Pub Date : 2018-11-08DOI: 10.22437/EDUMATICA.V8I2.4991
muhammad maki, Jefri Marzal, Saharudin Saharudin
Multimedia pembelajaran merupakan suatu kombinasi dari berbagai media yang dirancang atau diprogram secara terstruktur dan interaktif untuk menyajikan konsep pembelajaran. Hendaknya dipersiapkan multimedia pembelajaranuntuk membantu memudahkan pembelajaran agar siswadapat memahamikonsepdanmerepresentasikan konsep pembelajaran matematika.Tujuan penelitian ini adalah mengembangkan multimedia pembelajaran matematika berbasis teori APOS (aksi, proses, objek dan skema) dan efektivitasnya terhadap pembelajaran pada materi statistika dan peluang yang valid menurut ahli. Efektivitas pembelajaran diukur denganpeningkatan kemampuan representasi matematis dan multimedia dipersepsikan dengan baik oleh siswa. Jenis penelitian ini adalah penelitian pengembangan yang mengembangkan multimedia pembelajaranmatematika dan instrumen yang digunakan adalah angket penilaianahli materi dan ahli desain pembelajaran, angket tanggapan guru dan siswa, persepsi siswa, dan tes hasil kemampuan representasi matematis siswa. Dari hasil analisis tes kemampuan representasi didapat peningkatan kemampuan representasi matematis siswa pada kategori tinggi, berdasarkan uji gain untuk materi statistika skor yang diperoleh 0,7 dan materi peluang skor uji gain diperoleh 1,3. Dan hasil analisis dari angket persepsi siswa didapat persentase 95% menunjukkan kategori “sangat positif”. Dapat disimpulkan multimedia pembelajaran yang dikembangkan sangat baik dan dapat meningkatkan kemampuan representasi matematis siswa. Sehingga multimedia pembelajaran efektiv digunakan oleh guru dan siswa SMA khususnya pada pembelajaran materi statistika dan peluang.Kata Kunci : Multimedia Pembelajaran, Teori APOS, Efektivitas Multimedia learning is a combination of various media that are designed or programmed in a structured and interactive way to present the concept of learning. Multimedia learning should be prepared to help facilitate learning so students can understand the concept and represent the concept of mathematics learning. The purpose of this study was to develop a multimedia learning mathematics based on APOS theory (actions, processes, objects and schemes) and its effectiveness on learning in statistical materials and valid opportunities according to experts. The effectiveness of learning is measured by increasing the ability of mathematical representations and multimedia are well perceived by students. This type of research is development research that develops multimedia mathematics learning and the instruments used are questionnaires for assessment of material experts and expert learning design, questionnaires of teacher and student responses, student perceptions and test results of studentsmathematical representation abilities. From the results of the analysis of the representation ability test obtained an increase in students mathematical representation ability in the high category, based on the gain test for statistical material the score obtained was 0,7 and the probability material gain
Pub Date : 2018-11-08DOI: 10.22437/EDUMATICA.V8I2.5576
L. Vermana, Fazri . Zuzano
Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar persamaan diferensial dengan menerapkan model pembelajaran Flipped Classroom (FC) dan strategi pembelajaran aktif Giving Questions and Getting Answers (GQGA) bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Subyek pada penelitian ini berjumlah 45 orang, yaitu mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti. Penelitian dilaksanakan dari tanggal 24 Maret 2018 sampai tanggal 23 Mei 2018. Tempat pelaksanaan penelitan adalah di kelas perkuliahan Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian dilakukan dalam 3 siklus yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 28,87%, pada siklus II adalah 60%, sedangkan pada siklus III adalah 71,11%. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran FC dan strategi pembelajaran aktif GQGA dapat meningkatkan hasil belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial.Kata Kunci: hasil belajar, persamaan diferensial, Flipped Classroom, Giving Questions and Getting Answers. This study aims to improve the learning outcomes of differential equations by applying Flipped Classroom (FC) learning model and active learning type Giving Questions and Getting Answers (GQGA) for students of Mathematics Education Bung Hatta University. The type of research is classroom action research. The research was conducted from March 24, 2018 to May 23, 2018 in the course class of Mathematics Education Bung Hatta University. The subjects of the study were students of Mathematics Education which followed the course of differential equations with 45 researchers. The research was conducted in 3 cycles consisting of 4 stages, namely planning, action implementation, observation and reflection. In cycle I obtained the percentage of students who have a minimum value equivalent to C+ is 28,87%, cycle II is 60%,while in cycle III is 71,11%. Based on the results of research and discussion can be concluded that the application of FC learning model and active learning type GQGA can improve student learning outcomes of Mathematics Education Bung Hatta University in the course of differential equations.Keywords: learning out comes,differential equations, flipped classroom, giving questions and getting answers.
本研究的目的是通过采用Flipped Classroom (Flipped Classroom)学习模式和主动提出问题的学习策略，为曼哈塔大学FKIP university数学教育项目的学生增加偏差方程的学习结果。使用的研究类型是课堂动作研究。这项研究的题目为45名数学教育专业的学生，他们与研究人员进行了微分方程研究。该研究将于2018年3月24日至2018年5月23日进行。研究的地点是邦哈塔大学数学教育课程。研究是在三个阶段进行的，包括计划、行动、观察和反思。在I周期中，至少C+的学生比例为2887%，II周期为60%，而III周期为71.11%。根据研究和讨论的结果，可以得出结论，FC学习模式的应用和活跃的GQGA学习策略可以提高邦哈塔大学FKIP university FKIP math - learning学习计划学生在比较方程中的学习成绩。关键词:学习结果，微分方程，Flipped Classroom，提出问题并得到答案。这项研究通过应用Flipped教室的学习模式和活跃的学习模式来影响不同的学习。研究的类型是教室操作研究。这项研究是由2018年3月24日至2018年5月23日在Mathematics Education man Hatta University进行的。这项研究的主题是数学教育的选修课，它遵循了45项研究不同等分的课程。研究涉及四种状态的3种循环，namely计划，实施，观察和反思。在自行车中，我发现了C+的最小成本为287%，自行车II为60%，而自行车III为71.11%。基于研究和讨论的结果，可以得出结论:GQGA学生学习的过程超越了数学教育邦邦塔大学。学习来了，不同的相等，翻教室，提出问题并得到答案。
{"title":"Peningkatan Hasil Belajar Persamaan Diferensial Mahasiswa Pendidikan Matematika dengan Model Pembelajaran Flipped Classroom","authors":"L. Vermana, Fazri . Zuzano","doi":"10.22437/EDUMATICA.V8I2.5576","DOIUrl":"https://doi.org/10.22437/EDUMATICA.V8I2.5576","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar persamaan diferensial dengan menerapkan model pembelajaran Flipped Classroom (FC) dan strategi pembelajaran aktif Giving Questions and Getting Answers (GQGA) bagi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Subyek pada penelitian ini berjumlah 45 orang, yaitu mahasiswa Program Studi Pendidikan Matematika yang mengikuti mata kuliah persamaan diferensial dengan peneliti. Penelitian dilaksanakan dari tanggal 24 Maret 2018 sampai tanggal 23 Mei 2018. Tempat pelaksanaan penelitan adalah di kelas perkuliahan Program Studi Pendidikan Matematika Universitas Bung Hatta. Penelitian dilakukan dalam 3 siklus yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I diperoleh persentase mahasiswa yang memiliki nilai minimal setara C+ adalah 28,87%, pada siklus II adalah 60%, sedangkan pada siklus III adalah 71,11%. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran FC dan strategi pembelajaran aktif GQGA dapat meningkatkan hasil belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Bung Hatta pada mata kuliah persamaan diferensial.Kata Kunci: hasil belajar, persamaan diferensial, Flipped Classroom, Giving Questions and Getting Answers. \u0000 \u0000This study aims to improve the learning outcomes of differential equations by applying Flipped Classroom (FC) learning model and active learning type Giving Questions and Getting Answers (GQGA) for students of Mathematics Education Bung Hatta University. The type of research is classroom action research. The research was conducted from March 24, 2018 to May 23, 2018 in the course class of Mathematics Education Bung Hatta University. The subjects of the study were students of Mathematics Education which followed the course of differential equations with 45 researchers. The research was conducted in 3 cycles consisting of 4 stages, namely planning, action implementation, observation and reflection. In cycle I obtained the percentage of students who have a minimum value equivalent to C+ is 28,87%, cycle II is 60%,while in cycle III is 71,11%. Based on the results of research and discussion can be concluded that the application of FC learning model and active learning type GQGA can improve student learning outcomes of Mathematics Education Bung Hatta University in the course of differential equations.Keywords: learning out comes,differential equations, flipped classroom, giving questions and getting answers.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48317872","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 : 2018-11-08DOI: 10.22437/edumatica.v8i2.5486
Rohati Syukri, Sri Winarni, Rafi Hidayat
Penelitian ini bertujuan untuk menjelaskan dan mendeskripsikan bagaimana pengembangan media pembelajaran komik matematika berbasis Problem Based Learning dengan manga studio V05 dan GeoGerba dan menganalisis penggunaan media pembelajaran komik matematika menggunakan manga studio V05 dan geogebra sudah memenuhi kualitas baik pada kelas VIII SMP. Data penelitian diperoleh dengan cara menyebar angket kepada guru dan siswa dan tes hasil belajar siswa. Setelah angket dan tes dikembalikan, data dianalisis secara kualitatif dengan rumus presentase. Hasil penelitian menunjukan bahwa bahwa media pembelajaran komik matematika berbasis Problem Based Learning yang dikembangkan sudah sangat baik, media pembelajaran yang dikembangkan memenuhi kualitas baik, karena memenuhi kriteria valid dengan rata-rata skor 4,33 ini termasuk dalam kategori interval 𝑋>𝑋𝑖 + 1,8×𝑆𝑏𝑖, dengan kualitas sangat baik. Media pembelajaran memenuhi kriteria kepraktisan, yaitu berdasarkan hasil penilaian guru matematika dengan rata-rata skor 4,45 dengan kategori sangat baik, dan hasil penilaian siswa dengan rata-rata skor 4,478 dengan kategori sangat baik. Media komik matematika berbasis Problem Based Learning memenuhi kriteria keefektifan, yaitu berdasarkan presentasi siswa yang tuntas sesuai KKM adalah 73, 69%. Menurut Nieveen (1999:126-127) kualitas bahan ajar yang dikembangkan haruslah memenuhi kriteria valid, praktis, dan efektif. Maka produk media pembelajaran komik matematika mempunyai kualitas baik.Kata Kunci: komik matematika, Manga Studio V05, Geogebra, PBL This study aims to explain and describe how the development of mathematics comic learning media based on Problem Based Learning with manga studio V05 and GeoGerba and analyze the use of comic mathematics learning media using manga studio V05 and geogebra has fulfilled good quality in the eighth grade of junior high school. Research data is obtained by distributing questionnaires to teachers and students and testing student learning outcomes. After the questionnaire and test were returned, the data were analyzed qualitatively with a percentage formula.The results showed that the mathematical comic learning media based on Problem Based Learning developed was very good, the learning media developed fulfilled good quality, because it fulfilled valid criteria with an average score of 4.33 included in the interval category X> (X_i) ̅ + 1,8 × Sb_i, with very good quality. Learning media meets the criteria of practicality, which is based on the results of the assessment of mathematics teachers with an average score of 4.45 with a very good category, and student assessment results with an average score of 4.478 with very good categories. Mathematical comic media based on Problem Based Learning meets the criteria of effectiveness, which is based on the presentation of students who complete the KKM is 73, 69%. According to Nieveen (1999: 126-127) the quality of teaching materials developed must meet the criteria of valid, practi
本研究旨在解释和描述以V05工作室漫画和GeoGerba为基础的数学学习媒体发展，并分析以V05工作室漫画和geogebra为基础的数学学习媒体使用，如何在八年级时达到高质量。研究数据是通过向教师、学生和学生学习成绩测试的方式获得的。一旦将支架和测试返回，数据就用百分比公式进行定性分析。媒体的研究结果表明,基于开发的基于问题的学习的数学学习漫画已经是一个非常好的,媒体开发完成的学习质量,因为这符合有效平均分4,33类别中包括间隔𝑋>𝑋𝑖+ 1.8×𝑆𝑏𝑖的火花,通过质量非常好。学习媒体符合实践标准，即数学老师的平均得分为4.45分，成绩为4.478分，成绩优异。以问题为基础的数学漫画学习符合有效性标准，即根据公里完成的学生报告为73,69%。neveen(1999:126-127)所开发的教材的质量必须符合有效、实用和有效的标准。因此，数学漫画学习媒体产品具有良好的质量。关键词:漫画漫画工作室V05, Geogebra,数学研究PBL这个aims to解释和描述数学comic学习媒体发展》改编自如何基于问题的学习漫画工作室V05和GeoGerba and analyze用漫画《comic数学学习媒体用V05工作室和Geogebra已能实现出好品质》第八初级高中的成绩。研究数据是通过向教师、学生和学生学习提出的提问进行的。在提问和测试回来后，数据用一个单一的公式分析了质量。《mathematical comic results那里那个学习改编自媒体基于问题的学习developed是非常好的,学习媒体的developed能实现好品质,因为它能实现有效criteria with an平均得分4 . 33 included in The interval的类别+ X > (X_i)̅1.8×Sb_i里,用非常好的品质。学习媒体会议是基于数学成绩的再版教学，以4.45的平均成绩教学，学生用4478的平均成绩进行教学，以良好的类别进行比较。Mathematical comic是基于对学习效率的批评，这是基于73,69%的学生的表现。《教学材料质量》(1999:126-127)开发人员必须与有效、实际和有效的crit阿德尔见面。然后数学学习媒体产品有很好的质量。Keywords: mathematics漫画，V05工作室漫画，Geogebra, PBL
{"title":"Pengembangan Media Pembelajaran Komik Matematika Berbasis Problem Based Learning dengan Manga Studio V05 dan Geogebra","authors":"Rohati Syukri, Sri Winarni, Rafi Hidayat","doi":"10.22437/edumatica.v8i2.5486","DOIUrl":"https://doi.org/10.22437/edumatica.v8i2.5486","url":null,"abstract":"Penelitian ini bertujuan untuk menjelaskan dan mendeskripsikan bagaimana pengembangan media pembelajaran komik matematika berbasis Problem Based Learning dengan manga studio V05 dan GeoGerba dan menganalisis penggunaan media pembelajaran komik matematika menggunakan manga studio V05 dan geogebra sudah memenuhi kualitas baik pada kelas VIII SMP. Data penelitian diperoleh dengan cara menyebar angket kepada guru dan siswa dan tes hasil belajar siswa. Setelah angket dan tes dikembalikan, data dianalisis secara kualitatif dengan rumus presentase. Hasil penelitian menunjukan bahwa bahwa media pembelajaran komik matematika berbasis Problem Based Learning yang dikembangkan sudah sangat baik, media pembelajaran yang dikembangkan memenuhi kualitas baik, karena memenuhi kriteria valid dengan rata-rata skor 4,33 ini termasuk dalam kategori interval 𝑋>𝑋𝑖 + 1,8×𝑆𝑏𝑖, dengan kualitas sangat baik. Media pembelajaran memenuhi kriteria kepraktisan, yaitu berdasarkan hasil penilaian guru matematika dengan rata-rata skor 4,45 dengan kategori sangat baik, dan hasil penilaian siswa dengan rata-rata skor 4,478 dengan kategori sangat baik. Media komik matematika berbasis Problem Based Learning memenuhi kriteria keefektifan, yaitu berdasarkan presentasi siswa yang tuntas sesuai KKM adalah 73, 69%. Menurut Nieveen (1999:126-127) kualitas bahan ajar yang dikembangkan haruslah memenuhi kriteria valid, praktis, dan efektif. Maka produk media pembelajaran komik matematika mempunyai kualitas baik.Kata Kunci: komik matematika, Manga Studio V05, Geogebra, PBL \u0000This study aims to explain and describe how the development of mathematics comic learning media based on Problem Based Learning with manga studio V05 and GeoGerba and analyze the use of comic mathematics learning media using manga studio V05 and geogebra has fulfilled good quality in the eighth grade of junior high school. Research data is obtained by distributing questionnaires to teachers and students and testing student learning outcomes. After the questionnaire and test were returned, the data were analyzed qualitatively with a percentage formula.The results showed that the mathematical comic learning media based on Problem Based Learning developed was very good, the learning media developed fulfilled good quality, because it fulfilled valid criteria with an average score of 4.33 included in the interval category X> (X_i) ̅ + 1,8 × Sb_i, with very good quality. Learning media meets the criteria of practicality, which is based on the results of the assessment of mathematics teachers with an average score of 4.45 with a very good category, and student assessment results with an average score of 4.478 with very good categories. Mathematical comic media based on Problem Based Learning meets the criteria of effectiveness, which is based on the presentation of students who complete the KKM is 73, 69%. According to Nieveen (1999: 126-127) the quality of teaching materials developed must meet the criteria of valid, practi","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48884081","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 : 2018-11-08DOI: 10.22437/edumatica.v8i2.5539
Asmaul Husna, Nailul Himmi Hasibuan
AbstrakTujuan penelitian ini adalah untuk mengembangkan modul kalkulus 2 berbasis probingprompting yang praktis dan efektif. Metode penelitian ini menggunakan model pengembanganprocedural Instruksional Development Institute (IDI) yang terdiri dari 3 tahap yaitu tahap penentuan(define), tahap pengembangan (develop), dan tahap evaluasi (evaluate).Penelitian ini dibatasi padatahap develop yaitu praktikalitas modul dan tahap evaluate yaitu keefektifan modul. Sedangkan tahapdefine telah dilakukan pada penelitian terdahulu. Instrument yang digunakan adalah angket untukpraktikalitas dan tes untuk melihat keefektifan. Subjek penelitian adalah 22 orang mahasiswa programstudi pendidikan matematika di Universitas Riau Kepulauan. Data hasil angket dianalisis denganmenghitung persentase pencapaian pada setiap aspek, sedangkan data tes dianalisis denganmenghitung persentase jumlah mahasiswa yang mendapat nilai lebih dari 68. Hasil analisis data angketpraktikalitas didapat rata-rata persentase pencapaian aspek secara keseluruhan adalah 81,47%termasuk pada kategori Baik sedangkan hasil analisis skor tes diperoleh rata-rata hasil tes adalah 88,64dengan persentase jumlah mahasiswa yang mendapat nilai lebih dari 68 adalah 81,82%. Dari hasiltersebut dapat disimpulkan bahwa modul telah praktis digunakan dan efektif dalam menunjangkompetensi mahasiswa pada mata kuliah Kalkulus 2.Kata Kunci : Kalkulus 2, Probing Prompting, Modul, Praktikalitas AbstractThis research purposed to develop a practical and effective spaced calculus 2 module based onprobing prompting. The research method uses procedural development model of InstructionalDevelopment Institute (IDI) that consist of 3 stages namely define, development, and evaluation stage.This research was focused to develop stage (i.e. the module practicality) and evaluate stage (i.e. themodule effectiveness). While the define stage has been done in previous research. The instrument usedwas a questionnaire for practicality and tests for effectiveness. The subjects were 22 students ofmathematics education program at Universitas Riau Kepulauan. Questionnaire data were analyzed bycalculating percentage of achievement in every aspect, while test data were analyzed by calculatingpercentage of total students who got score more than 68. The result of questionnaire data analysisobtained the average percentage of achievement aspect as a whole was 81.47% included in Goodcategory while the test score analysis results obtained the average test score was 88.64 with thepercentage of the number of students who score more than 68 was 81.82%. From these results it canbe concluded that the module has been practically used and effective in supporting students'competence in space calculus 2.Keywords : calculus 2, probing prompting,module, practicality
{"title":"Praktikalitas Dan Keefektifan Modul Kalkulus 2 Berbasis Probing Prompting","authors":"Asmaul Husna, Nailul Himmi Hasibuan","doi":"10.22437/edumatica.v8i2.5539","DOIUrl":"https://doi.org/10.22437/edumatica.v8i2.5539","url":null,"abstract":"AbstrakTujuan penelitian ini adalah untuk mengembangkan modul kalkulus 2 berbasis probingprompting yang praktis dan efektif. Metode penelitian ini menggunakan model pengembanganprocedural Instruksional Development Institute (IDI) yang terdiri dari 3 tahap yaitu tahap penentuan(define), tahap pengembangan (develop), dan tahap evaluasi (evaluate).Penelitian ini dibatasi padatahap develop yaitu praktikalitas modul dan tahap evaluate yaitu keefektifan modul. Sedangkan tahapdefine telah dilakukan pada penelitian terdahulu. Instrument yang digunakan adalah angket untukpraktikalitas dan tes untuk melihat keefektifan. Subjek penelitian adalah 22 orang mahasiswa programstudi pendidikan matematika di Universitas Riau Kepulauan. Data hasil angket dianalisis denganmenghitung persentase pencapaian pada setiap aspek, sedangkan data tes dianalisis denganmenghitung persentase jumlah mahasiswa yang mendapat nilai lebih dari 68. Hasil analisis data angketpraktikalitas didapat rata-rata persentase pencapaian aspek secara keseluruhan adalah 81,47%termasuk pada kategori Baik sedangkan hasil analisis skor tes diperoleh rata-rata hasil tes adalah 88,64dengan persentase jumlah mahasiswa yang mendapat nilai lebih dari 68 adalah 81,82%. Dari hasiltersebut dapat disimpulkan bahwa modul telah praktis digunakan dan efektif dalam menunjangkompetensi mahasiswa pada mata kuliah Kalkulus 2.Kata Kunci : Kalkulus 2, Probing Prompting, Modul, Praktikalitas \u0000AbstractThis research purposed to develop a practical and effective spaced calculus 2 module based onprobing prompting. The research method uses procedural development model of InstructionalDevelopment Institute (IDI) that consist of 3 stages namely define, development, and evaluation stage.This research was focused to develop stage (i.e. the module practicality) and evaluate stage (i.e. themodule effectiveness). While the define stage has been done in previous research. The instrument usedwas a questionnaire for practicality and tests for effectiveness. The subjects were 22 students ofmathematics education program at Universitas Riau Kepulauan. Questionnaire data were analyzed bycalculating percentage of achievement in every aspect, while test data were analyzed by calculatingpercentage of total students who got score more than 68. The result of questionnaire data analysisobtained the average percentage of achievement aspect as a whole was 81.47% included in Goodcategory while the test score analysis results obtained the average test score was 88.64 with thepercentage of the number of students who score more than 68 was 81.82%. From these results it canbe concluded that the module has been practically used and effective in supporting students'competence in space calculus 2.Keywords : calculus 2, probing prompting,module, practicality","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46794753","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 : 2018-11-08DOI: 10.22437/edumatica.v8i2.5548
Farida Daniel, Yuliana P. Naisunis, Prida N. L. Taneo
Penelitian ini bertujuan untuk mengetahui kesalahan apa saja yang dilakukan oleh mahasiswa dalam pemecahan masalah pada mata kuliah persamaan diferensial. Penelitian ini dilaksanakan di Kampus STKIP Soe pada semester genap tahun akademik 2016/2017 dengan subjek penelitian sebanyak 15 mahasiswa. Penelitian ini adalah penelitian deskriptif kualitatif dengan teknik pengumpulan datanya melalui observasi, analisis hasil kerja dan wawancara. Teknik analisis data yang digunakan adalah teknik analisis Miles and Huberman dengan uji keabsahan data menggunakan triangulasi teknik. Triangulasi teknik dilakukan dengan observasi, analisis hasil kerja mahasiswa dan wawancara. Hasil penelitian ini adalah kesalahan yang dilakukan mahasiswa pada tahap pertama meliputi kesalahan fakta 7%, kesalahan konsep 13.33%, kesalahan dan operasi 7%. Kesalahan tahap kedua yaitu kesalahan fakta 13.33%, kesalahan konsep 13.33% dan juga operasi 13.33%. Kesalahan tahap ketiga adalah kesalahan fakta 12.22, kesalahan konsep 50.56%, kesalahan prinsip 16.67% dan kesalahan operasi 15% serta seluruh mahasiswa melakukan kesalahan tahap empat karena tidak melakukan pengecekan kembali dalam tahapan pemecahan masalah. Solusi yang ditawarkan yaitu mahasiswa harus dibiasakan untuk lebih teliti dalam menyelesaikan soal sesuai tahapan pemecahan masalah khususnya pengecekan kembali serta memperdalam kemampuan dasar turunan dan integralnya..Kata Kunci: analisis kesalahan, pemecahan masalah, persamaan diferensial. The purpose of this is research was to know of errors made by student in solving problems in the course of differential equations. This research was conducted at STKIP Soe Campus in the even semester of academic year 2016/2017 with subjects in this research as many as 15 students. this type of research is qualitative descriptive with the technique of collecting data through observation, analysis of work result and interview. The data analysis technique is Miles and Huberman analysis technique with validity test data by triangulation technique. Triangulation technique is done by observation, analysis of student work and interview. The results of this study is the mistakes made by students in the first stage includes 7% fact errors, 13.33% concept error, 7% error and operation. The second phase error is 13.33% error fact, 13.33% concept error and 13.33% operation. The third stage error is fact errors 12.22, concept error 50.56%, 16.67% principle errors and 15% operation errors and all students make a four stage error for not checking again in the troubleshooting stages. The solution offered is that students begin to be familiarized to solve the problem in accordance with the stages of problem solving, especially the re-checking and the students must deepen their basic and integral abilities. In addition, students must be more thorough in solving the problem so that mistakes that need not be done can be minimized.Keywords: error analysis, differential equations, problem solving.
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