Pub Date : 2021-12-30DOI: 10.22342/jpm.16.1.17027.103-120
Irfan Japar, D. Asamoah, M. Shahrill
The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centred teaching and learning, especially when the challenges that come with its use are controlled.
{"title":"Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing?","authors":"Irfan Japar, D. Asamoah, M. Shahrill","doi":"10.22342/jpm.16.1.17027.103-120","DOIUrl":"https://doi.org/10.22342/jpm.16.1.17027.103-120","url":null,"abstract":"The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centred teaching and learning, especially when the challenges that come with its use are controlled.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90198174","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 : 2021-12-30DOI: 10.22342/jpm.16.1.14153.45-56
Harja Santana Purba, Ati Sukmawati, Nuruddin Wiranda, Y. Suryaningsih, Rizaldi Aprilian
Textbooks used in schools today are available in both print and digital versions. The use of the digital version is not much different from the printed version, which is accessed page by page. The more technology develops, the more learning facilities and infrastructure are developed. Currently the availability of interactive technology that allows students and books to interact with each other. Interactive books can be designed to respond to student activities as a teacher responds to students. The purpose of this study was to develop interactive media on number material for class VII students with a drill and practice approach. The content of teaching materials has wetland content, including information on fruits, fish and handicrafts. This interactive media was developed using HTML, CSS, Javascript, Scratch, Mathjax, JSON, and Firebase technologies. The learning approach uses the drill and practice method. This interactive media was tested to organize online learning during the Covid-19 pandemic. Based on the results of the study, it was found that student learning outcomes showed the overall average score was above the KKM of the subjects, namely the average value of learning outcomes was 75.80 from the KKM of 75.00. The results of teacher and student responses showed a positive response to the developed interactive media.
{"title":"Developing Wetland Contextual Interactive Learning Media on Numbers Using Drill and Practice Method","authors":"Harja Santana Purba, Ati Sukmawati, Nuruddin Wiranda, Y. Suryaningsih, Rizaldi Aprilian","doi":"10.22342/jpm.16.1.14153.45-56","DOIUrl":"https://doi.org/10.22342/jpm.16.1.14153.45-56","url":null,"abstract":"Textbooks used in schools today are available in both print and digital versions. The use of the digital version is not much different from the printed version, which is accessed page by page. The more technology develops, the more learning facilities and infrastructure are developed. Currently the availability of interactive technology that allows students and books to interact with each other. Interactive books can be designed to respond to student activities as a teacher responds to students. The purpose of this study was to develop interactive media on number material for class VII students with a drill and practice approach. The content of teaching materials has wetland content, including information on fruits, fish and handicrafts. This interactive media was developed using HTML, CSS, Javascript, Scratch, Mathjax, JSON, and Firebase technologies. The learning approach uses the drill and practice method. This interactive media was tested to organize online learning during the Covid-19 pandemic. Based on the results of the study, it was found that student learning outcomes showed the overall average score was above the KKM of the subjects, namely the average value of learning outcomes was 75.80 from the KKM of 75.00. The results of teacher and student responses showed a positive response to the developed interactive media.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"37 40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82758339","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 : 2021-12-30DOI: 10.22342/jpm.16.1.15324.29-44
T. Wibowo, Prasetyo Budi Darmono, Haliza Nur Azieta
Understanding mathematical concepts is a crucial skill for students to possess because it will make it easier for students to learn and master concepts in mathematics. This study aimed to describe the ability to understand mathematical concepts of junior high school students in solving integer arithmetic operations. This type of research was descriptive qualitative. The subjects in this study were seventh-grade students in one of the public junior high schools in Purworejo district in the 2020/2021 academic year with a good understanding. The technique of selecting the subject was purposive and snowball. The data analysis technique employed was the analysis technique of Miles & Huberman; data reduction, data presentation, and conclusion drawing. The results of this study indicated that students' understanding of mathematical concepts in completing arithmetic operations were as follows; students could restate a concept in writing, students could provide examples and not examples of a concept they have learned, students could use and choose certain operations in solving mathematical problems, students could not present concepts in the form of mathematical representations in the form of pictures, students could not classify objects according to certain properties according to the concept, and students could not apply the concept algorithmically to problem-solving.
{"title":"An Analysis of the Ability to Understand Mathematical Concepts of Middle School Students in Completing Integer Operations","authors":"T. Wibowo, Prasetyo Budi Darmono, Haliza Nur Azieta","doi":"10.22342/jpm.16.1.15324.29-44","DOIUrl":"https://doi.org/10.22342/jpm.16.1.15324.29-44","url":null,"abstract":"Understanding mathematical concepts is a crucial skill for students to possess because it will make it easier for students to learn and master concepts in mathematics. This study aimed to describe the ability to understand mathematical concepts of junior high school students in solving integer arithmetic operations. This type of research was descriptive qualitative. The subjects in this study were seventh-grade students in one of the public junior high schools in Purworejo district in the 2020/2021 academic year with a good understanding. The technique of selecting the subject was purposive and snowball. The data analysis technique employed was the analysis technique of Miles & Huberman; data reduction, data presentation, and conclusion drawing. The results of this study indicated that students' understanding of mathematical concepts in completing arithmetic operations were as follows; students could restate a concept in writing, students could provide examples and not examples of a concept they have learned, students could use and choose certain operations in solving mathematical problems, students could not present concepts in the form of mathematical representations in the form of pictures, students could not classify objects according to certain properties according to the concept, and students could not apply the concept algorithmically to problem-solving.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85321887","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 : 2021-12-29DOI: 10.21831/pythagoras.v16i2.41864
S. Suwardi, S. Sutama, Y. Hidayati, Laili Rahmawati
Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika pada operasi hitung bilangan pecahan di salah satu SD di Kabupaten Sragen dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9. Jenis penelitian ini merupakan penelitian deskriptif kualitatif dengan strategi pendekatan fenomenologi. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, dokumentasi, dan diskusi terfokus. Subyek penelitian ini pada tahap awal adalah tiga puluh delapan siswa SD kelas IV di Kabupaten Sragen, Indonesia, kemudian dilanjutkan wawancara kepada tiga peserta didik laki-laki dan tiga peserta didik perempuan di kelas tersebut dengan teknik purposive sampling. Validasi dilakukan dengan triangulasi data. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) Pelaksanaan pembelajaran matematika pada operasi hitung bilangan pecahan kelas IV dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9 dapat meningkatkan keaktifan belajar peserta didik; (2) Kendala yang dihadapi dalam pembelajaran matematika seperti a) sebagian peserta didik kurang bersemangat dalam belajar matematika, b) fasilitas dan media pembelajaran yang tersedia masih terbatas, c) waktu yang tersedia masih kurang bila dibandingkan dengan materi yang harus diajarkan; (3) Rata-rata nilai prestasi belajar matematika peserta didik meningkat dari 57,89 menjadi 83,68. Hal ini menunjukkan bahwa penggunaan video dapat membantu pembelajaran materi pecahan di SD. Using video to learn fractions: can it improve students' learning activities and achievement?AbstractThis study aims to describe mathematics teaching in fractional arithmetic operations in an elementary school in Sragen Regency by using a teaching video prototype with Camtasia Studio 9. This research is a qualitative descriptive study applying the phenomenological approach strategy. The data were collected through interviews, observation, documentation, and focused discussion. The subjects of this study are thirty-three students of 4th-grade elementary school in Sragen Regency, Indonesia, followed by interviews with three male and three female students selected through purposive sampling technique. The validation was carried out through data triangulation. The results of the study are:(1) The implementation of mathematics teaching in fourth-grade fractional arithmetic operations in an elementary school in Sragen Regency using a teaching video prototype with Camtasia Studio 9, can increase students' learning activities. (2) The constraints faced in teaching mathematics include a) that several students are not enthusiastic in learning mathematics, b) that the available learning facilities and media are still limited, and c) that the available time is still lacking with regard to the material to be taught. (3) The students' mathematics learning achievement increased as shown by the increasing average mathematics score from 57.89 to 83.68. This implies that video can be used as a media for teachi
本研究旨在通过使用Camtasia Studio 9的学习视频原型来描述Sragen区的一个SD的分数计数操作中的数学学习。这种研究是一种表型方法策略的定性研究。访谈、观察、记录和集中讨论所使用的数据收集技术。本研究的第一阶段是印度尼西亚斯拉根县四年级三十八名小学生，然后对三名男性和三名女性学习者进行采样技术的访谈。验证是通过数据三角法实现的。根据研究结果，可以得出结论:(1)通过使用经Camtasia Studio 9的学习视频原型，在四年级分数操作上进行数学学习可以提高参与者的学习活动性;(2)一些学习者在数学学习中面临的障碍，如a)一些学习者在数学学习方面缺乏热情，b)可用的学习设施和媒体仍然有限，c)可用的时间比必须教授的材料要少;(3)学习者的数学成绩平均从57.89提高到83.68。这表明使用视频可以帮助学习SD的分数材料。使用视频来学习片段:这能说明学生的学习活动和成就吗?根据Camtasia工作室9的视频制作，描述mathematics在sratary Regency学校的小型算法操作。这项研究是一种资格的描述研究，采用的是确定的方法。数据是通过面试、观察、验尸和篡改收集的。这项研究的主题是在印度尼西亚斯拉根摄取小学的31所四年级小学，由三名男性和三名女性学生接受的采访，他们接受了采样技术的筛选。证实是通过数据三角确定的。研究的结果:(1)四年级教室数学教学的实施用Camtasia Studio 9的视频原型，可以增加学生的学习活动。(2)在教授数学方面，紧张的面孔包括a)少数学生对学习数学并不感兴趣(3)学生数学的学习成绩因数学的增长而增长，从57.89到88.68。这段视频可能被用作在小学里教授片段的媒体使用。
{"title":"Pembelajaran pecahan melalui video: apakah dapat meningkatkan keaktifan dan prestasi siswa?","authors":"S. Suwardi, S. Sutama, Y. Hidayati, Laili Rahmawati","doi":"10.21831/pythagoras.v16i2.41864","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.41864","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika pada operasi hitung bilangan pecahan di salah satu SD di Kabupaten Sragen dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9. Jenis penelitian ini merupakan penelitian deskriptif kualitatif dengan strategi pendekatan fenomenologi. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, dokumentasi, dan diskusi terfokus. Subyek penelitian ini pada tahap awal adalah tiga puluh delapan siswa SD kelas IV di Kabupaten Sragen, Indonesia, kemudian dilanjutkan wawancara kepada tiga peserta didik laki-laki dan tiga peserta didik perempuan di kelas tersebut dengan teknik purposive sampling. Validasi dilakukan dengan triangulasi data. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) Pelaksanaan pembelajaran matematika pada operasi hitung bilangan pecahan kelas IV dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9 dapat meningkatkan keaktifan belajar peserta didik; (2) Kendala yang dihadapi dalam pembelajaran matematika seperti a) sebagian peserta didik kurang bersemangat dalam belajar matematika, b) fasilitas dan media pembelajaran yang tersedia masih terbatas, c) waktu yang tersedia masih kurang bila dibandingkan dengan materi yang harus diajarkan; (3) Rata-rata nilai prestasi belajar matematika peserta didik meningkat dari 57,89 menjadi 83,68. Hal ini menunjukkan bahwa penggunaan video dapat membantu pembelajaran materi pecahan di SD. Using video to learn fractions: can it improve students' learning activities and achievement?AbstractThis study aims to describe mathematics teaching in fractional arithmetic operations in an elementary school in Sragen Regency by using a teaching video prototype with Camtasia Studio 9. This research is a qualitative descriptive study applying the phenomenological approach strategy. The data were collected through interviews, observation, documentation, and focused discussion. The subjects of this study are thirty-three students of 4th-grade elementary school in Sragen Regency, Indonesia, followed by interviews with three male and three female students selected through purposive sampling technique. The validation was carried out through data triangulation. The results of the study are:(1) The implementation of mathematics teaching in fourth-grade fractional arithmetic operations in an elementary school in Sragen Regency using a teaching video prototype with Camtasia Studio 9, can increase students' learning activities. (2) The constraints faced in teaching mathematics include a) that several students are not enthusiastic in learning mathematics, b) that the available learning facilities and media are still limited, and c) that the available time is still lacking with regard to the material to be taught. (3) The students' mathematics learning achievement increased as shown by the increasing average mathematics score from 57.89 to 83.68. This implies that video can be used as a media for teachi","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86516770","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}
Penelitian ini bertujuan untuk menghasilkan media pembelajaran bangun ruang sisi datar menggunakan Macromedia Flash 8 berbasis pendekatan PMRI yang valid, praktis, dan memiliki efek potensial terhadap hasil belajar peserta didik. Ini merupakan penelitian dan pengembangan (RD) yang menggunakan model ADDIE yang terdiri dari lima tahap, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Media pembelajaran diujicobakan pada peserta didik kelas VIII. Pengumpulan data dilakukan melalui penggunaan angket dan tes. Hasil penelitian dan pengembangan yang berupa media pembelajaran menunjukkan bahwa media pembelajaran telah divalidasi oleh pakar dan mendapatkan persentase penilaian sebesar 90% dengan kategori sangat valid, media pembelajaran berdasarkan hasil penilaian angket pada uji coba kelompok kecil (small group) memperoleh persentase penilaian sebesar 86,6% dengan kategori sangat praktis, dan pada uji coba lapangan (field test) berdasarkan hasil nilai tes akhir (posttest) peserta didik menghasilkan persentase ketuntasan sebesar 85,3% dengan kategori sangat baik sehingga media pembelajaran yang dikembangkan memiliki efek potensial terhadap hasil belajar peserta didik.Development of PMRI approach-based learning media for flat-sided shapes using Macromedia Flash 8 AbstractThis study aims to produce learning media for flat-sided shapes using Macromedia Flash 8 based on the PMRI approach that is valid, practical, and has a potential effect on student learning outcomes. This is a research and development (RD) using the ADDIE model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Learning media was tested on class VIII students. Data was collected through the use of questionnaires and tests. The results of research and development in the form of learning media show that learning media have been validated by experts and obtained an assessment percentage of 90% with a very valid category, learning media based on the results of the questionnaire assessment in small group trials obtained an assessment percentage of 86.6 % with a very practical category, and in the field test based on the results of the final test scores (posttest) students produced a percentage of completeness of 85.3% with a very good category so that the learning media developed has a potential effect on student learning outcomes.
这项研究的目的是利用一种有效的、实用的、对学习者学习结果产生一种平面边构建学习媒介。这是一项研究和开发，涉及分析、设计、开发、实现和评估的五个阶段的ADDIE模型。向八年级的学习者测试学习媒体。数据收集是通过拨款和测试进行的。学习媒体的研究和发展表明，学习媒体已经得到专家的验证，获得了90%有效类别的评估百分比，基于小群体测试的利弊评估结果，学习媒体获得了一个非常实际的类别为86.6%的评分。在实地测试中，根据最终测试成绩(posttest)，学习者产生的感染率为85.3%，其类别非常好，以至于开发的学习媒体对学习者的学习产生了潜在的影响。针对学生学习的潜在影响。这是一项研究开发，采用五种不同阶段的分析、namely分析、设计、开发、执行和评估等模型。学习媒体是八年级学生的测试。通过提问和测试，数据收集。The results of research and development in The form of学习媒体秀那学习已被养育validated由专家和媒体获得的评估和a percentage of 90%的非常有效的媒体类别,学习改编自《questionnaire评估results in small group试验获得的评估和a percentage of 86 % 6。非常practical类别,在现场测试中，基于期末考试成绩的结果，学生制作了一个非常好的教学工具，使学生对学习产生了潜在的影响。
{"title":"Pengembangan media pembelajaran bangun ruang sisi datar menggunakan Macromedia Flash 8 berbasis pendekatan PMRI","authors":"Annisa Dayani Sholihatun, Misdalina Misdalina, Jumroh Jumroh","doi":"10.21831/pythagoras.v16i2.42194","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.42194","url":null,"abstract":"Penelitian ini bertujuan untuk menghasilkan media pembelajaran bangun ruang sisi datar menggunakan Macromedia Flash 8 berbasis pendekatan PMRI yang valid, praktis, dan memiliki efek potensial terhadap hasil belajar peserta didik. Ini merupakan penelitian dan pengembangan (RD) yang menggunakan model ADDIE yang terdiri dari lima tahap, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Media pembelajaran diujicobakan pada peserta didik kelas VIII. Pengumpulan data dilakukan melalui penggunaan angket dan tes. Hasil penelitian dan pengembangan yang berupa media pembelajaran menunjukkan bahwa media pembelajaran telah divalidasi oleh pakar dan mendapatkan persentase penilaian sebesar 90% dengan kategori sangat valid, media pembelajaran berdasarkan hasil penilaian angket pada uji coba kelompok kecil (small group) memperoleh persentase penilaian sebesar 86,6% dengan kategori sangat praktis, dan pada uji coba lapangan (field test) berdasarkan hasil nilai tes akhir (posttest) peserta didik menghasilkan persentase ketuntasan sebesar 85,3% dengan kategori sangat baik sehingga media pembelajaran yang dikembangkan memiliki efek potensial terhadap hasil belajar peserta didik.Development of PMRI approach-based learning media for flat-sided shapes using Macromedia Flash 8 AbstractThis study aims to produce learning media for flat-sided shapes using Macromedia Flash 8 based on the PMRI approach that is valid, practical, and has a potential effect on student learning outcomes. This is a research and development (RD) using the ADDIE model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Learning media was tested on class VIII students. Data was collected through the use of questionnaires and tests. The results of research and development in the form of learning media show that learning media have been validated by experts and obtained an assessment percentage of 90% with a very valid category, learning media based on the results of the questionnaire assessment in small group trials obtained an assessment percentage of 86.6 % with a very practical category, and in the field test based on the results of the final test scores (posttest) students produced a percentage of completeness of 85.3% with a very good category so that the learning media developed has a potential effect on student learning outcomes.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79395163","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 : 2021-12-29DOI: 10.21831/pythagoras.v16i2.37926
Gustaf Carel, Nia Jusniani, Erma Monariska
Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian Nonequivalent group pretest-posttest design. Instrumen yang digunakan berupa tes dan non-tes, instrumen jenis tes adalah tes kemampuan HOTS berupa pretest dan posttest sedangkan instrumen non-tes adalah angket persepsi siswa pada pembelajaran matematika. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) terdapat perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) tidak terdapat pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Hasil penelitian mengindikasikan bahwa kemampuan HOTS siswa dapat ditingkatkan dengan metode pembelajaran metakognitif. Analyzing higher-order thinking skills in metacognitive learning based on students' perception AbstractThis study aims to reveal (1) the differences in the higher order thinking skill (HOTS) of the students who receive metacognitive teaching with HOTS of those who receive conventional teaching; (2) the differences in HOTS between the students who receive metacognitive teaching and those who receive conventional teaching viewed from the level of student perception; and (3) the effect of the interaction between learning strategies and the level of students' perceptions of mathematics teaching on students' HOTS. This research is a quasi-experiment with the nonequivalent group pretest-posttest design. The instruments used include the HOTS test, and a questionnaire on students' perceptions of mathematics teaching. The data analyzed using two-way ANOVA. The results show that (1) there are differences in HOTS of the students who received metacognitive teaching with the HOTS of those who received conventional teaching; (2) there are differences in HOTS between the students who received metacognitive teaching and those who received conventional teaching, viewed from the level of students' perceptions; and (3) there is no interaction effect between teaching strategies and the level of students' perceptions of mathematics teaching on students' higher
本研究旨在了解(1)获得认知学习的学生的认知能力与获得常规学习的学生的认知能力的区别;(2)获得认知学习的学生和获得常规学习的学生之间的认知能力差异，从学生的感知水平(高、中、低);(3)学习策略与学生对数学学习能力的感知水平之间的相互作用的影响。数据分析技术采用了两条路径的ANOVA，其重要性为5%。采用的研究方法是对非equivalent group前期设计设计的实验进行评估。使用的工具包括测试和非测试，类型的仪器是测试前和后测试能力的测试，而非测试工具是学生对数学学习的感知指标。研究表明(1)获得认知学习的学生的认知能力与获得传统学习的学生的认知能力是有区别的;(2)有能力司迪麦区别获得metakognitif学习的学生和学习的学生获得传统银行如果从学生的感知水平(高,中,低);以及(3)不出现影响学习策略之间的互动和学生认知水平学生学习数学的能力很性感。研究表明，学生的认知学习方法可以提高他们的认知能力。对学生进行高水平的思考分析，以学生为基础的学习知识(2)接受比喻教育的学生之间的差异，以及那些接受教育的学生从学生的水平观看的学生之间的差异;(3)学习策略和学生对学生教学水平的影响。这项研究是一种与非equivalent group pretest设计相关的实验。乐器上用来进行试验，学生们对数学教学的概念提出问题。数据分析使用two way ANOVA。结果显示(1)在接受比喻的学生中，用那些接受教育的学生来传授知识的学生，情况就不一样了。(2)在接受了比喻教育的学生和接受教育的学生之间的气氛有所不同;和(3)没有interaction效应是教书策略》和《学生水平之间‘perceptions of数学上的教导学生higher-order思考技能。这些暗示暗示这只蚂蚁可以通过中期认知的教导而成长。
{"title":"Kemampuan higher order thinking skills dalam pembelajaran metakognitif ditinjau dari persepsi siswa","authors":"Gustaf Carel, Nia Jusniani, Erma Monariska","doi":"10.21831/pythagoras.v16i2.37926","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.37926","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian Nonequivalent group pretest-posttest design. Instrumen yang digunakan berupa tes dan non-tes, instrumen jenis tes adalah tes kemampuan HOTS berupa pretest dan posttest sedangkan instrumen non-tes adalah angket persepsi siswa pada pembelajaran matematika. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) terdapat perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) tidak terdapat pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Hasil penelitian mengindikasikan bahwa kemampuan HOTS siswa dapat ditingkatkan dengan metode pembelajaran metakognitif. Analyzing higher-order thinking skills in metacognitive learning based on students' perception AbstractThis study aims to reveal (1) the differences in the higher order thinking skill (HOTS) of the students who receive metacognitive teaching with HOTS of those who receive conventional teaching; (2) the differences in HOTS between the students who receive metacognitive teaching and those who receive conventional teaching viewed from the level of student perception; and (3) the effect of the interaction between learning strategies and the level of students' perceptions of mathematics teaching on students' HOTS. This research is a quasi-experiment with the nonequivalent group pretest-posttest design. The instruments used include the HOTS test, and a questionnaire on students' perceptions of mathematics teaching. The data analyzed using two-way ANOVA. The results show that (1) there are differences in HOTS of the students who received metacognitive teaching with the HOTS of those who received conventional teaching; (2) there are differences in HOTS between the students who received metacognitive teaching and those who received conventional teaching, viewed from the level of students' perceptions; and (3) there is no interaction effect between teaching strategies and the level of students' perceptions of mathematics teaching on students' higher","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83074054","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 : 2021-12-29DOI: 10.21831/pythagoras.v16i2.44875
Budi Murtiyasa, Alfian Nur Aulida, Mohd Asrul Affendi bin Abdullah
Penelitian ini bertujuan untuk mengetahui efektivitas media pembelajaran online yaitu Brainly terhadap minat belajar pada mata pelajaran matematika. Penelitian ini merupakan penilitian kuantitatif dengan menggunakan metode analisis regresi linear sederhana. Adapun sampel dalam penelitian ini berjumlah 35 responden. Pengumpulan data menggunakan kuisioner yang diberikan kepada siswa setelah penerapan Brainly sebagai media pembelajaran. Hasil penelitian menunjukkan adanya pengaruh efektivitas media pembelajaran Brainly dengan minat belajar siswa, hal ini dibuktikan dengan hasil koefisien regresi yang didapatkan bernilai positif. Sehingga dari hasil tersebut dapat disimpulkan bahwa penerapan media pembelajaran Brainly dinilai efektif dan berpengaruh terhadap minat belajar siswa.The effectiveness of Brainly as an e-learning platform to accelerate students' interest in mathematics AbstractThis research aims to reveal the effectiveness of Brainly teaching media on student’s interest in mathematics. This research is quantitative in nature, applying the simple linear regression analysis method. The sample in this study is 35 respondents. The data were collected using a questionnaire distributed to students after the application of Brainly as a media of teaching. The results show that there is an effect of the effectiveness of Brainly teaching media on student’s learning interests, and this is evidenced by the positive values of the result of regression coefficients obtained. Therefore, from this result it can be concluded that the application of Brainly teaching media is influential to and effective in improving student’s learning interests.
{"title":"Analisis efektivitas Brainly sebagai platform e-learning untuk meningkatkan minat belajar siswa SMA","authors":"Budi Murtiyasa, Alfian Nur Aulida, Mohd Asrul Affendi bin Abdullah","doi":"10.21831/pythagoras.v16i2.44875","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.44875","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui efektivitas media pembelajaran online yaitu Brainly terhadap minat belajar pada mata pelajaran matematika. Penelitian ini merupakan penilitian kuantitatif dengan menggunakan metode analisis regresi linear sederhana. Adapun sampel dalam penelitian ini berjumlah 35 responden. Pengumpulan data menggunakan kuisioner yang diberikan kepada siswa setelah penerapan Brainly sebagai media pembelajaran. Hasil penelitian menunjukkan adanya pengaruh efektivitas media pembelajaran Brainly dengan minat belajar siswa, hal ini dibuktikan dengan hasil koefisien regresi yang didapatkan bernilai positif. Sehingga dari hasil tersebut dapat disimpulkan bahwa penerapan media pembelajaran Brainly dinilai efektif dan berpengaruh terhadap minat belajar siswa.The effectiveness of Brainly as an e-learning platform to accelerate students' interest in mathematics AbstractThis research aims to reveal the effectiveness of Brainly teaching media on student’s interest in mathematics. This research is quantitative in nature, applying the simple linear regression analysis method. The sample in this study is 35 respondents. The data were collected using a questionnaire distributed to students after the application of Brainly as a media of teaching. The results show that there is an effect of the effectiveness of Brainly teaching media on student’s learning interests, and this is evidenced by the positive values of the result of regression coefficients obtained. Therefore, from this result it can be concluded that the application of Brainly teaching media is influential to and effective in improving student’s learning interests.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72933164","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 : 2021-12-29DOI: 10.21831/pythagoras.v16i2.42896
Amin Mustajab, Puji Rahmawati
Tujuan dari penelitian ini melihat dampak dari penggunaan model pembelajaran problem based learning terhadap kecerdasan logika matematika. Penelitian ini merupakan penelitian kuantitatif dengan desain one group Pre-test dan post-test. Populasi penelitian ini siswa kelas XI di salah satu SMK di Kabupaten Sanggau, Indonesia, sampel penelitian ini berjumlah 15 orang siswa kelas XI Akutansi. Instrumen penelitian ini terdiri dari 5 soal uraian kecerdasan logika matematika tentang materi negasi, konjungsi, disjugsi, implikasi dan biimplikasi. Hasil uji normalitas data menggunakan uji statistik Kolmogorov Smirnov menunjukan bahwa data pre-test dan post-test tidak berdistribusi normal. Rerata skor kecerdasan logika sebelum mengikuti pembelajaran menggunakan model problem based learning sebesar 34. Sedangkan setelah mengikuti pembelajaran menggunakan model problem based learning rerata skor kecerdasan logika matematika siswa menjadi 96. Untuk melihat apakah terdapat perbedaan kecerdasan logika matematika sebelum dan sesudah mengikuti pembelajaran dilakukan menggunakan uji statistik Wilcoxon dimana hasil uji ini menunjukan bahwa nilai Asm. Sig. (2-tailed) hasil uji statistik sebesar 0,01 ≤ 0,05. Hal ini menunjukan terdapat perbedaan kecerdasan logika matematika sebelum dan setelah mengikuti pembelajaran menggunakan model problem based learning. Oleh karena itu, model problem based learning dapat digunakan sebagai alternatif untuk meningkatkan kecerdasan logika matematika. The impact of problem-based learning model on logical-mathematical intelligenceAbstractThe purpose of this study is to examine the impact of the use of problem-based learning on logical-mathematical intelligence. This study is quantitative in nature, using one-group pre-test and post-test design. The population is grade XI students of one of senior vocational high schools in Sanggau district, Indonesia, and the sample is 15 students of the Accounting class. The research instrument is a test consisting of five questions of logical-mathematical intelligence about negation, conjunction, disjunction, implication, and bi-implication. The normality test using the Kolmogorov Smirnov showed that the pre-test and post-test data were not normally distributed. The average score of the students’ logical-mathematical intelligence before they were treated using the problem-based learning model was 34 and after they were treated using the model, it was 96. To see if there was a difference in students’ logical-mathematical intelligence before and after the treatment using the model, the Wilcoxon statistical test was used and it showed that the Asm value. Sig. (2-tailed) statistical test results of 0.01 ≤ 0.05, which means that there are differences in students’ logical-mathematical intelligence before and after learning using the problem-based learning model. Therefore, the problem-based learning model can be used as one of the alternatives to improve logical-mathematical intelligence.
本研究的目的是观察以学习模式为基础的问题学习模式对数学逻辑智能的影响。这项研究是一组前期和后现代设计的定量研究。本研究的学生是印度尼西亚斯古古区的一名SMK学前班的一名大二学生，该研究样本由15名大二大二学生组成。该研究的工具由五种解释智力的问题，即解释性物质、连词、歧义、含义和含义。kolmogorogorov Smirnov的统计结果表明，预技术数据和后测试数据没有正常的分布。重新计算逻辑智能分数后，使用基于问题的学习模式，34分。而在跟随学习之后，使用基于学习重新学习的问题模型，学生的数学逻辑智力得分为96分。在跟随学习之前和之后，使用Wilcoxon的统计测试来研究是否存在智能逻辑差异，其中测试结果表明存在Asm值。Sig . (2-tailed)大小的统计测试0,01≤0。05。这表明，在使用基于学习问题的模型来跟踪学习之前和之后的数学逻辑智能存在差异。因此，基于学习的问题模型可以作为提高数学逻辑智力的替代品。这个研究的目的是揭示对逻辑数学智慧的拙见。这个研究是在大自然中量化的，采用了一组预先测试和后测试设计。人口是印度尼西亚沙贡地区四所高级中学的十一年级学生，样本是15个会计班的学生。研究工具是对否定、合合、合夥、缺位、植入和双植入的五个逻辑问题的测试。用Kolmogorov Smirnov演示的正常性测试表明，预测和后测试数据并不正常分配。学生在学习前的合理数学情报分数是34，在他们使用该模型进行治疗后，是96分。看看在使用该模型进行试验之前和之后的学生是否有不同的逻辑数学情报，威尔科森统计测试被使用，并表明这是一个Asm值。Sig . (2-tailed)统计测试results of 0。01≤0。05,这意味着有分歧的学生“logical-mathematical情报之前和之后的学习用problem-based学习模型。例如，一个类似于亚述学习模式的替代方案可以作为一种改进逻辑数学智能的替代方案。
{"title":"Implikasi model pembelajaran problem based learning terhadap kecerdasan logika matematika","authors":"Amin Mustajab, Puji Rahmawati","doi":"10.21831/pythagoras.v16i2.42896","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.42896","url":null,"abstract":"Tujuan dari penelitian ini melihat dampak dari penggunaan model pembelajaran problem based learning terhadap kecerdasan logika matematika. Penelitian ini merupakan penelitian kuantitatif dengan desain one group Pre-test dan post-test. Populasi penelitian ini siswa kelas XI di salah satu SMK di Kabupaten Sanggau, Indonesia, sampel penelitian ini berjumlah 15 orang siswa kelas XI Akutansi. Instrumen penelitian ini terdiri dari 5 soal uraian kecerdasan logika matematika tentang materi negasi, konjungsi, disjugsi, implikasi dan biimplikasi. Hasil uji normalitas data menggunakan uji statistik Kolmogorov Smirnov menunjukan bahwa data pre-test dan post-test tidak berdistribusi normal. Rerata skor kecerdasan logika sebelum mengikuti pembelajaran menggunakan model problem based learning sebesar 34. Sedangkan setelah mengikuti pembelajaran menggunakan model problem based learning rerata skor kecerdasan logika matematika siswa menjadi 96. Untuk melihat apakah terdapat perbedaan kecerdasan logika matematika sebelum dan sesudah mengikuti pembelajaran dilakukan menggunakan uji statistik Wilcoxon dimana hasil uji ini menunjukan bahwa nilai Asm. Sig. (2-tailed) hasil uji statistik sebesar 0,01 ≤ 0,05. Hal ini menunjukan terdapat perbedaan kecerdasan logika matematika sebelum dan setelah mengikuti pembelajaran menggunakan model problem based learning. Oleh karena itu, model problem based learning dapat digunakan sebagai alternatif untuk meningkatkan kecerdasan logika matematika. The impact of problem-based learning model on logical-mathematical intelligenceAbstractThe purpose of this study is to examine the impact of the use of problem-based learning on logical-mathematical intelligence. This study is quantitative in nature, using one-group pre-test and post-test design. The population is grade XI students of one of senior vocational high schools in Sanggau district, Indonesia, and the sample is 15 students of the Accounting class. The research instrument is a test consisting of five questions of logical-mathematical intelligence about negation, conjunction, disjunction, implication, and bi-implication. The normality test using the Kolmogorov Smirnov showed that the pre-test and post-test data were not normally distributed. The average score of the students’ logical-mathematical intelligence before they were treated using the problem-based learning model was 34 and after they were treated using the model, it was 96. To see if there was a difference in students’ logical-mathematical intelligence before and after the treatment using the model, the Wilcoxon statistical test was used and it showed that the Asm value. Sig. (2-tailed) statistical test results of 0.01 ≤ 0.05, which means that there are differences in students’ logical-mathematical intelligence before and after learning using the problem-based learning model. Therefore, the problem-based learning model can be used as one of the alternatives to improve logical-mathematical intelligence.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75096716","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 : 2021-12-29DOI: 10.21831/pythagoras.v16i2.36277
Diana Islamiyati, Dwi Lestari, Nurul Insani
Penelitian ini bertujuan untuk membangun suatu model goal programming untuk mengoptimalkan perencanaan menu harian lansia penderita hipertensi. Fungsi tujuan model ini yaitu untuk memaksimumkan kandungan gizi makanan lansia sesuai Angka Kecukupan Gizi (AKG), meminimumkan biaya pangan, memaksimumkan kuantitas pangan, dan meminimumkan konsumsi pangan yang mengandung natrium. Berdasarkan eksperimen komputasi yang dilakukan dengan menerapkan model weighted goal programming ini, dihasilkan solusi optimal kebutuhan gizi lansia penderita hipertensi yang sesuai dengan AKG. Adapun perencanaan optimal menu makanan untuk lima hari yaitu terdiri dari 12 jenis pangan dengan pengeluaran biaya sebesar Rp 11.236,- untuk hari pertama, 13 jenis pangan dengan pengeluaran biaya sebesar Rp 9.191,- untuk hari kedua, 11 jenis pangan dengan pengeluaran biaya sebesar Rp 14.036,- untuk hari ketiga, 12 jenis pangan dengan pengeluaran biaya sebesar Rp 9.980,- untuk hari keempat, dan 15 jenis pangan dengan pengeluaran biaya sebesar Rp 13.098,- untuk hari kelima. The use of goal programming in planning daily menu for the elderly with hypertensionAbstractThis study aims to build a goal programming model to optimize the daily menu planning with hypertension. The objective function of this model is to maximize the nutritional elderly foods according to the Nutritional Adequacy Ratio (RDA), to minimize the food expenses, to maximize the food quantity, and to minimize the consumption of foods containing natrium. Based on the computational experiments conducted by applying this weighted goal programming model, we obtained the optimal solution for the nutritional needs of the elderly with hypertension that is in line with the RDA. Thus, the optimal food menu plans for five days are 12 types of food with an expenditure of Rp. 11,236, - for day 1, 13 types of food with an expenditure of Rp. 9,191, - for day 2, 11 types of food with an expenditure of Rp. 14,036,- for day 3, 12 types of food with an expenditure of Rp. 9,980,- for day 4, and 15 types of food with an expenditure of Rp. 13,098,- for day 5.
这项研究旨在构建一个目标设计模型，优化老年高血压患者的日常菜单规划。该模型的目的是将老年人食品的营养水平按照基本营养水平(AKG)来提高，降低食品成本，提高食品数量，并将含钠的食品消费降至最低。根据应用这一模型的增重目标设计进行的计算实验，产出了适合AKG的老年高血压营养需求的最佳解决方案。至于最佳规划饮食五天即由12种食物的开销总计11236,-第一天,13种食品的费用支出总计9.191 -的第二天,11种食品和费用支出总计14036,-第三天,12种食品的费用支出总计9980 -的第四天,和15种食物开销总计13098,-的第五天。在设计每日菜单上的目标设计的使用。这个模型的目的是将营养和营养结合起来基于基于这种不断增长的目标设计模型，我们培育了为营养需求而提供的最佳解决方案，与RDA线路上的高张力有关。因此,五日子的最佳食品菜单计划12 types of食品with an expenditure of 11,236卢比,为day 1, 13 - types of食品with an expenditure of 9,191卢比,为日2级,11 - types of食品with an expenditure of 14,036卢比,为3日,12 - types of食品with an expenditure of 9,980卢比,为日4、15 - types of食品with an expenditure of 13,098,为日5 - Rp。
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Pub Date : 2021-12-29DOI: 10.21831/pythagoras.v16i2.39447
Sri Sulasteri, Asmuliana Asmuliana, Andi Dian Angriani, Fitriani Nur
Perkembangan teknologi memberikan pengaruh besar terhadap dunia pendidikan, seperti penggunaan media pembelajaran yang berupa game edukasi untuk memotivasi dan menarik minat belajar peserta didik. Tujuan penelitian ini untuk mengembangkan dan menerapkan media pembelajaran game DOMM (Dungeon of Math Matter) berbasis Adobe Flash dengan materi bilangan bulat dan himpunan untuk kelas VII yang valid, praktis, dan efektif. Penelitian ini merupakan jenis penelitian dan pengembangan (Research and Development) dengan menggunakan model pengembangan ADDIE. Produk yang dikembangkan berupa media pembelajaran game DOMM yang diuji cobakan pada peserta didik kelas VII di SMP daerah Belawa, Kabupaten Wajo. Berdasarkan hasil uji coba yang dilakukan, diperoleh validasi sebesar 3,45 dengan kategori valid. Kepraktisan penelitian ini diukur menggunakan angket respon dari guru dan peserta didik. Analisis respon guru yang diperoleh yaitu sebesar 94% dengan kategori sangat positif dan analisis respon peserta didik diperoleh sebesar 88% dengan kategori sangat positif. Keefektifan penelitian ini diukur menggunakan tes hasil belajar dari peserta didik. Analisis tes hasil belajar diperoleh presentase ketuntasan sebesar 80% dengan kategori tuntas. Sehingga dapat disimpulkan bahwa media pembelajaran game DOMM telah memenuhi kriteria kelayakan untuk digunakan sebagai salah satu alternatif media pembelajaran materi bilangan bulat dan himpunan di kelas VII. Developing instructional game Dungeon of Math Matter using Adobe Flash for grade 7th students AbstractTechnological developments have a major effect in education, for example in the use of game as as a learning media to motivate to learn and to enhance students' interest in learning. The purpose of this study was to develop learning media that is called DOMM (Dungeon of Math Matter) and determine its validity, practicality, and effectiveness to learn integer and set material in grade VII. This research is a research and development applying the ADDIE model. The DOMM is developed using Adobe Flash which was tested on grade 7th students at one of Yunior High School in Belawa, Wajo district. The validation score obtained is 3.45 which is valid. The practicality of this game was measured using a response questionnaire from the teacher and students. The result of teacher response analysis shows that 94% of the responses are in the very positive category and the result of student response analysis shows that 88% of the responses are in the very positive category. The effectiveness of this game was measured using a test of student learning outcomes. The result of the analysis of the learning outcome test shows 80% of the students are in the mastery category. So it can be concluded that the application and development of DOMM (Dungeon of Math Matter) learning media based on Adobe Flash for grade VII students of SMP Negeri 1 Belawa has met the criteria of validity, practicality, and effectiveness so that it can be used as an alterna
技术发展对教育领域产生了巨大的影响，比如利用学习媒体来激励和吸引学习者。本研究的目的是开发和应用基于Adobe Flash的游戏学习媒体，使用有效的、实用的、有效的七类球形和集合。这是一种利用ADDIE开发模型进行的研究与开发。DOMM游戏学习媒体开发的产品测试七班学习者在SMP Belawa县Wajo区。根据所进行的试验结果，获得了有效类别3.45的验证。这项研究的实用性是用教师和学习者的回应来衡量的。教师反应分析为94%，类别非常积极，学习者反应分析为88%，类别非常积极。这项研究的有效性是用学习者的研究结果测试来衡量的。研究结果测试的分析获得了80%的支持率和完整的类别。因此，可以得出结论，游戏学习媒体DOMM已经达到了一个可行性标准，可以作为替代的整数媒体和七年级集合。开发工具游戏问题的数学地牢这项研究的目的是培养一种叫做DOMM的学习媒介，它的有效性、实践和有效性，以便在七年级学习知识和准备材料。这项研究是研究和发展应用于ADDIE模型。DOMM开发了一种使用Adobe Flash测试的七年级学生在Wajo地区的Belawa高中之一。标题的验证是3.45，这是有效的。这个游戏的实用性是由老师和学生提出的回答问题提出的。教师反应分析的结果显示，94%的反应是非常积极的态度，学生反应分析的结果显示，88%的反应是非常积极的行为。这个游戏的效果是通过一个学生学习的测试来实现的。研究结果的分析结果显示，80%的学生参加了眼罩试验。所以它可以成为结论这就是数学应用程序and development of DOMM(地牢》)改编自媒体学习重要的Adobe Flash VII全国学生的初中1年级Belawa有met the criteria practicality validity,显示其著作百科全书》,所以它可以成为过去美国的另类媒体为七年级的学习整数和设置。
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