Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal APTEKINDO Jurnal Ilmiah Wahana Pendidikan
Rusmono -
Unknown Affiliation
Religion Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PENGARUH STRATEGI PEMBELAJARAN DAN KECEMASAN TERHADAP HASIL BELAJAR MATEMATIKA -, Rusmono; Yusro, M.
Prosiding APTEKINDO Tahun 2010
Publisher : FTK Universitas Pendidikan Ganesha

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

Abstract

The research is intended to discover the effect of instructional strategies and math anxiety onlearning outcomes in mathematics. Factorial design 2 x 2 was employed in order to answer theresearch question how the effect of the instructional strategies and math anxiety on learning outcomesin mathematics.The study supports the following hypotheses: 1) in general, students who were taughtby using problem based learning (PBL) strategy had higher learning outcomes than those taught byexpository strategy, 2) students with higher math anxiety who were taught by using PBL strategy hadhigher learning outcomes than those by expository strategy, 3) students with lower math anxiety whowere taught by PBL strategy had lower learning outcomes than those by expository strategy, and 4)there was an effect of interaction between instruction strategies and math anxiety on students learningoutcomes in mathematics. It means that the effect of instructional strategies has a correlation with thecharacteristic of the students who engage in teaching learning process. It implies that there is nosingle instructional strategy that gives better result on learning outcomes in mathematics for allstudents with the different math anxieties. Based on this research findings mathematics vocationalteachers in the field of technology and industry should apply several instructional strategies to servestudents with different math anxieties.Kata Kunci: Hasil Belajar Matematika, Kecemasan, Strategi PBL.
PENGARUH STRATEGI PEMBELAJARAN DAN KECEMASAN TERHADAP HASIL BELAJAR MATEMATIKA Rusmono -; M. Yusro
Prosiding APTEKINDO Tahun 2010
Publisher : FTK Universitas Pendidikan Ganesha

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

Abstract

The research is intended to discover the effect of instructional strategies and math anxiety onlearning outcomes in mathematics. Factorial design 2 x 2 was employed in order to answer theresearch question how the effect of the instructional strategies and math anxiety on learning outcomesin mathematics.The study supports the following hypotheses: 1) in general, students who were taughtby using problem based learning (PBL) strategy had higher learning outcomes than those taught byexpository strategy, 2) students with higher math anxiety who were taught by using PBL strategy hadhigher learning outcomes than those by expository strategy, 3) students with lower math anxiety whowere taught by PBL strategy had lower learning outcomes than those by expository strategy, and 4)there was an effect of interaction between instruction strategies and math anxiety on students learningoutcomes in mathematics. It means that the effect of instructional strategies has a correlation with thecharacteristic of the students who engage in teaching learning process. It implies that there is nosingle instructional strategy that gives better result on learning outcomes in mathematics for allstudents with the different math anxieties. Based on this research findings mathematics vocationalteachers in the field of technology and industry should apply several instructional strategies to servestudents with different math anxieties.Kata Kunci: Hasil Belajar Matematika, Kecemasan, Strategi PBL.
Pengembangan Modul Pembelajaran Online Pada Mata Pelajaran Kimia Jumi Rahayu; Etin Solihatin; Rusmono -
Jurnal Ilmiah Wahana Pendidikan Vol 5 No 1 (2019): JURNAL ILMIAH WAHANA PENDIDIKAN
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.054 KB)

Abstract

This study aims at producing an online module, revealing the feasibility of the module, and revealing the effectiveness of the module. The modeling of the research and development was conducted by combining Derek Rowntree model and ILDF (Integrative Learning Design Framework). The stages of Rowntree development model included planning, preparation of writing, writing and re-writing. These stages produced a printed module which was then designed and further developed into an online learning module through ILDF model. The ILDF modeling consists of exploration, enactment and evaluation stages. Based on experts’ judgment in scale 1-4, feasibility tests showed that the developed module is very appropriate to use. In term of learning aspects, this module was scored 3,72 or very good by content experts and 3,68 by learning design experts. As well, its media appropriateness was considered very good by media experts that scored 3,58. The readability of the module is easy, it is proved by 5,05 score of Fog Index. The result of face to face tryout shows that the feasibility score is 3,61. Based on a field trial involving 20 students, the average of pretest is 35,00 and posttest is 78,75. So, the increase of test result in a teaching process using the online module is 43,75. From that result above, it can be concluded that a teaching process in Chemistry using the online module is effective.
Co-Authors Jumi Rahayu M. Yusro Solihatin, Etin