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<![CDATA[PENGGUNAAN DOKUMENTASI PORTOFOLIO SEBAGAI PENILAIAN UTS PADA ANAK AUTIS DI SEKOLAH INKLUSI ]]>
<![CDATA[Widayanti, Alvionita]]>;
<![CDATA[Susetyarini, Roro Eko]]>;
<![CDATA[Utomo, Dwi Priyo]]>
<![CDATA[ Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol 1, No 3 (2014): APRIL 2014 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universi ]]>
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DOI: 10.22219/jp2sd.v1i3.2721
<![CDATA[Abstract: Assessment is one of the important components that must be taken to determine the effectiveness of teacher learning outcomes. Children with autism have a bottleneck in terms of interaction and emotion. Reality on the ground for the assessment of autism is still using writing assessment tests. The impact of this written test parents do not know how big the changes that have occurred in children. Portfolio assessment is defined as a collection of facts and documents in the form of tasks in a systematic organization of the learning process. The results of the study can be used as an alternative assessment in children with autism to memaksimalakan educational services. Abstrak: Penilaian merupakan salah satu komponen penting yang harus ditempuh guru untuk mengetahui keefektifan hasil pembelajaran. Anak autis memiliki hambatan dalam hal interaksi dan emosi. Kenyataan di lapangan penilaian untuk autis masih menggunakan penilaian tes tulis. Dampak tes tulis ini para orang tua tidak mengetahui seberapa besar perubahan yang sudah terjadi pada anak. Penilaian portofolio diartikan sebagai kumpulan fakta dan dokumen berupa tugas-tugas yang terorganisasi secara sistematis dalam proses pembelajaran. Hasil penelitian dapat dijadikan alternatif penilaian pada anak autis untuk memaksimalakan pelayanan pendidikan. Kata Kunci: Dokumentasi portofolio, anak autis, penilaian]]>
<![CDATA[The Effectiveness of Creative Problem-Solving Learning Model in Mathematics Learning ]]>
<![CDATA[Yuliana, Riza]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Ismail, Agung Deddiliawan]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i1.8421
<![CDATA[This research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. The assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. The type and approach, which used in this research, were quantitative descriptive with the research subjects of 8th-C class; moreover, the subjects consisted of 32 students. The instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. The results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. The students’ responses were categorized as very good with a percentage of 82.53%. The students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. Therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN PENILAIAN AUTENTIK KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[Baiduri, Baiduri]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Rosyadi, Alfiani Athma Putri]]>;
<![CDATA[Jamil, Anis Farida]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol 5, No 1 (2019): Mei 2019 IN PROGRESS ]]>
Publisher : <![CDATA[Lecturer at the Faculty of Education, University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v5i1.4973
<![CDATA[Penelitian ini bertujuan untuk mengembangkan instrumen penilaian autentik kurikulum 2013 pada mata pelajaran matematika. Penelitian ini berjenis penelitian Research and Development. Intrumen yang digunakan pada penelitian ini adalah lembar validasi dan lembar angket respon siswa. Prosedur yang dilakukan pada penelitian ini antara lain: 1) menganalisis kurikulum, 2) membuat instrumen, 3) melakukan validasi terhadap instrumen, 4) merevisi instrumen, dan 5) menerapkan instrumen pada pembelajaran. Hasil yang diperoleh pada penelitian pengembangan ini adalah 1) berdasarkan hasil validasi, instrumen berkategori valid dan dapat diterapkan pada pembelajaran, 2) instrumen penilaian autentik mendapatkan respon positif oleh guru mata pelajaran matematika ]]>
<![CDATA[Development of Web-Based Interactive Learning Media on Lines and Angles Material in 7th grade of Junior High School ]]>
<![CDATA[Novianti, Vina]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Dintarini, Mayang]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i1.8422
<![CDATA[This research aimed at: 1) analyzing and describing the development of web-based interactive learning media, 2) analyzing and describing the effectiveness of web-based interactive learning media. The approach of this research was descriptive quantitative. The subjects of this research were the students of 7th grade of Junior High School. The instruments that used were the validation sheets of media and material experts, students? response questionnaires, and test. The data analysis was done by calculating the score of each indicator to find out the validity, students? responses, and the students? learning outcomes. Based on the validation result that obtained from the analysis of media validation, it was obtained the averages of 3,56 and it was very valid and the result of material validation analysis obtained the averages of 3,29 that meant valid. Therefore, the learning media was stated as proper to be tested. However, the analysis result of students? response analysis was obtained the averages of 87%, in which the learning media got very good response both of students and the students? learning outcomes that showed the percentages of students achieved the KKM (Minimum Completeness Criteria) in the score of 75 as much as 100% with a very high criterion. Therefore, the web-based interactive learning media was stated as effective and could be used in the learning process.]]>
<![CDATA[KOMPETENSI MENGAJAR DOSEN PTS JAWA TIMUR ]]>
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Rofieq, Ainur]]>
<![CDATA[ Jurnal Bestari No 14 (1993) ]]>
Publisher : <![CDATA[Jurnal Bestari ]]>
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<![CDATA[Theoretically, additional education can improve lecturer's competence in teaching. Research, however, concluded that there was not any significant difference between teaching competence and lecturer's level education. The fact above has two possiblities i.e. first, the lecturers who studied in magister program might not be relevant to their educational background (scholar of S1). Second, for those who studied in magister program might have had some teaching experience before. Dwi Priyo Utomo and Ainur Rofieq summerize Endang Purwanti's research entitled "Tingkat Kompetensi Mengajar Dosen PTS di Jawa Timur (1982)".]]>
<![CDATA[The pattern of a relational understanding of fifth-grade students on integer operations ]]>
<![CDATA[Utomo, Dwi Priyo]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.9545
<![CDATA[Relational understanding constitutes students’ awareness of appropriate procedures to solve problems along with logical reasoning.  Itis pivotal to help students solve problems in mathematics. It is necessary that the teaching of mathematics be directed to achieve relational understanding. Accordingly, students are capable of solving complicated problems in mathematics. This current research aims at analyzing and describing relational understanding and the patterns of answering questions of the fifth graders on integer operation. This study used a qualitative approach with a case study as the research design. Further, three students belonging to the fifth grade of Elementary School in Malang City, Indonesia, were set up as the research subjects. A test was administered to measure the subjects' relational understanding. All collected data were analyzed using an interactive technique. The result has indicated that the highly-proficient student was able to show excellent relational understanding. Besides, it was shown that the fairly-proficient student could show good relational understanding. The lowly-proficient student was shown to be able to achieve only half of the holistic criteria set for relational understanding. The patterns of answering the questions demonstrated by all students in all levels included jotting down the models, completing the models, and answering the questions. The highly-proficient student understood the information and wrote it down. Whilst the fairly-proficient student understood the information without translating it into the written form. At last, the lowly-proficient student did not pronounce any signals of understanding of the information]]>
<![CDATA[THE EFFECT OF "QUANTUM LEARNING" MODEL USING "MIND MAPPING" TECHNIQUE TO EIGHT GRADE STUDENTS’ CREATIVE THINKING ABILITY ]]>
<![CDATA[Eriyanto, Erik]]>;
<![CDATA[Inganah, Siti]]>;
<![CDATA[Utomo, Dwi Priyo]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i2.11072
<![CDATA[This study aims to determine how the effect of the Quantum Learning model using Mind Mapping techniques to students' creative thinking abilities. The type of research used is experiment and quantitative approach with research design using posttest only group design. Data analysis of two groups used the t-test on SPSS 21, that is Independent Sample t-Test to test the difference in average posttest value of two samples.The results of this study are (1) results of the t-test from post-test data obtain a significance 0,000 where it is lower than 0.05 so can be said that the average of the two groups are different, (2) from the post-test results, the answers given by students from the experimental group more fulfilled the indicators of creative thinking than students from the control group.]]>
<![CDATA[THE EFFECTIVENESS OF IMPLEMENTATION WARMER APPERCEPTION TO CONSTRUCT THE CONCEPTUAL UNDERSTANDING ON THE LEARNING MATERIAL OF VECTOR ]]>
<![CDATA[Rohmah, Riska Nur]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Zukhrufurrohmah, Zukhrufurrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i2.11073
<![CDATA[One of the learning stages is apperception. Warmer apperception is an activity that conducted to make the students? knowledge to be stored in long-term memory. This research aimed at: 1) describing the learning implementation using Warmer apperception to construct a conceptual understanding in the vector material, 2) determining the effectiveness of the implementation of Warmer apperception to construct a conceptual understanding in the vector material. The effectiveness of learning using Warmer apperception could be seen from: 1) the observation of learning implementation using Warmer apperception that indicated a minimum of the sufficient category; 2) the students? response questionnaire indicated a minimum of positive response category; and 3) the test results of students? conceptual understanding indicated a minimum of quite a good category. The subjects of this research were the students of 10th grade of Mathematics and Natural Science (MIA) at Senior High School (SMA) of Muhammadiyah 3 Batu, in which it consisted of 21 students. Based on the research conducted, it was obtained that the observation results of learning implementation using Warmer apperception got a very good category, the questionnaire results obtained a positive response category, and the test results of students? conceptual understanding got a quite good category. Thus, the implementation of Warmer apperception to construct a conceptual understanding of the vector material is effective..]]>
<![CDATA[AN ANALYSIS OF STUDENTS' ERRORS TO FIND THE RESULT REFLECTION IN COORDINATE PLANE BASED ON IN THE NEWMAN ERROR ANALYSIS NINTS-GRADE STUDENTS OF JUNIOR HIGH SCHOOL 2 SAMPIT ]]>
<![CDATA[Sari, Ayu Amelia]]>;
<![CDATA[Utomo, Dwi Priyo]]>;
<![CDATA[Zukhrufururrohmah, Zukhrufururrohmah]]>
<![CDATA[ MEJ (Mathematics Education Journal) Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Study Program of Mathematics Education University of Muhammadiyah Malang ]]>
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DOI: 10.22219/mej.v3i2.11075
<![CDATA[This study aimed to determine the types and the causes of students' errors in finding the results of reflection in the field of coordinates based on the Newman problem-solving. This research used descriptive research with a quantitative approach. The data collection techniques were written test and a structured interview with the research subjects were Nints-grade students of Junior High School 2 Sampit. Based on the results of the data analysis, there were errors made by students, namely: (1) there were no mistakes in the problem of reading stage, (2) students were not able to write down the known and asked even though students understood the questions presented in the stage of understanding the problem, (3) did not change the questions into a coordinate field in the stage of transformation problem, (4) misplaced of the result reflection and miscalculating the result of reflection on the process skill stage, (5) did not writing down the answers or conclusions in the writing answers stage.]]>
<![CDATA[MASALAH-MASALAH DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Priyo Utomo, Dwi]]>
<![CDATA[ Widya Warta No. 01 Tahun XXXV / Januari 2011 ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[The problems described are common problems that occur in learning mathematics in secondary school. The problems that occur can be grouped according to the learning component, i.e., materials, methods, media, evaluation, and classroom management. The problems associated with learning material are the tendency of teachers to immediately resolve the learning materials from the achievement of understanding and avoid the problem solving and geometry. The issues relating to the learning method are that: (1) the method used is less closely linked with the experience of everyday life, (2) information is too obvious, (3) there are rarely teachers who apply the learning with group work, (4) teachers emphasize drills rather than develop the power of reason, and (5) teachers ask students to memorize formulas. The problems associated with the media are concerned with the use of visual aids by the students. The issues relating to evaluation are dealt with the fact that evaluation is always convergent. The problems associated with management of the class are that seating arrangements and room seem to be rather stiff.]]>
