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UPAYA MENINGKATKAN MINAT DAN KEMAMPUAN PEMAHAMAN MATEMATIKA SISWA SMP NEGERI 2 PAMANUKAN MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) Sriyanti, Ika
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 2 No. 1 (2016): Vol 2, No. 1, Desember 2016
Publisher : STKIP Subang

Minat dan kemampuan pemahaman matematika siswa masih bisa dikatakan kurang baik yang berakibat kepada hasil belajar, khususnya di SMP Negeri 2 Pamanukan. Salah satu upaya yang dapat dilakukan oleh guru dalam meningkatkan hasil belajar siswa adalah dengan memilih model pembelajaran yang sesuai dengan tujuan yang ingin dicapai. Salah satu metode pembelajaran yang dirasa efektif dan efisien dalam pengajaran adalah metode pembelajaran kooperatif tipe STAD. Tujuan dari penelitian ini adalah untuk mengetahui 1) Mendeskripsikan peningkatan minat siswa dalam pembelajaran matematika yang memperoleh pembelajaran kooperatif tipe STAD 2) Mendiskripsikan Peningkatan kemampuan pemahaman matematika siswa yang memperoleh pembelajaran kooperatif tipe STAD. 3) apakah kemampuan pemahaman matematika yang mengunakan pembelajaran kooperatif tipe STAD lebih baik daripada kemampuan pemahaman matematika yang menggunakan pembelajaran ekspositori. 4) Bagaiman minat siswa yang menggunakan pembelajaran matematika dengan menggunakan pembelajaran kooperatif dan pembelajaran ekspositori. Metode yang digunakan dalam penelitian ini adalah Mixed Method dan PTK (Penelitian Tindakan Kelas). Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan pemahaman matematika dan skala minat. Dimana populasi penelitiannya di SMP Negeri 2 Pamanukan kelas VIII dengan sampelnya yang dipilih secara acak yaitu kelas VIII-D dan VIII-E

RESPON SISWA TERHADAP MODEL PEMBELAJARAN RECIPROCAL TEACHING Sriyanti, Ika
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 8 No. 2 (2023): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v8i2.10537

ABSTRACTThis research aims to determine students' responses to mathematics learning using the Reciprocal Teaching learning model. The population in this study were all class XI students of Lampang Integrated Vocational School with a sample of class XI OTKP as an experiment. The experimental class was given learning using the Reciprocal Teaching model to determine student responses to mathematics learning and mathematics questions. The instrument used in the research was a non-test in the form of a questionnaire. Questionnaires were distributed after the Reciprocal Teaching lesson was carried out to find out whether students' responses in learning mathematics and filling in mathematics questions increased. The scale used in this research is the Likert scale. Based on the results of the data in this study, it shows that students' responses to mathematics learning using the Reciprocal Teaching model gave a positive response with an average score of 3.1. Students' responses to mathematics learning gave a positive response with an average score of 3.4. Students' responses to mathematics questions gave a positive response with an average score of 3.2. So it can be concluded that the Reciprocal Teaching learning model can be used as an alternative in mathematics learning that can arouse students' enthusiasm and interest.

MOTIVASI SISWA TERHADAP STRATEGI PEMBELAJARAN RELATING, EXPERIENCING, APPLYING, COOPERATING, TRANSFERRING (REACT): MOTIVASI SISWA TERHADAP STRATEGI PEMBELAJARAN RELATING, EXPERIENCING, APPLYING, COOPERATING, TRANSFERRING (REACT) Sriyanti, Ika
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 1 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i1.14335

This research aims to determine student motivation towards the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning strategy. The population in this study were all class VIII students at SMP Negeri 3 Subang for the 2023-2024 academic year. Sampling used a purposive sampling technique, samples taken from class VIII C were 34 students as an experiment. The experimental class was given learning using the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) model to determine students' motivation for learning mathematics and mathematics questions. The instrument used in the research was a non-test in the form of a questionnaire. Questionnaires were distributed after the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) model learning was carried out to find out whether students' motivation in learning mathematics and completing mathematics questions increased. The scale used in this research is the Likert scale. Based on the results of the data in this study, it shows that motivation for students who show interest in learning mathematics gives positive results with an average score of 4.0. Students' learning motivation towards the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) model learning strategy gave positive results with an average score of 4.1. Students' learning motivation towards mathematical problem abilities gave positive results with an average value of 4.2. So it can be concluded that learning with the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) model can be used as an alternative in mathematics learning that can raise students' enthusiasm and motivation.

MOTIVASI DAN RESPON SISWA DALAM BELAJAR MATEMATIKA DENGAN MENGGUNAKAN MODEL PROJECK BASED LEARNING (PjBL) Sriyanti, Ika; Otisia Arinindyah; Isep Budiman; Endang Komara; Rita Sulastini; Okke Rosmaladewi
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.19518

ABSTRACT To improve students' motivation and response in learning mathematics, teachers must use a learning model that requires students to be active in learning activities or known as (student center). One model that requires students to be active is project-based or Project Based Learning (PjBL). This study aims to determine the motivation and response of students in Project Based Learning (PjBL). The method used in this study is a qualitative method of the Ethnography type. The instrument used in this study is a questionnaire or questionnaire, namely a questionnaire containing statements about Motivation and Response statements. The sample taken based on Simple Random Sampling, which was taken randomly with two different classes, namely class XA and XD. The approach in this study is Qualitative Ethnography research, the instrument used in this study is a questionnaire or questionnaire. The questionnaire was made differently to determine the motivation and response of students in Project Based Learning (PjBL). Data analysis used a Likert scale consisting of five answer choices, namely Strongly Disagree (STS), Disagree (TS), Neutral (N), Agree (S), and Strongly Agree (SS). Based on the results of the average Likert scale of student responses to mathematics lessons is 3.86, student responses to the Project Based Learning (PjBL) learning model are 3.40, and student responses to mathematics problems are 3.16. This shows that students give positive responses to all indicators. While the average results of the Likert scale of student motivation that shows interest in mathematics learning is 4.06, student learning motivation towards the Project Based Learning (PjBL) learning model is 4.16. This shows that students give positive motivation to all indicators. Keywords: Motivation, Response, Project Based Learning (PjBL

Sikap Siswa dalam Belajar Matematika Melalui Model Pembelajaran Learning Cycle 5E Sriyanti, Ika
Pasundan Journal of Mathematics Education Vol. 11 No. 1 (2021): Pasundan Journal of Mathematics Education
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v11i1.3840

Tujuan dari penelitian ini adalah untuk mengetahui sikap siswa terhadap penerapan model pembelajaran Learning Cycle 5E. Kurangnya sikap siswa dalam proses pembelajaran matematika di sekolah SMP Negeri 2 Dawuan sehingga peneliti ingin melakukan suatu penelitian dengan model Pembelajaran Learning Cycle 5E. Sikap adalah suatu tindakan atau tingkah laku sebagai reaksi atau respon terhadap suatu rangsangan atau stimulus, yang disertai suatu pendirian atau perasaan. Sebagai reaksi dalam sikap, maka sikap selalu berhubungan dengan dua alternatif, yaitu senang atau tidak senang, menerima atau menolak, mendekati atau menjauhi dan sebagainya. Maka dari tiap-tiap orang mempunyai sikap yang berbeda-beda terhadap suatu perangsang yang sama. Indikator sikap yang di gunakan sebagai tolak ukur untuk mengetahui sikap belajar matematika terutama dalam model pembelajaran Learning Cycle 5E. Metode yang di gunakan adalah pendekatan kualitatif. Instrumen dalam penelitian ini yaitu jenis non tes berupa angket. Angket di susun dengan menggunakan skala Likert, dengan tujuan untuk mengetahui setiap indikator dari sikap siswa dengan mengunakan pembelajaran Learning Cycle 5E. Berdasarkan hasil perhitungan Skalar Likert tiap indikator maka Sikap percaya diri siswa saat pembelajaran matematika memiliki skor rata-rata 3,93, Sikap yang menunjukan minat siswa terhadap pembelajaran matematika memiliki skor rata-rata 4,26, dan untuk indikator Sikap siswa terhadap pembelajaran matematika yang menggunakan model pembelajaran Learning Cycle 5E memiliki skor rata-rata 3,87. Secara keseluruhan skor rata-rata pada pernyataan positif dan pernyataan negatif untuk seluruh indikator adalah 4,02 yang lebih besar dari 3,00. Hal ini menunjukan sikap positif. Sehingga dapat disimpulkan bahwa Sikap siswa dalam pembelajaran dengan menggunakan model Learning Cycle 5E berjalan dengan baik. Dalam proses pembelajaran berlangsung siswa terlibat aktif dikelas. Sehingga secara keseluruhan sikap siswa terhadap pembelajaran yang menggunakan model pembelajaran Learning Cycle 5E bersikap positif.

Penerapan Balanced Scorecard dalam Evaluasi Kinerja Sekolah Menengah: Kajian Kualitatif di SMAN 1 Parungkuda Kresnawaty, Anita; Sunarsah, Eli; Budiman, Isep; Sriyanti, Ika
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 5, No 3 (2025): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v5i3.1633

This study aims to analyze the application of Balanced Scorecard (BSC) in improving school performance at SMAN 1 Parungkuda. The method used is qualitative with a literature study approach and field observation through interviews and descriptive questionnaires. The results show that the application of BSC provides a comprehensive framework to evaluate and formulate performance improvement strategies through four perspectives: financial, customer, internal process, and learning and growth. This study confirms the importance of integrating BSC into the school management system to achieve continuous improvement.ABSTRAKPenelitian ini bertujuan menganalisis penerapan Balanced Scorecard (BSC) dalam meningkatkan kinerja sekolah di SMAN 1 Parungkuda. Metode yang digunakan adalah kualitatif dengan pendekatan studi literatur dan observasi lapangan melalui wawancara serta kuesioner deskriptif. Hasil menunjukkan bahwa penerapan BSC memberikan kerangka kerja yang komprehensif untuk mengevaluasi dan merumuskan strategi perbaikan kinerja melalui empat perspektif: keuangan, pelanggan, proses internal, serta pembelajaran dan pertumbuhan. Studi ini menegaskan pentingnya pengintegrasian BSC ke dalam sistem manajemen sekolah untuk mencapai peningkatan berkelanjutan.

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