Eksperimentasi Pembelajaran RME dengan Problem Solving dan RME dengan Problem Posing Ditinjau dari Kreativitas Siswa

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta city on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model

PENERAPAN MODEL PEMBELAJARAN BERBALIK (RECIPROCAL TEACHING) DITINJAU DARI AKTIVITAS DAN HASIL BELAJAR SISWA

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student activity. Many factors influence the results of student learning, including learning system used in presenting the subject matter inappropriate, as well as the lack of students understand the concepts being taught. Based on the results of the pre-survey, retrieved the data value of the Mid Semester Even-Numbered Years Lessons 2014/2015 that of the 23 students there are 13 students who are learning or mastery of 56,52%. It takes the efforts of teachers to choose the model of learning material appropriate to each lesson. For the average activity of students obtained an increase in the activity of learning from 52,42% on cycle I became 64,2%5 in cycle II. As for the student learning outcomes there is also increased, the average results of the learn cycle I is 63,54, while on cycle II increased to 70,65 and success of the student learning at the end of the cycle reaches 81,09. It was concluded that the reciprocal teaching model, can improve the learning results of activity and grade VIII SMP Negeri 4 Metro

UPAYA MENINGKATKAN AKTIVITAS, MOTIVASI DAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN METODE DISKUSI KELOMPOK KECIL PADA SISWA KELAS XI IPA SMA NEGERI 2 METRO TAHUN PELAJARAN 2014/2015

Penelitian ini bertujuan untuk meningkatkan aktivitas, motivasi dan hasil belajar siswa mata pelajaran matematika materi peluang melalui metode diskusi kelompok kecil. Penelitian ini adalah penelitian tindakan kelas dengan adalah siswa kelas XI IPA SMA Negeri 2 Metro tahun pelajaran 2014/2015 yang berjumlah 36 siswa. Penelitian yang dilakukan adalah penelitian tindakan kelas (PTK). Penelitian ini berlangsung dalam dua siklus, dan setiap siklusnya dilakukan sebanyak dua pertemuan. Teknik pengumpulan data menggunakan pengamatan langsung, uji angket, uji soal kemampuan materi peluang. Berdasarkan hasil analisis data menunjukkan bahwa penggunaan metode diskusi kelompok kecil dapat meningkatkan aktivitas, motivasi, dan hasil belajar siswa dari siklus I ke siklus II. Untuk rata-rata aktivitas siswa diperoleh peningkatan aktivitas belajar dari 57,64% pada siklus I menjadi 69,98% pada siklus II. Sedangkan untuk rata-rata motivasi siswa diperoleh peningkatan motivasi belajar yang tergolong mempunyai motivasi tinggi yaitu dari 27,78% pada siklus I menjadi 63,89% pada siklus II. Rata-rata hasil belajar diperoleh peningkatan dari 54,03% pada Pra PTK menjadi 62% pada siklus I dan 72,78% pada siklus II. Untuk siswa yang tuntas belajar meningkat dari 41,67% pada Pra PTK menjadi 72,22% pada siklus II. Berdasarkan Hasil pembahasan diperoleh kesimpulan sebagai berikut: Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan aktivitas belajar matematika pada siswa kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan aktivitas belajar siswa sebesar 12,34% yaitu dari 57,64% pada siklus I menjadi 69,98% pada siklus II. Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan Motivasi belajar matematika siswa pada kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan Motivasi belajar siswa yang tergolong mempunyai motivasi tinggi sebesar 36,11%  yaitu dari 27,78% pada siklus I menjadi 63,89% pada siklus II. Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan hasil belajar matematika pada siswa kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan hasil belajar siswa pada pokok bahasan suku banyak yaitu sebesar 18,75% dari 54,03% pada Pra PTK menjadi 72,78% pada siklus II. Untuk siswa yang tuntas belajar meningkat sebesar 30,55% dari 41,67% pada Pra PTK menjadi 72,22% pada siklus II

PENGEMBANGAN E-LKPD BERBANTU LIVEWORKSHEET MATERI TRIGONOMETRI

Tujuan penelitian dan pengembangan (R&D) ini adalah untuk menghasilkan media pembelajaran E-LKPD berbantu Liveworksheet materi Trigonometri yang valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Develop, Implementation, dan Evaluation). Penelitian ini dilakukan di SMAN 1 Sekampung. Subjek penelitian adalah peserta didik kelas X SMAN 1 Sekampung. Objek penelitian ini adalah E-LKPD Trigonometri berbantu Liveworksheet. Instrumen pengumpulan data yang digunakan adalah  lembar wawancara, lembar validasi, lembar respon dan tes. Lembar wawancara digunakan pada kegiatan prasurvei yang diisi oleh guru dan peserta didik. Lembar validasi berupa materi dan media digunakan pada kegiatan uji validasi produk. Lembar respon digunakan pada kegiatan uji kepraktisan produk. Tes digunakan untuk menguji kompetensi peserta didik selama pembelajaran pada kegiatan uji keefektifan produk. Berdasarkan hasil penelitian menunjukkan kualitas produk E-LKPD berbantu Liveworksheet materi Trigonometri yang dihasilkan berdasarkan aspek kevalidan memenuhi kriteria sangat valid dengan persentase kevalidan sebesar 90,75%. Berdasarkan hasil uji kepraktisan, E-LKPD berbantu Liveworksheet materi trigonometri memenuhi kriteria sangat praktis dengan persentase kepraktisan sebesar 85,7%. Berdasarkan hasil tes uji keefektifan, E-LKPD berbantu Liveworksheet materi Trigonometri memenuhi kriteria sangat efektif dengan rata-rata nilai 90,16.  Berdasarkan hasil validasi yang dilakukan dengan 4 validator ahli, hasil uji kepraktisan yang dilakukan dengan 10 peserta didik dan hasil tes uji keefektifan oleh 30 peserta didik, disimpulkan bahwa E-LKPD berbantu Liveworksheet materi Trigonometri dinyatakan sangat valid, sangat praktis dan sangat efektif.The purpose of this research and development (R&D) is to produce valid, practical and effective E-LKPD learning media assisted by Liveworksheets for Trigonometry. This study uses the ADDIE development model (Analysis, Design, Develop, Implementation, and Evaluation). This research was conducted at SMAN 1 Sekampung. The research subjects were students of class X SMAN 1 Sekampung. The object of this research is E-LKPD Trigonometry assisted by Liveworksheet. The data collection instruments used were interview sheets, validation sheets, response sheets and tests. The interview sheet was used in the pre-survey activity which was filled out by teachers and students. Validation sheets in the form of materials and media are used in product validation test activities. The response sheet is used in the product practicality test activity. The test is used to test the competence of students during learning in product effectiveness test activities. Based on the results of the study, the quality of the E-LKPD product assisted by the Liveworksheet of Trigonometry material produced based on the aspect of validity met the very valid criteria with a percentage of validity of 90.75%. Based on the results of the practicality test, the E-LKPD assisted by the Liveworksheet of trigonometry material meets the very practical criteria with a practicality percentage of 85.7%. Based on the results of the effectiveness test, the E-LKPD assisted by the Liveworksheet for Trigonometry met the criteria for being very effective with an average score of 90.16. Based on the results of the validation conducted with 4 expert validators, the results of the practicality test conducted with 10 students and the results of the effectiveness test by 30 students, it was concluded that the E-LKPD assisted by the Liveworksheet for Trigonometry material was declared very valid, very practical and very effective

Efektifitas Penggunaan Metode Pembelajaran Quantum Learning terhadap Kemampuan Pemahaman Konsep Matematis Mahasiswa

This study was conducted to improve the mastery of student concepts on calculus materials using Quantum Learning method, this research is motivated because the learning of calculus has not seen any mastery of concept implemented during learning. Therefore formulated problems in this research is how the implementation of learning calculus by using the method of Quantum Learning, and how to increase the mastery of concepts on learning calculus mathematics by applying the method of Quantum Learning. The purpose of this study is to determine the ability to understand mathematical concepts of students who obtain learning Quantum Learning and students who obtain conventional learning. The type of research is a quasi-experiment with the design is Posttest-Only Design. The sample in this research is a student of 3rd semester of Muhammadiyah Metro University. The technique of data collecting using ability comprehension test of mathematical concept and hypothesis test using t-test. From the result of hypothesis test using t test that is tct = 4,136 and ttable = 2,035 which show at significant level α = 0,05 yield tcount ttable and states that H0 is rejected means ability of comprehension mathematical concept of a student who gets learning of Quantum Learning is higher than student Who acquired conventional learning.The purpose of this study was to determine the ability to understand mathematical concepts of students who obtained Quantum Learning and students who received conventional learning. This type of research is a quasi-experimental design that is Posttest-Only Design. The sample in this study were third semester students of Muhammadiyah Metro University. Data collection techniques use the ability to understand mathematical concepts and test hypotheses using the t-test. From the results of the hypothesis testing using the t test that is tcount = 3.035 and ttable = 2.012 which shows at a significant level a = 0.05 produces tcount ttabel and states that H0 is rejected means the ability to understand mathematical concepts of students who get Quantum Learning is higher than students who get conventional learning.

Pengembangan Bahan Ajar Trigonometri Dengan Pendekatan RME Berbasis Aplikasi Schoology

This study aims to determine the benefits of teaching materials based on the application of Schoology in the course of trigonometry in the lecture. One of the hallmarks of Schoology-based teaching materials is to use the Schoology app which is one of the web-based social web pages which offers the same learning as in a class free and easy to use. Through Schoology, the management of learning is very easy. Schoology is also almost the same function with other web pages in which it offers lecturers to load materials, learning materials, structured quizzes. This research is a kind of research development. Research methodology used as follows: (1) research and information gathering, (2) planning, (3) product development, (4) initial test, (5) product revision, (6) field trial, (7) field trial products, (8) product operational trials, (9) product revisions and (10) implementation. The achievement of this research is teaching materials based on Schoology which can support lecturer of trigonometry in the mathematics education program. This teaching material is feasible to use and the achievements generated in the development of teaching materials based on this schoology is to improve students' learning outcomes in trigonometric courses.Keywords: development,  teaching materials, schoology, trigonometr

PENGARUH PEMBELAJARAN SCAFOLDING TERHADAP PEMAHAMAN KONSEP INTEGRAL MAHASISWA

The research was conducted to find out the influence of learning model of scaffolding to understanding consept of integral. The design of this research is quasi experiment consisting of 1 experiment class and 1 control class. The purpose of this research is to examine and know the difference understanding concept of integral, students who obtained learning model of scaffolding and students who received conventional learning. This research was conducted at Muhammadiyah University of Metro. The population is all students of mathematics semester 2 Universitas Muhammadiyah Metro. Two classes are drawn into a sample, 1 class as a control class and 1 other class is given learning model of scaffolding. Based on the results of research that has been done can be concluded that there is a difference understanding integral concept students who obtain learning model of scaffolding and students who obtain conventional learning

PENGEMBANGAN HANDOUT DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA UNTUK MEMFASILITASI KEMAMPUAN KOMUNIKASI MATEMATIS

ABSTRAK Penelitian ini bertujuan untuk mengetahui kepraktisan handout  dengan pendekatan Pendidikan  Matematika Realistik Indonesia (PMRI) untuk memfasilitasi kemampuan komunikasi matematis peserta didik. Jenis penelitian yang digunakan adalah ADDIE. Tahapan penelitian ini adalah tahap analisis (Analysis), tahap desain (Design), tahap pengembangan (Development), tahap implementasi (Implementation)  dan tahap evaluasi (Evaluation). Hasil validasi handout dengan pendekatan PMRI untuk memfasilitasi kemampuan komunikasi matematis adalah valid dan hasil uji kelompok kecil adalah praktis. Hal ini dapat dilihat dari presentase ahli materi 82,63%, ahli bahasa 80% dan ahli desain 75,71% dengan rata-rata validasi adalah 79,43% dengan kriteria valid. Rata-rata presentase uji kepraktisan adalah 80% dengan kriteria praktis. Kata kunci: handout; kemampuan komunikasi matematis; Pendidikan Matematika Realistik Indonesia (PMRI)   ABSTRACT This study aims to determine the practicality of the handout with the Indonesian Realistic Mathematics Education (PMRI) approach to facilitate students' mathematical communication skills. The type of research used is ADDIE. The stages of this research are the analysis stage, the design stage, the development stage, the implementation stage and the evaluation stage. The handout result validation using the PMRI approach to facilitate mathematical communication skills are valid and small group test results are practical. This can be seen from the percentage of material experts 82.63%, 80% linguists and 75.71% design experts with an average validation of 79.43% with valid criteria. The average percentage of practicality tests is 80% with practical criteria. Keywords: handout; Indonesian Realistic Mathematics Education (PMRI); mathematical communication skills &nbsp

PENGEMBANGAN ALAT PERAGA BANGUN RUANG TIGA DIMENSI

This research and development aimed to produce a learning media in the form of three-dimensional teaching aids on solid (geometry) materials that meet valid and practical criteria. This research used a 4D development model (Define, Design, Develop, Disseminate). In this study, the disseminate stage was not carried out because the purpose of this study was only to produce valid and practical products for learning. The validity of the product was shown through the assessment of the validator consisting of 2 media experts and 2 material experts, in the aspect of media validity an average percentage of 88% was included in the very valid criteria, while the material validity had an average percentage of 82% so that it was included in the very valid criteria. Thus, the validation results from the two experts obtained an average of 86% with very valid criteria. Furthermore, the results of the analysis from the practicality test stage carried out in small groups of 10 students produced an average percentage of 87% so that it was included in the very practical criteria. Based on the results obtained, it can be concluded that the three-dimensional teaching aids of solid met the valid and practical criteria.Penelitian dan pengembangan ini bertujuan untuk menghasilkan sebuah media pembelajaran berupa alat peraga tiga dimensi pada materi bangun ruang yang memenuhi kriteria valid dan prakis. Penelitian ini menggunakan model pengembangan 4D (Define, Design, Develop, Dissiminate). Pada penelitian ini tahap dissiminate tidak dilakukan karena tujuan penelitian ini hanya menghasilkan produk yang valid dan praktis untuk pembelajaran. Kevalidan produk ditunjukan melalui penilaian validator yang terdiri dari 2 ahli media dan 2 ahli materi, pada aspek kevalidan media memperoleh rata-rata persentase 88% masuk dalam kriteria sangat valid, sedangkan kevalidan materi memperoleh rata-rata persentase sbesar 82% sehingga masuk dalam kriteria sangat valid. Dengan demikian hasil validasi dari kedua ahli memperoleh rata-rata sebesar 86% dengan kriteria sangat valid. Selanjutnya hasil analisis dari tahap uji kepraktisan yang dilakukan pada kelompok kecil yang berjumlah 10 siswa menghasilkan rata-rata persentase 87% sehingga masuk dalam kriteria sangat praktis. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa alat peraga bangun ruang tiga dimensi memenuhi kriteria valid dan praktis