Garuda - Garba Rujukan Digital

Keaktifan Belajar Siswa dan Strategi Team quiz: bagaimana dampaknya terhadap Kemampuan Pemecahan Masalah (KPM) Matematis? Widyawati, Santi; Setyawati, Astri
Jurnal Pendidikan Tambusai Vol. 5 No. 1 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.059 KB)

Penelitian ini memiliki tujuan untuk melihat: 1) pengaruh kategori keaktifan belajar terhadap KPM matematis; 2) pengaruh penerapan strategi team quiz terhadap KPM matematis; 3) interaksi antara keaktifan belajar dan strategi pembelajaran terhadap KPM matematis peserta didik. Metode penelitian yang digunakan adalah eksperimen semu. Instrumen yang digunakan adalah angket keaktifan belajar dan tes KPM matematis peserta didik, yang mana telah melalui uji validitas, daya beda, tingkat kesukaran dan reliabilitas. Pengujian hipotesis menggunakan uji Two Way Anova sel tak sama, dengan taraf signifikan 5%, yang sebelumnya data telah melalui uji prasyarat dan diperoleh hasil bahwa data homogen dan berdistribusi normal. Hasil dalam penelitian ini adalah: 1) terdapat pengaruh penggunaan strategi team quiz terhadap KPM peserta didik; 2) terdapat pengaruh kategori keaktifan belajar peserta didik terhadap KPM peserta didik; 3) tidak terdapat interaksi antara strategi pembelajaran dan keaktifan belajar terhadap KPM matematis peserta didik

Keaktifan Belajar Siswa dan Strategi Team quiz: bagaimana dampaknya terhadap Kemampuan Pemecahan Masalah (KPM) Matematis? Widyawati, Santi; Setyawati, Astri
Jurnal Pendidikan Tambusai Vol. 5 No. 1 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini memiliki tujuan untuk melihat: 1) pengaruh kategori keaktifan belajar terhadap KPM matematis; 2) pengaruh penerapan strategi team quiz terhadap KPM matematis; 3) interaksi antara keaktifan belajar dan strategi pembelajaran terhadap KPM matematis peserta didik. Metode penelitian yang digunakan adalah eksperimen semu. Instrumen yang digunakan adalah angket keaktifan belajar dan tes KPM matematis peserta didik, yang mana telah melalui uji validitas, daya beda, tingkat kesukaran dan reliabilitas. Pengujian hipotesis menggunakan uji Two Way Anova sel tak sama, dengan taraf signifikan 5%, yang sebelumnya data telah melalui uji prasyarat dan diperoleh hasil bahwa data homogen dan berdistribusi normal. Hasil dalam penelitian ini adalah: 1) terdapat pengaruh penggunaan strategi team quiz terhadap KPM peserta didik; 2) terdapat pengaruh kategori keaktifan belajar peserta didik terhadap KPM peserta didik; 3) tidak terdapat interaksi antara strategi pembelajaran dan keaktifan belajar terhadap KPM matematis peserta didik

Sparkol Videoscribe berbasis Pemahaman Konsep Matematis: Sebuah Pendekatan Inovatif Widyawati, Santi; Rosyidah, Ummi; Qomariyah, Siti; Setyawati, Astri
JEMS: Jurnal Edukasi Matematika dan Sains Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v11i2.17402

Numerous students encounter obstacles in comprehending the material of economic mathematics, suggesting a need for innovation in pedagogical approaches. In this context, the application of digital media, such as Sparkol Videoscribe-based instructional videos, presents a potential solution. The objective of this research is to construct and evaluate the efficacy of economic mathematics instructional videos utilizing the 4D (Define, Design, Develop, and Disseminate) development model. This study employs a Research and Development (R&D) approach, as well as the 4D development model. Validation tests involved subject matter experts, instructional design experts, and educational media experts. The effectiveness of the instructional videos was examined through individual trials, small group trials, and field testing. Findings from the reviews and trials demonstrated that the economic mathematics instructional videos were rated as outstanding, with validation percentages exceeding 90% in all categories. In field testing, the instructional videos received an excellent rating, with a percentage of 95.98%. The instructional videos significantly enhanced understanding of the concepts. This indicates that Sparkol Videoscribe-based instructional videos are effective in improving students' understanding of economic mathematics material. The research concludes that the construction and implementation of economic mathematics instructional videos using the 4D development model is effective in enhancing students' conceptual understanding. The study further provides recommendations for students, faculty, campuses, and other researchers to utilize and further develop digital educational media, such as videos, in the teaching and learning process.

Misconception Analysis of Minimum Competency Assessment (AKM) Numeration of High School Students from Field Dependent Cognitive Style Arian Sah, Retno Wahyu; Nisfi Laila, Alfi Rachma; Setyawati, Astri; Darmayanti, Rani; Nurmalitasari, Dewi
JEMS: Jurnal Edukasi Matematika dan Sains Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v11i1.14112

The purpose of this study was to describe the extent of misunderstandings experienced by high school students while tackling Minimum Numerical Ability (AKM) questions modeled on the basis of domain-dependent cognitive styles. The number of students used as subjects in the study was her XI-IPS students in class three (3). The study was conducted at Tawangsari, Tulungagung District, Kedungwal, MA Darul Hikma, Tulungagung District, Jl KH Abu Mansur I. The study was conducted in even-numbered terms of the academic year 2021-2022. A targeted sampling method with the GEFT test (Group Embedded Figure Test) is used to determine research topics and classify students as having subject-dependent cognitive styles or not (subject-dependent). The results showed that students were categorized based on their AKM numbering test response results of low, medium, and high misconceptions. The number of questions is 3 questions. The first item is used to make sure that the indicator cannot repeat the concept. The second item is used to determine that the indicator fails to formulate the concept correctly in various mathematical representations. The index cannot determine the formula that answers the question. Indicators cannot apply formulas or algorithms to solve problems. The third item is used to see indicators of inability to use formulas or problem-solving algorithms. The results obtained show that subject-specific style students with low misunderstandings score higher from responses to AKM numbering questions than students with moderate and high misunderstandings.

Analysis of the Kampus Mengajar Program Cohort 7 on the Improvement of Literacy and Numeracy Abilities of Students at SD Negeri 1 Margototo Rita Sari, Wiwin; Setyawati, Astri; Astuti, Dwilita
International Journal of Business, Law, and Education Vol. 5 No. 2 (2024): International Journal of Business, Law, and Education
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v5i2.910

The Kampus Mengajar program, part of the Merdeka Belajar-Kampus Merdeka (MBKM) initiative, enables university students to engage in primary education, particularly in areas with limited access. This study analyzes the impact of the seventh cohort of the program on literacy and numeracy skills at SD Negeri 1 Margototo. Using a qualitative case study approach, data were gathered through observations, interviews, and documentation from teachers, students, and participating university students. The research findings indicate that there was an increase in the average scores from the pretest and post-test of the Minimum Competency Assessment (AKM), specifically a 42% improvement in literacy skills and a 44% improvement in numeracy skills. These findings suggest that the Kampus Mengajar program plays a significant role in enhancing the quality of primary education and serves as an effective collaborative model between university students and schools in underserved areas.

Pelatihan Pembuatan Instrumen Tes Fisika dan Matematika Bagi Guru sebagai Solusi untuk Peningkatan Kemampuan Kognitif Siswa Festiana, Ike; Sari, Wiwin Rita; Setyawati, Astri
Jurnal Indonesia Mengabdi Vol. 6 No. 1 (2024): June Edition
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jimi.v6i1.3380

Pengabdian ini bertujuan untuk memberikan pelatihan pembuatan instrumen tes Fisika dan Matematika bagi guru yang berguna untuk meningkatkan kemampuan kognitif siswa. Tahapan pengabdian terdiri dari perencanaan, pelaksanaan, dan evaluasi. Pada tahapan perencanaan dilakukan pembuatan instrumen tes kemampuan kognitif pada bidang Fisika dan Matematika. Pada tahap pelaksanaan dilakukan sosialisasi intrumen tes kemampuan konitif untuk siswa dan guru-guru membuat instrumen tes kemampuan kognitif. Pada tahap evaluasi dilakukan analisis terhadap instrumen tes yang dibuat oleh guru. Instrumen kemudian diujicobakan dan dianalisis untuk melihat tingkat kemampuan kognitif siswa. Hasil pengabdian diperoleh bahwa guru dapat membuat instrumen tes Fisika dan Matematika sehingga dapat meningkatkan kemampuan kognitif siswa.

PELATIHAN MODEL PEMBELAJARAN BERBASIS LITERASI DAN NUMERASI BAGI GURU UPTD SD NEGERI 4 PAKUAN AJI Aini, Nurul; Setyawati, Astri; Festiana, Ike; Sari, Wiwin Rita; Wardany, Kusuma; Komarudin, Agus; Zulkarnain, Ferdi
Batara Wisnu : Indonesian Journal of Community Services Vol. 5 No. 1 (2025): Batara Wisnu | Januari - April 2025
Publisher : Gapenas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53363/bw.v5i1.378

This activity was carried out through training for teachers at UPTD SDN 4 Pakuan Aji. The aim was to assist teachers in creating more engaging learning media that align with the Merdeka Curriculum. The implementation method consisted of four stages: warming up, presentation, training, and closing. The subjects were 13 teachers from UPTD SDN 4 Pakuan Aji. This activity was motivated by the need for teachers to gain knowledge about literacy-numeracy-based and digital literacy-numeracy-based learning models, as the Merdeka Belajar program from the Ministry of Education and Culture has not yet been fully absorbed by the teachers.The results showed an increase in enthusiasm and changes in participants' behavior at each stage of the activity, as well as improved understanding of literacy and numeracy-based learning models. This was evident from a brief teaching demonstration conducted by one of the teachers from UPTD SDN 4 Pakuan Aji.

Evaluating the CMP model's impact on mathematical connection abilities: Insights through self-efficacy levels Widyawati, Santi; Rosydah, Ummi; Setyawati, Astri; Lestari, Siti
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26543

Purpose:This study investigates the impact of the Connected Mathematics Project (CMP) model on eighth-grade students’ ability to form mathematical connections at SMP Negeri 1 Martapura. It also examines how varying levels of self-efficacy relate to these connection skills and whether an interaction exists between instructional model (CMP vs. discovery learning) and self-efficacy in influencing outcomes. Method:A quasi-experimental, posttest-only control-group design was used. Two groups of eighth graders were assigned: one received CMP-based instruction and the other discovery-learning lessons. After the intervention, all students completed a standardized connection-skills posttest and a validated self-efficacy questionnaire. Participants were categorized into high- and low-efficacy subgroups. Two-way ANOVA assessed the main effects of instructional model and self-efficacy, as well as their interaction. Findings:Students taught via the CMP model scored significantly higher on mathematical connection tasks than those in the discovery-learning group. Independently, students with high self-efficacy outperformed those with lower self-efficacy. No significant interaction effect was detected, indicating CMP’s benefit across confidence levels. Significance:Findings demonstrate that CMP is a robust approach for enhancing mathematical connection skills regardless of student self-efficacy. They underscore the value of building learner confidence alongside innovative pedagogy and support broader adoption of CMP to strengthen real-world mathematical understanding.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search