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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Matematika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Teknologi Pembelajaran Jurnal Pendidikan Matematika RAFA Binus Business Review IJIET (International Journal of Indonesian Education and Teaching) JOIV : International Journal on Informatics Visualization REiD (Research and Evaluation in Education) IJoLE: International Journal of Language Education JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika WIDYA LAKSANA Journal of Education Action Research Journal of Education Technology SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) Journal of Applied Science, Engineering, Technology, and Education Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Journal La Sociale Jurnal Puruhita JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Pedagogy : Jurnal Pendidikan Matematika Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Journal of Pedagogy and Education Science Jurnal Penjaminan Mutu KENDALI: Economics and Social Humanities QANUN: Journal of Islamic Laws and Studies
Ni Nyoman Parwati
Universitas Pendidikan Ganesha
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA YANG DIBELAJARKAN JENIS MASALAH MATEMATIKA TERBUKA DAN TERTUTUP ., I Putu Darma Putra; ., Prof. Dr.I Gusti Putu Suharta,M.Si; ., Dra.Ni Nyoman Parwati,M.Pd
Jurnal Pendidikan Matematika Undiksha Vol 2, No 1 (2014):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.2816

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan prestasi belajar matematika antara siswa yang diberikan jenis masalah matematika terbuka dan siswa yang diberikan jenis masalah matematika tertutup pada pembelajaran dengan model pembelajaran kooperatif tipe STAD. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Desain penelitian yang digunakan adalah desain berimbang (counterbalanced Design), yaitu pada setengah masa eksperimen dilakukan pertukaran perlakuan. Populasi penelitian ini adalah siswa kelas V SD Negeri 3 Banjar Jawa Singaraja tahun pelajaran 2013/2014 sebanyak 81 orang yang dibagi menjadi 3 kelas. Sampel penelitian ditentukan dengan teknik random sampling terhadap kelas yang ada. Tahap pertama kelas VA diberikan masalah matematika terbuka dan kelas VC diberikan masalah matematika tertutup. Tahap kedua kelas VC diberikan masalah matematika terbuka dan kelas VA diberikan masalah matematika tertutup. Data prestasi belajar siswa dikumpulkan menggunakan pos tes berupa tes objektif berbentuk pilihan ganda yang diberikan pada akhir dari tahap pertama dan tahap kedua. Analisis data menggunakan uji-t dua ekor pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa terdapat perbedaan prestasi belajar matematika antara siswa yang diberikan jenis masalah matematika terbuka dengan siswa yang diberikan jenis masalah matematika tertutup pada pembelajaran dengan model pembelajaran kooperatif tipe STAD.Kata Kunci : prestasi belajar, jenis masalah matematika dan model pembelajaran kooperatif tipe STAD. This study was aimed at finding out whether there was difference in mathematics learning achievement among the students who were taught by giving opened mathematical problems and closed mathematical problems in cooperative learning model using STAD. This study was quasi-experimental research. This research used is counterbalanced design. The population was the fifth grade students of SD Negeri 3 Banjar Jawa, Singaraja in the academic year 2013/2014, which altogether consist of 81 students. The process of selecting the sample was done by implementing random sampling technique and VA class was chosen as the first experiment group while VC class as the first control group. The data of students’ learning achievement were collected by using multiple choice tests, and they were analyzed by using two ways t-test with the significance degree 0.05. The result of the research showed that there was difference in learning achievement among the students who were taught by giving opened mathematical problems and closed mathematical problems in cooperative learning model using STAD.keyword : learning achievement, mathematical problems type, cooperative learning model using STAD
PENGARUH STRATEGI ACTIVE KNOWLEDGE SHARING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VII NON UNGGULAN SMP NEGERI 6 SINGARAJA ., Putu Yulia Prawestri; ., Dra. Gst. Ayu Mahayukti,M.Si; ., Dra.Ni Nyoman Parwati,M.Pd
Jurnal Pendidikan Matematika Undiksha Vol 5, No 2 (2016):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v5i2.8163

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh strategi active knowledge sharing terhadap kemampuan komunikasi matematika siswa. Populasi penelitian ini adalah seluruh siswa kelas VII non unggulan SMP Negeri 6 Singaraja tahun ajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Sampel pada penelitian ini adalah siswa kelas VII B5 sebagai kelas eksperimen dan VII B6 sebagai kelas kontrol. Desain penelitian yang digunakan dalam penelitian ini adalah post-test only control group. Data kemampuan komunikasi matematika siswa dikumpulkan menggunakan tes kemampuan komunikasi matematika. Data dianalisis dengan menggunakan uji-t ekor kanan dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa t_hitung=3,2762 lebih besar dari nilai〖 t〗_tabel=2,0032, sehingga H_0 ditolak. Sehingga kemampuan komunikasi matematika siswa yang mengikuti pembelajaran dengan strategi active knowledge sharing lebih tinggi daripada kemampuan komunikasi matematika siswa yang mengikuti pembelajaran konvensional. Dengan demikian, penerapan pembelajaran dengan strategi active knowledge sharing memberikan pengaruh positif terhadap kemampuan komunikasi matematika siswa.Kata Kunci : kemampuan komunikasi matematika, strategi active knowledge sharing, pembelajaran konvensional. This objective of this research is to investigate the effect of active knowledge sharing strategy to students’ mathematical communication ability. The population were students seventh unseeded grade students of SMP Negeri 6 Singaraja in the academic year of 2015/2016. Sampling was done by cluster random sampling technique. The samples were students in VII B5 grade students as the experimental group and seventh B6 grade students as the control group. The research design used in this research is Post Test Only Control Group Design. Data of students’ mathematical communication ability were collected by using students’ mathematical communication ability test. This data were analyzed by using a one-tailed t-test with 5% level of significant. This research result show that t_calculate=3,2762 greater than 〖 t〗_table=2,0032, so that H_0 is diclined. So that students mathematical communication ability who studied using active knowledge sharing strategy was higher than those who studied using conventional learning. Thus active knowledge sharing strategy gives positive contribution toward the students mathematical communication ability.keyword : mathematical communication ability, active knowledge sharing strategy, conventional learning
Model Pembelajaran Pemecahan Masalah Berorientasi Kearifan Lokal untuk Meningkatkan Motivasi dan Prestasi Belajar Matematika Siswa ., I Gusti Bagus Gending; ., Dra.Ni Nyoman Parwati,M.Pd; ., Drs. I Gusti Ngurah Pujawan,M.Kes
Jurnal Pendidikan Matematika Undiksha Vol 2, No 1 (2014):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.2585

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi dan prestasi belajar matematika siswa kelas V A SD Negeri 1 Banjar Jawa dengan menerapkan model pembelajaran pemecahan masalah berorientasi kearifan lokal. Penelitian ini melibatkan subjek sebanyak 31 orang siswa kelas V A SD Negeri 1 Banjar Jawa pada semester ganjil tahun pelajaran 2013/2014. Penelitian dilaksanakan dalam tiga siklus yang masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, dan refleksi. Data motivasi belajar matematika siswa dikumpulkan menggunakan angket dan data prestasi belajar matematika siswa dikumpulkan menggunakan tes uraian. Data yang terkumpul dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata skor motivasi belajar matematika siswa, mengalami peningkatan dari sebelum tindakan yaitu 61,90 (kategori cukup) menjadi 80,32 (kategori tinggi) pada akhir tindakan siklus III. Rata-rata skor prestasi belajar matematika siswa, mengalami peningkatan dari siklus I yaitu 57,85 (kategori belum tuntas) menjadi 70,19 (kategori tuntas) pada siklus II, kemudian meningkat menjadi 81,63 (kategori tuntas) pada siklus III.Kata Kunci : model pembelajaran pemecahan masalah, kearifan lokal, motivasi, prestasi. This classroom action research aimed at improvement the motivation and achievement of students mathematics learning at class V A SD Negeri 1 Banjar Jawa applied problem solving learning model oriented local genius . This research which involved subjects as many as 31 students at class of V A SD Negeri 1 Banjar Jawa at the first semester of 2013/2014 academic year. This study is carried out in three cycles, each cycle consist of planning, action, observation and evaluation, and reflection. The motivation of students mathematics learning data was collected by using the motivation questionnaire and the achievement of students mathematics learning data was collected by using the test description. Then, the motivation and achievement data were descriptively analyzed. The results showed that the motivation of students mathematics learning average scores improved from the score of 61,90 (enough category) in before action to the score of 80,32 (high category) in the end of action third cycle. The achievement of students mathematics learning average scores improved in the score of 57,85 (not-completed-yet category) in first cycle to the score of 70,19 (completed category) in second cycle, then improved in the score of 81,63 (completed category) in third cycle. keyword : problem solving learning model, local genius, motivation, achievement.
PENGARUH STRATEGI THINK TALK WRITE (TTW) BERBANTUAN MIND MAP TERHADAP KREATIVITAS DAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS X SMA NEGERI 3 SINGARAJA ., Putu Winda Marhayani Wijaya; ., Dra.Ni Made Sri Mertasari, M.Pd; ., Dra.Ni Nyoman Parwati,M.Pd
Jurnal Pendidikan Matematika Undiksha Vol 5, No 2 (2016):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v5i2.8389

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kreativitas dan kemampuan komunikasi matematika antara kelompok siswa yang mengikuti pembelajaran dengan strategi Think Talk Write (TTW) berbantuan mind map dengan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional. Penelitian eksperimen semu ini menggunakan post test only control group design. Populasi penelitan ini adalah siswa kelas X SMA Negeri 3 Singaraja tahun ajaran 2015/2016 sebanyak 10 kelas. Uji kesetaraan populasi menggunakan uji Anava. Sampel dipilih dengan teknik random sampling. Data skor kreativitas siswa diperoleh melalui angket dan skor kemampuan komunikasi matematika siswa diperoleh melalui tes uraian. Analisis data menggunakan uji MANOVA dengan taraf signifikansi 5%. Hasil pengujian hipotesis menunjukkan bahwa: pertama, terdapat perbedaan kreativitas dan kemampuan komunikasi matematika siswa yang mengikuti pembelajaran dengan strategi Think Talk Write (TTW) berbantuan mind map dengan siswa yang mengikuti pembelajaran konvensional (F = 4,36 dan Sig = 0,02 ;ρ < 0,05); kedua, terdapat perbedaan kreativitas siswa yang mengikuti pembelajaran dengan strategi Think Talk Write (TTW) berbantuan mind map dengan siswa yang mengikuti pembelajaran konvensional (F = 5,18 dan Sig = 0,03 ;ρ < 0,05); ketiga, terdapat perbedaan kemampuan komunikasi matematika siswa yang mengikuti pembelajaran dengan strategi Think Talk Write (TTW) berbantuan mind map dengan siswa yang mengikuti pembelajaran konvensional ((F = 4,62 dan Sig = 0,04 ;ρ < 0,05). Dengan demikian, strategi Think Talk Write (TTW) berbantuan mind map berpengaruh terhadap kreativitas dan kemampuan komunikasi matematika siswa.Kata Kunci : strategi Think Talk Write (TTW), mind map, kreativitas, kemampuan komunikasi matematika This research’s purpose to determine the differences creativity and mathematical communication ability between group of students acquired Think Talk Write (TTW) strategy assisted by mind map with group of students acquired conventional learning. This quasi experimental research used post test only control group design. The population of this research was students of X Class of SMA Negeri 3 Singaraja in academic year 2015/2016 that divided into 10 classes. Equality test of the population was doing by Anova. Samples was selected by random sampling. Data of creativity was collected through questionnaires and data of mathematical communication ability was collected through test. Data analyzed using MANOVA with significance level at 5% . The data analysis found that; first, there were differences between creativity and mathematical communication ability between group of students acquired Think Talk Write (TTW) strategy assisted by mind map and group of students acquired conventional learning (F = 4.36 and Sig = 0.02 ;ρ < 0.05); second, there were differences between creativity between group of students acquired Think Talk Write (TTW) strategy assisted by mind map and group of students acquired conventional learning (F = 5.18 and Sig = 0.03 ;ρ < 0.05); third, there were differences between mathematical communication ability between group of students acquired Think Talk Write (TTW) strategy assisted by mind map and group of students acquired conventional learning (F = 4.62 and Sig = 0.04 ;ρ < 0.05). Based on it, Think Talk Write (TTW) strategy assisted by mind map influence creativity and mathematical communication abilitykeyword : Think Talk Write strategy, mind map, creativity, mathematical communication ability.
Diversifikasi Produk Beras Merah Cendana menjadi Angkak sebagai Produk Kesehatan di Desa Mengesta Parwati, Ni Nyoman; Ristiati, Ni Putu; Atmadja, Anantawikrama Tungga
Jurnal Puruhita Vol 3 No 2 (2021): August 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/puruhita.v3i2.53129

Abstract

Tujuan pelaksanaan program ini adalah menerapkan teknologi untuk menghasilkan versi produk beras merah jenis cendana menjadi produk makanan/minuman kesehatan. Beras merah cendana merupakan produk unggulan desa Mengesta, Penebel, Tabanan. Luaran yang ditargetkan adalah meningkatkan pengetahuan dan keterampilan masyarakat di bidang teknologi pengolahan pangan dan menambah sumber penghasilan masyarakat. Metode pelaksanaan kegiatan menggunakan metode PAP (Participatory Assessment and Planning) yang terdiri dari empat langkah pokok, yaitu: (1) menemukan masalah, (2) menemu kenali potensi, (3) menganalisis masalah dan potensi, dan (4) memilih solusi pemecahan masalah. Data dianalisis secara deskriptif dan kualitatif. Hasil kegiatan ini adalah sebagai berikut. (1) Meningkatnya pengetahuan dan keterampilan masyarakat di bidang teknologi pengolahan pangan dengan memanfaatkan beras merah cendana. (2) Terciptanya produk olahan beras merah menjadi angkak sebagai minuman kesehatan dan penghasil zat pewarna makanan alami, dan (3) Bertambahnya sumber mata pencaharian masyarakat yang berdampak pada adanya peningkatan ekonomi lokal.
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR IPA Ni Ketut Suriani; I Wayan Santyasa; Ni Nyoman Parwati
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 9, No 3 (2019)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.393 KB)

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan pengaruh utama dan pengaruh interaktif model pembelajaran (MP) dan motivasi berprestasi (MB) terhadap hasil belajar (HB) IPA. Penelitian eksperimen semu ini menggunakan rancangan non equivalence pretest-posttest control group design. MP dibedakan atas pembelajaran berbasis masalah (PBM) dan pembelajaran konvensional (PK). MB dipilah menjadi motivasi berprestasi tinggi (MBT) dan motivasi berprestasi rendah (MBR). Populasi penelitian adalah 7 kelas siswa kelas IX SMP Negeri 1 Kubu Tahun Pelajaran 2016/2017 dengan jumlah siswa sebanyak 286 orang. Teknik Group Random sampling digunakan untuk menetapkan 4 kelas sebagai sampel, kemudian dirandom kembali untuk menentukan 2 kelas sebagai kelompok eksperiman menggunakan PBM dan 2 kelas yang lain sebagai kelompok kontrol yang belajar dengan PK. Data MB dikumpulkan dengan angket, sedangkan data HB IPA dikumpulkan dengan tes. Data penelitian dianalisis dengan menggunakan uji statistik Anakova dua jalan. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Setelah perlakuan dikontrol dengan kovariabel hasil belajar awal (HBA), hasil penelitian menunjukkan temuan-temuan sebagai berikut.  (1) Terdapat perbedaan HB antara siswa yang belajar dengan model PBM dan siswa yang belajar dengan model PK. HB siswa yang belajar dengan model PBM lebih tinggi dibandingkan dengan yang belajar dengan model PK. (2) Terdapat perbedaan HB IPA antara siswa yang memiliki MBT dengan siswa yang memiliki MBR. HB siswa yang memiliki MBT lebih baik dibandingkan dengan siswa yang memiliki MBR. (3) Terdapat pengaruh interaktif antara MP  dan MB terhadap HB IPA. Kata kunci: model pembelajaran berbasis masalah, motivasi berprestasi, dan hasil belajar IPA AbstractThis research aimed at describing the effect of model (LM) and achievement motivation (AM) on the students’ achievement (SA) in science. This quasi-experimental research utilized the non equivalence pretest-posttest control group designed. The LM consisted of 2 levels, e.i problem based learning (PBL) and conventional learning (CL), while the AM was classified to be hight AM (HAM) and low AM (LAM). The population in this study were 7 classes of the IX grade of SMP Negeri 1 Kubu in the academic year of 2016/2017 consisting of 286 students. The selection of the samples for this study were based on group random sampling technique, four classes were selected by the technique, two classes as the experimental group and the others are the control group. The data of  the AM were collected by questionnaire while the data of students’SA in science were collected by achievement test. The data obtained then were analyzed by using two way Anacova statistics. After the treatment was contolled by prior SA, the results of this study were as follows. (1) There was a significant difference of students’ achievement in scince between the students learn in the PBL and CL models. SA of students learned in the PBL was higher than them in CL. (2) There was a significant difference of the SA in science between students have HAM and them have LAM. The SA of the students with HAM was higher than them LAM. (3) There was an interaction effect between the LM and the AM on the SA in science.  Keywords: Problem based learning model, achievement motivation, and science achievement result students
Strategi Pembelajaran Analogi dan Kemampuan Pemahaman Konsep Matematika Ketut Rendrayana; I Made Suarsana; Ni Nyoman Parwati
Jurnal Pendidikan Matematika RAFA Vol 6 No 1 (2020): Jurnal Pendidikan Matematika RAFA
Publisher : Program Studi Pendidikan Matematika UIN Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jpmrafa.v6i1.5515

Abstract

This study aimed to determine the effect of analogy learning strategies on the ability to mathematical conceptual understanding. This research is a quasi-experimental study using pretest-posttest control group design. The research population was class VIII of SMP Negeri 2 Sawan in the academic year 2019/2020, which was then sampled using cluster random sampling techniques to obtain students in class VIIIA and VIIIC as an experimental group and students in class VIIIB and VIIID as a control group. The ability to understand students' mathematical concepts was tested using essays tests both pre-test and post-test. After the data is collected, it is then analyzed using the one-way ANACOVA test with a significance level of 5%. Based on the results of research conducted, obtained FA * = 17,369 ≥ F table = 3,918. These results indicate that the student sability to understand mathematical concepts who are taught by using analogy learning strategies are better than conventional learning. Therefore analogy learning strategies have a positive influence on the ability to understand mathematical concepts.
Pengaruh strategi Relating, Experiencing, Applying, Cooperating, Transfering berorientasi kearifan lokal terhadap pemecahan masalah dan karakter Agus Putra Wijaya; Gusti Ayu Mahayukti; I Nyoman Gita; Ni Nyoman Parwati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.119 KB) | DOI: 10.21831/pg.v14i2.25881

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran matematika dengan strategi pembelajaran Relating, Experiencing, Applying, Cooperating, Transfering (REACT) berorientasi kearifan lokal terhadap kemampuan pemecahan masalah dan karakter positif siswa. Penelitian ini merupakan penelitian mixed method menggunakan concurrent embedded design. Sampel penelitian yang ditentukan dengan teknik random sampling yaitu siswa SD Negeri 1 Baktiseraga, Bali. Data kuantitatif diperoleh melalui tes kemampuan pemecahan masalah matematika dan data kualitatif diperoleh melalui wawancara, lembar observasi, dan angket karakter siswa. Data kuantitatif dianalisis menggunakan uji-t pada taraf signifikansi 5%. Data kualitatif terkait karakter siswa disajikan secara deskriptif. Hasil analisis data kuantitatif menunjukkan bahwa kemampuan pemecahan masalah matematis siswa yang mengikuti pembelajaran dengan strategi pembelajaran REACT berorientasi kearifan lokal lebih tinggi dari pada siswa yang mengikuti pembelajaran konvensional. Hasil analisis data kualitatif menunjukkan bahwa karakter siswa mengalami peningkatan yang tergolong positif setelah mengikuti strategi pembelajaran REACT berorientasi kearifan lokal.The impact of Relating, Experiencing, Applying, Cooperating, Transfering strategy orientated to local wisdom on problem-solving and characterAbstractThis study aimed to describe the impact of learning of mathematics with learning strategy of Relating, Experiencing, Applying, Cooperating, Transfering (REACT) oriented to local wisdom on the problem-solving ability and positive character of students. This research was mixed-method research using a concurrent embedded design. The research sample determined by the random sampling technique was the sixth-grade students of SD Negeri 1 (state primary school) Baktiseraga, Bali, Indonesia. Quantitative data were obtained through tests of mathematical problem-solving ability and qualitative data were obtained through interviews, observation sheets, and student character questionnaires. Quantitative data were analyzed using t-tests at a significance level of 5%. Qualitative data related to the characters provided descriptively. The results of quantitative data analysis regarding mathematical problem-solving of students who take learning with REACT learning strategy oriented to local wisdom was higher than students who study conventional learning. The results of the qualitative data analysis oppose the increased character of students who were classified as positive after following the REACT learning strategy oriented towards local wisdom.Keywords: REACT, local wisdom, problem-solving, character
Educational Tourism Based on Tri Hita Karana in Mengesta in Bali Ni Nyoman Parwati; Trianasari Trianasari
Binus Business Review Vol. 7 No. 3 (2016): Binus Business Review
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/bbr.v7i3.1815

Abstract

The purposes of this research are to validate the potential of superior natural resources and human resources in the tourism development of education based on Tri Hita Karana (THK) in Mengesta in Bali, to establish the centers of educational tourism, to form groups of community that supports the educational tourism based on THK, and to design media promotion. The method designed to achieve the targets are analysis, design, evaluation, and revision. Data were collected through observation, questionnaires, and interviews and analyzed using SWOT analysis and descriptive analysis. The results of this research show that there are seven learning resources that have been successfully validated, namely: dance and percussion forum, natural agricultural laboratory, Bali traditional house, agriculture training center, tracking, natural panorama and hot water bathing place, and culinary tour. The understanding and commitment of the people about educational tourism based on THK fall into good categories. Moreover, the media promotion has been successfully designed, which are in the form of art forum brochure, village tourism brochure, and a draft of guide book to educational tourism based on THK.
Model Pembelajaran Pemecahan Masalah Berorientasi Kearifan Lokal untuk Meningkatkan Motivasi dan Prestasi Belajar Matematika Siswa I Gusti Bagus Gending .; Dra.Ni Nyoman Parwati,M.Pd .; Drs. I Gusti Ngurah Pujawan,M.Kes .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.2585

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi dan prestasi belajar matematika siswa kelas V A SD Negeri 1 Banjar Jawa dengan menerapkan model pembelajaran pemecahan masalah berorientasi kearifan lokal. Penelitian ini melibatkan subjek sebanyak 31 orang siswa kelas V A SD Negeri 1 Banjar Jawa pada semester ganjil tahun pelajaran 2013/2014. Penelitian dilaksanakan dalam tiga siklus yang masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, dan refleksi. Data motivasi belajar matematika siswa dikumpulkan menggunakan angket dan data prestasi belajar matematika siswa dikumpulkan menggunakan tes uraian. Data yang terkumpul dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata skor motivasi belajar matematika siswa, mengalami peningkatan dari sebelum tindakan yaitu 61,90 (kategori cukup) menjadi 80,32 (kategori tinggi) pada akhir tindakan siklus III. Rata-rata skor prestasi belajar matematika siswa, mengalami peningkatan dari siklus I yaitu 57,85 (kategori belum tuntas) menjadi 70,19 (kategori tuntas) pada siklus II, kemudian meningkat menjadi 81,63 (kategori tuntas) pada siklus III.Kata Kunci : model pembelajaran pemecahan masalah, kearifan lokal, motivasi, prestasi. This classroom action research aimed at improvement the motivation and achievement of students mathematics learning at class V A SD Negeri 1 Banjar Jawa applied problem solving learning model oriented local genius . This research which involved subjects as many as 31 students at class of V A SD Negeri 1 Banjar Jawa at the first semester of 2013/2014 academic year. This study is carried out in three cycles, each cycle consist of planning, action, observation and evaluation, and reflection. The motivation of students mathematics learning data was collected by using the motivation questionnaire and the achievement of students mathematics learning data was collected by using the test description. Then, the motivation and achievement data were descriptively analyzed. The results showed that the motivation of students mathematics learning average scores improved from the score of 61,90 (enough category) in before action to the score of 80,32 (high category) in the end of action third cycle. The achievement of students mathematics learning average scores improved in the score of 57,85 (not-completed-yet category) in first cycle to the score of 70,19 (completed category) in second cycle, then improved in the score of 81,63 (completed category) in third cycle. keyword : problem solving learning model, local genius, motivation, achievement.
Co-Authors ., A.A SRI YULIANA DEWI ., I Putu Supartika ., KD ARYA UTAMA JAYA ., Luh Irmayanti ., NI KETUT SURIANI ., Ni Putu Eka Widiantari ., NI PUTU SRI ANDAYANI ., Prof. Dr. I Wayan Santyasa, M.Si. ., Putri Oktalinda Muttaqina ., Putu Winda Marhayani Wijaya ., Putu Yulia Prawestri Abdullah, Mohamad Syarief Ade Prajnawini . Agus Putra Wijaya Ahadiyah Noer Hapsari . Anak Agung Adi Wiryya Putra Anak Agung Gde Ekayana Anantawikrama Tungga Atmadja Apriadi, Ramadhan Ariadi, Ni Made Aripin Tambunan Arya Arimbawa, Gusti Putu Aryani, Wayan Astiti, Putu Juli Cendana, Wiputra Desak Putu Parmiti Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi, Ni Komang Tri Yunita Dewi, Ni Luh Kusuma Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Gede Rasben Dantes Gede Suweken Gusti Ayu Mahayukti HALILI, SITI HAJAR hanifah hanifah I Gede Ratnaya I Gst Nyoman Yudi Hartawan I Gusti Bagus Gending . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Gusti Putu Suharta I Kadek Suartama I Ketut Wijaya I Komang Adi Indra Pramana . I Komang Sudarma I Made Ardana I Made Candiasa I Made Dharma Putra I Made Suarsana I Made Suarsana I Made Sutajaya I Made Tegeh I Nyoman Gita I Nyoman Jampel I Putu Darma Putra . I Putu Herry Gita Rusmawan I Putu Herry Gita Rusmawan . I PUTU PASEK SURYAWAN I Putu Supartika . I Putu Wisna Ariawan I Wayan Santyasa I Wayan Santyasa I Wayan Sentana Putra . I Wayan Sukra Warpala Ida Ayu Dwi Ambarawati . Ida Ermiana Jing, Hou K. Riko Agus Septiana Ketut Agustini Ketut Rendrayana Luh Irmayanti . Luh Putu Arya Putri Adnyani . M.Or. S.Pd. Gede Eka Budi Darmawan . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Mulyasa, I Made Artha Naswan Suharsono Ni Ketut Suriani Ni Made Sanistiawati Ni Made Sri Mertasari Ni Putu Eka Widiantari . Ni Putu Ristiati Ni Putu Widya Kumala Sari Pande Putu Sri Wandari . Pande Putu Sri Wandari ., Pande Putu Sri Wandari Poh, Chow Teng Prameswara, Putu Buddhi Prof. Dr.I Nengah Suparta,M.Si . Purnama, M. Rokhman Putri Oktalinda Muttaqina . Putu Supawidhiasih, Ni Putu Supawidhiasih, Ni Putu Winda Marhayani Wijaya . Putu Yulia Prawestri . Rusmawan, I Putu Herry Gita Sanistiawati, Ni Made Santosa, Made Herry Sari, Ni Kadek Ayu Indah Saridewi, Desak Putu Septiana, K. Riko Agus Shuai, Zhao Sogen, Afrianto T. L. Suarningsih, Ni Luh Putu Ayu Intan Supuwiningsih, Ni Nyoman Suryanti Kusuma, Aniek Tirza, Juliana Trianasari Trianasari, Trianasari Wilandari, Putu Ayu Desi Wiryanta, Nyoman Agus Yani Yani