PEMBELAJARAN KONTEKSTUAL BERBASIS BUDAYA DENGAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN HIGHER-ORDER THINKING DAN SELF-REGULATED LEARNING MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNDANA

Penelitian ini bertujuan: 1) mengkaji perbedaan pencapaian dan peningkatan kemampuan higher-order thinking dan aspek-aspeknya yakni pemecahan masalah, penalaran, berpikir kritis, dan berpikir kreatif serta self-regulated learning antara mahasiswa yang mendapat pembelajaran kontekstual berbasis budaya dengan GeoGebra, pembelajaran kontekstual berbasis budaya, dan pembelajaran biasa; dan 2) menghasilkan rumusan teoritik empirik pengembangan kemampuan higher-order thinking mahasiswa pendidikan matematika. Penelitian ini merupakan penelitian kombinasi (Mixed Method) dengan desain Concurrent Embedded. Tahap pertama dimulai dengan penelitian kuantitatif dengan desain kuasi eksperimen dan dilanjutkan dengan penelitian kualitatif grounded theory. Subjek penelitian ini adalah mahasiswa semester II pada program studi pendidikan matematika FKIP Undana sebanyak 92 mahasiswa. Instrumen penelitian ini terdiri dari soal tes kemampuan higher-order thinking, angket self-regulated learning, serta instrumen pendukung kegiatan pembelajaran. Analisis data kuantitatif menggunakan analisis statistik deskriptif, N-Gain, anova satu jalur, anova dua jalur, uji statistik t, Mann-Whitney, dan Kruskall-Wallis. Hasil penelitian menunjukkan: 1) pencapaian dan peningkatan kemampuan higher-order thinking serta kemampuan pemecahan masalah, kemampuan penalaran, kemampuan berpikir kritis, dan kemampuan berpikir kreatif mahasiswa yang mendapat pembelajaran kontekstual berbasis budaya dengan GeoGebra lebih baik dari mahasiswa pada pembelajaran kontekstual berbasis budaya dan pembelajaran biasa; 2) Tidak terdapat perbedaan peningkatan self-regulated learning yang siginifikan antara mahasiswa yang mendapat pembelajaran kontekstual berbasis budaya dengan GeoGebra, pembelajaran kontekstual berbasis budaya dan pembelajaran biasa; 3) rumusan teoritik empirik strategi pengembangan kemampuan higher-order thinking mahasiswa pendidikan matematika adalah membangun motivasi dan keyakinan, pembelajaran kontekstual (berbasis budaya), bertanya saintifik, diksusi kelompok, latihan soal tipe higher-order thinking, belajar memodifikasi soal, dan budaya berdiskusi dalam keluarga dan komunitas.---- The aims of this study are: 1) to examine the achievement and enhancement of higher-order thinking ability and their aspects i.e. problem-solving, reasoning, critical thinking, creative thinking and self-regulated learning differences among the students with culture-based contextual learning with GeoGebra, culture-based contextual learning, and conventional learning and, 2) produce the empirical theoretical formulation of the development of higher-order thinking ability of mathematics education students. This research is a Mixed Method with Concurrent Embedded design. The first phase is started with quantitative research with quasi-experimental design and continued with qualitative grounded theory research. The subject of this research is the first year student of mathematics education program FKIP Undana consists of 92 students. The research instruments are test of higher-order thinking ability, self-regulated learning questionnaire, and supporting instrument of learning activity. The quantitative data are analyzed by using descriptive statistical analysis, N-Gain, one-way anova, two-way anova, t-test, Mann-Whitney, and Kruskall-Wallis. The research results show: 1) the achievement and enhancement of higher-order thinking ability, problem-solving ability, reasoning ability, critical thinking ability, and creative thinking ability of the students who got culture-based contextual learning with GeoGebra are better than the students on culture-based contextual learning and conventional learning; 2) there is no significant difference in self-regulated learning enhancement among students who got culture-based contextual learning with GeoGebra, culture-based contextual learning, and conventional learning; 3) the empirical theoretic formulation of developing higher-order thinking ability of mathematics students are developing motivation and belief, contextual learning (culture-based), scientific questioning, group discussion, higher-order thinking test, learning modifying problem, and cultural discussion family and community

CULTURE-BASED CONTEXTUAL LEARNING TO INCREASE PROBLEM-SOLVING ABILITY OF FIRST YEAR UNIVERSITY STUDENT

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly.DOI: http://dx.doi.org/10.22342/jme.9.1.4125.81-9

Program Kemitraan Masyarakat: Perancangan Praktikum Matematika dan IPA Sederhana bagi Guru SMP

This community service activity improves teacher skills in carrying out simple Mathematics and Natural Sciences practical activities. This activity is designed in the form of training through several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to simple mathematics and science practicum, 3) Mentoring for Mathematics and Natural Sciences teachers in designing simple practicums, and 4) program evaluation. Participants in this activity were several Mathematics and Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. In the training activities, the participants were quite enthusiastic in participating in the activities, which could be seen from the enthusiasm to participate in the activities and dynamic discussions. Based on the final test results, there was an increase in the teacher's ability before and after the training with an n-gain value in the high category

PELATIHAN PENGEMBANGAN ALAT PERAGA BANGUN DATAR BAGI GURU-GURU SDK St. ARNOLDUS PENFUI-KUPANG

Kegiatan pengabdian masyarakat dalam bentuk pelatihan pengembangan alat peraga bangun datar bagi guru-guru SDK St. Arnoldus Penfui Kupang ini bertujuan untuk meningkatkan kemampuan guru dalam: (1) membuat dan mengembangkan alat peraga matematika khususnya alat peraga bangun datar untuk pembelajaran matematika SD; (2) menggunakan alat peraga matematika khususnya alat peraga bangun datar dalam pembelajaran matematika SD; (3) mendesain dan melaksanakan pembelajaran matematika yang konkret dan relevan bagi siswa SD. Kegiatan pengabdian masyarakat ini dilakukan dalam bentuk workshop. Metode yang digunakan dalam pelaksanaan kegiatan ini antara lain seminar, presentasi materi, tanya jawab, diskusi, pelatihan, dan demonstrasi. Kegiatan ini dilaksanakan melalui dua tahapan tahapan yaitu tahap persiapan dan tahap pelaksanaan. Masing-masing tahap mencakup beberapa aktivitas. Kegiatan ini berjalan dan terlaksana dengan baik dan lancar sesuai dengan yang telah direncanakan. Hasil kegiatan ini menunjukkan keterlibatan dan partisipasi aktif guru-guru SDK St. Arnoldus Penfui Kupang. Selain itu, kegiatan ini juga dapat meningkatkan kemampuan guru-guru SDK St. Arnoldus Penfui Kupang untuk membuat, mengembangkan, dan menggunakan alat peraga bangun datar. Lebih lanjut, kegiatan ini juga menghasilkan beberapa jenis alat peraga bangun datar yang dibuat dan dikembangkan oleh guru-guru SDK St. Arnoldus Penfui Kupang

The Pengaruh Multimedia Interaktif Pada Materi Fungsi Komposisi Terhadap Hasil Belajar Siswa Kelas X

The purpose of this study to find out the impact of using interactive multimedia on learning outcomes, especially on function composition subject matter at SMA Negeri 4 Kupang. This research is a quantitative study using 2x2 factorial design: (multimedia class vs non-multimedia class) x (man vs woman).Samples of this study are 28 students from X IPA 3 as the experimental class and 28 students from X IPA 1 as the control class. The research stage starts with the solving of pretest questions, followed by learning activities for the control and experimental classes, and then concludes with the solving of posttest questions. The results show that the use of interactive multimedia has an impact on learning outcomes as demonstrated by an average increase in control class learning outcomes of 36.25 with a moderate N-gain category, whereas the average increase in experimental class learning outcomes was 49.31 with a high N-gain category. The results of the data analysis calculations using a two-way ANOVA shows that there is no interaction between learning methods vs gender indicated by the significance value is 0,413 > 0,05, furthermore the gender effect test shows the significance value is 0,821 > 0,05 means there is no gender effect to student learning outcomes. Lastly, the effect test of experimental class vs control class (learning methods) shows the impact of interactive multimedia on learning outcomes indicated by the score of significance value 0,000 < 0,05Tujuan penelitian ini untuk mengetahui pengaruh penggunaan multimedia interaktif terhadap hasil belajar khususnya pada materi fungsi komposisi di SMAN 4 Kupang. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan faktrorial desain 2 x 2 (kelas multimedia vs kelas non multimedia) x (laki – laki vs perempuan). Sampel pada penelitian ini ialah peserta didik kelas X IPA sebanyak 56 orang yang terdiri dari laki – laki sebanyak 24 orang dan perempuan sebanyak 32 orang. Penelitian melibatkan 3 tahap: pretest, kegiatan pembelajaran dan posttest. Hasil penelitian menunjukan bahwa terdapat pengaruh pada penggunaan multimedia interaktif terhadap hasil belajar ditunjukkan dengan kenaikan rata rata-rata hasil belajar kelas kontrol sebesar 36,25 dengan kategori N-gain sedang sementara itu kenaikan rata-rata hasil belajar kelas eksperimen sebesar 49.31 dengan kategori N-gain tinggi. Hasil perhitungan analisa data menggunakan two way Anova menunjukan tidak terdapat interaksi antara faktor metode belajar dan jenis kelamin dengan nilai signifikasi 0,413>0,05, uji efek faktor gender menunjukan nilai signifikasi 0,821 > 0,05 artinya tidak ada efek faktor gender pada jenis kelamin. Terakhir, uji pengaruh kelas eksperimen vs kelas kontrol menunjukan terdapat pengaruh multimedia terhadap hasil belajar ditunjukkan dengan perhitungan nilai signifikasi 0,000 < 0,05