REKONSTRUKSI TINGKAT-TINGKAT BERPIKIR PROBABILISTIK SISWA SEKOLAH MENENGAH PERTAMA

Pemikiran siswa dalam menjawab suatu permasalahan probabilistik, mempunyai tingkatan berpikir yang berbeda-beda Untuk mendeskripsikan pemikiran probabilistik siswa , Jones, dkk (1997,1999) mengajukan empat level atau empat tingkat berpikir probabilistik. Level-1 dihubungkan dengan berpikir non kuantitatif atau berpikir subjective. Level- 2 dipandang sebagai masa transisi antara berpikir subjectif dan berpikir kuantitatif yang alami . Level 3 berkaitan dengan berpikir kuantitatif secara informal. Level 4 memasukkan penalaran secara numeric. Hasil penelitian ini menunjukkan bahwa Siswa SMP di Indonesia yang secara formal belum mendapatkan pembelajaran peluang, terdapat penjenjangan dalam berpikir probabilistik, yang meliputi level-0 pra subjectif, level-1 subjectif, level-2 transisional, level-3 kuantitatif informal, dan level-4 numerik. Hasil penelitian ini juga menunjukkan bahwa dengan manipulasi benda kongrit serta penggunaan animasi komputer dalam memecahkan masalah probabilistik dapat membantu siswa yang berada pada tingkat berpikir pra subjectif untuk memahami hasil yang mungkin bila suatu percobaan dilakukan. Kata kunci: berpikir probabilistik, tingkat berpikir, karakteristik leve

Effectiveness of Jigsaw-Flash Learning Model in Geometry Material

This study aims to determine and describe the effectiveness of the use of jigsaw-flash learning model on geometry material. The jigsaw-flash learning model is a jigsaw learning model which is modified with adobe flash media. The research method used is mix method research with exploratory sequential strategy. This research was conducted in state junior high schools in Surakarta. Subjects in this study were the students of class VIII namely class VIII-2 as an experimental class and class VIII-3 as a control class selected by random sampling technique. The experimental class was taught with a jigsaw-flash learning model and the control class was taught with a jigsaw model. The procedures performed in this study include qualitative data collection and data analysis followed by quantitative data collection and data analysis. The researcher used interview method for collecting qualitative data. While quantitative data collection was conducted by test and the analysis technique used was t-test. The results of this study indicate that students feel more comfortable and interested in studying geometry material taught by jigsaw-flash model. In addition, students taught using the jigsaw-flash model are more active and motivated than the students who were taught using jigsaw models in studying geometric material. This shows that the use of the jigsaw-flash model can increase student participation and motivation. The results of this study also indicate that the increase in student achievement taught by the jigsaw-flash model which is indicated by t-test result t = 2,259 with df = 38. Based on the results, it can be concluded that jigsaw-flash model is more effective than jigsaw model. Therefore, teachers need to consider the use of jigsaw-flash learning model in learning geometry material

Modul matematika SD program BERMUTU: pemanfaatan matematika rekreasi dalam pembelajaran matematika di SD

Modul berjudul Pemanfaatan Matematika Rekreasi dalam Pembelajaran Matematika di SD ini terdiri dari tiga bagian. Bagian pertama modul ini membahas tentang pemanfaatan matematika rekreasi dalam pembelajaran aspek bilangan. Bagian kedua modul ini membahas tentang pemanfaatan matematika rekreasi dalam pembelajaran aspek geometri dan pengukuran. Sedangkan Bagian ketiga modul ini membahas tentang pemanfaatan matematika rekreasi dalam pembelajaran aspek pengolahan data

Guru pembelajar modul matematika SMP: kelompok kompetensi B pedagogik teori belajar matematika

Peningkatan kualitas pendidikan saat ini menjadi prioritas, baik oleh pemerintah pusat maupun daerah. Salah satu komponen yang menjadi fokus perhatian adalah peningkatan kompetensi guru. Peran guru dalam pembelajaran di kelas merupakan kunci keberhasilan untuk mendukung keberhasilan belajar siswa. Guru yang profesional dituntut mampu membangun proses pembelajaran yang baik sehingga dapat menghasilkan output dan outcome pendidikan yang berkualitas

PROFIL RESPONS SISWA DALAM MEMECAHKAN MASALAH ALJABAR BERDASARKAN TAKSONOMI SOLO DITINJAU DARI MINAT BELAJAR MATEMATIKA

The objective of this research is to investigate the profile of response in solving SOLO taxonomy-based algebra problems of the students in Grade VIII with the high, medium, and low Mathematics learning interests. Structure of Observed Learning Outcome (SOLO) taxonomy is a framework to classify the students’ response comprising 4 levels. The subjects of the research consisted of six students in Grade VIII of MTA junior Secondary School of Gemolong, Sragen in academic year 2011/2012.The instrumen used were test instrument, and the interview guideline.the data analysis so as to find out the response in solving SOLO taxonomy-based algebra problems.The results of the research are as follows. The response levels in solving SOLO taxonomy-based algebra problems of two subjects with the high Mathematics learning interest belong to extended abstract level (level 4).The response levels of two subjects with the medium Mathematics learning interest in solving SOLO taxonomy-based algebra problems are different from one to the other; one of them has the relational level (level 3) while the other has the multi-structural level (level 2). For this case, the students with the same Mathematics learning interest category (medium level) have the have different response.The response levels of two subjects with the low Mathematics learning interest in solving SOLO taxonomy-based algebra problems are also different from one to the other; one of them has the multi-structural level (level 2) while the other has uni-structural level (level 1). For this case, the students with the same Mathematics learning interest category (low level) have the different response

Modul pengembangan keprofesian berkelanjutan guru matematika smp terintegrasi penguatan pendidikan karakter: b kelompok kometensi

Program pengembangan keprofesian berkelanjutan bagi guru merupakan tindak lanjut dari hasil Uji Kompetensi Guru (UKG) 2015 dan bertujuan meningkatkan kompetensi guru dalam melaksanakan tugasnya sesuai dengan mata pelajaran yang diampunya. Sebagai salah satu upaya untuk mendukung keberhasilan suatu program diklat, Direktorat Pembinaan Guru Pendidikan Dasar pada tahun 2017 melaksanakan riview, revisi, dan mengembangkan modul paska UKG 2015 yang telah terintegrasi Penguatan Pendidikan Karakter (PPK) dan Penilaian Berbasis Kelas, serta berisi materi pedagogik dan profesi yang akan dipelajari oleh peserta selama mengikuti program pengembangan keprofesian berkelanjutan. Modul pengembangan keprofesian berkelanjutan bagi guru jenjang sekolah menengah pertama ini diharapkan dapat menjadi bahan bacaan wajib bagi para peserta diklat untuk dapat meningkatkan pemahaman tentang kompetensi pedagogik dan profesi terkait dengan tugas pokok dan fungsinya

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPESTUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI POKOK DIMENSI TIGA DITINJAU DARI AKTIVITAS BELAJAR SISWA SMA KELAS X DI KABUPATEN MAGETAN TAHUN PELAJARAN 2011/2012

The aims of this research were to know: (1) which one has a better learning achievement between cooperative learning STAD, TGT, and conventional learning, (2) which one has a better learning achievement; the students having high, medium, or low learning activity, (3) which one gives a better learning achievement based on their high, medium, and low learning activity between cooperative learning STAD, TGT and conventional learning. The population of the research was the whole students of tenth grade of senior high school in Magetan. The sampling technique was done withstratified cluster random sampling. Based on the result of data analysis, it can be concluded: (1) The cooperative learning STAD gave a better learning achievement than TGT, TGT gave a better achievement than conventional learning, and STAD gave a better learning than conventional learning. (2) The students with higher learning activity had a better learning achievement than the students with lower learning activity. (3) For studentshaving high learning activity, cooperative learning STAD had a better learning achievement than TGT and conventional learning, and cooperative learning TGT and conventional learning had the same learning achievement.For students having medium learning activity, cooperative learning STAD and TGT had the samelearning achievement and so didTGTand conventional learning, however, cooperative learning STAD had a better learning achievement than conventional learning. For students havinglow learning activity, cooperative learning STAD, TGT, and conventional learning had the same learning achievement

Strategi Heuristik Dengan Pendekatan Metakognitif Dan Investigasi Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau Dari Kreativitas Siswa Madrasah Aliyah

This study aims to determine the effectiveness of heuristic strategies for each category of learning approaches, creativity, and its interaction with mathematical problem solving ability. Form of quasi-experimental research is the 2 x 3 factorial design. The study population was all students of class XII Madrasah Aliyah in Pontianak. Sampling was done by stratified cluster random sampling technique. The instrument used to collect the data is the initial ability test, questionnaire creativity, and problem solving skills math test. Based on hypothesis testing using a two-way Anova different cells and further testing, be concluded that: Metacognitive learning approach in strategy resulted in the ability of problem solving heuristics better than the investigative approach to learning, both in general and by category creativity level. And students who have high creativity have problem solving abilities better than students who have moderate to low creativity, and creativity are the students who have the ability to have better problem solving than students who have low creativity (high > was > low), both in general and by category of learning approache

Probabilistic Thinking Level of Junior High School Students with Low Mathematical Abilities Who Have Not Learn Probability Material

This research aims to describe the level of probabilistic thinking of Junior High School of 2 Rembang students with low mathematical abilities and have not formally learn probability material in the sample space construct, experimental probability from an event, and probability comparison. The subjects of this research were 2 low mathematical students of class VII.7. This is a qualitative research using case studies. The main instrument in this research was the researcher, and the supporting instruments in this research were tasks in the form of probabilistic problems and interview guidelines. The data obtained by the researcher were validated using time and source triangulation. The results show that the level of probabilistic thinking of junior high school students with low mathematical abilities who had not formally learn probability material is as follows: (a) In the sample space construct, students are at level 2 (transitional level) with the characteristics of being able to register a complete set of results of a one-stage experiment and sometimes a two-stage experiment. (b) In the construct of experimental probability for an event, students are at the subjective level (level 1) with the characteristics of using subjective opinions to determine the most likely or least likely events. (c) In the probability comparison construct, students are at the subjective level (level 1) with the characteristics using subjective opinion to compare the probability of an event in two different sample spaces

EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) PADA MATERI POKOK LUAS PERMUKAAN SERTA VOLUME PRISMA DAN LIMAS DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SEMESTER GENAP SMP NEGERI 2 KARTASURA TAHUN AJARAN 2011/2012

Tujuan penelitian ini adalah untuk mengetahui apakah model pembelajaran Missouri Mathematics Project dapat menghasilkan prestasi belajar matematika yang lebih baik daripada model pembelajaran langsung, baik secara umum maupun ditinjau pada masing-masing tingkat kemampuan spasial siswa. Selain itu, untuk mengetahui apakah siswa dengan kemampuan spasial yang lebih tinggi menghasilkan prestasi belajar matematika yang lebih baik daripada siswa dengan kemampuan spasial yang lebih rendah pada materi pokok luas permukaan serta volume prisma dan limas. Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 2x3. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Kartasura sebanyak 251 siswa. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Sampel dalam penelitian ini berjumlah 71 siswa. Instrumen yang digunakan untuk mengumpulkan data adalah nilai mid semester genap tahun ajaran 2011/2012, tes prestasi belajar matematika, dan tes kemampuan spasial siswa. Uji coba instrumen meliputi validitas isi, tingkat kesukaran, daya beda, dan reliabilitas. Uji prasyarat meliputi uji normalitas menggunakan metode Lilliefors serta uji homogenitas variansi menggunakan metode Bartlett dan uji-F. Uji keseimbangan menggunakan uji-t. Uji hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama. Berdasarkan pengujian hipotesis diperoleh kesimpulan bahwa model pembelajaran Missouri Mathematics Project menghasilkan prestasi belajar matematika yang lebih baik daripada model pembelajaran langsung, baik secara umum maupun ditinjau pada masing-masing tingkat kemampuan spasial serta untuk siswa yang mempunyai kemampuan spasial tinggi menghasilkan prestasi belajar matematika yang lebih baik daripada siswa yang mempunyai kemampuan spasial sedang dan rendah sedangkan siswa yang mempunyai kemampuan spasial sedang menghasilkan prestasi belajar matematika yang sama baiknya dengan siswa yang mempunyai kemampuan spasial rendah. Kata kunci: Missouri Mathematics Project, Pembelajaran Langsung, Kemampuan Spasia