DDMD: DESAIN DIDAKTIS DENGAN TEKNIK MNEMONIC DEVICE UNTUK MENINGKATKAN PEMAHAMAN KOGNITIF

Bahan ajar adalah segenap bahan yang dipakai guru dalam membantu pelaksanaan kegiatan belajar mengajar di kelas. Bahan ajar merupakan bagian penting dari suatu proses pembelajaran dan salah satu solusi pembelajaran di era industri 4.0 sehingga diharapkan materi ajar diharapkan bisa mengurangi beban guru dalam kegiatan pembelajaran. Tujuan penelitian ini adalah untuk mengetahui validitas, tanggapan siswa dan pendidik terhadap bahan ajar tasawuf dengan teknik mnemonic device. Metode penelitian yang digunakan adalah penelitian dan pengembangan dengan Borg and Gall System dengan 7 dari 10 tahapan modifikasi. Hasil penelitian menunjukkan bahwa bahan ajar sangat layak dengan persentase rata-rata ahli media, bahasa dan materi sebesar 85,19%. Uji kelompok kecil dengan persentase 74,75% pada kriteria menarik dan uji lapangan dengan persentase 89% pada kriteria sangat menarik. Dari hasil tersebut mengindikasikan bahwa bahan ajar yang dikembangkan tersebut dapat digunakan dalam pembelajaran Pendidikan Agama Islam di era industri 4.0

Pengembangan Modul Pembelajaran Matematika Berbasis Saintifik

Penelitian ini bertujuan untuk: 1) Mengembangkan dan Mengetahui kualitas  modul pembelajaran matematika pada materi lingkaran berbasis saintifik ditinjau dari kevalidan dan keefektifan. Jenis penelitian ini adalah penelitian pengembangan prduk, berupa modul yang dikembangkan dengan berbasis saintifik.  Dalam pengembangan modul ini peneliti mengacu pada model pengembangan 4D yang terdiri dari 4 tahap  (Define, Design, Development, dan Disseminate) yaitu:  (1) Define yang meliputi observasi langsung pada siswa di lapangan, (2) Design yang meliputi penyusunan modul dari aspek isi, bahasa, saintifik yang disesuaikan dengan kebutuhan siswa, (3)  Development yang meliputi tahap pembaharuan produk awal yang telah diselesaikan dan kemudian diperbaiki, (4) Disseminate ialah tahap penggunaan prduk yang telah diperbaiki kemudian disebarluaskan ke lapangan., berdasarkan hasil angket respon siswa dan hasil evaluasi oleh ahli materi dan ahli media, efektif dengan ketuntasan hasil belajar yang sangat baik. Sehingga dapat disimpulkan bahwa modul pembelajaran matematika berbasis saintifik ini berhasil dikembangkan manjadi bahan ajar yang lebih baik karena telah disusun sesuai dengan kebutuhan siswa dan mampu memberikan kebermanfaatan bagi pembelajaran. &nbsp

Analisis Kemampuan Berpikir Kritis Matematis : Dampak Pendekatan Saintifik ditinjau dari Kemandirian Belajar

The purpose of this study is to find out whether there are: (1) the influence of the scientific approach on students’ critical thinking skills; (2) the influence of learning independence on students’ mathematical critical thinking ability; (3) the interaction between the scientific approach and the learning independence of students’ critical thinking skills. This research is a quasy experimental design research with 2x3 factorial design. Sampling technique in this research use probability sampling with cluster random sampling. The research instrument used is questionnaire self-reliance learning and test of critical thinking ability mathematically. Data from the results of tests of mathematical critical thinking ability were analyzed using anava test of two unequal cell paths and further tests using a double comparison test with the Scheffe method. The results showed that: (1) there was an influence of the scientific approach on students’ critical thinking skills; (2) there is influence of learning independence to students’ critical thinking ability mathematically; (3) there is no interaction between the scientific approach and the learning independence of mathematical critical thinking skills

Eksperimentasi Model Pembelajaran Kooperatif Tipe Stad Dan Tgt Dengan Pendekatan Kontekstual Terhadap Prestasi Belajar Dan Aspek Afektif Matematika Siswa Ditinjau Dari Kecerdasan Majemuk

The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics

Pengembangan E-Modul Berbasis Learning Content Development System Pokok Bahasan Pola Bilangan SMP

This study aims to produce instructional materials in the form of electronic module based learning content development system on the matter of pattern number. This research method is Research and Development (R D) based on ADDIE model. Assessment of material experts on the learning media is included in the category of "Valid" with an average value of 3.46. The media expert's assessment of this e-module is included in the "Valid" category with an average grade of 3.66. The linguist's assessment of this medium is included in the "Valid" category with an average grade of 3.6. In a small-scale trial followed by 10 students of class VII obtained an average score of 3.65 based on the results of a response questionnaire that has been filled by the learner, this result puts the e-module on the criteria "Very Interesting". In large-scale field trials followed by 30 students, the average score of attractiveness obtained was 3.55 on the criteria "Very interesting"

Students' Understanding of Online History Learning in Senior High School

This study aims to describe students' understanding of historical learning in online learning in high school, the results of research in analysis using cognitive theory, then research methods using qualitative methods using case study approach. Techniques used in conducting research and data collection using observation and interview techniques. The results showed that the transition from offline learning methods to online learning is quite affecting the effectiveness of teachers in delivering their material to students, where not all lessons can easily adapt to the transition of offline learning to online learning, one of which is history that at first students have a little difficulty to absorb and understand the learning done offline, but with the application of online learning due to covid-19 is enough to make it difficult for students to digest materials in online history learning

Mathematical reasoning abilities: The Impact of Novick's Learning and Somatic, Auditory, Visual, Intellectual Learning Styles

Every life needs a very important role especially the role in education. Improving the quality of education can be pursued by the use of appropriate learning models so as to improve students' reasoning abilities. The purpose of this study was to determine the differences in the influence of Novick's learning model and the learning model that is centered on educators on students' mathematical reasoning abilities, Knowing the interaction between learning models and SAVI learning styles (Somatic, Auditory, Visualization, Intelectually) on mathematical reasoning abilities learners. This research uses the Quasy Experiment Design method. The results obtained from this study are that learning by using Novick's learning model is more effective against mathematical reasoning for students, there is no interaction between Novick's learning model and SAVI learning style on mathematical reasoning abilities

Pengaruh Strategi Pembelajaran Heuristic Vee Terhadap Pemahaman Konsep Matematis Peserta Didik

The ability to understand the mathematical concepts of learners is important. However, some existing research suggests that understanding of the mathematical concepts of learners is still low. The low understanding of the mathematical concepts of learners is allegedly caused because students are still difficult in solving math problems and less active in the process of learning in class. The implementation of the heuristic vee expenditure strategy is expected to improve the problem. The purpose of this study is to determine the effect of heuristic vee learning strategy on the ability to understand the mathematical concepts of learners. This research type used Quasi-Experiment Design research and sampling technique used is Probability Sampling method with Random Sampling technique. Hypothesis test used in this research is the t-test. The result of statistical test shows that the value of t_hitung based on the calculation obtained t_hitung = 2.096, and t_table = 1.998 so t_hitungt_table, with a real level of 0.05, in other words, it can be concluded that the students' mathematical concept understanding that expected heuristic vee learning strategy better from the conceptual comprehension ability applied by the lecture method.

Pengembangan Modul Matematika Berbasis REACT terhadap Kemampuan Komunikasi Matematis Peserta Didik

Bahan ajar merupakan sarana atau alat pembelajaran berisi suatu materi, metode pembelajaran, batasan-batasan, serta cara mengevaluasi yang dirancang secara sistematis serta menarik untuk mencapai kompetensi pembelajaran. Namun kenyataannya pembelajaran matematika menggunakan bahan ajar buku cetak yang sulit dimengerti dalam segi bahasa maupun penjelasan dan pendidik belum membuat bahan ajar berbasis REACT. Penelitian ini bertujuan untuk menghasilkan bahan ajar berbasis REACT pada materi relasi dan fungsi dan untuk mengetahui efektifitas bahan ajar berbasis REACT pada materi relasi dan fungsi. Metode penelitian ini adalah Research and Development (RD) menggunakan model ADDIE yang terdiri dari Analysis (Analisis), Design (Perancangan), Development (Pengembangan), Implementation (Implementasi), Evaluation (Evaluasi). Berdasarkan data hasil validasi ahli materi diperoleh rata-rata skor 4,28 dengan kategori “sangat layak” dan ahli media dengan rata-rata skor 4,01 dengan kategori “sangat menarik”. Sedangkan respon peserta didik mengenai bahan ajar menghasilkan rata-rata skor pada skala kecil yaitu 4,4 dengan kriteria aspek kemenarikan “sangat menarik” dan skala besar yaitu 4,69 dengan kriteria aspek kemenarikan “sangat menarik”. Hasil penilaian uji efektifitas memperoleh skor N-Gain sebesar 0,688 dengan kualifikasi “sedang” dan untuk skor effect size sebesar 2,06 dengan kategori “tinggi” atau dapat dikatakan tingkat keefektifan “tinggi”. Jadi bahan ajar berupa modul pembelajaran matematika berbasis REACT pada materi relasi dan fungsi dinyatakan telah layak, menarik, dan efektif untuk digunakan sebagai bahan ajar dalam proses pembelajaran