pada data postest menunjukkan perbedaan kemampuan penalaran matematika antara kelompok eksperimen dan kelompok kontrol pada taraf signifikansi 5%. Pada uji korelasi Widespread Biserial menunjukkan adanya korelasi. Disimpulkan bahwa terdapat pengaruh problem-based learning terhadap peningkatan kemampuan penalaran matematik siswa dan kemampuan awal siswa tidak membedakan peningkatan kemampuan penalaran matematika siswa dan korelasinya.This study aims to determine the effect of problem-based learning on mathematical reasoning abilities, and the correlation of mathematical reasoning abilities with the initial abilities of junior high school students. The population in this study were all students of SMP Negeri 1 Tanjung Palas Tengah, the samples were taken randomly from two classes of class VIII. The method used is the experimental method, where the instrument consists of a pretest and posttest. The results showed that the pretest data did not show any difference in mathematical reasoning ability between the control group and the experimental group. The results of the t-test on posttest data showed differences in mathematical reasoning abilities between the experimental group and the control group at a significance level of 5%. The Biserial Widespread correlation test shows a correlation. It was concluded that there was an effect of problem-based learning on increasing students' mathematical reasoning abilities and students' initial abilities did not distinguish between increasing students' mathematical reasoning abilities and their correlations.
本研究旨在探讨对数学推理能力的调整学习，以及对初中生早期能力的数学推理相关性。这项研究的学生包括所有国中好望角帕拉斯初一的学生，样本是八年级所有班随机挑选的两个班。实验方法，仪器由前试验和定型。研究结果表明，在预试验数据中，控件和实验组之间没有明显的数学推理能力。postest数据的t测试结果显示，实验组和控制组之间的数学推理能力在5%的水平上有所不同。在Widespread bi串行相关测试中，它表明有关联。得出的结论是，学生的数学推理能力和学生早期的能力对学生的数学推理能力和相互关联有一定的影响。这项研究旨在确定对数学理性理性的研究以及对初中生的理性理性的研究结果。这项研究的人口都是丹戎帕拉斯中部初中的学生，样本是从两班八班的学生中随机抽取的。使用的方法是实验方法，其中的工具是预先试验和事后试验的基础。结果表明，预先测试的数据并没有在控制和实验组之间的数学关系上显示出任何不同。在数据测试后的t测试结果中，mathematical的不同之处在5%的重要水平上展示了实验群和控制组之间的差异。bi串widespread相关测试显示一个相关。是有一个效应的结论problem-based学习在increasing学生“mathematical reasoning能力和学生‘increasing学生之间初始能力nid not distinguish mathematical reasoning能力和correlations的结果。
{"title":"Pengaruh Problem Based Learning terhadap Kemampuan Penalaran Matematik dan Korelasinya dengan Kemampuan Awal Siswa SMP","authors":"A. Ardiansyah, Endang Wahyuningrum, Maman Rumanta","doi":"10.31980/mosharafa.v11i3.1498","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1498","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap kemampuan penalaran matematik, dan korelasi kemampuan penalaran matematik dengan kemampuan awal siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 1 Tanjung Palas Tengah, sampelnya diambil dua kelas secara random dari seluruh kelas VIII. Metode yang digunakan yaitu metode eksperimen, dimana instrumennya terdiri dari pretest dan postest. Hasil penelitian menunjukkan bahwa pada data pretest tidak menunjukkan adanya perbedaan kemampuan penalaran matematika antara kelompok kontrol dan kelompok eksperimen. Hasil uji t pada data postest menunjukkan perbedaan kemampuan penalaran matematika antara kelompok eksperimen dan kelompok kontrol pada taraf signifikansi 5%. Pada uji korelasi Widespread Biserial menunjukkan adanya korelasi. Disimpulkan bahwa terdapat pengaruh problem-based learning terhadap peningkatan kemampuan penalaran matematik siswa dan kemampuan awal siswa tidak membedakan peningkatan kemampuan penalaran matematika siswa dan korelasinya.This study aims to determine the effect of problem-based learning on mathematical reasoning abilities, and the correlation of mathematical reasoning abilities with the initial abilities of junior high school students. The population in this study were all students of SMP Negeri 1 Tanjung Palas Tengah, the samples were taken randomly from two classes of class VIII. The method used is the experimental method, where the instrument consists of a pretest and posttest. The results showed that the pretest data did not show any difference in mathematical reasoning ability between the control group and the experimental group. The results of the t-test on posttest data showed differences in mathematical reasoning abilities between the experimental group and the control group at a significance level of 5%. The Biserial Widespread correlation test shows a correlation. It was concluded that there was an effect of problem-based learning on increasing students' mathematical reasoning abilities and students' initial abilities did not distinguish between increasing students' mathematical reasoning abilities and their correlations.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123025007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1491
Nastiti Anugrahing Sarji, Helti Lygia Mampouw
Revolusi industri 4.0 di bidang pendidikan ditandai dengan dihasilkannya media pembelajaran digital. Penelitian ini bertujuan mengembangkan media pembelajaran Petualangan Aljabar untuk meningkatkan hasil belajar peserta didik pada materi Bentuk Aljabar. Penelitian menggunakan model analisis, desain, pengembangan, implementasi, dan evaluasi. Petualanagn Aljabar adalah media permainan edukasi interaktif berbasis android dan windows. Petualangan Aljabar terdiri dari materi dan soal berbentuk permainan yang dikemas dalam 3 level kesulitan yaitu mudah, sedang, dan sulit. Materi Bentuk Aljabar meliputi unsur-unsur dan penyederhanaannya, operasi hitung dan soal cerita bentuk aljabar. Validitas media mencapai 90% kemudian diimplementasikan kepada 61 peserta didik kelas VII SMP Negeri 1 Ampel, Boyolali. Hasil yang diperoleh adalah media Petualangan Aljabar memenuhi aspek praktis 97% dan aspek efektif 88%. Berdasarkan LKPD yang dikerjakan diperoleh rata-rata pemahaman peserta didik adalah 84 dan mencapai KKM sebesar 84%. Hasil ini menunjukkan media Petualangan Aljabar dapat digunakan untuk meningkatkan hasil belajar peserta didik pada materi Bentuk Aljabar.The industrial revolution 4.0 in the field of education is marked by the production of digital learning media. This study aims to develop an Algebra Adventure learning media to improve student learning outcomes in the Algebraic Forms material. The research uses analysis, design, development, implementation, and evaluation models. Algebra Adventure is interactive educational game media based on android and windows. Algebra Adventure consists of material and questions in the form of games that are packaged in 3 levels of difficulty namely easy, medium, and difficult. Algebraic Form Material includes elements and their simplifications, arithmetic operations, and the algebraic form of the story. The media validity reached 90% and then it was implemented on 61 seventh-grade students of SMP Negeri 1 Ampel, Boyolali. The results obtained are that the Algebra Adventure media fulfills the practical aspect of 97% and the effective aspect of 88%. Based on the LKPD that was done, the average understanding of students was 84 and reached the KKM of 84%. These results indicate that Algebra Adventure media can be used to improve student learning outcomes on Algebraic Forms material.
{"title":"Media Petualangan Aljabar Berbasis Permainan Edukasi untuk Siswa SMP","authors":"Nastiti Anugrahing Sarji, Helti Lygia Mampouw","doi":"10.31980/mosharafa.v11i3.1491","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1491","url":null,"abstract":"Revolusi industri 4.0 di bidang pendidikan ditandai dengan dihasilkannya media pembelajaran digital. Penelitian ini bertujuan mengembangkan media pembelajaran Petualangan Aljabar untuk meningkatkan hasil belajar peserta didik pada materi Bentuk Aljabar. Penelitian menggunakan model analisis, desain, pengembangan, implementasi, dan evaluasi. Petualanagn Aljabar adalah media permainan edukasi interaktif berbasis android dan windows. Petualangan Aljabar terdiri dari materi dan soal berbentuk permainan yang dikemas dalam 3 level kesulitan yaitu mudah, sedang, dan sulit. Materi Bentuk Aljabar meliputi unsur-unsur dan penyederhanaannya, operasi hitung dan soal cerita bentuk aljabar. Validitas media mencapai 90% kemudian diimplementasikan kepada 61 peserta didik kelas VII SMP Negeri 1 Ampel, Boyolali. Hasil yang diperoleh adalah media Petualangan Aljabar memenuhi aspek praktis 97% dan aspek efektif 88%. Berdasarkan LKPD yang dikerjakan diperoleh rata-rata pemahaman peserta didik adalah 84 dan mencapai KKM sebesar 84%. Hasil ini menunjukkan media Petualangan Aljabar dapat digunakan untuk meningkatkan hasil belajar peserta didik pada materi Bentuk Aljabar.The industrial revolution 4.0 in the field of education is marked by the production of digital learning media. This study aims to develop an Algebra Adventure learning media to improve student learning outcomes in the Algebraic Forms material. The research uses analysis, design, development, implementation, and evaluation models. Algebra Adventure is interactive educational game media based on android and windows. Algebra Adventure consists of material and questions in the form of games that are packaged in 3 levels of difficulty namely easy, medium, and difficult. Algebraic Form Material includes elements and their simplifications, arithmetic operations, and the algebraic form of the story. The media validity reached 90% and then it was implemented on 61 seventh-grade students of SMP Negeri 1 Ampel, Boyolali. The results obtained are that the Algebra Adventure media fulfills the practical aspect of 97% and the effective aspect of 88%. Based on the LKPD that was done, the average understanding of students was 84 and reached the KKM of 84%. These results indicate that Algebra Adventure media can be used to improve student learning outcomes on Algebraic Forms material.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116437021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penggabungan konsep Education dan Entertainment (Edutainment) dalam pembelajaran matematika dapat menjadi suatu solusi yang berdampak baik pada peningkatan hasil belajar matematika siswa. Tujuan penelitian ini adalah untuk menguji efektivitas model edutainment dalam pembelajaran matematika terhadap aspek hasil belajar siswa. Jenis penelitian yang digunakan adalah Quasi Experimental (The Nonequivalent Control Group Design). Populasi penelitian mencakup siswa kelas X SMA Negeri 1 Gamping. Teknik sampling dalam penelitian ini menggunakan simple random sampling, sehingga diperoleh dua kelas sebagai kelas eksperimen dan kelas kontrol. Instrumen penelitian yang digunakan adalah soal pretest, posttest, dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran matematika menggunakan model Edutainment efektif terhadap hasil belajar siswa. Model pembelajaran langsung juga efektif terhadap hasil belajar siswa dalam pembelajaran matematika. Sedangkan hasil komparasi pembelajaran matematika dengan model Edutainment dan model pembelajaran langsung adalah bahwa model Edutainment lebih efektif dibandingkan dengan model pembelajaran langsung ditinjau dari aspek hasil belajar siswa.Merging the concept of Education and Entertainment (Edutainment) in learning mathematics can be a solution that has a good impact on improving students' mathematics learning outcomes. The purpose of this study was to test the effectiveness of the edutainment model in learning mathematics on aspects of student learning outcomes. The type of research used is Quasi-Experimental (The Nonequivalent Control Group Design). The research population includes students of class X SMA Negeri 1 Gamping. The sampling technique in this study used simple random sampling; so, two classes were obtained the experimental class and the control class. The research instruments used were pre-test, post-test, and learning implementation observation sheets. The results showed that learning mathematics using the Edutainment model was effective on student learning outcomes. The direct learning model is also effective in the student learning outcomes in learning mathematics. While the results of the comparison of learning mathematics with the Edutainment model and the direct learning model are that the Edutainment model is more effective than the direct learning model in terms of student learning outcomes.
将教育和娱乐的概念结合起来，可以对学生的数学学习成绩的提高产生积极的影响。本研究的目的是测试学生学习结果方面的数学教学模型的有效性。所使用的研究类型是Quasi实验(非equivalent Control Group Design)。研究人口包括一级美国高中X班学生。本研究的抽样技术采用了简单的随机抽样技术，因此获得了两个类作为实验类和控制类。所使用的研究工具包括前期、后期和学习经验观察表。研究结果表明，数学学习利用教育模型对学生的学习是有效的。直接学习模式对学生的数学学习成绩也很有效。而数学学习与教育模型和直接学习模型比较的结果是，教育模型比学生学习的直接学习模型更有效。灌输教育与娱乐的概念可能是一种解决方案，它对孕育学生的教育学习产生了有益的影响。这项研究的目的是测试学生学习成绩的教育效果。用于研究的类型是准实验的。美国高中X班的学生包括人口研究。这个研究中使用的技术样本是简单的随机抽样;所以，有两门课阻碍了实验课和控制课。过去的研究仪器是前测试、后测试和学习表执行。结果表明，学习数学通过教育娱乐模式对学生的学习是有效的。指导学习模式也同样影响学生学习数学。虽然学习数学的不断重复，教育娱乐模式和指导学习模式是教育娱乐模式，比学生学习模式更有效。
{"title":"Efektivitas Model Edutainment terhadap Hasil Belajar Siswa Kelas X di SMA Negeri 1 Gamping","authors":"Regitanurvikasari Regitanurvikasari, Padrul Jana, Sitti Mutia Umasugi","doi":"10.31980/mosharafa.v11i3.1470","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1470","url":null,"abstract":"Penggabungan konsep Education dan Entertainment (Edutainment) dalam pembelajaran matematika dapat menjadi suatu solusi yang berdampak baik pada peningkatan hasil belajar matematika siswa. Tujuan penelitian ini adalah untuk menguji efektivitas model edutainment dalam pembelajaran matematika terhadap aspek hasil belajar siswa. Jenis penelitian yang digunakan adalah Quasi Experimental (The Nonequivalent Control Group Design). Populasi penelitian mencakup siswa kelas X SMA Negeri 1 Gamping. Teknik sampling dalam penelitian ini menggunakan simple random sampling, sehingga diperoleh dua kelas sebagai kelas eksperimen dan kelas kontrol. Instrumen penelitian yang digunakan adalah soal pretest, posttest, dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran matematika menggunakan model Edutainment efektif terhadap hasil belajar siswa. Model pembelajaran langsung juga efektif terhadap hasil belajar siswa dalam pembelajaran matematika. Sedangkan hasil komparasi pembelajaran matematika dengan model Edutainment dan model pembelajaran langsung adalah bahwa model Edutainment lebih efektif dibandingkan dengan model pembelajaran langsung ditinjau dari aspek hasil belajar siswa.Merging the concept of Education and Entertainment (Edutainment) in learning mathematics can be a solution that has a good impact on improving students' mathematics learning outcomes. The purpose of this study was to test the effectiveness of the edutainment model in learning mathematics on aspects of student learning outcomes. The type of research used is Quasi-Experimental (The Nonequivalent Control Group Design). The research population includes students of class X SMA Negeri 1 Gamping. The sampling technique in this study used simple random sampling; so, two classes were obtained the experimental class and the control class. The research instruments used were pre-test, post-test, and learning implementation observation sheets. The results showed that learning mathematics using the Edutainment model was effective on student learning outcomes. The direct learning model is also effective in the student learning outcomes in learning mathematics. While the results of the comparison of learning mathematics with the Edutainment model and the direct learning model are that the Edutainment model is more effective than the direct learning model in terms of student learning outcomes.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132143473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1396
Agus Yulianto, Sisworo Sisworo, Erry Hidayanto
Kemampuan guru memilih media dan mengemas proses belajar mengajar sangat menentukan keberhasilan belajar. Sebab, minat siswa dalam menggunakan buku teks masih kurang. Penelitian bertujuan menerpakan video pembelajaran guna meningkatkan motivasi dan hasil belajar. Video pembelajaran dibuat untuk mendampingi LKPD. Subyek penelitian adalah 36 siswa kelas X Akuntansi salah satu SMKN di Trenggalek. Data hasil penelitian di olah dan dianalisis secara deskriptif. Siswa pada awalnya diberikan Vidio pembelajaran dan LKPD melalui WAG, selanjutnya sesuai jadwal masuk ke googlemeet yang sudah disediakan untuk pembahasan apa saja yang kurang jelas dari video pembelajaran. Hasil penelitian menunjukkan peningkatan motivasi belajar dan hasil belajar siswa, meliputi: Siswa aktif dalam mengikuti kegiatan pembelajaran daring, menyelesaikan LKPD yang diberikan tepat waktu sesuai dengan petunjuk yang diberikan, dan prestasi siswa meningkat dengan bantuan Vidio Pembelajaran. Pada siklus 1 tingkat ketuntasan peserta didik mencapai 77,8 % dan pada siklus II mencapai 92%. Video pembelajaran terbukti bermanfaat dalam meningkatkan motivasi belajar.The teacher's ability to choose the media and package the teaching and learning process will determine success in learning. That was because students' interest to use textbooks is still lacking. This study aims to apply a learning video to increase motivation and learning outcomes. Learning videos made to accompany LKPD. The research subjects were 36 X student's Accounting at one of the Vocational High Schools in Trenggalek. Data from the research were processed and analyzed descriptively. Students are initially given learning videos and LKPD through WAG, then, according to the schedule enter the google meet that has been provided to discuss anything that is not clear from the learning video. The results showed an increase in motivation and student learning outcomes, including students being active in participating in online learning activities, students completing the LKPD given on time according to the instructions given, and student achievement increased with the help of learning videos. In cycle 1, the level of completeness of students reached 77.8%, and in cycle II, it reached 92%. Learning videos are proven to be useful in increasing learning motivation.
{"title":"Pembelajaran Matematika Berbantuan Video Pembelajaran untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik","authors":"Agus Yulianto, Sisworo Sisworo, Erry Hidayanto","doi":"10.31980/mosharafa.v11i3.1396","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1396","url":null,"abstract":"Kemampuan guru memilih media dan mengemas proses belajar mengajar sangat menentukan keberhasilan belajar. Sebab, minat siswa dalam menggunakan buku teks masih kurang. Penelitian bertujuan menerpakan video pembelajaran guna meningkatkan motivasi dan hasil belajar. Video pembelajaran dibuat untuk mendampingi LKPD. Subyek penelitian adalah 36 siswa kelas X Akuntansi salah satu SMKN di Trenggalek. Data hasil penelitian di olah dan dianalisis secara deskriptif. Siswa pada awalnya diberikan Vidio pembelajaran dan LKPD melalui WAG, selanjutnya sesuai jadwal masuk ke googlemeet yang sudah disediakan untuk pembahasan apa saja yang kurang jelas dari video pembelajaran. Hasil penelitian menunjukkan peningkatan motivasi belajar dan hasil belajar siswa, meliputi: Siswa aktif dalam mengikuti kegiatan pembelajaran daring, menyelesaikan LKPD yang diberikan tepat waktu sesuai dengan petunjuk yang diberikan, dan prestasi siswa meningkat dengan bantuan Vidio Pembelajaran. Pada siklus 1 tingkat ketuntasan peserta didik mencapai 77,8 % dan pada siklus II mencapai 92%. Video pembelajaran terbukti bermanfaat dalam meningkatkan motivasi belajar.The teacher's ability to choose the media and package the teaching and learning process will determine success in learning. That was because students' interest to use textbooks is still lacking. This study aims to apply a learning video to increase motivation and learning outcomes. Learning videos made to accompany LKPD. The research subjects were 36 X student's Accounting at one of the Vocational High Schools in Trenggalek. Data from the research were processed and analyzed descriptively. Students are initially given learning videos and LKPD through WAG, then, according to the schedule enter the google meet that has been provided to discuss anything that is not clear from the learning video. The results showed an increase in motivation and student learning outcomes, including students being active in participating in online learning activities, students completing the LKPD given on time according to the instructions given, and student achievement increased with the help of learning videos. In cycle 1, the level of completeness of students reached 77.8%, and in cycle II, it reached 92%. Learning videos are proven to be useful in increasing learning motivation.","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133501171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31980/mosharafa.v11i3.1350
Arik Murwanto, A. Qohar, Cholis Sa'dijah
HOTS menjadi salah satu reformasi dan prioritas penerapan pembelajaran di Indonesia. Hasil wawancara bersama teman sejawat didapatkan informasi bahwa peserta didik sulit memahami materi Persamaan dan Fungsi Kuadrat. Kesulitan ini terjadi karena peserta didik sering menghafal rumus dalam menemukan akar-akar atau menyelesaikan persamaan kuadrat. LKPD yang digunakan saat ini rata-rata berisi materi, contoh soal, latihan, dan jarang mengajak peserta didik menemukan konsep. Peneliti memandang perlu dikembangkan LKPD berciri penemuan terbimbing secara daring materi Persamaan dan Fungsi Kuadrat yang memenuhi kriteria valid, praktis dan efektif. Berpedoman pada model pengembangan Plomp, dengan menguji validitas, praktis dan efektivitas LKPD dalam pembelajaran. Hasil penelitian menunjukkan bahwa rerata kepraktisan dari observer adalah 3.0, artinya LKPD yang digunakan praktis dengan tingkat kepraktisan tinggi. Rerata respon peserta didik melalui angket sebesar 3.67 menunjukkan sikap yang positif, dan rerata penguasaan bahan ajar 79.56 dengan tingkat ketuntasan 78% menunjukkan bahwa LKPD Guide Discovery berbasis HOTS efektif.HOTS is one of the reforms and priorities for implementing learning in Indonesia. The results of interviews with colleagues obtained information that students had difficulty understanding the material on Quadratic Equations and Functions. This difficulty occurs because students often memorize formulas in finding roots or solving quadratic equations. LKPD is currently used on average contains material, sample questions, and exercises, and rarely invites students to find concepts. Researchers consider it necessary to develop LKPD characterized by the online guided discovery of Quadratic Equations and Functions that meet the valid, practical, and effective criteria. Guided by the Plomp development model, by testing the validity, practicality, and effectiveness of LKPD in learning. The results showed that the average practicality of the observers was 3.0, meaning that the worksheets used were practical with a high level of practicality. The average student response through a questionnaire of 3.67 shows a positive attitude, and the average mastery of teaching materials is 79.56 with a completeness level of 78% indicating that the HOTS-based LKPD Guide Discovery is effective.
{"title":"Pengembangan LKPD Daring Pendekatan Guided Discovery Berbasis HOTS Materi Persamaan dan Fungsi Kuadrat","authors":"Arik Murwanto, A. Qohar, Cholis Sa'dijah","doi":"10.31980/mosharafa.v11i3.1350","DOIUrl":"https://doi.org/10.31980/mosharafa.v11i3.1350","url":null,"abstract":"HOTS menjadi salah satu reformasi dan prioritas penerapan pembelajaran di Indonesia. Hasil wawancara bersama teman sejawat didapatkan informasi bahwa peserta didik sulit memahami materi Persamaan dan Fungsi Kuadrat. Kesulitan ini terjadi karena peserta didik sering menghafal rumus dalam menemukan akar-akar atau menyelesaikan persamaan kuadrat. LKPD yang digunakan saat ini rata-rata berisi materi, contoh soal, latihan, dan jarang mengajak peserta didik menemukan konsep. Peneliti memandang perlu dikembangkan LKPD berciri penemuan terbimbing secara daring materi Persamaan dan Fungsi Kuadrat yang memenuhi kriteria valid, praktis dan efektif. Berpedoman pada model pengembangan Plomp, dengan menguji validitas, praktis dan efektivitas LKPD dalam pembelajaran. Hasil penelitian menunjukkan bahwa rerata kepraktisan dari observer adalah 3.0, artinya LKPD yang digunakan praktis dengan tingkat kepraktisan tinggi. Rerata respon peserta didik melalui angket sebesar 3.67 menunjukkan sikap yang positif, dan rerata penguasaan bahan ajar 79.56 dengan tingkat ketuntasan 78% menunjukkan bahwa LKPD Guide Discovery berbasis HOTS efektif.HOTS is one of the reforms and priorities for implementing learning in Indonesia. The results of interviews with colleagues obtained information that students had difficulty understanding the material on Quadratic Equations and Functions. This difficulty occurs because students often memorize formulas in finding roots or solving quadratic equations. LKPD is currently used on average contains material, sample questions, and exercises, and rarely invites students to find concepts. Researchers consider it necessary to develop LKPD characterized by the online guided discovery of Quadratic Equations and Functions that meet the valid, practical, and effective criteria. Guided by the Plomp development model, by testing the validity, practicality, and effectiveness of LKPD in learning. The results showed that the average practicality of the observers was 3.0, meaning that the worksheets used were practical with a high level of practicality. The average student response through a questionnaire of 3.67 shows a positive attitude, and the average mastery of teaching materials is 79.56 with a completeness level of 78% indicating that the HOTS-based LKPD Guide Discovery is effective. ","PeriodicalId":102966,"journal":{"name":"Mosharafa: Jurnal Pendidikan Matematika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116973128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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