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<![CDATA[PERBANDINGAN HASIL BELAJAR ANTARA METODE SNOWBALL DRILLING DAN METODE DISKUSI ]]>
<![CDATA[Anifah Andriani]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 3, No 2 (2015): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[STKIP PGRI SIDOARJO ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar dengan metode snowball drilling dan hasil belajar dengan metode diskusi pada materi pecahan kelas VII SMP Negeri 1 Tanggulangin tahun pelajaran 2014/2015. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode eksperimen. Dari perhitungan uji kesamaan rata-rata pretest diperoleh nilai ???? ℎ???????????????????? = 0,316 sedangkan nilai ???? = 1,66 pada taraf signifikan 5%, sehingga tidak ada perbedaan pada kedua kelas. Sedangkan untuk uji hipotesis diperoleh ???? = 2,61 dan ???? ???????????????????? = 1,66 pada taraf signifikan 5%, maka ???????? ℎ???????????????????? diterima. Kesimpulan dari penelitian ini adalah hasil belajar dengan menggunakan metode snowball drilling lebih baik daripada hasil belajar dengan menggunakan metode diskusi.]]>
<![CDATA[PENGARUH MODEL IKRAR TERHADAP HASIL BELAJAR SISWA MTS NURUL SA’ADAH ]]>
<![CDATA[Riza Mahfidia Putri]]>;
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Intan Bigita Kusumawati]]>
<![CDATA[ JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN Vol 7 No 2 (2021): Jurnal Edukasi: Kajian Ilmu Pendidikan. ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/je.v7i2.152
<![CDATA[In k13 learning, learning used is student-centered learning, students are required to actively develop their own knowledge. This study aims to find out the student learning outcomes in the material to construct a flat side space (cubes and beams) using the IKRAR learning model. IKRAR learning model is a learning model that is in accordance with constructivist understanding where in the learning process students are given a mathematical problem and students are required to be active in constructing the concepts learned. This research was conducted in the 2018/2019 school year at MTS Nurul Sa'adah in class VIII-C with a total of 25 students. The type of research used is quantitative which consists of 2 learning meetings and 1 day meeting to evaluate student learning outcomes. The design used in this study is One Shoot Case Study. Sampling in this study uses Simple Random Sampling. This study uses the instruments of teacher observation sheets, student observation sheets and observation sheets of test questions. The data analysis technique used in this study is the classic assumption test followed by using simple linear regression analysis. On the results of this study t test is obtained t test > t table (4,166> 2,069) so that H0 is rejected. Thus it can be concluded that there is an influence between IKRAR learning models on student learning outcomes.]]>
<![CDATA[PENGARUH PEMBELAJARAN TIPE FSLC TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Elok Puspita Sari]]>;
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Intan Bigita Kusumawati]]>
<![CDATA[ JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN Vol 6 No 2 (2020): Jurnal Edukasi: Kajian Ilmu Pendidikan. ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/je.v6i2.154
<![CDATA[This study aims to describe the effect type Formulate, Share, Listen and Create (FSLC) on student learning outcomes. The research method used is quantitative research. The design used in this study is One Shoot Case Study. The Sampling used by random sampling. This research was carried out at SMP Al-Islam Krian so that the sample was obtained in class VII A SMP Al-Islam Krian by applying rectangular material. The independent variable in this study was the administration of the FSLC type cooperative learning model. The dependent variable in this study is the learning outcomes of class VII A SMP Al-Islam Krian students. The instruments used in this study were observation sheets and test sheets. The test question sheet used in this study was in the form of 4 items for the description of the rectangular material. Validation in this study consisted of teacher and student observation sheets, test sheets, lesson plans (RPP). The results of data analysis used two stages, namely the classical assumption test and simple linear regression analysis. The results of the calculation of ttest at a significant level of 0,05 obtained by ttest ˃ ttable (3,764 ˃ 2,048) so that H0 is rejected. Thus the results of the hypothesis testing decisions partially indicate that there is the influence of the Formulate, Share, Listen and Create (FSLC) cooperative learning model on student learning outcomes significantly.]]>
<![CDATA[Tamasya Edukasi Daring (TARING) Sebagai Kegiatan Edukasi Di Luar Kelas Saat Pandemi Covid-19 ]]>
<![CDATA[Miftakhul Rizqi]]>;
<![CDATA[Indah Chairun Annisa]]>;
<![CDATA[Andi Kurniawan Dwi Putra]]>;
<![CDATA[Premitha Evi Noviana]]>;
<![CDATA[Ettyani Etty]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JAPI (Jurnal Akses Pengabdian Indonesia) Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Tribhuwana Tunggadewi ]]>
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DOI: 10.33366/japi.v7i2.3410
<![CDATA[Di masa pandemi Covid-19 ini pembelajaran tetap harus dilakukan meskipun melalui daring. Oleh karena itu peserta didik perlu diberikan berbagai pilihan media untuk mendukung proses belajarnya, salah satunya yaitu melalui tayangan video jelajah virtual Tamsya Edukasi Daring. Program ini bertujuan untuk memberikan sensasi jalan-jalan langsung bagi peserta didik di tempat-tempat wisata yang belum pernah dikunjungi. Terutama tempat-tempat wisata yang berbiaya mahal. Sasaran dari program ini yaitu Bimbel dan TPQ Amanah di Kecematan Sukodono, Kabupaten Sidoarjo, yang mana sebagian besar peserta didik di tempat tersebut merupakan kalangan masyarakat menengah ke bawah. Metode pelaksanaan kegiatan ini adalah penentuan lokasi wisata, pengambilan gambar di tempat wisata yang dituju, penyatuan gambar menjadi bentuk video, pengisian suara, penyuntingan akhir video, penayangan hasil video ke peserta didik, dan pengisian angket respons oleh peserta didik. Hasil dari kegiatan ini yaitu berupa video dari berbagai tempat, dan buku pedoman pelaksanaan kegiatan pengabdian. Kemudian dengan adanya hasil video tamasya edukasi daring ini dapat menjadi salah satu media pembelajaran yang sudah disesuaikan dengan kurikulum.]]>
<![CDATA[Pengaruh Pembelajaran Pair Checks Terhadap Kemampuan Berpikir Kritis Siswa ]]>
<![CDATA[Hanifatul Awwalina]]>;
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Eka Nurmala Sari Agustina]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 1 No 1 (2020): JEDMA Jurnal Edukasi Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v1i1.126
<![CDATA[Pair Checks learning is group learning that can guide partners to think critivally. This research’s purpose is to knowing the effect of Pair Checks Learning to the critical thinking skills of students in solving the story task. This type of this research is the experiment using a quantitative approach. This research was conducted in the academic year 2019/2020 in SMK Informatika Sumber Ilmu Tulangan. The sample of this research were 26 students using purposive sampling technique. The result showed that there was an influence of the pair checks learning on the critical thinking ability of the student because tcount = 3,431 > ttable = 2.064 and supported by significant probability conditions of (0.002) < α (0.05). And because of the line of the regression equation Y = -15,479 + 1.743X which shows that if the learning of Pair checks is implemented better than the critical thinking skills of student will also be better. Pair Checks Learning has a contribution by 32.9% to the critical thinking ability of students. Applying pair check learning make students can argue or be more active in class and improve critical thinking skills that are good for solving mathematical story problems.]]>
<![CDATA[IMPLEMENTASI BLENDED LEARNING MODEL FLIPPED CLASSROOM: PERAN TEKNOLOGI DALAM PEMBELAJARAN MATEMATIKA DI TENGAH PANDEMI ]]>
<![CDATA[Miftahul Huda]]>;
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Eka Nurmala Sari Agustina]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 1 (2021): JEDMA Jurnal Edukasi Matematika Vol 2 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i1.187
<![CDATA[Blended learning is a combination of face-to-face and online learning with the help of technology. In this study, using mixed learning between synchronous and asynchronous learning, the learning model applied is the flipped classroom. This study aims to determine the activities of teachers and students, achievement of learning outcomes and student responses to learning using the flipped classroom model. This research is in the form of quantitative descriptive with a sample of 7 students from class X IPS-1 SMA Persatuan Tulangan. The data collection technique used was learning observation, learning result test in the form of post test and giving student response questionnaire. The results of observations of teacher activity during learning obtained a percentage of 84.37%, student activity in asynchronous learning through LMS Kelase, students were active, namely obtaining 83%, but when learning synchronously in the WA group student activities only obtained a percentage of 66.1% with the criteria being quite active. From student learning outcomes using flipped classroom trigonometric material, completeness of classical learning outcomes obtained 71.43% and declared incomplete because ≤ 75%. From the implementation of this learning, students gave a positive response.]]>
<![CDATA[PENGARUH METODE HYPNOTEACHING TERHADAP HASIL BELAJAR SISWA PADA MATERI NILAI MUTLAK ]]>
<![CDATA[Rosmeidina Lukitasyani]]>;
<![CDATA[Dewi Sukriyah]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 1 (2022): JEDMA Jurnal Edukasi Matematika Vol 3 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i1.290
<![CDATA[The teacher's role is very important because teachers can apply different procedures in the classroom to achieve their learning objectives. Today, learning with the simultaneous use of conscious and subconscious mind is widely discussed by educational professionals. Teaching with two minds is called hypnoteaching, and a teacher who practices hypnosis in the classroom is called a hypnotist. If a teacher can apply the principles of hypnosis in the classroom, then the teacher is a hypnotic teacher. This research is quantitative with the aim of knowing the effect of the hypnoteaching method on student learning outcomes. The research was conducted online at SMA Antarctica Sidoarjo class X. Determination of the sample is done randomly as many as 15 students. This study uses tests and observations as data collection techniques. Analysis of the data obtained r = 0.271 with a percentage coefficient of determination of 27.1%. Based on the partial test, it was stated that there was an effect of the hypnoteaching method on student learning outcomes in the absolute value material with a sig value. (0.046) which is more than (0.05).]]>
<![CDATA[PERAN GAMBAR DALAM PENYELESAIAN SOAL GEOMETRI ]]>
<![CDATA[Nur Hidayatul Muzdalifah]]>;
<![CDATA[Lailatul Mubarokah]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.291
<![CDATA[This study aims to determine whether there is a difference in the average student learning outcomes for verbal geometry class and visual geometry class in terms of mathematical representation ability. Quantitative is this type of research. The implementation is in the 2020/2021 academic year in class X majoring in TKJ SMK Darussalam Sidoarjo. The samples were from class X TKJ 1 and X TKJ 2. The results of data analysis showed that the normality assumption test could be met, but the homogeneity test showed that the data had heterogeneous variants, so data transformation was carried out. The results of retesting the assumption of homogeneity still have heterogeneous variants, so the solution does not use a comparative test of 2 independent samples but uses the Mann Whitney nonparametric test. The test results show that there is a difference in the average student learning outcomes for the verbal geometry class and the visual geometry class in terms of mathematical representation abilities. This is evidenced by the results of the Mann Whitney test with a p-value of 0.001 0.05. This difference can also be seen through the average result of the visual geometry test of 80.42 which is higher than the result of the verbal geometry test, which is 52.33.]]>
<![CDATA[SEHAT BERSAMA TOGA DI ERA PANDEMI COVID-19 ]]>
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Dewi Sukriyah]]>
<![CDATA[ JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 4 No 1 (2021): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol. 4 No. 1 ]]>
Publisher : <![CDATA[STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jpadi.v4i1.226
<![CDATA[Most people want their yard to be planted with plants so that the atmosphere becomes beautiful and natural. However, filling the yard with nutritious plants is sometimes still rarely done. On the other hand, medicinal plants are very useful and easy to plant in the yard. Therefore, lecturers and students of STKIP PGRI SIDOARJO held TOGA Cultivation as an effort towards healthy families in Jiken Village, Tulangan. By holding this activity, villagers participated and were very enthusiastic considering the many benefits of TOGA, especially during a pandemic like now. At least the benefits of TOGA can increase the body's immunity. Not only as a medicine, TOGA can also be used to complement dishes.]]>
<![CDATA[PELATIHAN TOEIC UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS SISWA KELAS XII TAV 1 SMK NEGERI 1 SIDOARJO ]]>
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Endang Lilik Handayani]]>
<![CDATA[ JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 4 No 2 (2021): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) ]]>
Publisher : <![CDATA[STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jpadi.v4i2.270
<![CDATA[The Test of English for International Communication or abbreviated as TOEIC is an English test for international communication. The purpose of this TOEIC training activity is to improve students' English skills in preparation for the world of work. The participants of this training activity were 15 students of SMK Negeri 1 Sidoarjo class XII majoring in TAV 1. Participants who follow are limited in number because conditions are still in a pandemic situation. So that face-to-face activities must be limited and still adhere to health protocols. The training activities were held in 2 meetings. The first meeting was filled with introduction to TOEIC material and practice questions, for the second meeting filled with ability tests (TOEIC). The activity went smoothly and students participated in the activity enthusiastically. Based on the results of student tests, the results showed that the highest TOEIC score was 455 and the lowest score was 375. The average score of the 15 samples was 421 with 12 students scoring above the minimum limit in general and 3 students still below the minimum limit. The minimum limit for the TOEIC score in general is 405. Students can be even more enthusiastic about learning English in order to improve their English skills in dealing with the world of work.]]>
