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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Kertha Wicara : Journal Ilmu Hukum Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Jurnal Pendidikan Matematika Undiksha Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan Matematika Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Edukasi Matematika dan Sains Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Emerging Science Journal Lectura : Jurnal Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan dan Pembelajaran WIDYA LAKSANA Journal of Psychology and Instructions Jurnal Ilmiah Pendidikan Profesi Guru Jurnal EDUTECH Undiksha JURNAL MathEdu (Mathematic Education Journal) Jurnal Pendidikan dan Kebudayaan Missio Jurnal Pedagogi dan Pembelajaran Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Applied Data Sciences Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) JURNAL ILMIAH GLOBAL EDUCATION Jurnal Media dan Teknologi Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Edumatica: Jurnal Pendidikan Matematika SENTRI: Jurnal Riset Ilmiah PENDASI: Jurnal Pendidikan Dasar Indonesia International Journal of Trends in Mathematics Education Research (IJTMER) JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Education, Management, and Technology Jurnal Pendidikan MIPA JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO Jurnal Pendidikan Islam

I Made Ardana

Universitas Pendidikan Ganesha

Author-ID : 231037

Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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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

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

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.

MODEL PEMECAHAN MASALAH DENGAN METODE MEANS- ENDS ANALYSIS UNTUK MENINGKATKAN PEMECAHAN MASALAH DAN KEPERCAYAAN DIRI SISWA I Gusti Lanang Agung Edi Suteja .; Prof. Dr.I Made Ardana,M.Pd .; Dra. Gst. Ayu Mahayukti,M.Si .
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.v2i1.2582

Penelitian ini bertujuan untuk (1)meningkatkan kemampuan pemecahan masalah,(2)kepercayaan diri siswa dan (3)tanggapan siswa terhadap model pembelajaran pemecahan masalah dengan metode Means-Ends Analysis. Jenis penelitian ini adalah penelitian tindakan kelas yang melibatkan subyek sebanyak 26 orang siswa kelas VIIIB1 SMP Negeri 4 Singaraja pada semester ganjil tahun ajaran 2013/2014 yang dilaksanakan dalam tiga siklus. Data kemampuan pemecahan masalah siswa dikumpulkan dengan menggunakan tes kemampuan pemecahan masalah, data kepercayaan diri dan tanggapan siswa dikumpulkan dengan menggunakan angket. Data yang telah dikumpulkan selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan penerapan model pembelajaran pemecahan masalah dengan metode Means Ends Analysis mampu meningkatkan kemampuan pemecahan masalah serta kepercayaan diri siswa. Tanggapan siswa setelah diterapkan model pembelajaran pemecahan masalah dengan metode Means Ends Analysis tergolong positif.Kata Kunci : model pemecahan masalah, Means-Ends Analysis, pemecahan masalah, kepercayaan diri The purposes of this study were (1) to increase the ability of solving the problem, (2) to increase the students self-efficacy and, (3) to investigate the students’ response about the implementation of model learning problem solving with Means-Ends Analysis method. This research is classroom action research that involved 26 students of VIII B1 class of SMP Negeri 4 Singaraja in the first semester in the academic year 2013/2014. This study was done in three cycles. The data of students’ ability in solving the problem was collected by using problem solving ability test. The data of self-effecacy and student response was collected by using questionnaire. Then all data obtained was analyzed descriptively. The result of the study showed the implementation of problem solving model through Means-Ends Analysis method enable to improve the ability of solving the problem and students’ kepercayaan diri. The student response after gaining this model was categorized as positive result.keyword : problem solving model, Means-Ends Analysis, problem solving, self-effecacy.

PENGARUH MODEL PEMBELAJARAN BRAINSTORMING TERHADAP PARTISIPASI DAN PRESTASI BELAJAR MATEMATIKA SISWA SMP NEGERI 4 SINGARAJA Dian Rahayu Zelly Yuniati .; Prof. Dr.I Made Ardana,M.Pd .; Drs.Djoko Waluyo,M.Sc .
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.v2i1.3995

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan partisipasi dan prestasi belajar matematika antara siswa yang dibelajarkan dengan model pembelajaran Brainstorming dan siswa yang dibelajarkan dengan model pembelajaran konvensional. Lebih lanjut, akan diselidiki siswa yang dibelajarkan dengan model pembelajaran mana yang memiliki partisipasi dan prestasi belajar matematika yang paling baik. Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Adapun populasi pada penelitian ini adalah seluruh siswa Kelas VIII non unggulan SMP Negeri 4 Singaraja tahun ajaran 2012/2013, yaitu sebanyak 235 orang. Pengambilan sampel dilakukan dengan teknik random sampling. Data hasil lembar observasi partisipasi dan tes prestasi belajar matematika dianalisis menggunakan Uji-t dan MANOVA. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan partisipasi dan prestasi belajar matematika pada kedua kelas sampel. Lebih lanjut, diperoleh bahwa: (1) partisipasi belajar matematika siswa yang dibelajarkan dengan model pembelajaran Brainstorming lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran konvensional (2) prestasi belajar matematika siswa yang dibelajarkan dengan model pembelajaran Brainstorming lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran konvensional, dan (3) partisipasi dan prestasi belajar matematika siswa yang dibelajarkan dengan model pembelajaran Brainstorming mempunyai perbedaan dengan siswa yang dibelajarkan dengan model pembelajaran konvensional. Dengan demikian dapat disimpulkan bahwa model pembelajaran Brainstorming berpengaruh positif terhadap partisipasi dan prestasi belajar matematika siswa.Kata Kunci : MODEL PEMBELAJARAN BRAINSTORMING, PARTISIPASI, PRESTASI BELAJAR MATEMATIKA This research is aims at to know whether there is any difference of participation and learning achievement between students who learned with brainstorming learning model and students who learned with conventional learning model. Furthermore, which one have better the participation and achievement in mathematics between the two groups. The research design used in this study is the Post-test Only Control Group Design. The population in this research were all regular eighth grade students of SMP Negeri 4 Singaraja in academic year 2012/2013, as many as 235 student. Sample was choosen using random sampling technique. Data resulting from participation observation sheet and math achievement tests were analyzed using t-tests and MANOVA. The results of hypothesis testing showed that there are differences in participation and achievement in math learning. Furthermore : (1) the participation of the students with Brainstorming learning model better than students who learned with the conventional model (2) learning achievement of students with Brainstorming learning model better than students who learned with the model conventional learning, and (3) participation and learning achievement of students who learned with the learning model has different Brainstorm with students who learned with conventional learning models. It can be concluded that the Brainstorming learning model gives positive effect on the participation and achievement of students learning mathematics.keyword : Brainstorming learning model, participation, learning achievement mathematics

PENGARUH MODEL PEMBELAJARAN AO BERORIENTASI ZPD TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA SMA NEGERI 4 SINGARAJA Made Ayu Sri Terpini .; Prof. Dr.I Made Ardana,M.Pd .; Dra.Ni Made Sri Mertasari, 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.v2i1.3997

Penelitian ini bertujuan untuk mengetahui apakah kemampuan penalaran matematis siswa yang dibelajarkan dengan model pembelajaran AO (Advance Organizer) berorientasi ZPD (Zone of Proximal Development)lebih tinggi dari pada kemampuan penalaran matematis siswa yang dibelajarkan dengan model pembelajaran konvensional. Penelitian ini dikategorikan sebagai penelitian eksperimen semu (quasi experiment).Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Populasi pada penelitian ini adalah siswa Kelas X-MIPA SMA Negeri 4 Singaraja tahun pelajaran 2013/2014 sebanyak 236 siswa yang terdistribusi ke dalam 6 kelas. Pengambilan sampel dilakukan dengan teknik random sampling. Data yang dikumpulkan dalam penelitian ini adalah data kemampuan penalaran matematis siswa.Data hasil tes kemampuan penalaran matematis dianalisis menggunakan Uji-t. Hasil pengujian hipotesis menunjukkan bahwa kemampuan penalaran matematis siswa yang dibelajarkan dengan menggunakan model pembelajaran AO berorientasi ZPD lebih tinggi daripada siswa yang dibelajarkan dengan model pembelajaran konvensional.Dengan demikian dapat disimpulkan bahwa model pembelajaran AO berorientasi ZPD berpengaruh positif terhadap kemampuan penalaran matematis siswa.Kata Kunci : model Advance Organizer, ZPD, kemampuan penalaran matematis This research is aims at to know whether the students mathematical reasoning abilities which is learned by AO (Advance Organizer) learning model oriented ZPD (Zone of Proximal Development) are higher than the students mathematical reasoning abilities which is learned by conventional learning model. This research is categorized as quasi experiment.The research design used in this study is the Post-test Only Control Group Design. The population in this research were the X-MIPA grade students of SMA Negeri 4 Singaraja in academic year 2013/2014, as many as 236 students which is distributed into 6 classes. Sample was chosen using random sampling technique.Data collected in this research is students mathematical reasoning abilities data. The results of students mathematical reasoning abilities test is analyzed by Uji-t. The results of hypothesis testing showed that the students mathematical reasoning abilities which is learned by AO learning model oriented ZPD are higher than the students mathematical reasoning abilities which is learned by conventional learning model. It can be concluded that AO learning model oriented ZPD gives positive effect on the students mathematical reasoning abilities.keyword : AO learning model, ZPD, mathematics reasoning abilities

PENGARUH MODEL PEMBELAJARAN NOVICK TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA KELAS X SMA LABORATORIUM UNDIKSHA SINGARAJA I Gede Eva Purwanta Wijaya .; Prof. Dr.I Made Ardana,M.Pd .; Drs.I Made Sugiarta,M.Si .
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.v2i1.3998

Penelitian ini bertujuan untuk mengetahui apakah kemampuan koneksi matematis siswa yang mengikuti pembelajaran dengan model pembelajaran Novick lebih tinggi daripada kemampuan koneksi matematis siswa yang mengikuti pembelajaran konvensional. Desain penelitian yang digunakan dalam penelitian ini adalah The Matching Only Post-test Only Control Group Design. Adapun populasi pada penelitian ini adalah seluruh siswa kelas X SMA Laboratorium Undiksha Singaraja tahun ajaran 2013/2014, yaitu sebanyak 179 orang. Pengambilan sampel dilakukan dengan teknik multy stage sampling. Setelah diperoleh dua kelas sampel kemudian dilakukan matching dengan menggunakan nilai ulangan umum matematika semester ganjil tahun ajaran 2013/2014 untuk memperoleh kelompok yang setara. Data hasil tes kemampuan koneksi matematis siswa dianalisis menggunakan Uji-t. Hasil pengujian hipotesis menunjukkan bahwa kemampuan koneksi matematis siswa yang mengikuti pembelajaran dengan model pembelajaran Novick lebih tinggi daripada siswa yang mendapat pembelajaran konvensional. Dengan demikian dapat disimpulkan bahwa kemampuan koneksi matematis siswa yang mengikuti pembelajaran dengan model pembelajaran Novick lebih tinggi daripada kemampuan koneksi matematis siswa yang mengikuti pembelajaran konvensional. Kata Kunci : model pembelajaran Novick, koneksi matematis. This study aims to determine whether the ability of students' mathematical connections that follows the Novick instructional model higher than the mathematical connection ability students who take conventional learning. This research used the Matching Only Post-test Only Control Group Design. The population of this research were all the tenth grade students of SMA Laboratorium Undiksha Singaraja in the academic year 2013/2014, which altogether consists of 179 students. The process of selecting the sample was done by implementing multi-stage sampling technique. Having obtained two classes of samples matching is then performed using the general math test scores semester of school year 2013/2014 to obtain similar groups.The data of the mathematical connection ability result were analyzed by using t-test. The result of hypothesis test showed that connection ability of students who were taught by using Novick instructional model is higher than those who were taught by using the conventional one. In conclusion, that the ability of students' mathematical connections that follows the Novick instructional model higher than the mathematical connection ability students who take conventional learning.keyword : Novick instructional model, mathematical connection

PENGARUH MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN (POE) TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA SMP Made Dwi Aryani .; Prof. Dr.I Made Ardana,M.Pd .; I Made Suarsana, S.Pd., M.Si. .
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.v2i1.4000

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model Predict-Observe-Explain (POE) dalam pembelajaran matematika terhadap kemampuan berpikir kritis matematika siswa. Jenis penelitian ini merupakan penelitian eksperimen semu. Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Adapun populasi pada penelitian ini adalah seluruh siswa Kelas VII SMP Negeri 2 Abiansemal tahun pelajaran 2013/2014, yaitu sebanyak 341 orang. Pengambilan sampel dilakukan dengan teknik random sampling. Data hasil tes kemampuan berpikir kritis matematika diuji normalitas dan homogenitasnya kemudian dianalisis menggunakan Uji-t dua jalur. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan antara pembelajaran matematika menggunakan model Predict-Observe-Explain (POE) dengan pembelajaran matematika menggunakan model konvensional terhadap kemampuan berpikir kritis matematika siswa. Lebih lanjut, diperoleh bahwa siswa yang dibelajarkan dengan model pembelajaran Predict-Observe-Explain (POE) menghasilkan nilai rata-rata kemampuan berpikir kritis matematika yang tidak sama dengan siswa yang dibelajarkan dengan model pembelajaran Konvensional. Dengan demikian dapat disimpulkan bahwa model pembelajaran Predict-Observe-Explain (POE) berpengaruh terhadap kemampuan berpikir kritis matematika siswa.Kata Kunci : model pembelajaran Predict-Observe-Explain (POE), kemampuan berpikir kritis matematika This research is aimed to know the effect of Predict-Observe-Explain (POE) model in the learning of mathematics to mathematics student's critical thinking ability. The research design used in this research is the Post-test Only Control Group Design. The population in this research was all seventh grade students of SMP Negeri 2 Abiansemal in the academic year 2013/2014, as many as 341 people. The process of selecting the sample was done by a random sampling technique. The result of critical thinking ability test were tested by two kind of testing first, namely testing for normal distribution and testing for homogeneity of variance then analyzed by using two-tailed t-test. The result of hypothesis testing showed that there was significant difference in the student’s critical thinking ability who were taught by using Predict-Observe-Explain (POE) model technique and students who are taught by using conventional model teaching technique. Furthermore, it was found that the mean score of experimental group was different with mean score of the control group. It can be concluded that Predict-Observe-Explain (POE) model technique is influential upon student’s critical thinking ability in mathematics.keyword : Predict-Observe-Explain (POE) learning model, student's critical thinking skill in mathematics

PENERAPAN MODEL PEMBELAJARAN SSCS BERBANTUAN LKS TIDAK TERSTRUKTUR UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Luh Irmayanti .; Prof. Dr.I Made Ardana,M.Pd .; 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.v2i1.4030

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemecahan masalah siswa dan mendeskripsikan tanggapan siswa melalui penerapan model pembelajaran Search, Solve, Create, and Share (SSCS) berbantuan LKS tidak terstruktur. Penelitian ini merupakan penelitian tindakan kelas yang melibatkan subjek sebanyak 42 orang siswa kelas VIII - 11 SMP Negeri 2 Singaraja pada semester ganjil tahun pelajaran 2013/2014. Penelitian ini dilaksanakan dalam dua siklus yang masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi serta refleksi. Data kemampuan pemecahan masalah siswa dikumpulkan menggunakan tes uraian dan data tanggapan siswa dikumpulkan menggunakan angket. Data yang terkumpul dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan rata-rata skor kemampuan pemecahan masalah siswa dari refleksi awal ke siklus II yaitu terjadi peningkatan rata-rata kemampuan pemecahan masalah dari refleksi awal 37,09 dengan kategori kurang menjadi 68,19 pada siklus II dengan kategori tinggi. Peningkatan sudah optimal dan memenuhi indikator keberhasilan. Hal ini disebabkan oleh: model SSCS merupakan model yang didesain untuk membantu siswa dalam memecahkan masalah matematika serta didukung oleh LKS tidak terstruktur yang mampu menarik minat siswa dalam menkonstruksi pengetahuan untuk memacu kegiatan berfikir, model pembelajaran SSCS mampu melibatkan siswa secara aktif dalam memecahkan permasalahan yang mereka hadapi dan pembelajaran yang dilakukan secara berkelompok mampu melatih kerja sama siswa dan menghargai pendapat temannya. Rata-rata skor tanggapan siswa yang dilaksanakan setelah siklus II adalah 57,78 (kategori positif).Kata Kunci : Model Pembelajaran SSCS, Kemampuan Pemecahan Masalah Matematika, Tanggapan Siswa This study was aimed at describing the enhancement of students’ problem solving abilities and students’ responses related to the implementation of Search, Solve, Create, and Share (SSCS) instructional model with unstructured worksheet. This study was a classroom action research involving subjects as many 42 grade eight-11 students of SMP Negeri 2 Singaraja in the first semester of the academic year 2013/2014. This research was done in two cycles. The data of students’ problem solving abilities were collected by using essay and the data of students’ responses were collected by using quetionnaire. The collected data were analized descriptively. The result of this research showed that there was an enhancement on the average score of students’ problem solving abilities from the early reflection 37.09 (less category) to the second cycle 68,19 (high category). This was caused by SSCS is a designed model to assist students in solving mathematical problems, especially it is supported by the unstructured worksheet which can attract students’ interests in constructing the knowledge to spur thinking activities on, SSCS is able to engage students in a problem and make them active in solving the problem they face and students learn in groups therefore it can train the capalilities of students in working together. By doing presentation, students were trained to respect their friends’ opinions. The average of students’ responses scores which were collected after the second cycle was 57,78 which belonged to ”positive” category.keyword : SSCS instructional model, mathematical problems solving abilities, student’s responses

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE COURSE REVIEW HORAY TERHADAP KONSEP DIRI MATEMATIKA SISWA SMP Ni Luh Lita Frisdiana .; Prof. Dr.I Made Ardana,M.Pd .; I Made Suarsana, S.Pd., M.Si. .
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.v2i1.4035

Tujuan penelitian ini adalah untuk mengetahui apakah konsep diri matematika siswa yang mengikuti pembelajaran kooperatif tipe Course Review Horay lebih tinggi daripada konsep diri matematika siswa yang mengikuti pembelajaran dengan model konvensional. Rancangan penelitian yang digunakan adalah Postest-Only Control Group Design. Populasi penelitian adalah seluruh siswa kelas VII SMP Negeri 3 Singaraja tahun ajaran 2013/2014 yaitu sebanyak 412 siswa. Pengambilan sampel dilakukan dengan teknik random sampling. Data konsep diri matematika siswa dikumpulkan melalui angket konsep diri matematika. Data tersebut dianalisis dengan menggunakan uji-t satu pihak, yaitu pihak kanan dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa bahwa konsep diri matematika siswa yang mengikuti pembelajaran dengan model pembelajaran kooperatif tipe Course Review Horay lebih tinggi daripada konsep diri matematika siswa yang mengikuti pembelajaran dengan model konvensional. Kata Kunci : konsep diri matematika, model pembelajaran kooperatif tipe Course Review Horay, pembelajaran konvensional This research was aimed to know whether the student’s mathematics self concept who learned with Course Review Horay cooperative learning model was higher than the student’s mathematics self concept who learned with conventional learning model. The research design was Post-test Only Control Group Design. The population was all seventh grade students of SMP Negeri 3 Singaraja in the academic year 2013/2014, as many as 412 students. The process of selecting the sample was done by a random sampling technique. The data of mathematics self concept was collected by mathematics self concept questionnaire. The data of mathematics self concept were analyzed by using right tailed t-test with significance level is 5%. The result showed that the student who learned with Course Review Horay cooperative learning model had mathematics self concept higher than students who learned with conventional learning model. keyword : mathematics self concept, Course Review Horay cooperative learning model, conventional learning model

PENERAPAN MODEL PEMBELAJARAN MATEMATIKA BERORIENTASI GAYA KOGNITIF DAN BUDAYA (PMGB) UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA SISWA DI KELAS VIIA SMP NEGERI 4 SUKASADA Ni Putu Anik Ayu Dhana .; Prof. Dr.I Made Ardana,M.Pd .; Drs.I Made Sugiarta,M.Si .
Jurnal Pendidikan Matematika Undiksha Vol. 3 No. 1 (2015)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v3i1.5582

Penelitian ini bertujuan untuk meningkatkan motivasi dan prestasi belajar matematika siswa kelas VIIA SMP Negeri 4 Sukasada, serta mengetahui tanggapan siswa terhadap penerapan model PMGB. Jenis penelitian ini adalah penelitian tindakan kelas yang melibatkan subjek sebanyak 21 orang siswa kelas VIIA SMP Negeri 4 Sukasada pada semester genap tahun ajaran 2014/2015. Penelitian ini dilaksanakan dalam tiga siklus yang masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Data prestasi belajar matematika siswa dikumpulkan dengan menggunakan tes prestasi belajar matematika berbentuk soal uraian, data motivasi belajar dan tanggapan siswa dikumpulkan dengan menggunakan angket. Data yang telah terkumpul selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata skor motivasi belajar matematika siswa mengalami peningkatan dari sebelum tindakan yaitu 51,67(kategori rendah) menjadi 76,81 (kategori tinggi) sesudah tindakan pada akhir siklus III. Rata-rata skor prestasi belajar matematika siswa dari 36,24 pada refleksi awal mengalami peningkatan dari siklus ke siklus menjadi 62,38 pada siklus I, 70,36 pada siklus II dan 76,81 pada siklus III. Tanggapan siswa terhadap penerapan model PMGB dalam pembelajaran matematika tergolong positif yaitu sebesar 40,81. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan model PMGB dapat meningkatkan motivasi dan prestasi belajar matematika siswa kelas VIIA SMP Negeri 4 Sukasada.Kata Kunci : Model PMGB, prestasi belajar, motivasi. This research aims to improve motivation and learning achievement of students at VIIA class SMP Negeri 4 Sukasada, as well as to know the response of students to the application of the model PMGB. Kind of research is classroom action research involving subjects were 21 students at VIIA class of SMP Negeri 4 Sukasada in the second semester of the academic year 2014/2015. This research was conducted in three cycles, each cycle consisting of planning, action, observation and evaluation, as well as reflections. Data mathematics learning achievement collected using mathematics achievement test form of description, data of learning motivation and student responses were collected using a questionnaire. The collected data was then analyzed descriptively. Research results show that the average score of students motivation on mathematics learning has increased from before the action that is 51.67 (low category) to 76.81 (high category) after the action at the end of the third cycle. The average score of the mathematics learning achievement in early reflection that is 36.24 has increased at every cycle into 62.38 in the first cycle, the second cycle 70.36 and 76.81 in the third cycle.The response of students to the application of the model PMGB in mathematics learning relatively positive in the amount of 40.81. Based on these results it can be concluded that the application of the model PMGB can improve motivation and mathematics learning achievement of students at VIIA class SMP Negeri 4 Sukasada.keyword : Model PMGB, Learning Achievement, Motivation

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 Dewa Gede Agung Putra Nugraha Dewa Gede Hendra Divayana, Dewa Gede Hendra 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 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 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 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. Juliantara, Kadek Dwiki Kadek Linda Apriliani 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 . Margaretha N. Inna Marjawati, Ni Putu Rina Miasari, Ni Made Ni Gusti Ayu Made Armita Jayanti Ni Kadek Natia Mahadewi 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 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 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 Putu Winy Srinivasa Rahayu , Kadek Galuh Andriasih Sari, Rosalia Made Veny Nidia Sariyasa . Silfanus Jelatu Sri Jayanti, Ni Putu Sugiharni, Gusti Ayu Dessy Sukawijana, I Komang Gede Sumiartini, Nyoman Surya Pujawan A. A. Gede . Utami, Eka Sulistya W. Sugandini Wahyuniari, Ni Gusti Agung Dewi WAYAN KARIASA . Wayan Sugandini Widiartha, Kadek Dwi Rahayu Wiriani, Ni Made Adi Yuliawati, Ni Putu Feny

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