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Journal : Jurnal Pendidikan dan Pengajaran

DEVELOPMENT OF PROBLEM-SOLVING-ORIENTED MATHEMATICS LEARNING TOOLS WITH TANDUR SETTING TO IMPROVE MATHEMATICS LEARNING OUTCOMES Inna, Margaretha N.; Sudiarta, I Gusti Putu; Ardana, I Made
Jurnal Pendidikan dan Pengajaran Vol 52, No 1 (2019): APRIL 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.093 KB) | DOI: 10.23887/jpp.v52i1.17243

Abstract

This study aimed to develop and produce a problem-solving-oriented mathematics learning tool with ?tumbuhkan?, ?alami?, ?namai?, ?demonstrasikan?, ulangi?, ?rayakan? (grow, experience, name, demonstrate, repeat, and celebrate) (TANDUR) setting to obtain a valid, practical and effective learning tool, and improving mathematics learning outcomes of class X Stone-Concrete Construction at SMK Negeri 1 Denpasar. This research was development research with problem-oriented learning model through TANDUR setting using learning support tools which included student manual, teacher manual and RPP. The development of learning tools followed the development procedure of Plom model which consists of 3 phases, namely: 1) Preliminary Research Phase, 2) Prototyping Phase (iteration process of analysis, design and development, formative evaluation and revision), 3) Assessment Phase (semi summative assessment). The subjects of the study were 28 students of class X KB2 at SMK Negeri 1 Denpasar. The required research data included validity, practicality and effectiveness data of learning tools. The validity of learning devices was tested through expert assessment. While the practicality and effectiveness of learning tools were tested through field trials. The results showed that the developed learning tools were valid with the average score of validation on 1) the student book was 3.7 which categorized very valid, 2) the teacher manual 3.8 which categories as very valid. The practicality of the developed learning tools on 1) implementation of learning devices conducted on field trials I averaging 3.1 which categorized as practical, 2) implementation of learning devices on field II averaging 3.2 which categorized as practical. The developed learning devices were effective with the average of the test score of the learning result on the field trial I was 78.92 with the good category, and the results of field study II was 86.07 with the excellent category which had exceeded the value of the Minimum Completion Criteria.
Contribution of mathematics anxiety, achievement motivation, and academic potential to problem solving ability Putra, Desak M. P. D.; Ardana, I Made; Astawa, I W. P.
Jurnal Pendidikan dan Pengajaran Vol 52, No 1 (2019): APRIL 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.108 KB) | DOI: 10.23887/jpp.v52i1.17245

Abstract

The purpose of this research was to determine the contribution of mathematics anxiety, achievement motivation, and potential academic towards mathematics problem solving ability. The population of this research was 3791 students at class VII public junior high school in Denpasar City. The sample of this study consisted of 483 students who were obtained using proportionate cluster random sampling. The type of this research was ex post facto with path analysis technique. The data of mathematics anxiety and achievement motivation were collected by questionnaires, while the data of potential academic and mathematics problem solving ability were collected by tests. Results showed that (1) mathematics anxiety directly affected potential academic in inverse correlation with contribution of 24.2%, (2) achievement motivation directly affected potential academic in positive correlation with contribution of 62.4%, (3) mathematics anxiety directly affected mathematics problem solving ability in inverse correlation with contribution of 43.1%, (4) mathematics anxiety directly affected mathematics problem solving ability in positive correlation with contribution of 2.6%, (5) achievement motivation directly affected mathematics problem solving in positive correlation with contribution of 41.2%, (6) achievement motivation indirectly affected mathematics problem solving ability in positive correlation with contribution of 6.7%, (7) potential academic directly affected  mathematics problem solving ability in positive correlation with contribution of 10.7%, (8) mathematics anxiety and achievement motivation simultaneously affected potential academic in positive correlation with contribution of 69.2% (9) mathematics anxiety, achievement motivation, and potential academic simultaneously affected mathematics problem solving ability in positive correlation with contribution of 79.4%.
Development of problem-solving-oriented mathematics learning tools with TANDUR setting to improve mathematics learning outcomes Margaretha N. Inna; I Gusti Putu Sudiarta; I Made Ardana
Jurnal Pendidikan dan Pengajaran Vol 52 No 1 (2019): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.093 KB) | DOI: 10.23887/jpp.v52i1.17243

Abstract

This study aimed to develop and produce a problem-solving-oriented mathematics learning tool with “tumbuhkan”, “alami”, “namai”, “demonstrasikan”, ulangi”, “rayakan” (grow, experience, name, demonstrate, repeat, and celebrate) (TANDUR) setting to obtain a valid, practical and effective learning tool, and improving mathematics learning outcomes of class X Stone-Concrete Construction at SMK Negeri 1 Denpasar. This research was development research with problem-oriented learning model through TANDUR setting using learning support tools which included student manual, teacher manual and RPP. The development of learning tools followed the development procedure of Plom model which consists of 3 phases, namely: 1) Preliminary Research Phase, 2) Prototyping Phase (iteration process of analysis, design and development, formative evaluation and revision), 3) Assessment Phase (semi summative assessment). The subjects of the study were 28 students of class X KB2 at SMK Negeri 1 Denpasar. The required research data included validity, practicality and effectiveness data of learning tools. The validity of learning devices was tested through expert assessment. While the practicality and effectiveness of learning tools were tested through field trials. The results showed that the developed learning tools were valid with the average score of validation on 1) the student book was 3.7 which categorized very valid, 2) the teacher manual 3.8 which categories as very valid. The practicality of the developed learning tools on 1) implementation of learning devices conducted on field trials I averaging 3.1 which categorized as practical, 2) implementation of learning devices on field II averaging 3.2 which categorized as practical. The developed learning devices were effective with the average of the test score of the learning result on the field trial I was 78.92 with the good category, and the results of field study II was 86.07 with the excellent category which had exceeded the value of the Minimum Completion Criteria.
Contribution of mathematics anxiety, achievement motivation, and academic potential to problem solving ability Desak M. P. D. Putra; I Made Ardana; I W. P. Astawa
Jurnal Pendidikan dan Pengajaran Vol 52 No 1 (2019): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.108 KB) | DOI: 10.23887/jpp.v52i1.17245

Abstract

The purpose of this research was to determine the contribution of mathematics anxiety, achievement motivation, and potential academic towards mathematics problem solving ability. The population of this research was 3791 students at class VII public junior high school in Denpasar City. The sample of this study consisted of 483 students who were obtained using proportionate cluster random sampling. The type of this research was ex post facto with path analysis technique. The data of mathematics anxiety and achievement motivation were collected by questionnaires, while the data of potential academic and mathematics problem solving ability were collected by tests. Results showed that (1) mathematics anxiety directly affected potential academic in inverse correlation with contribution of 24.2%, (2) achievement motivation directly affected potential academic in positive correlation with contribution of 62.4%, (3) mathematics anxiety directly affected mathematics problem solving ability in inverse correlation with contribution of 43.1%, (4) mathematics anxiety directly affected mathematics problem solving ability in positive correlation with contribution of 2.6%, (5) achievement motivation directly affected mathematics problem solving in positive correlation with contribution of 41.2%, (6) achievement motivation indirectly affected mathematics problem solving ability in positive correlation with contribution of 6.7%, (7) potential academic directly affected  mathematics problem solving ability in positive correlation with contribution of 10.7%, (8) mathematics anxiety and achievement motivation simultaneously affected potential academic in positive correlation with contribution of 69.2% (9) mathematics anxiety, achievement motivation, and potential academic simultaneously affected mathematics problem solving ability in positive correlation with contribution of 79.4%.
Improving Students’ Conceptual Understanding Through Geogebra-Assisted “5E” Learning Cycle: Is It Effective? Ni Nyoman Wulan Darma Putri; I Wayan Puja Astawa; I Made Ardana
Jurnal Pendidikan dan Pengajaran Vol 54 No 1 (2021): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (339.715 KB) | DOI: 10.23887/jpp.v54i1.25219

Abstract

This study aims to investigate the effectiveness of GeoGebra-assisted 5E Learning Cycle model toward student’s understanding of mathematical concept with control of student’s prior knowledge. This study was a quasi-experiment with post-test only control group design. The population of the study was 324 ninth grader students where 81 of them were selected as sample through cluster random sampling technique. The data collected in this study were student’s mathematical prior knowledge obtained by giving objective tests before starting the learning process and data of student’s mathematical conceptual understanding obtained by giving an essay test at the end of learning process. The hypotheses were tested using t-test and one-way analysis of covariance test. The results showed that: the usage of GeoGebra-assisted 5E Learning Cycle Model has a positive impact toward student’s understanding of mathematical concept, where t = 2,977 and p = 0,002; the usage of GeoGebra-assisted 5E Learning Cycle Model has a positive impact toward student’s understanding of mathematical concept after the prior knowledge variable was controlled, where F = 31,880 and p = 0,000. The findings of this research implied that GeoGebra-assisted 5E Learning Cycle Model can be used as an alternative learning model in an effort to improve students' understanding of mathematical concepts.
Co-Authors ., DESAK PUTU PRAMI MEITRIANI ., Dian Rahayu Zelly Yuniati ., DR. I WAYAN SADRA, M.Ed. ., I Gede Eva Purwanta Wijaya ., I GEDE SUDIARTA ., I MADE ARYA GUNAWAN ., I NYOMAN KARIANA ., IDA AYU IKA TRISNA DEWI ., IDA AYU NGURAH SULASMINIYATI ., KADEK JUNI SUPARTONO ., KADEK WAHYU ARDI PUTRA ., Luh Irmayanti ., Made Ayu Sri Terpini ., Made Dwi Aryani ., Made Dwi Savitri ., NI KADEK ASRIANI ., Ni Luh Lita Frisdiana ., Ni Luh Sinta Suryanti ., Ni Made Yuli Antari ., Ni Putu Cista Karani Dewi ., NI PUTU MEINA AYUNINGSIH ., Ni Putu Sulastri ., NI WAYAN SANJIWANI UTAMI ., PUTU KARUNIA DEWI ., PUTU NOVITA SANTIKA DEWI ., Surya Pujawan A. A. Gede Adie Wahyudi Oktavia Gama Agustini, Kadek Trisna Anak Agung Ayu Sri Trisnadewi Andayani, Made Susi Lissia Anggreni, Ni wayan Desi Apriliani, Kadek Linda Arni Yanita Astawa, I W. P. Ayu Puskita Dewi Bedilius Gunur Cahyaningrum, Kadek Ayu Kusuma Desak Gede Suryawati Desak M. P. D. Putra Desak Made Sasmita Rasmiani Dewa Gede Agung Putra Nugraha Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi, Ni Made Ayu Sukma Dewi, Ni Putu Rosma Dian Rahayu Zelly Yuniati . Dr. I Made Sugiarta, M.Si. . Dr.I Wayan Sadra,M.Ed . Drs.Djoko Waluyo,M.Sc . Dukha Yunitasari Eliska Juliangkary Ermawati, Ni Made Dewi Gazali Gazali Gde Made Swardhana Gde Sueken Gede Suweken Gusti Ayu Mahayukti Hadi, Mashal I Gede Eva Purwanta Wijaya . I GST A NGURAH TRISNA JAYANTIKA . I Gst Putu Sudiarta I GUSTI AGUNG HANDAYANI . I Gusti Agung Melia Putri Ningrat I Gusti Lanang Agung Edi Suteja . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Gusti Putu Suharta I Ketut Eli Wartama I Komang Sesara Ariyana . I Komang Sesara Ariyana ., I Komang Sesara Ariyana I Made Candiasa I Made Chandra Adi Purnama I Made Gunamantha I Made Rai Aditya Wiranata I Made Suarsana I Made Suarsana I Made Suwastika Dharma Arta I Made Yudana I Nengah Suastika I Nyoman Gita I Nyoman Jampel I Nyoman Sukajaya I Putu Andre Pradnya . I Putu Lagas Mulyadinata I PUTU PASEK SURYAWAN I Putu Trisna Angga Semara I Putu Wisna Ariawan I W. P. Astawa I Wayan Gede Wardika I Wayan Kertih I Wayan Lasmawan I WAYAN MULIANA . I Wayan Puja Astawa I. P. Wisna Ariawan Ida Bagus Putu Arnyana Indah Nurdiana Inna, Margaretha N. Juliangkary, Eliska Juliantara, Kadek Dwiki Kadek Linda Apriliani Laksmiyeny, Desak Ayu Ike Lestari, Putu Linda Luh Irmayanti . Luh Nyoman Indah Yessy Wulandari M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Ayu Sri Terpini . Made Dwi Aryani . Made Dwi Savitri . Mahadewi, Ni Kadek Natia Margaretha N. Inna Marjawati, Ni Putu Rina Miasari, Ni Made Ni Gusti Ayu Made Armita Jayanti Ni Ketut Suarni Ni Ketut Suarni Ni Luh Lita Frisdiana . Ni Luh Made Martini . Ni Luh Made Martini ., Ni Luh Made Martini Ni Luh Putu Ika Sintya Devi Ni Luh Sinta Suryanti . Ni Made Ary Wirdayanti Ni Made Ayu Sukma Dewi NI MADE DARMA LAKSMI . Ni Made Sri Mertasari Ni Made Suastini Ni Made Sukma Pebriyanti Ni Made Yuli Antari . Ni Nyoman Ayu Sugiartini Ni Nyoman Parwati Ni Nyoman Tri Purnami . Ni Nyoman Tri Purnami ., Ni Nyoman Tri Purnami Ni Nyoman Wulan Darma Putri Ni Putu Anik Ayu Dhana . Ni Putu Anik Ayu Dhana ., Ni Putu Anik Ayu Dhana Ni Putu Cista Karani Dewi . Ni Putu Parastuti Lestari Ni Putu Rina Marjawati Ni Putu Sri Jayanti Ni Putu Sulastri . Ni wayan Desi Anggreni NI WAYAN DIAN PERMANA DEWI . Ni Wayan Eka Sentana Wati Ni Wayan Mekarini Ni Wayan Poppy Handayani Ni Wayan Suardiati Putri NL Saraswati Adnyani Noviantini, Ni Made Hendriana Nyoman Dantes Nyoman Sumiartini Octamela, Kadek Surya P. WAYAN ARTA SUYASA Palgunadi, Ni Putu Puspita Dewi Phill I Gusti Putu Sudiarta Prof. Dr.I Nengah Suparta,M.Si . Purna, I Nengah Purnama, I Made Chandra Adi Putra, Desak M. P. D. Putra, I Kadek Jeki Lesmana Putu Ayu Diah Anggraini Putu Mahendra Adi Putu Priwitasari . Putu Priwitasari ., Putu Priwitasari Putu Sadu Wirawan . Putu Sadu Wirawan ., Putu Sadu Wirawan Rahayu , Kadek Galuh Andriasih Sari, Rosalia Made Veny Nidia Sariyasa . Sastra Dewi, Komang Ayu Tantri Silfanus Jelatu Sri Jayanti, Ni Putu Srinivasa, Putu Winy SUARDIANI, NI PUTU Sudiarta, Phill I Gusti Putu Sugiharni, Gusti Ayu Dessy Sukawijana, I Komang Gede Sumiartini, Nyoman Supratman, Mohamad Surya Pujawan A. A. Gede . Udani, Ketut Sri Naya Utami, Eka Sulistya W. Sugandini Wahyuniari, Ni Gusti Agung Dewi WAYAN KARIASA . Wayan Sugandini Widiartha, Kadek Dwi Rahayu Wiles, Erna Zulaeni Wiriani, Ni Made Adi Yuliawati, Ni Putu Feny