Desain Didaktis Materi Kubus Dan Balok Untuk Mengatasi Kesulitan Penalaran Matematis Siswa SMP

This research is based of the lowness the Junior High School students’ mathematical reasoning ability at the Cube and Cuboid material. The research method used is didactical design. The first step of this research was to diagnose the Junior High School student’s difficulties in mathematical reasoning. The test was done towards 24 students at SMP Advent II Setiabudhi and 11 students at SMP Advent Parongpong. The result of the diagnostic test shows that the students had difficulties in Mathematical reasoning of Cube and cuboid material, difficulty in determining the spot of the line in the cube and cuboid that made, difficulty in doing the mathematical manipulation, difficulty in arranging the the prove of the cube and cuboid concept, difficulty in checking the argument validation, and difficulty in making a pattern for a generalization. Based on the difficulties of the students’ mathematical reasoning, the didactical design of learning was made with the purpose to overcome the Junior High Scholl students’  mathematical reasoning difficulties, that are: Give the steps to determine cuboid nets, adding more examples which has mathematical manipulation in it, give more complete  proof for cube area using  nets with colors, using graphs to help in making generalization, give example  for checking arguments validities, and give example to determine the nth pattern.Penelitian ini dilatarbelakangi oleh rendahnya kemampuan penalaran matematis siswa SMP pada materi kubus dan balok. Metode penelitian yang digunakan adalah penelitian desain didaktis. Penelitian diawali dengan melakukan tes diagnostik dengan tujuan untuk mengetahui kesulitan penalaran matematis siswa SMP. Tes diagnostik dilaksanakan pada 24 siswa SMP. Hasil diagnostik menunjukkan bahwa siswa mengalami kesulitan dalam penalaran matematis siswa pada materi kubus dan balok, yaitu: Kesulitan dalam menentukan titik-titik pada jaring-jaring kubus dan balok yang di buat, kesulitan melakukan manipulasi matematika,  kesulitan menyusun bukti konsep kubus dan balok, kesulitan menarik kesimpulan, kesulitan memeriksa kesahihan suatu argumen, dan kesulitan membuat suatu pola untuk generalisasi. Berdasarkan kesulitan-kesulitan kemampuan penalaran matematis siswa, maka dirancang desain didaktis pembelajaran yang bertujuan untuk mengatasi kesulitan-kesulitan kemampuan penalaran matematis siswa SMP, yaitu: memberi gambaran atau langkah-langkah dalam membuat jaring-jaring kubus, memperbanyak contoh-contoh soal dan latihan soal yang memuat indikator manipulasi matematika, menyusun bukti luas balok dengan lebih lengkap disertai jaring-jaring balok yang diberi warna, membuat gambar dalam soal untuk memudahkan menarik kesimpulan, memberikan contoh soal memeriksa kesahihan argument, dan memberi  contoh soal yang membahas penentuan pola ke-n.  

Autogoverno e autonomia. Baschi e siciliani a confronto

L'articolo si occupa delle origini del concetto di autonomia rintracciando nella giurisprudenza medievale le caratteristiche distinzioni con l'autogoverno

Enhancement of Junior High School Students Problem Solving Ability Using Missoury Mathematics Project Learning Model with Individual and Small Group Assignments

Mathematical problem solving ability is very important since it can help students to solvetheir daily problems. Studies shows that most of students only wants to know the standardprocedures when they learn mathematics, and tends to give up when the given problems aredifferent. This comparative study aims to know the students mathematical problem solvingenhancements, and whether there is significant difference between two groups of studentswhich acquire Missoury Mathematics Project learning model with individual or small groupassignments. Samples for this research are junior high school students from SMP Advent IIBandung, grade seven. The instruments used in this research are mathematical problemsolving test and quesionaire of responses. The research result shows that the mathematicalproblem solving enhancement categorized as high1. And there is a significant differencebetween those two groups of students which acquire Missoury Mathematics Project learningmodel with individual or small group assignments2. While the result from the quesionaire ofresponses shows that students like the Missoury Mathematics Project learning model

The Effect of Mathematical Problems Domain to the Students Mathematical Problem Solving Enhancement

The purpose of this study is to see the effectiveness of considering the mathematical problems domain to increase students problem solving ability. More specific, this study aimed to compare the students mathematical problem solving enhancement, between groups of students who are given learning strategies with due regard to mathematical problems domain and groups of students who are given learning strategies regardless to mathematical problems domain. In the group of students where mathematical problems domain was considered, female students will solve mathematical problems with the feminine domain, and male students will solve mathematical problems with masculine domain. Sampels in this study are junior high school (SMP) students grade VII and VIII, and senior high school (SMA) students grade XI, two classes for each grade for the comparative study. Three different teaching strategies were implemented, ATI (Aptittude Treatment Interaction) for the grade VIII students, Treffinger for the grade VII students, and MEA (Means Ends Analysis) for the grade XI students. The instruments are problem solving tests (pretest and posttest) with mathematical problems domain feminine, masculine or general. The result showed that students who are given learning strategies with due regard to mathematical problems domain, have significantly better mathematical problem solving enhancement, than the students who are given learning strategies regardless to mathematical problems domain. This applies for the ATI, Treffinger and MEA learning strategies.Key words: Mathematical problem solving, , learning strategy, ATI, Treffinger, MEA, problems domain

ANALYSIS ON THE PROSPECTIVE TEACHERS’ SELF CONCEPT AND ITS CORRELATION WITH THE ACADEMIC ACHIEVEMENT

Students’  self concept  is one component  in the students’ personality  development. That is the students’ individual  perception about him or herselves in a realistic  way. The aim of this study is to analyze the prospective teachers’ self concept, more specific the mathematics and the English prospective teachers, and its correlation with the academic achievement. The sample in this study are 40 mathematics and 46 English prospective  teachers in the Faculty of Teachers’ Training and Educational Science, Universitas Advent Indonesia. The instrument used in this study is the Tennessee Self Concept Scale which consist of 70 statements of eight self concept aspects. The result of the study shows that: (1) All the prospective teachers has positive self concept; (2) there are no significant difference between the mathematics  and the English prospective teachers self concept, totally and partially; (3) there are no significant correlation between the prospective teachers’ self concept and the academic achievement, for the mathematics or the English prospective teachers, or both, though their academic achievement differ significantly

ANALISIS TERHADAP KEMANDIRIAN MAHASISWA DALAM BELAJAR STATISTIKA

Penelitian ini bertujuan untuk mengetahui bagaimana motivasi dan pembelajaranregulasi diri dan faktor manakah yang paling dominan pada motivasi dan strategi regulasi dirimahasiswa dalam belajar statistika. Sampel pada penelitian ini adalah 202 mahasiswa pesertakelas statistika pada program studi manajemen dan akuntansi di Universitas Advent Indonesia.Instrumen yang digunakan untuk mengukur strategi motivasi belajar adalah instrumen bakuMSLQ (Motivated Strategies for Learning Questionaire) dari Pintrich dan DeGroot. Faktorfaktordari motivasi dan pembelajaran regulasi diri adalah: Self Efficacy, Intrisic Factor, TestAnxiety, Cognitive Strategy Use, Self Regulation. Metode penelitian yang digunakan adalahmetode kuantitatif dengan analisa deskriptif dan analisa faktor. Hasil penelitian menunjukkanbahwa secara rerata, mahasiswa fakultas ekonomi di Universitas Advent Indonesia memilikiSelf-Efficacy, Intrisic Value, Cognitive Strategy Use dan Self-Regulation yang baik, serta TestAnxiety yang cukup baik. Selanjutnya ditemukan bahwa faktor Cognitive strategy use palingdominan dalam motivasi dan strategi regulasi diri mahasiswa fakultas ekonomi UniversitasAdvent Indonesia dalam belajar statistika

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Learning style is a behavior that is intentionally done by students in the form of cognitive, affective and psychological behavior to obtain changes in learning. Information about student learning styles can help teachers determine the learning strategies to be used. This study aims to determine how the learning styles of high school students in Bandung. This is  descriptive research, and the sample in this study was 275 students from several secondary schools in Bandung. The learning style measurement instrument used is the "Perceptual Learning Style Preference Questionnaire" (PLSPQ) made by Reid (1987) which states there are six learning styles (visual, tactile, auditory, group or group, kinesthetic, individual), and translated into Indonesian. The results showed that: (1) There were 20.73 percent of students who had only one dominant or "major" learning style. , (2) There are 55.27 percent of students who have more than one dominant learning style, (3) There are 24 percent of students who do not have any dominant learning style. Other results are: The majority of high school students have a kinesthetic learning style (learning through their overall body experience or involved physically in classroom experiences) and or group learning style (learning with other friends in a group) as the dominant learning style.Gaya belajar merupakan perilaku yang sengaja diperbuat oleh siswa berupa perilaku kognitif, afektif dan psikologikal untuk memperoleh perubahan dalam belajar. Terdapat Informasi mengenai gaya belajar siswa dapat membantu guru dalam menentukan strategi pembelajaran yang akan digunakan. Penelitian ini bertujuan untuk mengetahui bagaimana gaya belajar siswa-siswa Sekolah Menengah  di Bandung.  Metode penelitian ini adalah penelitian deskriptif, dan sampel pada penelitian ini adalah 275 siswa dari beberapa sekolah menengah di Bandung. Sedangkan instrumen pengukuran gaya belajar yang digunakan adalah “Perceptual Learning Style Preference Questionnaire” (PLSPQ) yang dibuat oleh Reid (1987) yang menyatakan terdapat enam gaya belajar (Visual, taktil, auditory, kelompok atau grup, kinestetik, individual), dan diterjemahkan ke dalam bahasa Indonesia. Hasil penelitian  menunjukkan bahwa: (1) Terdapat 20,73 persen siswa yang memiliki hanya satu gaya belajar yang dominan atau bersifat “major”, (2) Terdapat 55,27  persen  siswa yang memiliki lebih dari satu gaya belajar dominan, (3) Terdapat 24 persen siswa yang tidak memiliki satupun gaya belajar yang dominan. Hasil lainnya adalah: Mayoritas siswa sekolah menengah memiliki gaya belajar kinestetik (belajar melalui pengalaman tubuhnya secara menyeluruh) dan atau gaya belajar kelompok  (belajar bersama teman dalam grup) sebagai gaya belajar yang domina

Optical trapping calculations for metal nanoparticles. Comparison with experimental data for Au and Ag spheres.

We calculate the optical forces on Au and Ag nanospheres through a procedure based on the Maxwell stress tensor. We compare the theoretical and experimental force constants obtained for gold and silver nanospheres finding good agreement for all particles with r < 80 nm. The trapping of the larger particles recently demonstrated in experiments is not foreseen by our purely electromagnetic theory based on fixed dielectric properties. Since the laser power produces a heating that may be large for the largest spheres, we propose a model in which the latter particles are surrounded by a steam bubble. This model foresees the trapping of these particles and the results turn out to be in reasonable agreement with the experimental data

PEMBELAJARAN NUMBER HEAD TOGETHER DAN ING NGARSA SUNG TULADHA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS

Mathematical communication ability is important because it can train students thinking and reasoning, develop creative activities, develop problem solving skills and develop ability to convey information. But &nbsp;previous researchs shows that mathematical communication skill still&nbsp; not high, so it still needs to be improved. The purpose of this study is to know the Junior High School &nbsp;students' mathematical communication improvements, and whether there are different improvement between students who acquire Number Head Together &nbsp;cooperative learning model and Ing Ngarsa Sung Tuladha. This comparative designed study &nbsp;used&nbsp; 7 essay mathematical communication problems and response questionaire as the research instruments. The sample of this study were students in two grades VII of SMP Negeri 3 Parongpong, West Bandung. The result shows that the students’ mathematical communication improvement of those who acquire&nbsp; &nbsp;Number Head Together &nbsp;cooperative learning model and Ing Ngarsa Sung Tuladha are both in the moderate category, and they are not different statistically. Another result shows that students really like to learn using Number Head Together or &nbsp;Ing Ngarsa Sung Tuladha cooperative learning model.Kemampuan komunikasi matematis adalah penting karena dapat melatih berfikir dan bernalar, mengembangkan aktivitas kreatif, mengembangkan kemampuan pemecahan masalah dan mengembangkan kemampuan menyampaikan informasi. Tetapi penelitian-penelitian terdahulu menunjukkan bahwa kemampuan komunikasi matematis masih belum tinggi sehingga masih perlu ditingkatkan. Tujuan penelitian ini adalah untuk mengetahui bagaimanakah &nbsp;kemampuan komunikasi matematis siswa SMP dan apakah terdapat perbedaan peningkatan antara siswa yang memperoleh model pembelajaran kooperatif Numbered Head Together dan Ing Ngarsa Sung Tuladha. Penelitian yang menggunakan desain komparatif ini memiliki istrumen berupa 7 soal uraian kemampuan komunikasi matematis, dan angket respon. &nbsp;Sampel pada penelitian ini adalah siswa-siswa pada dua kelas VII SMP Negeri 3 Parongpong, Bandung Barat. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran kooperatif Numbered Head Together dan siswa yang memperoleh model pembelajaran kooperatif Ing Ngarsa Sung Tuladha berada dalam kategori sedang, tetapi peningkatan tersebut tidak berbeda secara statistik. Hasil lainnya adalah bahwa &nbsp;siswa sangat suka belajar menggunakan model pembelajaran kooperatif Numbered Head Together ataupun Ing Ngarsa Sung Tuladha

PENERAPAN METODE PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS X SMA NEGERI 2 KECAMATAN SIRIMAU KOTA AMBON

Penerapan&nbsp; metode&nbsp; pembelajaran &nbsp;di &nbsp;sekolah merupakan &nbsp;salah &nbsp;satu &nbsp;strategi&nbsp; untuk &nbsp;meningkatkan hasil &nbsp;belajar &nbsp;dengan&nbsp; menciptakan &nbsp;kondisi pembelajaran&nbsp; yang&nbsp; berpihak&nbsp; kepada&nbsp; peserta&nbsp; didik. Oleh karena itu, penelitian ini dilaksanakan dengan menggunakan metode pembelajaran problem solving belajar&nbsp; pada &nbsp;kelas&nbsp; X &nbsp;SMA &nbsp;Negeri&nbsp; 2 &nbsp;Kecamatan Sirimau Kota Ambon sebagai subjek pada penelitian ini. Pengumpulan data pada penelitian ini dilakukan dengan 3 cara yaitu (1) Observasi; (2) Angket; dan (3) Daftar Cek. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: (1) pembelajaran dengan menggunakan metode pembelajaran problem solving sangat membantu peserta didik pada mata pelajaran PKn dapat dilihat pada peningkatan hasil belajar peserta &nbsp;didik &nbsp;kelas&nbsp; X &nbsp;SMA &nbsp;Negeri &nbsp;2&nbsp; Kecamatan Sirimau Kota Ambon di setiap kali pertemuan uji coba 1, uji coba 2 dan uji coba 3; dan (2) metode pembelajaran&nbsp; &nbsp;problem&nbsp; &nbsp;solving&nbsp; &nbsp;dapat&nbsp;&nbsp; merangsang serta memberikan motivasi yang baik dan semangat bagi&nbsp;&nbsp; peserta&nbsp; &nbsp;didik&nbsp; &nbsp;dalam&nbsp; &nbsp;proses&nbsp; &nbsp;pembelajaran sehingga hasil yang diperoleh pun menjadi optimal. &nbsp