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Budi Sasomo, Budi

STKIP Modern Ngawi

Author-ID : 2001090

Agriculture, Biological Sciences & Forestry Humanities Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) YANG DIMODIFIKASI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Sasomo, Budi; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.31 KB)

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student learning independency. The learning model compared were modified GI, GI and direct learning. This researchÂ was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri in Pacitan regency. The sampling technique used was stratified cluster random sampling. Hypotheses testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypotheses testing, it were concluded that: 1) modified GI learning model give better achievement than GI and direct learning, while GI learning model and direct learning gave the same achievement. 2) Students with independent type have better achievement than students with individualistic type, conscientious type and self-conscious type, students with individualistic type have better achievement than students with conscientious type and self-conscious type, students with conscientious type and self-conscious type have the same achievement. 3) For all of learning independency type, modified GI learning model give better achievement than GI learning model and direct learning, GI learning model and direct learning give the same achievement. Â 4) For all of learning models,Â students with independent type, individualistic type, conscientious type and self-conscious type have the same achievement.Keywords: Modified Group Investigation (GI), student learning independency.Â

PENGEMBANGAN PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD)-VIRTUAL MELALUI BREAKOUT ROOM PADA APLIKASI ZOOM MEETING Sasomo, Budi
Jurnal Pendidikan Matematika Undiksha Vol 12, No 1 (2021): Jurnal Pendidikan Matematika Undiksha
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v12i1.33300

Penulisan ini bertujuan untuk pengembangan pembelajaran STAD dengan pembelajaran virtual di masa pandemic covid-19. Penyusunan artikel ini menggunakan metode kajian pustaka untuk mendapatkan perumusan masalah. Â Selanjutnya kajian pustaka juga digunakan untuk pengumpulan data, pembahasan, dan penarikan kesimpulan dan saran. Hasil kajian pustaka didapatkan langkah-langkah pembelajaran STAD-Virtual yaitu 1) tahap penyampaian materi dilakukan pada room utama zoom meeting. 2) Tahap pembagian kelompok dengan peserta yang beragam dilakukan pada room utama zoom meeting. 3) Kegitan kelompok pada breakout room dan pendidik melakukan pengamatan dengan masuk ke breakout room masing-masing kelompok. 4) Tahap evaluasi hasil belajar pada room utama zoom meeting. 5) Tahap penghargaan kelompok terbaik dilakukan di rooms utama pada zoom meeting. Pembelajaran STAD-Virtual diharapkan menjadikan solusi pembelajaran virtual yang lebih variatif, kreatif dan inovatif.

PENGEMBANGAN PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD)-VIRTUAL MELALUI BREAKOUT ROOM PADA APLIKASI ZOOM MEETING Budi Sasomo
Jurnal Pendidikan Matematika Undiksha Vol. 12 No. 1 (2021): Jurnal Pendidikan Matematika Undiksha
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v12i1.33300

Penulisan ini bertujuan untuk pengembangan pembelajaran STAD dengan pembelajaran virtual di masa pandemic covid-19. Penyusunan artikel ini menggunakan metode kajian pustaka untuk mendapatkan perumusan masalah. Selanjutnya kajian pustaka juga digunakan untuk pengumpulan data, pembahasan, dan penarikan kesimpulan dan saran. Hasil kajian pustaka didapatkan langkah-langkah pembelajaran STAD-Virtual yaitu 1) tahap penyampaian materi dilakukan pada room utama zoom meeting. 2) Tahap pembagian kelompok dengan peserta yang beragam dilakukan pada room utama zoom meeting. 3) Kegitan kelompok pada breakout room dan pendidik melakukan pengamatan dengan masuk ke breakout room masing-masing kelompok. 4) Tahap evaluasi hasil belajar pada room utama zoom meeting. 5) Tahap penghargaan kelompok terbaik dilakukan di rooms utama pada zoom meeting. Pembelajaran STAD-Virtual diharapkan menjadikan solusi pembelajaran virtual yang lebih variatif, kreatif dan inovatif.

EFEKTIVITAS PENDEKATAN SAINTIFIK DENGAN PENUGASAN VIDEO PENGAMATAN PADA PEMBELAJARAN DALAM JARINGAN (DARING) DI MASA PADEMI CORONA VIRUS DISEASE-19 (COVID-19) Budi Sasomo
Jurnal THEOREMS (The Original Research of Mathematics) Vol 6, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v6i1.3065

Penelitian ini mempunyai tujuan untuk meningkatkan hasil belajar peserta didik melalui pemebelajaran pendekatan saintifik dengan penugasan video pengamatan. Metode eksperimen semu dipilih peneliti untuk melakukan penelitian ini. Terdapat satu variabel bebas yaitu pendekatan saintifik dengan penugasan video pengamatan dan satu varibel bebas yaitu hasil belajar peserta didik. Teknik analisis data pada penelitian ini menggunakan uji t untuk menguji hipotesis penelitian. Berdasarkan perhitungan uji hipotesis menunjukan nilai thitung lebih besar daripada nilai ttabel. Keadaan tersebut berarti ada perbedaan hasil belajar antara kelas sebelum dikenai tindakan pembelajaran saintifik dengan penugasan video pengamatan dengan sesudah dikenai tindakan. Nilai dari rata-rata masing-masing tindakan pembelajaran yaitu 75,41 untuk kelas sesudah dikenai tindakan pemebelajaran pendekatan saintifik dengan penugasan video pengamatan. Nilai rata-rata 66,67 untuk kelas sebelum dikenai tindakan pemebelajaran pendekatan saintifik dengan penugasan video pengamatan. Hasil belajar peserta didik pada kelas sesudah dikenai pembelajaran saintifik dengan penugasan video pengamatan lebih baik daripada kelas sebelum dikenai tindakan pembelajaran saintifik dengan penugasan video pengamatan

EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) YANG DIMODIFIKASI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Budi Sasomo; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student learning independency. The learning model compared were modified GI, GI and direct learning. This research was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri in Pacitan regency. The sampling technique used was stratified cluster random sampling. Hypotheses testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypotheses testing, it were concluded that: 1) modified GI learning model give better achievement than GI and direct learning, while GI learning model and direct learning gave the same achievement. 2) Students with independent type have better achievement than students with individualistic type, conscientious type and self-conscious type, students with individualistic type have better achievement than students with conscientious type and self-conscious type, students with conscientious type and self-conscious type have the same achievement. 3) For all of learning independency type, modified GI learning model give better achievement than GI learning model and direct learning, GI learning model and direct learning give the same achievement. 4) For all of learning models, students with independent type, individualistic type, conscientious type and self-conscious type have the same achievement.Keywords: Modified Group Investigation (GI), student learning independency.

PENDEKATAN SAINTIFIK DENGAN METODE ROLE PLAYING MEMPERMUDAH PENILAIAN INDIVIDU PESERTA DIDIK Budi Sasomo
INSPIRAMATIKA Vol 1 No 1 (2015): Inspiramatika, December 2015
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

The reseach was aimed to find the teacher’s solution in assessing the students individually and authentically. The research used the method from literature review to get the problems of statement, the data collection, explanation, and creating conclusion and suggestion. The result of literature review was the steps of learning, those are: 1) Pre – learning activity which has observation, problems statement, problem reasoning and solution creating 2) Learning activity covered demonstrating the role (communicate) which was prepared, observating and evaluating each performance. Therefore, learning using combination between scientific approach and role playing method will ease the teacher in assessing the students in three aspects of learning assessment based on curriculum 2013.

Pengaruh E-Learning Terhadap Hasil Belajar Siswa Pada Pembelajaran Matematika Kelas VIII MTsN 5 Magetan Muhammad Ihyak 'Ulum Muddin; Budi Sasomo; Arum Dwi Rahmawati
Jurnal Karya Pendidikan Matematika Vol 9, No 1 (2022): Jurnal Karya Pendidikan Matematika Volume 9 Nomor 1 Tahun 2022
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.9.1.2022.51-56

This study aims to determine the effect of video-based e-learning on student learning outcomes in learning mathematics in the circle material for class VIII MTsN 5 Magetan. This research was conducted in February 2022. The method used in this study is a quasi-experimental design with a control test. Sampling of data was done by using cluster random sampling technique. The sample of this study amounted to 32 students for the experimental class and 32 students for the control class. Data retrieval using test instruments in the form of multiple choice, data analysis using t test. the results obtained tcount 25.983 > ttable 2.660 with = 1%, which means Ho is rejected. So that the alternative hypothesis (Ha) is accepted, namely that e-learning with videos has an effect on student learning outcomes in mathematics learning material for class VIII MTsN 5 Magetan. It is suggested to the school to provide support and facilities for the development of this video-based e-learning method so that of course it can improve student learning outcomes.Keywords: E-learning; Student Learning Outcomes; Circle

Efektivitas Pembelajaran Student Teams Achievement Divisions (STAD) - Virtual Flipped Classroom sasomo budi; Arum Rahmawati
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v10i1.12154

The thing that forms the basis of this activity is to determine the effectiveness of the STAD virtual flipped classroom learning implementation. The t test was chosen to be used in analyzing the data resulting from research activities. The t-test describes the difference in learning outcomes for the class before being treated with the STAD virtual flipped classroom after being given treatment. The difference between students who were given the STAD virtual flipped classroom learning treatment can be seen by comparing their average scores. The class learning outcomes before being given the STAD virtual flipped classroom learning treatment were 73.47. Class learning outcomes after being subjected to STAD virtual flipped classroom learning are 82.61. This shows that the class that has been given the STAD virtual flipped classroom learning treatment has better learning outcomes. STAD virtual flipped classroom learning is carried out with the stages of material being studied by students first, then followed by discussions in limited face-to-face meetings in class. Virtual teaching and learning activities are carried out through direct interaction between lecturers and students using video conferencing applications that promote collaboration between students, provide mutual motivation and have an active role as peer tutors. So the implementation of teaching and learning activities using the STAD virtual flipped classroom can provide students with increased learning outcomes and create a learning atmosphere that students will always miss.

Eksperimentasi Model STAD Flipped Classroom Media Edmodo Terhadap Prestasi Belajar Ditinjau dari Motivasi Belajar Wahyu Dewi; sasomo budi; Arum Rahmawati
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v10i1.12161

The purpose of this study was to determine the effect of the learning model on mathematics learning achievement and to determine the effect of learning motivation on students' mathematics learning achievement, and whether there is an interaction between the three variables. This research design uses a quasi-experimental design with a sampling technique that is cluster random sampling. Based on the hypothesis test using the two-way ANOVA test, three hypothetical decisions were obtained: 1) The results of the first hypothesis test stated the value of Fcount > Ftable (10.01 > 3.99), so H0 was rejected in other words the learning model affected learning achievement, through the post-anava test. the results obtained Fcount > Ftable (13.29 > 7.98), it can be concluded that the learning model in the experimental class produces better learning achievement than the learning model in the control class; 2) The results of the second hypothesis test state that Fcount > Ftable (24.98 > 3.14), so H0 is rejected, in other words, students' motivation to learn mathematics affects their learning achievement. Based on the post-anava test, it was found that high and medium students' motivation to learn mathematics resulted in better learning achievement than students with low mathematics learning motivation; 3) The result of the third hypothesis test states that Fcount > Ftable (0.22 < 3.14) then H0 is accepted, in other words there is no interaction between the learning model and the motivation to learn mathematics on students' mathematics learning achievement.

Eksperimentasi Model Pembelajaran Quantum Learning dengan Peta Konsep Terhadap Hasil Belajar Siswa Milhah Mufidah; Oki Pradana; Budi Sasomo
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 10 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v10i1.12189

This research aims to find the differences between quantum learning models with concept maps and conventional learning models on student learning outcomes and which models are more effective. This research used a quasi-experiment. The population are class VIII from MTs PSA An-Noor Karangasri Ngawi, with 48 students as corespondent, divided into two class groups, and the research used saturation sampling and mathematical learning outcome test instrument. Data analysis used a one-way ANOVA test and post hoc test ANOVA. The conclusions: 1) The difference in mathematical learning outcomes between quantum learning models with concept maps obtained of 71.3 and conventional learning models obtained of 60.2 with an F count of 4.0697 more than an F table which is 4,05 and 2) Quantum learning models with concept maps are more effectively used than conventional learning models in the learning process with F count of 4,112 more than F table which is 4,05.

Co-Authors Adha, Sintia Ulil Aisyah, Amiratih Siti Almubarokah, Nurul Hidayah Amiratih Siti Aisyah Anggara, Wahyu Anis Ainur Putri Annisa Diahayu Novitasari Arifin Nur Ikhsan Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Rahmawati Arum Rahmawati Binti Nur Cahyanti Binti Rohmatin Rohmatin Bouty, Rizka Nanda Annisa Bouty, Rizqi Ayu Fadilla Chintia Inka Dewi Nur Alya Syafita Dewi Retno Sari S Dewi Retno Sari S Dilla Istighfar Risqi Dwi Nadia Putri Efendy, Jamal Emmy Hamidah Endah Wulandari Faizatun, Dwita Farida Nadzirul Ummah Fauzia, Sippa Hanifa Anjarwati Heny Ekawati Haryono Hudori, Rizki Febri Andika Iin Sevya Inayatul Husniyah Koesmadi, Dita Konikatul Rahmawati Luki Rahmawati Luluk Faridah Luluk Ida Rahayu M, Yes Matheos Lasarus Manjorang, Anggi Franscisca Br Mardiyana Mardiyana Mardiyana Mardiyana Mega Septia Dwi Lestari Megawati, Trias Kusuma Milhah Mufidah Moh. Arif Hidayat Muhammad Ihyak 'Ulum Muddin Muhammad Saifudin Muhtar, Endang Triningsih Mustofa Mustofa Nadhifah, Nadhifah Naimatun Nasiroh Novia Rahma Rista Utami Novitasari, Pratiwi Nur Amalafitra Nurwanti, Iin Oki Pradana Oki Ribut Yuda Pradana Pradana, Oki Ribut Yuda Pramudienda, Firstca Diin Febriarly Pratiwi Novitasari Riris Safitri Risdiana, Yeni Endah Robiyana, Robiyana Saputri, Iin Sholihatul Muawanah Siti Nor Kholifah Srimurni, Srimurni Uci Ulfa Nur'afifah Ulfa Nur'Afifah, Uci Vicky Vidyasary Wahyu Dewi Wahyuni, Dia wijaya, Adnan Kevin Wiji Antika Wiji antika purwati Yes Matheos Lasarus Malaikosa Yes Matheos Lasarus Malaikosa Yes Matheos Lasarus Malaikosa Yuniar, Reni Marta Zakiya, Malis Afifatus

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