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PENGEMBANGAN PEMBELAJARAN GEOMETRI DIMENSI TIGA BERWAWASAN PENDIDIKAN MATEMATIKA REALISTIK BERORIENTASI BLENDED LEARNING DALAM UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS XI SMK ., I WAYAN SUMANDYA; ., Prof. Dr.I Gusti Putu Suharta,M.Si; ., Dr.Gede Suweken,M.Sc
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 2, No 2 (2013)
Publisher : Undiksha

Penelitian ini bertujuan untuk mendapatkan perangkat pembelajaran geometri dimensi tiga berwawasan Pendidikan Matematika Realistik Berorientasi Blended Learning yang berkualitas valid, praktis, dan efektif. Jenis penelitian yang digunakan adalah penelitian desain. Dalam penelitian ini dikembangkan perangkat pembelajaran geometri dimensi tiga berupa Buku Siswa, Buku Petunjuk Guru, dan Rencana Pelaksanaan Pembelajaran. Subjek yang digunakan dalam penelitian ini disesuaikan dengan tahapan-tahapan penelitian, teknik pengambilannya menggunakan purposive sampling. Penelitian ini dilaksanakan di SMK Wira Harapan. Metode yang digunakan dalam penelitian ini adalah metode observasi, metode angket, dan metode tes. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi, lembar pengamatan keterlaksanaan pembelajaran, angket respons siswa dan guru, lembar pengamatan aktivitas siswa selama pembelajaran, dan tes hasil belajar. Data yang telah dikumpulkan diolah secara deskriptif. Hasil yang diperoleh dalam penelitian ini adalah perangkat pembelajaran geometri dimensi tiga yang berkualitas valid, praktis, dan efektif. Kata Kunci : Pendidikan Matematika Realistik, Blended Learning This study is aimed to develop obtain the three-dimensional geometry instrument based on Realistic Mathematics Education oriented to Blended Learning is order to improve student, activity dan student achievement. This present study is was development. In this study, the three-dimensional geometry learning a Student Book, Teacher Guidebook and Lesson Plan are developed. This research was conducted at SMK Wira Harapan. The method used are observation, questionnaire, and test methods. In this study the validation sheet, observation sheets as enforceability of study, questionnaire as responses of students and teachers, observation sheet for students? learning activity, and achievement test are alers mind. The data have been collected by descriptive processed. In this study, the instrument for learning three-dimensional geometry that are validity, practically, and effectively.keyword : Realistic Mathematics Education, Blended Learning

PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN BERBASIS PROYEK TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP NEGERI 4 KUTA SELATAN TAHUN PELAJARAN 2016/2017 ., NI WAYAN YULI ASTUTI; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2447

Penelitian ini bertujuan untuk mngetahui: (1) perbedaan pengaruh penerapan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek terhadap motivasi belajar dan pemahaman konsep matematika siswa, (2) motivasi belajar dan pemahaman konsep matematika siswa yang berkemampuan tinggi, sedang dan rendah setelah dibelajarkan dengan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek. Jenis penelitian ini adalah penelitian mixed method tipe Explanatory Sequential, dengan rancangan acak lengkap (RAL). Penelitian ini dilaksanakan di SMP Negeri 4 Kuta Selatan, dengan populasi sebanyak 288 siswa. Pengambilan sampel dilakukan dengan teknik Cluster Random Sampling, dengan kelas VII 3 sebagai kelompok eksperimen I dan kelas VII 4 sebagai kelompok eksperimen II. Data motivasi belajar siswa dikumpulkan dengan menggunakan angket motivasi belajar dan wawancara dan data pemahaman konsep matematika siswa dikumpulkan menggunakan tes. Data yang dikumpulkan dianalisis dengan uji MANOVA. Hasil analisis menunjukkan: (1) Terdapat perbedaan motivasi belajar dan pemahaman konsep matematika siswa yang belajar dengan model pembelajaran berbasis masalah dan model pembelajaran berbasis proyek. (2) Siswa yang berkemampuan tinggi cenderung telah memenuhi empat komponen motivasi belajar (Attention, Relevamce, Confidence, Satisfaction) dan telah mampu memenuhi tiga komponen pemahaman konsep matematika (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep, menggunakan konsep secara tepat dalam situasi sehari-hari), siswa yang berkemampuan sedang cenderung memenuhi tiga komponen motivasi belajar (Attention, Relevamce, Confidence) dan mampu memenuhi dua komponen pemahaman konsep matematika (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep), sedangkan siswa yang berkemampuan rendah cenderung hanya memenuhi satu komponen motivasi belajar (Attention) dan memenuhi dua komponen pemahaman konsep matematika yaitu (menjelaskan konsep dalam kata-kata sendiri, mengidentifikasi atau memberikan contoh dan bukan contoh dari konsep) meski belum sepenuhnya benar.Kata Kunci : model pembelajaran berbasis masalah, model pembelajaran berbasis proyek, motivasi belajar, pemahaman konsep matematika The purpose of this research for knowing: (1) Differences of student?s learning motivatioan and understanding mathematics concept by using Problem Based Learning and Project Based Learning, (2) Knowing how far the influence of Problem Based Learning and Project Based Learning for student?s learning motivatioan and understanding mathematics concept who has high, everage and low ability. Mixed method tipe Explanatory Sequential is used in this research, designed with completely randomized design. Which had been held in SMP Negeri 4 Kuta Selatan, with 288 participants. The sampling method in this research used cluster random sampling technique with student?s of VII 3 as an experiment group I dan student?s of VII 4 as an experiment group II. The student?s learning motivation data is collected by questionarie and interview. The student?s understanding mathematics concept is collected by understanding concept test. Collected data were analyzed by MANOVA. The result of this research: (1) There are differences of student?s learning motivatioan and understanding mathematics concept by using Problem Based Learning and Project Based Learning. (2) Student with high ability had been showed four learning motivation aspects (Attention, Relevamce, Confidence, Satisfaction) and had been showed three understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts, use concepts correctly in a variety of situations), student with everage ability had been showed three learning motivation aspects (Attention, Relevamce, Confidence) and had been showed two understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts), student with low ability had been showed one learning motivation aspects (Attention) and had been showed two understanding mathematics concept aspects (describe concepts in their own words, identify or give examples and nonexamples of concepts) Though not entirely true.keyword : problem based learning, project based learning, learning motivation, understanding mathematics concept

PENGARUH PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN SIKAP MATEMATIKA ., I MADE BUDIADNYANA; ., DR. GEDE SUWEKEN, M.Sc.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2511

Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan kemampuan pemecahan masalah dan sikap matematika antara peserta didik yang mengikuti model Creative Problem Solving (CPS) dan model Inkuiri Terbimbing, dan (2) proses pemecahan masalah dan sikap matematika peserta didik yang dibelajarkan dengan model Creative Problem Solving (CPS) dan model Inkuiri Terbimbing. Jenis penelitian ini adalah mixed method research tipe concurrent embedded design, dengan rancangan completely randomized design. Penelitian ini dilaksanakan di SMAN 6 Denpasar, dengan populasi seluruh peserta didik kelas XI Tahun Pelajaran 2016/2017 sebanyak 369 peserta didik. Pengambilan sampel dilakukan dengan teknik cluster random sampling, dengan kelas XI IPA 7 sebanyak 35 orang sebagai kelompok eksperimen I dan kelas XI IPA 8 sebanyak 35 orang sebagai kelompok eksperimen II. Data kemampuan pemecahan masalah dikumpulkan menggunakan tes kemampuan pemecahan masalah, sedangkan data proses pemecahan masalahnya dikumpulkan menggunakan lembar pengamatan. Data sikap metematika dikumpulkan menggunakan angket sikap matematika dan wawancara. Pengujian hipotesis menggunakan uji MANOVA. Hasil analisis data menunjukkan : (1) kemampuan pemecahan masalah dan sikap matematika peserta didik yang belajar dengan model Creative Problem Solving (CPS) lebih baik dari peserta didik yang belajar dengan model Inkuiri Terbimbing; (2) Peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) dan pembelajaran Inkuiri Terbimbing sama-sama mengalami peningkatan pada proses pemecahan masalah di setiap pertemuan. Peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) melaksanakan penyelesaian masalah menggunakan prosedur dan solusi yang tepat dalam proses pemecahan masalah, sehingga hasil yang diperoleh terlihat lebih baik dari peserta didik yang mengikuti pembelajaran Inkuiri Terbimbing. Sikap matematika peserta didik yang mengikuti pembelajaran Creative Problem Solving (CPS) terlihat lebih baik pada indikator menyatakan sikap diri terhadap pengetahuan matematika yang telah dimiliki, menyatakan perasaannya dalam menghadapi pembelajaran matematika dan memberikan reaksi atau respon atas pengetahuan dan perasaannya terhadap pembelajaran matematika dari pada peserta didik yang mengikuti pembelajaran Inkuiri Terbimbing.Kata Kunci : Creative Problem Solving, Inkuiri Terbimbing, Kemampuan Pemecahan Masalah Matematika, Sikap Matematika This study aims to find out: (1) the difference between problem solving abilities and mathematics attitudes among learners who attend Creative Problem Solving (CPS) and Guided Inquiry model, and (2) problem solving process and mathematics attitude of learners taught through Creative Problem Solving (CPS) and Guided Inquiry model.This type of research is mixed method research type concurrent embedded design , with completely randomized design .This research was conducted at SMAN 6 Denpasar, with total population of class XI Learners in academic year of 2016/2017 amounting of 369 learners. Sampling was collected by cluster random sampling technique , with class XI IPA 7 of 35 persons as experiment group I and class XI IPA 8 of 35 persons as experiment group II.Data of problem solving abilities were collected using problem-solving tests, while the data of problem-solving process were collected using an observation sheet. Data on mathematics attitudes were collected using questionnaires of mathematics attitudes and interviews. The hypothesis is tested using MANOVA test. The results of data analysis show that: (1) problem solving ability and mathematics attitude of learners who study with Creative Problem Solving (CPS) model are better than learners who study with Guided Inquiry model; (2) Both learners who attend Creative Problem Solving (CPS) and Guided Inquiry Learning experience improvement in problem solving process at each meeting.Learners who attend Creative Problem Solving (CPS) learning solve problems applying accurate procedures and solutions in problem solving process, so the results obtained seem better than learners who attend Guided Inquiry learning.Learners' mathematics attitude attending Creative Problem Solving (CPS) learning seems better on indicators expressing their own attitudes toward mathematics knowledge they have, expressing their feelings in facing mathematics learning and reacting or responding to knowledge and feelings toward mathematics learning than learners attending Guided Inquiry learning.keyword : Creative Problem Solving , Guided Inquiry, Mathematics Problem Solving Ability, Mathematics Attitude.

Pengembangan Perangkat Pembelajaran Berbasis Strategi REACT Disertai Asesmen Autentik Sebagai Upaya Meningkatkan Motivasi dan Hasil Belajar Matematika Siswa Pada Pokok Bahasan Statistika dan Peluang Kelas X SMA ., IKA DESI BUDIARTI; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 1 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i1.2259

Penelitian ini bertujuan untuk mengembangkan dan memperoleh perangkat pembelajaran yang berkualitas valid, praktis, dan efektif, serta untuk mengetahui bagaimana pembelajaran berbasis strategi REACT disertai asesmen autentik dapat meningkatkan motivasi dan hasil belajar matematika siswa. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan Plomp. Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan telah memenuhi kualitas valid, praktis, dan efektif. Dengan karakteristik Buku Siswa yaitu, (1) mengawali setiap konsep dengan menunjukkan kaitan antara materi yang dipelajari dengan kehidupan sehari-hari, (2) menyajikan pengantar materi yang mendorong siswa untuk belajar di rumah sendiri, (3) menyajikan aktivitas yang harus dikerjakan siswa secara terurut dan detail, dan (4) permasalahan yang diajukan adalah masalah yang dekat dengan keseharian siswa. Sedangkan karakteristik Buku Guru yaitu, (1) memberikan petunjuk dan arahan kepada guru tentang langkah yang harus dilakukan guru selama kegiatan pembelajaran, (2) menggunakan bahasa yang jelas, logis, praktis dan sistematis untuk menghindari multitafsir jika buku digunakan oleh guru lain, (3) diberikan alternatif penyelesaian permasalahan yang diajukan, dan (3) RPP yang tidak dibukukan terpisah. Selain itu pula, motivasi dan hasil belajar matematika siswa mengalami peningkatan dengan pembelajaran berbasis strategi REACT disertai asesmen autentik, dengan karakteristik pembelajaran yaitu sebagai berikut, (1) mengawali pembelajaran dengan mengaitkan masalah dalam kehidupan sehari-hari siswa dengan materi yang dipelajari, (2) siswa diberikan kesempatan untuk berinteraksi dengan siswa lainnya, (3) siswa diberikan kesempatan dalam proses penemuan konsep, (4) guru memberikan penghargaan terhadap setiap hasil kerja siswa, dan (5) penilaian yang dilakukan secara kontinu pada setiap pertemuan. Kata Kunci : pengembangan perangkat pembelajaran, strategi REACT, asesmen autentik, motivasi belajar, hasil belajar This research aimed to development and to obtain the learning device with valid, practical, and effective qualities, and also at knowing how the learning based on REACT strategy accompanied by authentic assessment can improve motivation and the result of students learning in mathematics. The type of this research was development research which used Plomps? development model. The result of the research showed that the learning device, that was developed brought impact to increase motivation and result of student learning in mathematics. Beside that, the developed learning device had reached valid, practical, and effective qualities. The characteristics of Students? Book were (1) beginning every concept by showing the correlation betwen the material that was being studied and everyday life, (2) presenting the introduction of material that can stimulate students to learn at home, ( 3) presenting the activites that should be conducted by students in certain step and details, and (4) the exposed problems were the daily problems of students. Moreover the characteristics of Teachers? Book were, (1) providing guidance dan clear direction for teachers about the steps that must be conducted by teacher during the learning activities, (2) using logical, practical, as well as systematic language, (3) giving the altenatif solutions for the exposed problems, and (4) Lesson Plan was not recorded separately. Beside that, the result of the research showed that the motivation and the result of students learning in mathematics has increased by using the learning based on REACT strategy accompanied with authentic assessment with the characteristics of learning such as, (1) start the learning by relating the problems in the students? daily life with the concept was that being studied, (2) the students were given opportunity to interact with other students, (3) the students were given opportunity during the discovery process, (3) teacher gave reward to every students? work, and (4) assessments were conducted continously in every learning activites.keyword : development of learning device, REACT strategy, authentic assesment, motivation of learning, result of learning.

Pengembangan Perangkat Model Pembelajaran Pemecahan Masalah Matematika Otentik untuk Meningkatkan Kemampuan Pemecahan Masalah pada Siswa Kelas X SMK ., I KADEK YOGI MAYUDANA; ., PROF.DR.PHILL. I GUSTI PUTU SUDIARTA, M.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 1 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i1.2232

Penelitian ini bertujuan untuk menghasilkan perangkat model pembelajaran pemecahan masalah matematika otentik yang valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian desain. Perangkat yang dikembangkan terdiri dari buku siswa dan buku petunjuk guru. Penelitian ini dilaksanakan di SMK TI Bali Global Denpasar, dengan subjek penelitian guru matematika dan siswa kelas X SMK. Validitas perangkat pembelajaran didasarkan atas pendapat validator, kepraktisan didasarkan atas keterlaksanaan, respons guru dan siswa, dan keefektivan didasarkan atas hasil tes kemampuan pemecahan masalah. Pengembangan perangkat pembelajaran ini mengikuti prosedur pengembangan produk dari Plomp yang meliputi tiga tahap, yaitu: (1) investigasi awal; (2) prototipe, dan (3) penilaian semi sumatif. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika ini telah valid, praktis, dan efektif, yang memiliki karakteristik sebagai berikut. Buku siswa memiliki karakteristik: (1) berisi peta konsep; (2) berisi kompetensi dasar; (3) berisi indikator yang ingin dicapai; (4) berisi kegiatan siswa (5) urutan isi materi di awali dengan memberikan suatu permasalahan matematika otentik. Karakteristik buku petunjuk guru adalah (1) berisi langkah ? langkah pembelajaran, (2) dilengkapi dengan RPP, (3) berisi alternatif jawaban dari kegiatan siswa dan latihan soal. Sedangkan karakteristik pembelajarannya adalah: (1) Orientasi siswa pada masalah matematika otentik (2) Mengorganisasi siswa dalam belajar pemecahan masalah, (3) Membimbing penyelidikan, baik secara individual maupun di dalam kelompok, (4) Mengembangkan dan mempresentasikan hasil karya, (5) Menganalisis dan mengevaluasi proses pemecahan masalah.Kata Kunci : Model Pembelajaran, Masalah Matematika Otentik, Kemampuan Pemecahan Masalah The purpose of this research is to get a valid, practical, and effective learning model of authentic mathematics problem solving. The type of research is design research. The instrument that is studied consist of student book and teacher guidelines book. This research had been held at SMK TI Bali Global Denpasar, with the subject mathematics teachers and students of Class X SMK. The validity is based on the validator?s point of view, the practical procedure is based on the implementation and the students or teacher?s responses, and the effectiveness is based on the ability the result of problem solving. The development of the teaching manual followed the product development procedure from Plomp, which covers three stages such as: (1) pre-investigation, (2) prototype, (3) semi-sumative assessment.The result of the study showed that the mathematic teaching manual is valid, practical and effective with some characteristics as follows: The students? book has its own features such as (1) contain consept of the maps; (2) contain of basic competence; (3) contain of indicator to be achieved; (4) contain of students activity; (5) order of material content begin with giving a problem of mathematics authentic. The characteristics of the teacher guidelines book are (1) contains of the learning activity, (2) completed with lesson plan, (3) contains of the alternative answer from students activities and key answer from exercises. Meanwhile the characteristics learning are (1) student orientation that mathematics authentic problem, (2) organize student to learning problem solving, (3) guiding the investigation either individually or in groups, (4) develop and present work, (5) analyze and evaluate the problem solving processkeyword : Learning Model, Authentic Mathematics Problem, Problem Solving Ability

PENGEMBANGAN PERANGKAT PEMBELAJARAN IKRAR BERORIENTASI KEARIFAN LOKAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA ., I NENGAH AGUS SURYANATHA; ., Prof. Dr. Phill.I Gst. Putu Sudiarta, M.; ., Prof. Dr.I Gusti Putu Suharta,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 2, No 2 (2013)
Publisher : Undiksha

Penelitian ini bertujuan untuk mengetahui karakteristik perangkat pembelajaran IKRAR berorientasi kearifan lokal bagi sekolah dasar kelas V yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan yang dilaksanakan dengan mengacu pada prosedur pengembangan Plomp, meliputi: (1) penelitian awal, (2) fase prototipe, dan (3) fase penilaian (evaluasi semi-sumatif). Subjek dari penelitian ini adalah guru dan siswa kelas V SD Negeri 3 Subagan tahun pelajaran 2012/2013. Data kualitas perangkat pembelajaran dikumpulkan dengan lembar validasi, lembar keterlaksanaan, angket respons guru dan siswa, serta tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran IKRAR berorientasi kearifan lokal mampu meningkatkan kemampuan berpikir kritis matematika siswa. Perangkat pembelajaran tersebut memiliki karakteristik setiap kegiatan pembelajaran dan materi pelajaran yang disajikan pada buku siswa, buku petunjuk guru, maupun RPP sesuai dengan tahapan model pembelajaran IKRAR, yakni inisiasi, konstruksi-rekonstruksi, aplikasi, dan refleksi, serta disusun sebagai intensifikasi konsep kearifan lokal Tri Pramana dan Catur Paramita.Kata Kunci : perangkat pembelajaran, model pembelajaran IKRAR, kearifan lokal, kemampuan berpikir kritis The aim of this research was to identify the characteristic of a set of learning instruments based on IKRAR teaching-learning model with local wisdom oriented which has criteria valid, practically, and effective for the fifth grade of elementary school students. Plomp?s development procedure was used to develop it, which consisted several phases, i.e: (1) preliminary research, (2) prototyping phase, and (3) assessment phase (semi-summative evaluation). The subjects of this research were the mathematics teacher and the fifth grade students of SD Negeri 3 Subagan 2012/2013 academic year. The quality of the set of learning instruments data were collected by validation instrument, practically instrument, teacher and students questionnaire, and mathematics critical thinking tests. The result of this research was indicated the charactesitics of the sets of learning instruments were served as the IKRAR teaching-learning model phase and also arranged as the intensification of Tri Pramana and Catur Paramita concepts from local wisdom.keyword : the set of learning instruments, IKRAR Teaching-Learning Model, local wisdom, Critical Thinking of Mathematics

Analisis Hubungan Jenis Kelamin, Literasi Matematika, dan Disposisi Matematika Terhadap Prestasi Belajar Matematika Peserta Didik SMA Negeri di Denpasar ., MADE WIDYA SURYAPRANI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2470

Pembelajaran matematika bertujuan untuk mempersiapkan peserta didik agar dapat menggunakan matematika dan pola pikir matematika dalam kehidupan sehari-hari. Terdapat pandangan di masyarakat bahwa perbedaan jenis kelamin berakibat pada perbedaan kemampuan dalam belajar matematika. Secara spesifik dipercaya bahwa perempuan tidak cukup berhasil mempelajari matematika dibandingkan dengan laki-laki terutama dalam bidang geometri. Selain itu diyakini pula perempuan lebih tertarik pada masalah praktis dan hampir tidak pernah mempunyai ketertarikan yang menyeluruh pada soal-soal teoritis seperti halnya laki-laki. Akan tetapi kenyataan di lapangan menunjukkan bahwa tidak sedikit wanita yang sukses dalam belajar matematika. Penelitian ini bertujuan untuk mengetahui : 1) hubungan antara jenis kelamin dengan kemampuan literasi matematika peserta didik, 2) hubungan antara jenis kelamin dengan disposisi matematika peserta didik, 3) hubungan jenis kelamin, kemampuan literasi matematika, dan disposisi matematika peserta didik dengan prestasi belajar peserta didik. Penelitian ini merupakan penelitian expost facto dengan populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 2931 dan diambil sampel dengan teknik multistage random sampling yaitu perwakilan siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 312 siswa yang terdiri dari 39 siswa di tiap sekolah. Data jenis kelamin diperoleh dari dokumen sekolah, data literasi matematika diperoleh dari tes literasi matematika, data disposisi matematika siswa diperoleh dari pengisian kuisioner, dan data prestasi diambil dari skor UAS semester ganjil 2016/2017 siswa. Data dianalisis menggunakan path analysis dengan menentukan besar koefisien jalur dari model yang dibuat. Hasil analisis data menunjukkan bahwa : 1) Jenis kelamin berkontribusi secara signifikan terhadap literasi matematika siswa dengan besar kontrribusi 30%, 2) jenis kelamin berkontribusi secara signifikan terhadap disposisi matematika siswa dengan besar kontribusi 34%, 3) jenis kelamin, literasi matematika, dan disposisi matematika berkontribusi secara simultan dan signifikan terhadap prestasi belajar matematika siswa dengan besar kontribusi 33,5%.%.Kata Kunci : Jenis Kelamin, Literasi, Disposisi , Prestasi Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.keyword : Gender, Literacy, Disposition, Achievement

Perbedaan Pengaruh Penerapan Model Problem Based Learning (PBL) dan Interactive Conceptual Instruction (ICI) Terhadap Keterampilan Berpikir Kritis Dan Kecerdasan Logis Matematis Siswa Kelas X SMA Negeri 4 Denpasar. ., I PUTU SURYA ADI PUTRA; ., DR. GEDE SUWEKEN, M.Sc.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 1 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i1.2233

Penelitian ini bertujuan untuk mengetahui : (1) perbedaan keterampilan berfikir kritis matematika dan kecerdasan logis matematis yang dibelajarkan dengan model Problem based learning (PBL) dan model Interactive Conceptul Instruction (ICI).,(2) bagaimana proses penyelesaian masalah kelompok peserta didik yang memiliki keterampilan berfikir kritis dan kecerdasan logis matematis lebih baik. Jenis penelitian ini mengikuti rancangan penelitian mixed methot tipe Eksplanatory Sequential dengan rancangan completely randomized design. Penelitian ini dilaksanakan di SMA Negeri 4 Denpasar dengan populasi seluruh peserta didik kelas X tahun ajaran 2016/2017 sebanyak 320 peserta didik. Pengambilan sampel dilakukan dengan teknik cluster random sampling, pada kelas X-MIPA1 sebanyak 33 orang sebagai kelompok eksperimen I dan kelas X-MIPA 3 sebanyak 33 orang sebagai kelompok eksperimen II. Data keterampilan berfikir kritis matematika dikumpulkan dengan menggunakan tes keterampilan berfikir kritis matematika, sedangkan data proses penyelesaian masalah dalam kaitanya dengan keterampilan berfikir kritis matematika digunakan lembar pengamatan dan didukung oleh hasil wawancara peserta didik. Data kecerdasan logis matematis dikumpulkan dengan menggunakan tes kecerdasan logis matematis dan didukung dengan angket kecerdasan logis matematis. Pengujian hipotesis menggunakan Uji MANOVA. Hasil analisis data pengujian adalah (1) keterampilan berfikir kritis matematika dan kecerdasan logis matematis peserta didik yang dibelajarkan dengan model PBL lebih baik dari peserta didik yang dibelajarkan denga model ICI; (2) PBL dalam penerapanya dapat mendorong peserta didik menjadi aktif dan kreatif terutama pada proses penyelesaian masalah matematika dalam kaitannya degan keterampilan berfikir kritis dan kecerdasan logis matematis. peserta didik yang memiliki keterampilan berfikir kritis dan kecerdasan logis lebih tinggi sangat baik dalam penyelesaian masalah matematika, diantaranya mampu memfokuskan permasalahan matematika, menyelesaikan masalah menggunakan prosedur dan sistematis, mampu menganalisis dan mengevaluasi hasil penyelesaian masalah serta bekerja secara cepat dan tepat. Hal ini tidak terdapat pada peserta didik yang memiliki keterampilan berfikir kritis dan kecerdasan logis matematis lebih rendahKata Kunci : Problem Based Learning, Interactive Conceptual Instruction, Keterampilan berpikir kritis matematika, Kecerdasan Logis matematis. This study aimed at: (1) knowing whether there were differences between mathematical critical thinking skill and mathematical logical intelligence in the model of Problem Based Learning (PBL) and the model of interactive Conceptual Instruction (ICI). (2) knowing the final result stage of problem solving process in relation to the ability of critical thinking and mathematical logical intelligence of the learners after PBL were implemented. The study used sequential explanatory mixed method research design with completely randomized design. This study was conducted in SMAN 4 Denpasar. The population of the study was tenth grade students in academic year 2016/2017 which consisted of 320 students. Cluster random sampling was used to determine the sample of the research. The samples of the research were X MIPA 1 and X MIPA 3. X MIPA 1 was used as experimental group I which consisted of 33 students whereas X MIPA 3 was used as an experimental group II which consisted of 33 people. The mathematical critical thinking data were collected using mathematical critical thinking skills test in the form of essay, while critical thinking process of mathematical problems data were collected using observation sheet and supported by learner interview. Mathematical logical intelligence data were collected using mathematical logical intelligence tests, and was supported by mathematical logical intelligence questionnaire. MANOVA test was used in hypothesis testing. The results of the research showed that: (1) the ability of critical thinking and mathematical logical intelligence of the learners which were treated by PBL model instruction achieved better result than learners who were treated by ICI model instruction; (2) Critical thinking skills and mathematical logical intelligence of students who followed the model PBL achieved better result in solving math problem with correct procedure, accurate analysis; therefore, the students ?output was also correct. keyword : Problem Based Learning, Interactive Conceptual Instruction, Mathematics Critical Thinking Skill, Mathematical Logical Intelligence.

PENGARUH PENERAPAN METODE RECIPROCAL TEACHING DALAM PEMBELAJARAN MATEMATIKA TERHADAP KEMAMPUAN PENALARAN MATEMATIKA DAN MOTIVASI BERPRESTASI SISWA ., NI PUTU WIRUSMINI; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si; ., PROF.DR. SARIYASA, M.Sc.,P.hD
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2425

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan kemampuan penalaran matematika dan motivasi berprestasi antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan mengambil populasi penelitian adalah siswa kelas X di SMA Negeri 3 Amlapura tahun pelajaran 2016/2017 yang terdistribusi dalam tujuh kelas. Selanjutnya diambil dua kelas sebagai sampel dengan menggunakan teknik cluster random sampling. Berdasarkan hasil random diperoleh kelas XE sebagai kelompok eksperimen yang belajar dengan menggunakan metode Reciprocal Teaching dan kelas XB sebagi kelompok kontrol yang belajar dengan menggunakan metode Pembelajaran Konvensional. Data yang dikumpulkan dalam penelitian ini adalah kemampuan penalaran matematika dengan menggunakan tes kemampuan penalaran dan data motivasi berprestasi dengan menggunakan kuesioner. Data yang terkumpul dianalisis dengan menggunakan uji t dan MANOVA. Hasil penelitian menunjukkan bahwa: 1) tHitung =5,606 > tTabel = 2,042 pada taraf signifikansi 5%, sehingga dapat disimpulkan terdapat perbedaan kemampuan penalaran matematika antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. 2) tHitung =12,522 > tTabel = 2,042 pada taraf signifikansi 5%, sehingga dapat disimpulkan terdapat perbedaan motivasi berprestasi antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. 3) ?* = 0,248 dan Hotelling's Trace FHitung = 95,679 lebih besar dari FTabel¬ = 3,14, sehingga dapat disimpulkan terdapat perbedaan kemampuan penalaran matematika dan motivasi berprestasi secara simultan antara siswa yang mengikuti metode Reciprocal Teaching dengan siswa yang mengikuti metode Pembelajaran Konvensional. Kata Kunci : Metode Reciprocal Teaching, Kemampuan Penalaran Matematika, Motivasi Berprestasi This study aims to determine whether there are differences in the ability of mathematical reasoning and Achievement motivation between students who learn with Reciprocal Teaching method and those who follow conventional methods. The population of this study are the students of class X in SMA Negeri 3 Amlapura academic year 2016/2017 which is distributed in seven classes with homogeneous ability. Two classes were taken as sample by using cluster random sampling technique. Based on the results obtained that XE class as an experimental group and class XB as a control group. This research uses two analytical techniques namely descriptive analysis and MANOVA.The data collected in this research for mathematical reasoning ability by using reasoning ability test and motivation data by using questionnaire. The collected data were analyzed using t-test and multivariate analysis technique. The results obtained are: 1) tcount = 5.606 > tTable = 2.042 at 5% significance level, so it could be concluded there were differences in mathematical reasoning ability among students who studied using Reciprocal Teaching Method with students who studied using conventional Learning Method. 2) tcount = 12.522 > tTable = 2.042 at the level of significance 5%, so it could concluded there were differences in achievement motivation between students who studied using Reciprocal Teaching Method with students who studied using conventional Learning Method. 3) ?* = 0,248 and Hotelling's Trace FCount = 95,679 bigger than FTabel = 3,14, so it could be concluded there was difference of mathematic reasoning ability and achievement motivation together between student who Reciprocal Teaching Method with students who studied using conventional Learning Method.keyword : Reciprocal Teaching Method, Mathematical Reasoning ability, achievement motivation

Analisis Hubungan Jenis Kelamin, Literasi Matematika, dan Disposisi Matematika Terhadap Prestasi Belajar Matematika Peserta Didik SMA Negeri di Denpasar ., MADE WIDYA SURYAPRANI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2471

Pembelajaran matematika bertujuan untuk mempersiapkan peserta didik agar dapat menggunakan matematika dan pola pikir matematika dalam kehidupan sehari-hari. Terdapat pandangan di masyarakat bahwa perbedaan jenis kelamin berakibat pada perbedaan kemampuan dalam belajar matematika. Secara spesifik dipercaya bahwa perempuan tidak cukup berhasil mempelajari matematika dibandingkan dengan laki-laki terutama dalam bidang geometri. Selain itu diyakini pula perempuan lebih tertarik pada masalah praktis dan hampir tidak pernah mempunyai ketertarikan yang menyeluruh pada soal-soal teoritis seperti halnya laki-laki. Akan tetapi kenyataan di lapangan menunjukkan bahwa tidak sedikit wanita yang sukses dalam belajar matematika. Penelitian ini bertujuan untuk mengetahui : 1) hubungan antara jenis kelamin dengan kemampuan literasi matematika peserta didik, 2) hubungan antara jenis kelamin dengan disposisi matematika peserta didik, 3) hubungan jenis kelamin, kemampuan literasi matematika, dan disposisi matematika peserta didik dengan prestasi belajar peserta didik. Penelitian ini merupakan penelitian expost facto dengan populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 2931 dan diambil sampel dengan teknik multistage random sampling yaitu perwakilan siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 312 siswa yang terdiri dari 39 siswa di tiap sekolah. Data jenis kelamin diperoleh dari dokumen sekolah, data literasi matematika diperoleh dari tes literasi matematika, data disposisi matematika siswa diperoleh dari pengisian kuisioner, dan data prestasi diambil dari skor UAS semester ganjil 2016/2017 siswa. Data dianalisis menggunakan path analysis dengan menentukan besar koefisien jalur dari model yang dibuat. Hasil analisis data menunjukkan bahwa : 1) Jenis kelamin berkontribusi secara signifikan terhadap literasi matematika siswa dengan besar kontrribusi 30%, 2) jenis kelamin berkontribusi secara signifikan terhadap disposisi matematika siswa dengan besar kontribusi 34%, 3) jenis kelamin, literasi matematika, dan disposisi matematika berkontribusi secara simultan dan signifikan terhadap prestasi belajar matematika siswa dengan besar kontribusi 33,5%.%.Kata Kunci : Jenis Kelamin, Literasi, Disposisi , Prestasi Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.keyword : Gender, Literacy, Disposition, Achievement

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