PRECODING ACTIVITIES TO IMPROVE STUDENT'S COMPUTATIONAL THINKING SKILLS

Coding means telling the computer to do something. In order to achieve this, the coder must understand what the problem is and what the best solution is. One of the things needed is pre-coding skills, including computational thinking skills. This study aims to improve students' computational thinking skills as a pre-coding ability. This classroom action research was conducted at a public elementary school in Dauh Puri, Denpasar, involving 20 first grade students. Data were collected based on observations in working on activity sheets and the results of student work on activity sheets. The data that has been collected was analyzed by quantitative descriptive. The results of data analysis showed that the students' computational thinking ability increased from pre-cycle activities, cycle I and cycle II respectively from 47.70 % to 65.05% and increased again to 81.50%. This increase in scores indicates that students' computational thinking skills can be improved by using student age-appropriate activity sheets as the basis for coding skills without having to involve a computer

PEMBELAJARAN LINGKARAN BERBANTUAN PERMASALAHAN MATEMATIKA REALISTIK UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA

The purpose of this research was to develope mathematics instructional materials with ICARE model which were valid, practical, and effective. The instructional materials which were developed in this study consisted of mathematics worksheet. Data were collected by using observation sheet of instructional materials implementation, student’s and teacher’s response questionnaire, and problem solving test. The collected data analyzed descriptively. The result of this research showed that the developed mathematics instructional materials are categorized “very high” in validity. Based on the results of try out which were conducted, it was obtained that the instructional materials had fulfilled the practicality aspect. It could be seen from: 1) the instructional implementation on limited try out belonged to practical and instructional implementation on the first and the second field try out belonged to very practical; 2) the use of developed mathematics instructional materials which were observed from student’s response belonged to practical; and 3) teacher’s response towarded the use of mathematics instructional materials belonged to very practical in category. The instructional materials had fulfilled the effectiveness aspects which were seen from: 1) the problem solving skills of students on the first and the second field try out were good in category (had exceeded the standard minimal score). The characteristics of the learning using the developed mathematics instructional materials were: 1) the learning began by introducing students real phenomena and problem in daily life related to the material; 2) giving the students a freedom in giving opinions and discussions; 3) generating social interaction and self-confidence of students, 4) giving the students the learning experience in using GeoGebra; and 5) giving opportunities for students to think about alternative solutions in solving problems

PENYULUHAN PENYUSUNAN ANALISIS STEM UNTUK GURU MATEMATIKA SMAN 1 KUTA UTARA

Pendidikan STEM adalah pendekatan dalam pendidikan di mana Sains, Teknologi, Engineering, Matematika terintegrasi dengan proses pendidikan berfokus pada pemecahan masalah dalam kehidupan nyata sehari-hari. Salah satu Lembaga Pendidikan menengah di Kuta Utara yaitu SMA Negeri 1 Kuta Utara belum menerapkan sistem pendidika STEM dalam pembelajaran. Kegiatan ini dilaksanakan untuk memberikan informasi kepada guru matematika tentang cara menyusun analisis STEM dalam perangkat pembelajaran yang sesuai dengan kurikulum saat ini. Pengabdian di SMA Negeri 1 Kuta Utara ini dilaksanakan dengan metode penyuluhan yang dilaksanakan dengan tatap muka dan mengutamakan protokol kesehatan. Setelah selesai penyuluhan, peserta diberikan kuesioner untuk menentukan bagaimana kualitas pengabdian yang dilaksanakan. Dari hasil kuesioner dapat disimpulkan bahwa kegiatan penyuluhan ini tergolong baik dan mampu memberikan informasi yang bermanfaat kepada guru matematika terkait penyusunan analisis STEM. Kedepannya diharapkan kegiatan pengabdian ini akan dilanjutkan dengan kegiatan pelatihan dan pendampingan

PENINGKATAN KETERAMPILAN PEMBUATAN MEDIA PEMBELAJARAN DI SD NO. 1 KAPAL

ABSTRAKPengabdian yang dilaksanakan di SD No. 1 Kapal ini melibatkan empat orang guru yang terdiri dari dua orang guru kelas V dan dua orang guru kelas III. Kegiatan ini bertujuan untuk memberikan pelatihan kepada guru untuk membuat alat peraga sederhana dan media pembelajaan manipulatif untuk dapat digunakan oleh siswa dalam mengkonstruksi kembali sebuah konsep, khususnya matematika. Kegiatan pengabdian kepada masyarakat ini terdiri dari empat kegiatan utama yaitu sosialisasi, pelatihan, pendampingan dan evaluasi. Implementasi di lapangan adalah dengan memberikan sosialisasi terkait konsep media pembelajaran manipulatif, memberikan pelatihan dalam membuat media pembelajaran manipulatif dan melaksanakan pendampingan kepada guru untuk menyusun media pembelajaran manipulatif berbasis perangkat lunak Adobe Flash, dan melaksanakan evaluasi dari setiap tahap pelaksanaan yang melibatkan penulis dan guru. Sedangkan alat peraga matematika disusun oleh pembantu lapangan (mahasiswa) dengan menggunakan konsep yang sudah disetujui oleh guru kelas III. Hasil dari kegiatan ini adalah media pembelajaran manipulatif berbasis Adobe Flash dengan topik jaring-jaring kubus, alat peraga matematika dengan topik kelipatan persekutuan terkecil (KPK) dan jenis-jenis segitiga, buku pedoman menyusun media pembelajaran berbasis Adobe Flash, dan buku petunjuk penggunaan alat peraga. Kata kunci: Adobe Flash; matematika; media; pembelajaran. ABSTRACTActivities carried out in SD No. 1 Kapal involved four teachers consisting of two teachers of grade 5th and two from grade 3rd. This activity aimed to provide training to teachers to make simple teaching aids and manipulative learning media used by students in reconstructing a concept, especially mathematics. The activities consist of four main activities, namely socialization, training, assistance and evaluation. Implementation in the field was to provide socialization related to the concept of manipulative learning media, provide training in making manipulative learning media and provide assistance to teachers to develop manipulative learning media based on Adobe Flash software, and carry out evaluations of each stage of implementation involving writers and teachers. While mathematics teaching aids were prepared by field assistants (students) using concepts that have been approved by 3rd grade teachers. The results of this activity are Adobe Flash-based manipulative learning media with the topic of cube nets, mathematical teaching aids with the topic of the least common factors (KPK) and types of triangles, manuals to compile Adobe Flash-based learning media, and user guides for teaching aids. Keywords: Adobe Flash; mathematics; media; learnin

Pengembangan Media Pembelajaran ICARE

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika dengan menggunakan model ICARE yang valid, praktis, dan efektif. Perangkat pembelajaran yang dikembangkan berupa media pembelajaran matematika. Jenis penelitian ini adalah design research yang dilakukan melalui tahap preliminary research, prototyping stage, dan assessment phase. Data dikumpulkan menggunakan lembar pengamatan keterlaksanaan, angket respons siswa, angket respons guru, dan tes kemampuan pemecahan masalah siswa. Data yang diperoleh selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan sangat valid, telah memenuhi aspek kepraktisan dan telah memenuhi aspek keefektifan. Selain hal tersebut di atas, perangkat yang dikembangkan memiliki beberapa karakteristik yaitu: (1) praktis dalam penggunaan; (2) kegiatan pembelajaran mengarahkan siswa untuk berpikir kritis dan kreatif; (3) latihan soal dan masalah-masalah riil yang memberikan kesempatan siswa untuk memikirkan berbagai alternatif solusi dalam pemecahan masalah; dan (4) memberikan variasi dalam pembelajaran. The purpose of this research was to developing mathematics instructional materials with REACT strategy which were valid, practical, and effective. The instructional materials which were developed in this study consisted of mathematics instructional media. Data were collected by using observation sheet of instructional materials implementation, student’s and teacher’s response questionnaire, and problem solving test. The collected data analyzed descriptively. The result of this research showed that the mathematics instructional materials were categorized very high in validity, had fulfilled the practicality and the effectiveness aspects. The characteristics of the instructional media are: (1) practical usage; (2) learning activities were guided students to think critically and creatively; (3) exercises and real problems gave students the opportunity to think about alternative solutions to solve problems; and (4) provide variations in the learning.</p