Developing National Character Through Mathematics Instruction Via Mathematics Instruction With Problem-Based Learning In Jigsaw Typed Cooperative Setting

National character which is the goal of national education is the intelligent character based on the value of faith, piousness, and noble qualities. Mathematics instruction oriented towards the development of learners’ potential most strategically contributes to the accomplishment of the goal. One of learning alternatives which can develop national character is mathematics instruction with problem based learning (PBL) in Jigsaw typed cooperative setting. Key words: problem-based, Jigsaw, characte

Developing National Character Through Mathematics Instruction Via Mathematics Instruction With Problem-Based Learning In Jigsaw Typed Cooperative Setting

National character which is the goal of national education is the intelligent character based on the value of faith, piousness, and noble qualities. Mathematics instruction oriented towards the development of learners’ potential most strategically contributes to the accomplishment of the goal. One of learning alternatives which can develop national character is mathematics instruction with problem based learning (PBL) in Jigsaw typed cooperative setting. Key words: problem-based, Jigsaw, characte

Pengaruh Penggunaan Model Pembelajaran Problem Based Instruction terhadap Kemampuan Pemecahan Masalah Matematik Siswa

Learning mathematics is meaningful when students can connect mathematical ideas, connecting mathematics to other disciplines, and connecting mathematics with everyday life, so that students can develop the skills. This quasi-experimental study aimed to determine whether the mathematical problem-solving ability of students who get a Instruction problem based learning model better than students who received conventional learning models. The sample population in this study were 16 high school students Garut. These results indicate that: ( 1 ) mathematical problem solving ability of students who get a Instruction problem based learning model better than students who received conventional learning models; ( 2 ) an increase in mathematical problem-solving ability of students who have learning model of Problem Based Instruction high category; ( 3 ) students' attitudes toward learning model of Problem Based Instruction in general showed a positive attitude

Eksperimentasi Model Pembelajaran Problem Based Instruction Dan Reciprocal Teaching Pada Materi Bangun Ruang Ditinjau Dari Gaya Belajar Siswa Kelas VIII SMP Negeri Se-kabupaten Wonogiri Tahun Pelajaran 2013/2014

This research aimed to know: (1) which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Wonogiri regency on academic year 2013/2014 and the sample was students from SMP Negeri 1 Slogohimo, SMP Negeri 1 Jatipurno and SMP Negeri 4 Jatisrono which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) Problem based instruction gave better achievement than reciprocal teaching, conventional gave the same achievement as problem based instruction and reciprocal teaching, 2) The students with visual had better achievement than the students with auditory and kinesthetic, the students with auditory had better achievement than students with kinesthetic, 3) At the students with visual, reciprocal teaching gave the same achievement as problem based instruction and conventional, problem based instruction gave better achievement than conventional. At the students with auditory, problem based instruction gave better achievement than reciprocal teaching, conventional gave better achievement than reciprocal teaching and gave the same achievement as problem based instruction. At the students with kinesthetic, problem based instruction gave the same achievement as reciprocal teaching and conventional, 4) In reciprocal teaching, the students with visual had better achievement than the students with auditory, the students with kinesthetic had the same achievement as the students with visual and auditory. In problem based instruction, the students with visual had the same achievement as the students with auditory and had better achievement than the students with kinesthetic, the students with auditory had better achievement than the students with kinesthetic. In conventional model, the students with visual had the same achievement as the students with auditory and kinesthetic

Pengaruh Pelaksanaan Model Problem Based Instruction (PBI) terhadap Antusias Belajar Siswa di SDI Lakiyung Kecamatan Somba Opu Kabupaten Gowa

Penelitian ini bertujuan untuk mengetahui (1) untuk mengetahuigambaran pelaksanaan model Problem Based Instruction (PBI)di SD Inpres Lakiyung Kabupaten Gowa (2) untuk mengetahuigambaran antusias belajar IPA(3) untuk mengetahui pengaruhmodel Problem Based Instruction (PBI) terhadap antusias belajar siswa pada mata pelajaran IPA di kelas IV SD Inpres Lakiyung Kabupaten Gowa.Penelitian ini adalah penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh siswa kelas IV semester ganjil SD Inpres Lakiyung Kabupaten Gowatahun ajaran 2017/2018.Teknik pengambilan sampel yang digunakan adalah teknik random sampling dan pengambilan sampel untuk penentuan kelas menggunakan teknik sampling sistematis. Teknik pengumpulan data (1) antusias melalui angket/kuesioner, dan (2) lembar observasi. Teknik analisis data dengan analisis deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa (1) pelaksanaan Model Problem Based Instruction (PBI)terhadap antusias belajar IPA meningkatkan antusias belajar siswa (2) Antusiasbelajarsiswamengalamipeningkatandilihatdaripretest antusiasbelajarsiswaberadapadakategorirendahsedangkanpadaposttest antusiasbelajarsiswaberadapadakategoritinggi (3) Ada pengaruh pelaksanaan model Problem Based Instruction (PBI)terhadap antusiasbelajar IPA siswa. Kata Kunci: Model PembelajaranProblem Based Instruction (PBI), danAntusiasBelaja

New VISTAs in Science Education

In the summer of 2012, a colleague and I attended the four-week Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Summer Science Institute where we were trained to conduct inquiry-based science teaching in a problem-based learning setting. We then implemented our training in our own academic classrooms by developing a Problem-Based Learning unit meeting the objectives of our Virginia standards-based science curriculum and selecting a topic with tics to our local community. Toward demonstrating that students, teachers, and educational systems stand to benefit from the implementation of this methodology, this article clarifies the following aspects: 1) outlines the problem, scenario, and process of developing a Problem-Based Leaming unit; 2) explains the delivery in the classroom; 3) analyzes ongoing formative and summative assessments; 4) and, discusses the influence on students, teachers, and instruction as a whole

Revitalizing the One-Shot Instruction Session Using Problem-Based Learning

Problem-based learning (PBL) provides the theoretical framework for a learner-centered active instructional experience that relies on collaboration, critical thinking, and hands-on interaction with resources. When used in a one-shot session, PBL challenges the instruction librarian to strengthen and renew their pedagogical skills. Sessions are lively and provide the opportunity for students and faculty to experience library instruction in a new and dynamic way. PBL and information literacy are ideal partners with limitless possibilities for enhanced library instruction

PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS DAN SELF REGULATED LEARNING SISWA SMA MELALUI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION.(PBI)

Pada proses pembelajaran matematika masih banyak siswa masih sulit merepresentasikan ide atau gagasan matematis yang mereka miliki baik dalam memahami suatu konsep ataupun penyelesaian masalah matematika secara mandiri. Apabila diamati, penyebab rendahnya kemampuan representasi matematis dan Self Regulated Learning siswa terletak pada faktor model pembelajaran yang kurang tepat. Oleh karena itu diperlukan suatu model pembelajaran yang bertujuan untuk mengembangkan kemampuan representasi matematis dan Self Regulated Learning siswa, salah satunya ialah model pembelajaran Problem Based Instruction. Tujuan penelitian ini adalah: 1) Untuk mengetahui peningkatan kemampuan representasi matematis siswa yang memperoleh model pembelajaran Problem Based Instruction lebih tinggi daripada siswa yang memperoleh model pembelajaran Konvensional 2) Untuk mengetahui Self Regulated Learning siswa yang memperoleh model pembelajaran Problem Based Instruction lebih tinggi daripada siswa yang memperoleh model pembelajaran Konvensioanl. Penelitian ini menggunakan metode eksperimen murni. Desain penelitian yang digunakan adalah Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMA PGII 2 Bandung. Adapun sampel dari penelitian ini adalah siswa kelas XI MIPA 2 sebagai kelas eksperimen dan siswa kelas XI MIPA 1 sebagai kelas kontrol. Instrumen yang digunakan adalah tes kemampuan representasi matematis dan angket Self Regulated Learning siswa. Pengolahan dan analisis data menggunakan uji two Independent Sample t-Test dan uji Mann Whitney dengan bantuan software Microsoft Excel dan software SPSS 18.0 for windows. Hasil penelitian menunjukkan bahwa: 1) Peningkatan kemampuan representasi matematis siswa yang memperoleh model pembelajaran Problem Based Instruction lebih tinggi daripada siswa yang memperoleh model pembelajaran Konvensional 2) Peningkatan Self Regulated Learning siswa yang memperoleh model pembelajaran Problem Based Instruction lebih tinggi daripada siswa yang memperoleh model pembelajaran Konvensional. Dengan demikian model Problem Based Instruction dapat dijadikan sebagai alternatif bagi guru dalam melaksanakan pembelajaran di kelas. Kata Kunci: Kemampuan Representasi Matematis, Self Regulated Learning, Model Pembelajaran Problem Based Instruction