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Nurina Kurniasari Rahmawati

STKIP Kusumanegara

Author-ID : 2140327

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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PENERAPAN MODEL TSTS DAN NHT PADA MATERI PERSAMAAN FUNGSI EKSPONEN Rahmawati, Nurina Kurniasari; Kusuma, Arie Purwa; Suparman, Patar
Jurnal Pendidikan Matematika dan IPA Vol 11, No 1 (2020): Januari 2020
Publisher : Universitas Tanjungpura

The aim of the research was to find out wich one that gives mathematics achievement between Two Stay Two Stray (TSTS), Numbered Heads Together (NHT) or conventional learning models in exponential function. The sampel on this research was 108 students consisted of 36 students in the first experimental group, 36 students in the second experimental group and 36 students in the control group. The instruments used were mathematics achievement test. The sampling teqnique is cluster random sampling. The analyze prerequisite Lilliefors metod for nourmality test and used Bartlett metod for homogeny tast. The data was analyzed using balanced one-way analysis of variance and to be assumed to Scheffe’ metod. The conclusions of the research were as follows. (1) TSTS learning model gives better mathematics achievement than NHT and conventional learning model, and NHT learning model gives better mathematics achievement than direct learning model.AbstrakTujuan dari penelitian ini adalah untuk mengetahui model manakah yang memberikan prestasi matematika antara model Two Stay Two Stray (TSTS), model Numbered Heads Together (NHT) atau model pembelajaran konvensional pada materi fungsi eksponensial. Sampel pada penelitian ini adalah 108 siswa yang terdiri dari 36 siswa pada kelompok eksperimen pertama, 36 siswa pada kelompok eksperimen kedua dan 36 siswa pada kelompok kontrol. Instrumen yang digunakan adalah tes hasil belajar matematika. Teknik pengambilan sampel adalah cluster random sampling. Metode analisis Lilliefors prasyarat untuk uji normalitas dan menggunakan metoda Bartlett untuk uji homogen. Data dianalisis menggunakan analisis varians satu satu jalan dengan sel sama dan dilanjutkan uji Scheffe. Kesimpulan dari penelitian ini adalah sebagai berikut. (1) model pembelajaran TSTS memberikan prestasi matematika yang lebih baik daripada NHT dan model pembelajaran konvensional, dan model pembelajaran NHT memberikan prestasi matematika yang lebih baik daripada model pembelajaran langsung.Kata kunci: TSTS, NHT, konvensional, prestasi matematika.

EKSPERIMENTASI MODEL PEMBELAJARAN SNOWBALL THROWING DAN NHT DITINJAU DARI GAYA BELAJAR SISWA PADA MATERI HIMPUNAN KELAS VII SMP AVICENNA CILEUNGSI Rahmawati, Nurina Kurniasari; Setiani, Setiani
Jurnal Pendidikan Matematika dan IPA Vol 10, No 1 (2019): Januari 2019
Publisher : Universitas Tanjungpura

AbstractThe aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student learning style. The learning model compared were snowball throwing and NHT (Numbered Head Together). The type of the research was a quasi-experimental by 2Ã—3 factorial design. The population was the seven grade student of junior high school in Cileungsi district on academic year 2017/2018. The sampling tecnique was cluster random sampling. The size of the sampel was 60 students consisted of 30 students in the first experimental group and 30 students in second experimental group. The instruments used were mathematics achievement test and learning style questionnaire. The data was analyzed using unbalanced two-way analysis of variance. The conclusions of the research were as follows. (1) Snowball Throwing learning model gives better mathematics achievement than NHT learning model, and (2) The students with visual and auditory learning style have the same mathematics achievement and give better mathematics achievement than the students with kinesthetic learning style, (3) In all the students with visual, auditory and kinesthetic learning style, snowball throwing learning model give the better mathematics achievement than NHT learning model. (4) In the snowball throwing and NHT learning models, students with auditory and visual learning style have the same mathematics achievement and have the better mathematics achievement than students with kinesthetic learning style.Keywords: Snowball throwing, NHT, learning style, mathematics achievement

METACOGNITIVE SKILLS ANALYSIS OF STUDENTS IN INTEGRAL CALCULUS PROBLEM SOLVING Rahmawati, Nurina Kurniasari; Waluya, S B; Rochmad, Rochmad; Hidayah, Isti
Jurnal Pendidikan Matematika dan IPA Vol 12, No 2 (2021): July 2021
Publisher : Universitas Tanjungpura

This study aims to describe the profile of students' metacognitive skills in solving integral calculus problems seen from the aspects of planning, monitoring and evaluation metacognitive skills. The research method used is descriptive qualitative research methods. The subjects in this study were 3rd semester students who had taken courses or were taking calculus II courses for the 2020/2021 academic year which were carried out using purposive sampling technique. In this study, the instrument used was a test to measure the ability in solving integral calculus problems in the form of essay questions, unstructured interview guidelines, documentation and observation. Data were analyzed in three stages, namely reduction, presentation, and conclusion or verification. The results in this study were students with high problem solving abilities had met the indicators of metacognitive skills, namely the planning, monitoring and evaluation stages. Students with moderate problem-solving abilities have only reached indicators of metacognitive skills, namely the planning and monitoring stages, but have not reached the evaluation stage, while students with low problem-solving abilities have not measured metacognitive skills indicators both at the planning, monitoring and evaluation stages. So that students with high problem solving abilities are more likely to have good metacognitive skills, because students with high problem solving abilities are well organized from planning, monitoring to the evaluation stage.

Co-Authors Abdul Hakim Maruf Abdul Hakim Ma’ruf Abdul Rahman Nawi Amah Amah Amah, Amah Andi Ahmad Andy Ahmad Annisa Nur Islami Arfatin Nurrahmah Arie Purwa Kusuma Armeinia Kumala Sari Aslamia, Arneta Sohobatul Atiyyah, Rifa Budiyono Budiyono Budiyono Budiyono Chrisnaji Banindra Yudha Deswita Deswita Deswita Deswita Dewi Retno Sari S Dewi Retno Sari S Fiki Alghadari Fredi Ganda Putra Hamdani, Haris Iip Ripati Hanipah Ismaniah Ismaniah Isti Hidayah Iswadi Iswadi Lamanda Ayuningrum Lamanda ayuningrum Lubban Anwari Alhamidi Megawati, Megawati Muhamad Safa’udin Muhammad Zulfadhli, Muhammad Nawi, Abdul Rahman Nurhasanah Nurhasanah Nurimani Nurimani Nurimani Nurimani Nurimani, Nurimani Rahayu, Retno Ginanjar Ramadoni, Ramadoni Rifa Atiyah Rifa Atiyyah Rochmad - S B Waluya Safaâ€™udin, Muhamad Santi Widyawati Sari, Armeinia Kumala Sari, Wiwin Rita Setiani Setiani, Setiani Setiawati, Yunita Sintiya, Hani St. Budi Waluya Suparman, Patar Suyanto Wahyu Yulianto Widyantoro, Murwan Yoga Yuniadi Yun Risnawati Yunita Setiawati

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Journal : Jurnal Pendidikan Matematika dan IPA