SIGNIFIKANSI PERBEDAAN PRESTASI BELAJAR MATEMATIKA YANG DIAJAR DENGAN PEMBELAJARAN MODEL KOOPERATIF TIPETHINK PAIR SHARE (TPS) DANMODEL PEMBELAJARAN EKSPOSITORI PADA SISWA KELAS VIII SMP NEGERI 3 SUKAWATI TAHUN AJARAN 2015/2016

Menyadari bahwa secara teori pembelajaran model kooperatif tipe think pair share (TPS) mempunyai keunggulan pada proses mental dibandingkan dengan model ekspositori maka penelitian dengan judul seperti tersebut di atas tertarik untuk dilakukan. Penelitian ini adalah penelitian eksperimen dengan desain penelitian menggunakan “posttest-only control design”bertujuan untuk mengetahui apakah prestasi belajar matematika melalui model koopertif  tipe Think Pair Share (TPS) lebih baik secara signifikan dari pada prestasi belajar matematika darimodel ekspositori. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 3 Sukawati tahun pelajaran 2015/2016 yang berjumlah 335 siswa. Sampel diambil dengan teknik cluster random sampling dengan jumlah 72 siswa (terdiri dari duakelas yaitu Siswa Kelas VIIIA dengan jumlah 36 siswa sebagai kelompok eksperimen; yang diajar dengan model pembelajaran kooperatif tipe TPS dan siswa Kelas VIIIF dengan jumlah 36 siswa sebagai kelompok kontrol; yang diajar dengan pembelajaran model  ekspositori).Data yang dikumpulkan dalam penelitian ini adalahprestasi belajar matematika siswa dalam pembelajaran Faktorisasi Suku Aljabar denganmenggunakan teknik tes dalam bentuk tes objektif sebanyak 40 soal. Tes ini sudah memenuhi syarat validitas, reliabilitas, tingkat kesukaran, dan daya beda.Dari analisis statistik deskriptif diperoleh nilai rata-rata prestasi belajar matematika dari model koopertif tipe TPS adalah 73,19 dan dari model ekspositori adalah 68,82.Karena data sampel tidak berdistribusi normal maka uji hipotesis  dianalisis dengan statistik non parametrik Mann-Whitney Testdan dilajutkan dengan uji skor Zsatu sisi, dengan taraf signifikansi 5%. Dari uji skor Z diperoleh Zhit = 2,46, sedangklan Ztabel= 1,65. Hal ini menunjukkan bahwa Zhit>Ztab. Jadi prestasi belajar matematika yang diajar dengan pembelajaran model kooperatif tipe think pair share (TPS) lebih baik secara signifikan dari prestasi belajar matematika yang diajar dengan  Pembelajaran model ekspositori pada siswa kelas VIII SMP Negeri 3 Sukawati tahun pelajaran 2015/2016

STUDI KASUS TENTANG KEMAMPUAN ANALISIS MAHASISWA PADA KONSEP HARGA MUTLAK

This research is about case study which aimed to describe the ability of analysis thinking of student on absolute value concept. The ability data of analysis tinking student is collected by using essay test technic. The assessment of the answer test is corrected by using rubric assessment of analysis tinking ability. Facted, the obtaining score of student was 6 from 20 maximal ideal. Therefore, the conclution of the ability of analysis tinking of student is . This ability is very poor level. The causing of this poor level is guessed from internal factor in the form of lagging perceptual span so that the information process become uncomplete, and from the external factor in the form of interference learning environments

Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality

Teacher competence and teacher welfare are essential aspects to successfully improve education quality. Assessment instrument models for teacher competence and teacher welfare therefore important to be developed to meet the required standards. This study aims at developing a set of assessment instrument models for teacher competence, teacher welfare, and educational quality improvement. The study was designed for two years adopting the Research and Development method employing 4D models consisting of Define, Design, Develop and Disseminate. The result of this study is in the form of assessment models for teacher competence, teacher welfare, and quality of education which have been validated by selected teachers, principals, and school supervisors. This assessment models have strong beneficial significance to the improvement of education quality and teacher professional development

Perbedaan hasil belajar matematika siswa yang menggunakan model pembelajaran konvensional dengan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) berbantuan media powerpoint

AbstrakJenis penelitian ini merupakan penelitian eksperimen semu (quasi experimental), desain penelitian yang digunakan adalah Post-test Only Control Design. Populasi dari penelitian ini adalah seluruh siswa kelas X SMAN 6 Denpasar tahun pelajaran 2018/2019. Sempel diambil dengan teknik Cluster Random Sampling, diperoleh 2 kelas yaitu kelas X IPA 3 sebagai kelompok kontrol dan kelas X IPA 4 sebagai kelompok eksperimen dengan total sampel sebanyak 83 siswa. Data dianalisis menggunakan t-test satu pihak (pihak kanan) dengan taraf signifikansi 5%. Rata-rata hasil belajar siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe TAI berbantuan media powerpoint () adalah 80,00 sedangkan rata-rata hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional () adalah 73,7. Hasil analisis data penelitian menunjukkan bahwa thitung > ttabel yaitu 4,01 > 1,98969. Diperoleh thitung > ttabel maka H0 ditolak dan Ha diterima. Berdasarkan hasil tersebut terlihat bahwa hasil belajar kelompok eksperimen yang diajar dengan menggunakan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) berbantuan media powerpoint lebih baik daripada kelompok control yang diajar dengan model pembelajaran konvensional pada siswa kelas X SMAN 6 Denpasar tahun pelajaran 2018/2019. Penyebab lebih baiknya nilai rata-rata siswa pada kelas eksperimen dikarenakan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) adalah salah satu tipe atau model pembelajaran kooperatif yang mudah diterapkan, melibatkan, aktivitas seluruh siswa tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya dan reinforcement.Kata kunci: Perbedaan, Hasil Belajar, Kooperatif, TAI, Konvensional.  AbstractThis type of research is quasi-experimental research, the research design used is "Post-test Only Control Design". The population of this study was all students of class X SMAN 6 Denpasar in 2018/2019 academic year. The sample was chosen with the Cluster Random Sampling technique, obtained 2 classes namely Class X IPA 3 as a control group and Class X IPA 4 as an experimental group with a total of 83 students. Data were analyzed using a one-tail t-test (right tail) with a significance level of 5%. The average student learning outcomes taught by the TAI type cooperative learning model assisted by powerpoint media (1) is 80.00 while the average student learning outcomes taught by conventional learning models (2) are 73.7. The results of the analysis of the research data show that tcount> ttable is 4.01> 1.98969. Obtained tcount >ttable then H0 is rejected and Ha is accepted. Based on these results it can be seen that the experimental group learning outcomes taught using the cooperative learning model TAI (Team Assisted Individualization) assisted by powerpoint media are better than the control group taught with conventional learning models in class X students of SMAN 6 Denpasar in the 2018/2019 academic year. The reason for the better average scores of students in the experimental class is because the cooperative learning model type TAI (Team Assisted Individualization) is one type or model of cooperative learning that is easy to apply, involves, activities of all students without having differences in status, involving the role of students as tutors peer and reinforcement.Keywords: Differences, Results, Learning, Model, TAI, Conventional

Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality

Teacher competence and teacher welfare are essential aspects to successfully improve education quality. Assessment instrument models for teacher competence and teacher welfare therefore important to be developed to meet the required standards. This study aims at developing a set of assessment instrument models for teacher competence, teacher welfare, and educational quality improvement. The study was designed for two years adopting the Research and Development method employing 4D models consisting of Define, Design, Develop and Disseminate. The result of this study is in the form of assessment models for teacher competence, teacher welfare, and quality of education which have been validated by selected teachers, principals, and school supervisors. This assessment models have strong beneficial significance to the improvement of education quality and teacher professional development

Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality

Teacher competence and teacher welfare are essential aspects to successfully improve education quality. Assessment instrument models for teacher competence and teacher welfare therefore important to be developed to meet the required standards. This study aims at developing a set of assessment instrument models for teacher competence, teacher welfare, and educational quality improvement. The study was designed for two years adopting the Research and Development method employing 4D models consisting of Define, Design, Develop and Disseminate. The result of this study is in the form of assessment models for teacher competence, teacher welfare, and quality of education which have been validated by selected teachers, principals, and school supervisors. This assessment models have strong beneficial significance to the improvement of education quality and teacher professional development

Constructing assessment instrument models for teacher’s performance, welfare and education quality

The prime objective of this research is to design teacher performance assessment instrument model, teacher welfare instrument model, and instrument model of education quality improvement. To achieve these objectives needs analysis, potential field analysis, and other supporting analyzes were performed. The final product or outcome of this research is a set of assessment instrument models for teachers’ performance, teachers’ welfare, and educational quality improvement. The study was designed for two years adopting the Research and Development theory employing 4D model consisting of Define, Design, Develop, and Disseminate. The first year designated as a phase of Define and Design, aims to design a draft of the assessment instrument models. The second year, the activity was focused on the refinement of the final draft of the assessment instrument models for teacher performance, teachers’ welfare, and quality of education outcomes through focus group discussion (FGD) with the selected teachers, principals and school supervisors. The final research result is a set of valid assessment models of teachers’ performance, teachers’ welfare, and quality improvement of education

Classroom action research practices of state high school teachers in Bali province

The general purpose of this study was to find out the level of difficulty in preparing Classroom Action Research (CAR) Proposals, implementation and report writing of classroom action research conducted by state high school teachers in Bali Province. The present study was designed for two years, the study adopted the 4D model (Define, Design, Develop, and Disseminate). The first year (2018) was defined as the phase of Define and Design, which aims to design CAR proposals in line with the Lesson Plan (LP), the implementation of CAR by state high school teachers and report writing linear with List of Proposed Establishment of Credit (LPEC). The second year (2019) was the Development and Dissemination phase. The activities in this phase were (a) enhancing the development and improvement of CAR of state high school teachers in accordance with the proposal model, the CAR implementation model designed based on LP and CAR report model through Focus Group Discussion (FGD) which was attended by High School Teachers, High School Principals, High School Supervisors, LPEC High School Teachers Team, and the CAR participants from the Department of Education and Sport, Bali Province. The results of the second year research were the CAR proposals were linear with teachers’ LP, Classroom LP implementation, learning schedule, and CAR report writings were linear with LPEC and publication on international journal and textbook writings

Classroom action research practices of state high school teachers in Bali province

The general purpose of this study was to find out the level of difficulty in preparing Classroom Action Research (CAR) Proposals, implementation and report writing of classroom action research conducted by state high school teachers in Bali Province. The present study was designed for two years, the study adopted the 4D model (Define, Design, Develop, and Disseminate). The first year (2018) was defined as the phase of Define and Design, which aims to design CAR proposals in line with the Lesson Plan (LP), the implementation of CAR by state high school teachers and report writing linear with List of Proposed Establishment of Credit (LPEC). The second year (2019) was the Development and Dissemination phase. The activities in this phase were (a) enhancing the development and improvement of CAR of state high school teachers in accordance with the proposal model, the CAR implementation model designed based on LP and CAR report model through Focus Group Discussion (FGD) which was attended by High School Teachers, High School Principals, High School Supervisors, LPEC High School Teachers Team, and the CAR participants from the Department of Education and Sport, Bali Province. The results of the second year research were the CAR proposals were linear with teachers’ LP, Classroom LP implementation, learning schedule, and CAR report writings were linear with LPEC and publication on international journal and textbook writings