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All Journal Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Jurnal Teropong Pendidikan
Harianja, Joko Krismanto
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Arts Humanities Computer Science & IT Education Mathematics Social Sciences

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MODEL PEMBELAJARAN PROJECT BASED LEARNING DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF DAN KOMUNIKASI MATEMATIS SISWA Harianja, Joko Krismanto
Jurnal Riset Teknologi dan Inovasi Pendidikan (JARTIKA) Vol 3 No 2 (2020): Juli
Publisher : Pusat Penelitian dan Pengembangan Rekarta Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (618.225 KB) | DOI: 10.36765/jartika.v3i2.114

Abstract

Abstrak: Tujuan penelitian ini adalah untuk meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa SMP kelas VII dengan menerapkan model pembelajaran Project Based Learning (PjBL) serta untuk mengetahui apakah keterampilan berpikir kreatif siswa memiliki hubungan positif terhadap komunikasi matematis siswa. Penelitian ini dilakukan di SMP XYZ kota Bogor. Adapun kegiatan pada proses pembelajaran ini adalah merancang mathematics board games. Mix method merupakan jenis metode penelitian yang dilakukan dengan teknik pengambilan data dengan wawancara terhadap 5 orang responden, kuesioner dan observasi. Analisa kualitatif dilakukan secara triangulasi. Sedangkan untuk analisa kualitatif dengan menggunakan data yang diperoleh dari instrumen rubrik indikator keterampilan berpikir kreatif dan komunikasi matematis. Hasil penelitian menunjukkan bahwa implementasi PjBL dapat meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa. Secara kuantitatif dengan menggunakan uji statistik korelasi Pearson, diketahui keterampilan berpikir kreatif memiliki hubungan positif dengan keterampilan berpikir kreatif. Abstract: The purpose of this study is to improve the creative thinking skills and mathematical communication of VII grade junior high school students by applying the Project Based Learning (PjBL) learning model and to find out whether students 'creative thinking skills have a positive correlation with students' mathematical communication skill. This research was conducted at SMP XYZ in Bogor. The activities in this learning process are designing mathematics board games. Mix method as the research methodology that is used with data collection techniques by interviewing 5 respondents, questionnaires and observations. Qualitative analysis is done by triangulation. Whereas for quanitative analysis using data obtained from the rubric instrument of creative thinking skills and mathematical communication indicators. The implementation of PjBL could improve students' creative thinking skills and mathematical communication. Quantitatively using the Pearson correlation statistical test, it is known that creative thinking skills have a positive relationship with creative thinking skills.
Model Pembelajaran Rally Coach untuk Meningkatkan Kemampuan Berpikir Analitis, Keterampilan Komunikasi Matematis, dan Penguasaan Konsep Matematika Siswa [Rally Coach Learning Model to Improve Students' Analytical Thinking Ability, Mathematical Communication Skills, and Mastery of Mathematical Concepts] Harianja, Joko Krismanto
Jurnal Teropong Pendidikan Vol 2, No 3 (2022): September 2022
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v2i3.7350

Abstract

The aim of this research is to determine the differences in analytical thinking, mathematical communication skill and the conceptual mastery between the 7th-grade students who implement the rally coach learning model and those students who do not in the classroom. This research was conducted with nineteen participants for each class. This is a quantitative research using the weak experiment method with a static-group pre-test and post-test design. The instruments used were rubrics and test questions that had been tested for their validity and reliability. The n-gain value obtained was then tested to determine the differences between the two classes using the Mann-Whitney test. Analytical thinking hypothesis test results show the acquisition of the asymp. sig (2-tailed) = 0.005; mathematical communication skill with the asymp. sig (2-tailed) = 0,000; hypothesis testing of the post-test results of the conceptual mastery with the asymp. sig (2-tailed) = 0.002 and the n-gain test obtained the asymp. sig (2-tailed)iT which is less than 0.05. From the results of these tests, it can be concluded that there are differences in the students’ analytical thinking, mathematical communication skill and the conceptual mastery in the control and experimental classes.
Model Pembelajaran Rally Coach untuk Meningkatkan Kemampuan Berpikir Analitis, Keterampilan Komunikasi Matematis, dan Penguasaan Konsep Matematika Siswa [Rally Coach Learning Model to Improve Students' Analytical Thinking Ability, Mathematical Communication Skills, and Mastery of Mathematical Concepts] Harianja, Joko Krismanto
Jurnal Teropong Pendidikan Vol. 2 No. 3 (2022): September 2022
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v2i3.7350

Abstract

The aim of this research is to determine the differences in analytical thinking, mathematical communication skill and the conceptual mastery between the 7th-grade students who implement the rally coach learning model and those students who do not in the classroom. This research was conducted with nineteen participants for each class. This is a quantitative research using the weak experiment method with a static-group pre-test and post-test design. The instruments used were rubrics and test questions that had been tested for their validity and reliability. The n-gain value obtained was then tested to determine the differences between the two classes using the Mann-Whitney test. Analytical thinking hypothesis test results show the acquisition of the asymp. sig (2-tailed) = 0.005; mathematical communication skill with the asymp. sig (2-tailed) = 0,000; hypothesis testing of the post-test results of the conceptual mastery with the asymp. sig (2-tailed) = 0.002 and the n-gain test obtained the asymp. sig (2-tailed)iT which is less than 0.05. From the results of these tests, it can be concluded that there are differences in the students’ analytical thinking, mathematical communication skill and the conceptual mastery in the control and experimental classes.
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