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Garak, Siprianus Suban
Universitas Nusa Cendana
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IMPLEMENTASI BENTUK DUALITAS DANANALISA SENSITIVITAS MASALAH GOAL PROGRAMMING Maifa, Talisadika Serrisanti; Garak, Siprianus Suban; Dominikus, Wara Sabon
RANGE: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2019): RANGE Juli 2019
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.986 KB) | DOI: 10.32938/jpm.v1i1.313

Abstract

Penelitian ini merupakan penelitian dasar yang bertujuanuntuk mengkaji apakahbentuk dual dan analisa sensitivitas goal programming dapat diimplementasikan dalam kasus-kasus goal programming. Metode penyelesaian yang digunakan adalah metode grafik dan simpleks. Hasil penelitian menunjukkan bahwa teori bentuk dual dan analisa sensitivita Goal Programming dapat dimplementasikan pada masalah-masalah Goal Programming. Solusi optimal diperoleh dengan menggunakan metode grafik dan simpleks.
EFEKTIVITAS PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA PADA MATERI TRIGONOMETRI Kamauko, Nofita Merlin; Garak, Siprianus S.; Samo, Damianus D.
TRANSFORMASI Vol 4 No 1 (2020): TRANSFORMASI : Jurnal Pendidikan Matematika dan Matematika
Publisher : Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v4i1.881

Abstract

Tujuan penelitian ini adalah mendeskripsikan perbedaan peningkatan kemampuan pemecahan masalah, perbedaan peningkatan indikator kemampuan pemecahan masalah, serta pengaruh interaksi model pembelajaran dan gender terhadap peningkatan kemampuan pemecahan masalah matematis siswa. Penelitian ini dilakukan di SMA Negeri 1 Kupang dengan sampel berjumlah 91 siswa yang terdiri dari kelas eksperimen sebanyak 46 siswa, dan kelas kontrol 45 siswa. Analisis data menggunakan statistik deskriptif, n-gain, uji normalitas dan homogenitas, uji hipotesis dengan uji statistik t atau Mann-Whitney serta uji Anova dua jalur. Hasil penelitian dan analisis dapat disimpulkan : 1) kemampuan pemecahan masalah siswa yang diajarkan dengan pembelajaran berbasis masalah pada materi trigonometri lebih tinggi dari siswa yang diajarkan dengan pembelajaran biasa dengan n-gain kelas eksperimen 0,60 dan kelas kontrol 0,45; 2) peningkatan rata-rata indikator kemampuan pemecahan masalah pada indikator memahami masalah, merencanakan pemecahan, dan memeriksa kembali pada siswa yang diajarkan dengan pembelajaran berbasis masalah pada materi trigonometri lebih tinggi dari siswa yang diajarkan dengan pembelajaran biasa; dan 3) tidak ada pengaruh gender pada kemampuan pemecahan masalah siswa dan juga tidak ada pengaruh interaksi model pembelajaran dan gender terhadap peningkatan kemampuan pemecahan masalah siswa.
ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL CERITA TURUNAN PARSIAL Mata Ratu, Elisa Novalinda; Garak, Siprianus S; Samo, Damianus D
RANGE: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2020): RANGE Juli 2020
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v2i1.561

Abstract

Tujuan penelitian ini adalah menganalisis kesalahan mahasiswa dalam menyelesaikan soal cerita pada materi turunan parsial. Soal cerita turunan parsial merupakan soal aplikasi dalam berbagai bidang yang dapat diselesaikan dengan prosedur turunan parsial. Jenis penelitian adalah penelitian deskriptif kualitatif. Penelitian ini dilaksanakan pada Program Studi Pendidikan Matematika FKIP Undana dengan subjek penelitian ini adalah mahasiswa semester III angkatan 2017 sebanyak 37 orang. Instrumen dalam penelitian ini adalah peneliti sendiri serta soal tes turunan parsial dan pedoman wawancara. Analisis data yang digunakan adalah analisis data kualtiatif yang terdiri dari dua jenis yakni analisis data tes tertulis menggunakan tahapan Newman dan analisis data wawancara menggunakan tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menununjukkan sebagain besar subjek melakukan kesalahan transformasi soal yakni kesalahan dalam membuat model matematis, menentukan rumus, dan mengetahui operasi hitung yang digunakan. Kondisi ini disebabkan karena kurangnya pemahaman dan kemampuan dasar dalam mengaitkan berbagai konsep untuk memudahkan operasi matematika untuk menyelesaikan soal.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI PROGRAM LINEAR Corebima, Maria Angelina; Garak, Siprianus S; Samo, Damianus D
RANGE: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2020): RANGE Juli 2020
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v2i1.569

Abstract

Fokus penelitian ini adalah mengujicobakan model PBL dan 1) mendeskripsikan peningkatan kemampuan komunikasi matematis siswa, 2) mendeskripsikan perbedaan peningkatan kemampuan komunikasi matematis siswa, antara siswa yang mendapat PBL dan pembelajaran biasa, serta 3) mendekipsikan pengaruh interaksi model pembelajaran dan gender terhadap peningkatan kemampuan komunikasi matematis siswa. Penelitian ini dilakukan di SMA Negeri 1 Kupang dengan sampel berjumlah 70 siswa yang terdiri dari kelas Eksperimen sebanyak 35 siswa, dan kelas kontrol 35 siswa. Analisis data menggunakan statistik deskriptif, n-gain, uji normalitas dan homogenitas, uji hipotesis dengan uji statistik t uji Anova dua jalur. Hasil penelitian dan analisis dapat disimpulkan; 1) Rata- rata post test kelas kontrol 59,6 lebih rendah dari rata-rata post test kelas eksprimen 68,97 yang menunjukan bahwa PBL lebih baik dari pembelajaran biasa untuk komunikasi matematis. Dilihat dari nilai n-gain atau peningkatan dari pre test ke post test, kedua kelas memiliki kategori gain yang sama yakni berada pada kategori sedang dengan peningkatan sebesar 0,61 dan 0,50 untuk kelas kontrol; 2) perbedaan gender tidak memberikan dampak yang signifikan terkait kemampuan komunikasi matematis serta tidak ada pengaruh interaksi model pembelajaran dan gender terhadap peningkatan kemampuan komunikasi siswa
PELATIHAN PENGEMBANGAN SOAL GEOMETRI LEVEL HIGHER-ORDER THINKING SKILL (HOTS) BAGI GURU SEKOLAH DASAR DI KOTA KUPANG Damianus D. Samo; Siprianus Suban Garak
Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Vol 2, No 01 (2019): JURNAL PENGABDIAN MASYARAKAT (JPM-IKP)
Publisher : FKIP Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jmp-ikp.v2i01.260

Abstract

Kebiasaan berpikir matematis khususnya pada level higher-order thinking skill (HOTS) merupakan sarana penting untuk mengembangkan gagasan secara terbuka dan divergen. Namun hal ini menjadi kendala karena para guru belum memiliki pemahaman yang komprehensif tentang HOTS serta bentuk instrument soal level HOTS. Permasalahan ini harus segera diatasi dengan memberikan pemahaman yang utuh tentang HOTS dan melatih mereka menyusun soal matematika level HOTS khususnya pada konten geometri.dalam bentuk kegiatan Pelatihan Pengembangan Soal Geometri Level HOTS. Sasaran kegiatan ini adalah guru SD Kota Kupang sebanyak 29 orang yang berlangsung di SDI Bertingkat Kelapa Lima 2 Kota Kupang. Metode kegiatan ini yakni ceramah, tanya jawab, diskusi dan presentasi. Setelah diberi pelatihan, guru dibimbing untuk membuat soal-soal level HOTS pada konten geometri yang akan digunakan dalam kegiatan pembelajaran maupun tes di kelas. Hasil yang diperoleh adalah 1) guru memiliki pemahaman yang sama tentang HOTS. Hasil pretest dan posttest menunjukkan adanya perubahan konsepsi tentang HOTS yang didefinisikan sebagai level berpikir analisis, kritis dan kreatif, 2) mampu mengembangkan keterampilan berpikir guru dalam menyusun instrumen soal level HOTS. 3) menumbuhkan komitmen mutu guru terhadap pengembangan kemampuan berpikir matematis siswa.Kata-kata kunci; geometri, higher-order thinking skillMathematical thinking habit, especially at the higher-order thinking skill (HOTS) level, is an important tool for developing ideas openly and diverging. But this is an problem because teachers do not have a comprehensive understanding of HOTS and the HOTS level questions yet. This problem must be solved immediately by providing a complete understanding of HOTS and training them to compile HOTS mathematics problems especially on geometry through the training of  developing HOTS Level Geometry questions. The subjects of this training were 29 elementary school teachers which took place at SDI Bertingkat Kelapa Lima 2 Kota Kupang. The method of this activity is discourse, question and answer, discussion and presentation. After being given training, the teacher is guided to make HOTS level questions on geometric content that will be used in learning and test activities in the classroom. The results obtained are 1) the teacher has the same understanding of HOTS. The results of the pretest and posttest showed a change in conceptions about HOTS which was defined as the level of thinking analysis, critical and creative, 2) able to develop teacher thinking skills in preparing HOTS level question instruments. 3) growing the teacher's quality commitment to the development of students' mathematical thinking skills.Keywords; geometry, higher-order thinking skill  
THE EFFECT OF UNIVERSITY ENTRANCE SELECTION PATHWAY ON FIRST-YEAR GPA OF UNDANA MATHEMATICS EDUCATION STUDENTS Christine Krisnandari Ekowati; Siprianus Suban Garak; Patrisius Afrisno Udil; Imelda Hendriani Eku Rimo
Academic Journal of Educational Sciences Vol 5 No 2 (2021): AJES-ACADEMIC JOURNAL OF EDUCATIONAL SCIENCES 5 (2) DECEMBER 2021
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v5i2.5927

Abstract

This study aims to see whether the university entrance selection path significantly affects the first-year GPA of UNDANA Mathematics Education students. This research was carried out in the mathematics education study program FKIP UNDANA by taking data on the university entrance selection path of 220 mathematics education students who entered in 2014 – 2020 and their GPA data after studying for one year in the mathematics education study program. This data then analyses using simple linear regression theory – one categorical independent variable with several categories assisted by the SPSS application. The study results show that the university entrance path has a significant effect on the first-year GPA of mathematics education students. The F value obtained is 5.043 with sig. = 0.007 < 0.05, so the hypothesis H0 is rejected, and Ha is accepted. In addition, this study also shows that students with SNMPTN entrance pathways have a higher average first-year GPA than students with SBMPTN and SMMU entry pathways.
Pelatihan dan Pendampingan Implementasi Aplikasi Wordwall dalam Pembelajaran Matematika Bagi Guru Kelas Rendah Sekolah Dasar Inpres Maulafa Kota Kupang Juliana M. H. Nenohai; Siprianus S. Garak; Christine K. Ekowati; Patrisius Afrisno Udil
Jurnal Nasional Pengabdian Masyarakat Vol. 2 No. 2 (2021): Jurnal Nasional Pengabdian Masyarakat
Publisher : Training & Research Institute - Jeramba Ilmu Sukses

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/jnpm.v2i2.574

Abstract

The Covid-19 pandemic has changed face-to-face (offline) learning into online learning. This requires teachers to be able to adapt to utilizing technology-based learning media. Meanwhile, at the same time, teachers are not used to and have not been able to use various technology-based media in learning. One of the media that could be used is the wordwall application. This application is considered suitable because the appearance and operation are quite simple. In addition, this application can also be used as a learning media, a learning resource, and an assessment instrument. Therefore, training activities and mentoring in the implementation of wordwall applications in learning mathematics is one of the important and urgent needs for teachers today, especially in SD Inpres Maulafa, East Nusa Tenggara. This activity is carried out in training and mentoring through the material presentation, discussion, demonstrations and simulations, working in the group, and assistance. This activity showed that the participants were enthusiastic, active, and participative in participating in the training and mentoring. In addition, this activity can help participants overcome problems in designing thematic lessons. This activity can also increase teachers' knowledge about the application of technology to create learning media in the form of innovative elementary mathematics online learning media, namely through technical training in making learning media with wordwall applications in mathematics learning for teachers. Furthermore, this activity has also been able to increase the insight and ability of teachers to implement media in learning activities, namely through assistance in making learning designs using wordwall applications and assistance in implementing (strategy) learning using wordwall media
Kajian Kemampuan Berpikir Kreatif dalam Pembelajaran Matematika di Sekolah Menengah Pertama pada Materi Geometri Yasintha Esterina Klau; Siprianus Suban Garak; Damianus D. Samo
Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 3 No 1 (2022): Mei 2022
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/fractal.v3i1.5635

Abstract

This study aims to describe the conception of creative thinking ability in mathematics and describe the application of creative thinking in mathematics learning for students at junior high school. The method used in this paper is literature study, which is carried out by tracing various reference libraries in the form books, and articles/journals. Based on the theories studied, it is concluded that creative thinking ability is the ability to think logically and divergently to generate ideas or various kinds of answers to a given mathematical problem, where a given mathematical problem can be solved with more than one solution and through fluent thinking, flexible, elaborating and having originality in the solution. Creative thinking has an important role in learning process. The application of creative thinking in mathematics learning requires teachers to be able to design learning that is able to open opportunities for the creation and development of students' mathematical creative thinking ability. In the learning design that is prepared, it must involve creative problems that lead students to think creatively so that it can lead to increasing students' creative thinking ability
Persepsi Mahasiswa Pendidikan Matematika FKIP Undana Tentang Perkuliahan Daring Berbantuan Youtube Pada Mata Kuliah Aljabar Linear Imelda Hendriani Eku Rimo; Siprianus G Garak
Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 1 (2021): Mei 2021
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (304.879 KB) | DOI: 10.35508/fractal.v2i1.4027

Abstract

Penelitian ini bertujuan untuk mendeskripsikan persepsi mahasiswa Pendidikan Matematika FKIP Undana tentang perkuliahan daring berbantuan Youtube pada mata kuliah Aljabar Linear. Penelitian ini difokuskan pada 4 aspek yaitu minat, keterjangkauan (accessability), kemandirian belajar dan efektivitas perkuliahan. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode survei. Sampel dalam penelitian ini adalah 65 mahasiswa pendidikan matematika FKIP Undana yang mengikuti perkuliahan Aljabar Linear secara daring berbantuan youtube. Data persepsi mahasiswa diperoleh dengan cara menyebarkan angket yang sudah valid dan reliabel secara online menggunakan google form. Hasil penelitian menunjukan bahwa persepsi mahasiswa Pendidikan matematika FKIP Undana tentang perkuliahan daring berbantuan youtube pada mata kuliah Aljabar Linear adalah sangat positif. Selain itu, diketahui pula bahwa 66.15% mahasiswa memberikan respon sangat positif tentang perkuliahan daring berbantuan youtube pada mata kuliah aljabar linear, 29.23% mahasiswa memberikan respon positif dan 4.6% mahasiswa memberikan respon kurang positif dan tidak ada mahasiswa yang memberikan respon negatif.
Analisis Hasil Belajar Materi Perbandingan Berdasarkan Ranah Kognitif Revisi Taksonomi Bloom Apoliano Da Conceicao E Silva; Siprianus S. Garak; Patrisius A. Udil
Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 4 No 1 (2023): Mei 2023
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/fractal.v4i1.10003

Abstract

This study aims to describe learning outcomes in comparative material based on the cognitive realm of Bloom's taxonomy revision and to determine the factors that influence learning outcomes in comparative material based on the cognitive realm of Bloom's taxonomy revision. This type of research is descriptive qualitative which is analyzed using a descriptive technique approach. The sampling technique used is purposive sampling technique. The sample in this study were all seventh grade students of juior high school 5 Sulamu. The subjects in this study were 22 students. The subjects selected in the interview were 6 students who were selected as interview subjects were taken from the results of high, medium, low criteria and 2 criteria were taken each. Data were collected using test, interview and documentation methods. The results showed that the learning outcomes with the level of remembering on the high criteria are in the good and sufficient category, the medium criteria both in the sufficient category, and the low criteria in the sufficient and less categories. The level of understanding on the high criteria and medium criteria are both in the good category, while the two low criteria are in the sufficient and poor categories. The level of applying the high criteria is in the good category, the medium criteria are in the good and sufficient categories, and the low criteria are in the sufficient and less categories. The level of analyzing on the high criteria is in the good and sufficient category, the medium criteria are in the good and poor categories, and the low criteria are both in the less category. The evaluation level on the high criteria is both in the good category, while the two medium criteria and low criteria are in the less category. The level of creation on the high criteria is both in the good category and the sufficient category, while the two medium criteria and low criteria are in the less category. Internal factors that affect student learning outcomes are lack of accuracy, lack of understanding of students, lack of memory, lack of interest in learning mathematics, lack of confidence, while the external factors that influence student learning outcomes are the lack of family attention. Keywords: Learning Outcomes, Cognitive Domain, Revised Bloom's Taxonomy.
Co-Authors Agustina Barek Emar Aleksius Madu Apoliano Da Conceicao E Silva Barek Hala, Natalia Alfriyanti Ch. Krisnandari Ekowati Christine K. Ekowati Christine Krisnandari Ekowati Corebima, Maria Angelina Damianus D. Samo Damianus D. Samo Damianus Dao Samo Dao Samo, Damianus Dominikus, Wara Sabon Ekowati, Ch. Krisnandari Fangidae, Maher Fredik Febriyani Neno Febronia Apolonia Langobelen Fitri Ramadani Akbar Fransiska Atrik Halim Hala, Natalia Alfriyanti Barek Imelda Hendriani Eku Rimo Imelda Paulina Soko Irna Karlina Sensiana Blegur Juliana Mehelina Herlince Nenohai Kamauko, Nofita Merlin Langobelen, Febronia Apolonia Maifa, Talisadika Serrisanti Mata Ratu, Elisa Novalinda Ndolu, Sumardi W. Ngongo, Anggraini Mersion Noman, Marfin Marlisye Nubatonis, Ofirenty Patrisius Afrisno Udil, Patrisius Afrisno Vera Rosalina Bulu Wangge, Magdalena Yasintha Esterina Klau Yohanes Hariaman Nada