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Rusmining Rusmining
Universitas Ahmad Dahlan Yogyakarta
Education

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MODEL PEMBELAJARAN THINK PAIR SHARE BERMUATAN LITERASI MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA Rusmining Rusmining
HISTOGRAM: Jurnal Pendidikan Matematika Vol 3, No 2 (2019): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v3i2.400

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan kemapuan komunikasi matematika melalui penerapan model pembelajaran Think Pair Share (TPS) bermuatan literasi matematika. Adapun metode yang digunakan pada penelitian ini adalah pendekatan kualitatif, dengan jenis penelitian tindakan kelas. Tahapan dalam penelitian meliputi tahap perencanaan, tahap pelaksanaan, dan tahap penyelesaian yang masing-masing dilakukan pada tiga siklus, yaitu siklus I, siklus II, dan siklus III. Tahap perencanaan berupa pembuatan instrumen penelitian, tahap pelaksanaan berupa kegiatan di lokasi penelitian serta pengambilan data, dan tahap penyelesaian berupa refleksi kegiatan. Hasil penelitian antara lain: 1) pada siklus I, indikator keterlaksanaan pembelajaran sebesar 62,5% dan 63,33% mahasiswa dinyatakan tuntas belajar dengan rata-rata nilai 70,03. 2) Siklus II, indikator keterlaksanaan pembelajaran sebesar 75% dan sebanyak 70% mahasiswa tuntas dengan nilai rata-rata 72,55. 3) Siklus III, indikator keterlaksanaan pembelajaran sebesar 87,5% dan sebanyak 73,33% mahasiswa tuntas dengan nilai rata-rata 74,50.
ANALISIS HASIL BELAJAR BERDASARKAN KOMPONEN PROSES LITERASI MATEMATIKA Rusmining Rusmining
HISTOGRAM: Jurnal Pendidikan Matematika Vol 4, No 2 (2020): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v4i2.726

Abstract

This research is a descriptive qualitative research, with aims to describe the learning outcomes of mathematics based on the process components of the mathematical literacy. Process components are one of three components of assessment according to the International Student Assessment Program (PISA). The process components tested in this study include (1) ability to formulate problems, (2) ability to use concepts, facts, procedures and reasoning, and (3) ability to interpret results. The method used includes of documentation, observation, and interviews, with  triangulation techniques used as validity data. The results of this descriptive qualitative study are: (1) literacy ability in process of formulating problem obtains with average score of 23,33 from 25 maximum score. Its means the students are good at formulating the problems presented in the question. (2) Literacy ability of using concepts, facts, procedures and reasoning gets 30,63 average score from 50 maximum score . Its means students are not fully able to use conceptual skills, procedures properly. (3) Literacy ability in interpreting the results gets 15,73 average score from 25 maximum score. Its means the students are not fully able to interpret and evaluate the results of their work correctly. Among of the three process components, the conclution is the ability to formulate problems is most prominent compared to other process capabilities.
PENGEMBANGAN INSTRUMEN TES BERDASARKAN KOMPONEN PROSES LITERASI MATEMATIKA rusmining rusmining; Burhanudin Arif Nurnugroho
HISTOGRAM: Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v5i2.1407

Abstract

This development research aims to develop a mathematical literacy test instrument for vector material. The research stages use the four D development model, namely define, design, develop, and disseminate, while the data analysis is qualitatively descriptive. In the define stage, a preliminary study was conducted to determine the characteristics of students and the previous test questions instruments. At the design stage, an instrument for the description of vector material based on mathematical literacy was compiled. At the develop stage, the validation process of three expert validators is carried out as well as testing of limited scale questions, namely small and large scale. The instrument is said to be feasible if it is valid and practical. The instrument is valid if the results of the category validation are at least good. And practical instruments if the results of the questionnaire category are at least good. The results of the validation obtained assessments, namely: (1) the average value of validator 1 is 4.17 valid with good category; (2) the average value of validator 2 is 4.52 valid with a very good category; and (3) the average value of validator 3 is 4.47 valid with a very good category. While the results of the questionnaire include: (1) a small-scale trial obtained an average result of 3.54 which means that the practical instrument is in the very good category. (2) large-scale trials obtained an average result of 3.38, meaning that the practical instrument was in good category. From these results, it is concluded that the test instrument developed is valid and practical.
Co-Authors Burhanudin Arif Nurnugroho