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All Journal Unnes Journal of Mathematics Education Education Journal: Journal Educational Research and Development
Munawar, Herfi Atrinawati
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KEEFEKTIFAN PENDEKATAN APTITUDE TREATMENT INTERACTION TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK Munawar, Herfi Atrinawati; Wuryanto, Wuryanto; Asikin, Mohammad
Unnes Journal of Mathematics Education Vol 2 No 1 (2013): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v2i1.3326

Abstract

Pembelajaran konvensional yang kegiatan pembelajarannya masih berpusat pada guru (teacher centered) serta anggapan bahwa matematika adalah pelajaran yang sulit dan kurang menarik karena media pembelajaran yang ada masih sangat kurang menjadikan peserta didik kurang aktif dan kurang termotivasi dalam mengikuti kegiatan pembelajaran sehingga komunikasi yang terjadi hanyalah komunikasi satu arah yaitu dari guru ke peserta didik. Hal ini menjadikan peserta didik tidak mengoptimalkan kemampuan yang mereka miliki. Akibatnya, pembelajaran menjadi kaku, terlalu serius dan kurangnya sikap kerja sama pada masing-masing individu peserta didik. Salah satu upaya untuk mengatasi hal tersebut adalah dengan menerapkan Pendekatan Aptitude Treatment Interaction Berbantuan CD Interaktif. Dengan teknik cluster random sampling terpilih dua kelas sampel yaitu kelas eksperimen dan kelas kontrol. Metode pengumpulan data menggunakan metode dokumentasi, tes, dan angket. Hasil penelitian menunjukan bahwa Pendekatan Aptitude Treatment Interaction Berbantuan CD Interaktif lebih efektif daripada Pendekatan Konvensional untuk mengembangkan kemampuan komunikasi matematis peserta didik.
Implementasi Pembelajaran Kolaboratif dalam Mengembangkan Keterampilan Sosial Dan Emosional Peserta Didik Fase B melalui Pembelajaran Berbasis Masalah Pertiwi, Alif Lifia Ade; Sumarno, S.; Munawar, Herfi Atrinawati
Education Journal : Journal Educational Research and Development Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/ej.v8i2.1950

Abstract

This study aimed to assess the impact of implementing collaborative learning, namely through problem-based learning, on the development of social and emotional skills in phase B pupils. This refers to a specific sort of quantitative experimental research that utilises a pretest posttest design. The sampling method employed in this study was a saturated sample of 28 kids in the fourth grade, comprising 11 male and 17 female pupils. The mean pretest score for students' social and emotional skills was 71.21, while the mean posttest score was 84.93. Research hypothesis: Indeed, the integration of collaborative learning with problem-based learning has a significant impact on the development of students' social emotional skills. The null hypothesis states that there is no impact of collaborative learning combined with problem-based learning on the social emotional skills of students. The study using the paired sample t-test yielded a significance value of 0.000. The obtained significance value was below 0.05 (0.000 < 0.05), indicating acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho). The social and emotional abilities of fourth-grade students in phase B are specifically impacted by the integration of collaborative learning and problem-based learning. Specifically, the social emotional abilities of phase b students in grade IV are impacted by the combination of collaborative learning and problem-based learning. The examination of the pretest and posttest data yielded an average NGain Score of 0.7059, which falls within the high range according to the NGain Score division criteria. The average NGain percent value found was 0.70.58, showing a significant level of effectiveness. The introduction of collaborative learning through problem-based learning has a high and effective impact on students' social emotional skills.
Implementasi Pembelajaran Kolaboratif dalam Mengembangkan Keterampilan Sosial Dan Emosional Peserta Didik Fase B melalui Pembelajaran Berbasis Masalah Pertiwi, Alif Lifia Ade; Sumarno, S.; Munawar, Herfi Atrinawati
Education Journal : Journal Educational Research and Development Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/ej.v8i2.1950

Abstract

This study aimed to assess the impact of implementing collaborative learning, namely through problem-based learning, on the development of social and emotional skills in phase B pupils. This refers to a specific sort of quantitative experimental research that utilises a pretest posttest design. The sampling method employed in this study was a saturated sample of 28 kids in the fourth grade, comprising 11 male and 17 female pupils. The mean pretest score for students' social and emotional skills was 71.21, while the mean posttest score was 84.93. Research hypothesis: Indeed, the integration of collaborative learning with problem-based learning has a significant impact on the development of students' social emotional skills. The null hypothesis states that there is no impact of collaborative learning combined with problem-based learning on the social emotional skills of students. The study using the paired sample t-test yielded a significance value of 0.000. The obtained significance value was below 0.05 (0.000 < 0.05), indicating acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho). The social and emotional abilities of fourth-grade students in phase B are specifically impacted by the integration of collaborative learning and problem-based learning. Specifically, the social emotional abilities of phase b students in grade IV are impacted by the combination of collaborative learning and problem-based learning. The examination of the pretest and posttest data yielded an average NGain Score of 0.7059, which falls within the high range according to the NGain Score division criteria. The average NGain percent value found was 0.70.58, showing a significant level of effectiveness. The introduction of collaborative learning through problem-based learning has a high and effective impact on students' social emotional skills.
Co-Authors Mohammad Asikin Pertiwi, Alif Lifia Ade Sumarno . Wuryanto Wuryanto