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Penguatan Kompetensi Profesional Guru: Integrasi Pembelajaran dengan Software Matematika Apolonia Hendrice Ramda; Bedilius Gunur
Randang Tana - Jurnal Pengabdian Masyarakat Vol 7 No 2 (2024): Randang Tana - Jurnal Pengabdian Masyarakat
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jrt.v7i2.2145

Being a competent teacher is a big responsibility for all teachers at every level of education. Competent teacher can be realized by being adept at utilizing or using learning media that can support the achievement of learning objectives. In learning math, one of the media that can be used is geogebra Software. Geogebra Software is very interesting because it can help teachers visualize abstract concepts, especially in material related to Algebra, Calculus, Geometry, and Trigonometry. However, teachers at the secondary school level in West Cibal District have not yet recognized and used geogebra in learning. Therefore, the Community Service Team (PkM) conducted training on the utilization of geogebra Software applications in mathematics learning. This community service is expected to develop teacher competence, especially in integrating media in teaching mathematics in the classroom. This activity was facilitated by lecturers of the Mathematics Education Study Program of Unika Santu Paulus Ruteng. This activity was carried out at SMAN 1 Pagal for 2 weeks in March 2023. This community service activity was carried out in four stages, namely, planning, implementation, observation and evaluation, and reflection. Knowing the importance of this activity, the teacher gave input, namely that this training activity should be carried out regularly so that mathematics teachers can also become familiar with other mathematics Software applications. Therefore, it is hoped that more teachers will be involved in the next training activities carried out by the community service team.

PENGARUH PENDEKATAN PROBLEM BASED LEARNING BERBANTUAN MASALAH OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI SIKAP MATEMATIS SISWA [THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY OPEN-ENDED PROBLEMS TOWARDS MATHEMATICAL CRITICAL THINKING SKILLS BASED ON STUDENTS' MATHEMATICAL ATTITUDE] Gunur, Bedilius; Ramda, Apolonia Hendrice; Makur, Alberta Parinters
JOHME: Journal of Holistic Mathematics Education Vol 3, No 1 (2019): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i1.1912

This research aimed to: 1) compare the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems and students who were traditionally taught, 2) investigate the interaction between problem based learning models with mathematical attitudes towards students' mathematical critical thinking abilities. It was a quantitative study using a quasi-experimental method with a 2 x 2 factorial design and was conducted at SMA Negeri 1 Cibal, Manggarai district, East Nusa Tenggara. Two classes were experimental and two classes were control and were chosen using cluster random sampling techniques. Data were obtained through questions to measure mathematical critical thinking skills and mathematical attitude questions and then analyzed with two way ANOVA. The data analysis and interpretation showed that 1) the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems were better than those of students who have been traditionally taught 2) there was no interaction between the problem based learning model and students' mathematical critical thinking abilities. This means that both students who had high and low mathematical attitudes scores when taught with the Problem Based Learning approach assisted with open-ended problems were always better than students who are taught with conventional approaches.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk; 1) membandingkan kemampuan berpikir kritis matematika siswa yang mengikuti model problem based learning berbantuan masalah open-ended dengan kemampuan berpikir kritis matematika siswa yang mengikuti pembelajaran konvensional. 2) melihat interaksi antara model problem based learning dengan sikap matematis terhadap kemampuan berpikir kritis matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan rancangan factorial 2 x 2. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Cibal kabupaten Manggarai, Nusa Tenggara Timur. Pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling, 2 kelas sebagai kelas eksperimen dan 2 kelas sebagai kelas kontrol. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis matematika dan tes sikap matematis. Data yang telah terkumpul dianalisis dengan menggunakan uji Anava Dua Jalur. Sebelum digunakan uji anava dua jalur, data tersebut terlebih dahulu dilakukan uji normalitas dan homogenitas. Hasil penelitian ini menunjukkan; 1) kemampuan berpikir kritis siswa yang mengikuti pembelajaran matematika dengan model Problem Based Learning berbantuan masalah open-ended lebih baik daripada siswa yang mengikuti pembelajaran matematika dengan pendekatan konvensional; 2) tidak terdapat interaksi antara pendekatan pembelajaran Problem Based Learning dengan sikap matematis siswa terhadap kemampuan berpikir kritis matematika siswa. Artinya baik siswa yang memiliki sikap matematis tinggi maupun yang memiliki sikap matematis rendah apabila diajarkan dengan pendekatan pembelajaran Problem Based Learning berbantuan masalah open-ended selalu lebih baik dibanding siswa yang dibelajarkan dengan pendekatan konvensional.

Kemampuan Berpikir Tingkat Tinggi, Peserta OSK Matematika Tingkat SD, dan Strategi Think, Talk, And Write Makur, Alberta Parinters; Prahmana, Rully Charitas Indra; Gunur, Bedilius
Mathematics Education Journal Vol. 12 No. 2 (2018): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research begins with the formation of preparatory classes towards OSN Mathematics at Manggarai-NTT Regency level. This is based on the evaluation of the implementation of the Math Olympiad at the elementary level held by the Mathematics Education Department STKIP Santu Paulus. This study aims to improve students’ higher order thinking skills by using Think, Talk, and Write (TTW) strategy in introductory olympiad class. It was action research conducted at Manggarai District with six students taken from different schools selected based on their mathematics achievement. Data were obtained through observation and test. The data analysis and interpretation show that the implementation of Think, Talk, and Write (TTW) strategy can improve students' higher order thinking skills. This can be seen from the increase in the average value of test results in each cycle that is Pre cycle 51.3; cycle I 62.2; and cycle II 71 followed by improvement of learning mastery with presentation of value of each cycle that is pre-cycle 0%; cycle I 50%; and cycle II 83,3%. In particular, one of the students became the first winner in OSK Matematika at Manggarai District level.

Dampak Self-regulation dan Self-efficacy Terhadap Kemampuan Komunikasi Matematis Siswa Bedilius Gunur; Apolonia Hendrice Ramda; Gabariela Purnama Ningsi; Kristianus Viktor Pantaleon; Lana Sugiarti
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2023): RANGE Juli 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v5i1.4763

Kemampuan komunikasi matematis sangat penting bagi siswa untuk dapat mengungkapkan ide atau pemikirannya terhadap masalah matematika. Penelitian ini bertujuan untuk mengetahui hubungan kemampuan komunikasi matematis siswa SMP dengan self-regulation dan self-efficacy siswa tersebut. Populasinya adalah 120 siswa kelas VIII. Pengambilan sampel dilakukan dengan menggunakan teknik simple random sampling dan diperoleh sampel sebanyak 60 siswa di SMP Fransiskus Xaverius Ruteng. Instrumen yang digunakan adalah tes untuk mengukur kemampuan komunikasi matematis dan angket untuk mengukur self-regulation dan self-efficacy siswa. Ketiga instrumen tersebut sebelumnya telah dibuktikan validitas dengan uji Pearson Product Moment dan reliabilitasnya dengan uji Alpha Cronbach. Hasil penelitian ini menunjukkan bahwa self-regulation dan self-efficacy secara simultan memiliki hubungan yang signifikan terhadap kemampuan komunikasi matematis siswa. Analisis menunjukkan bahwa secara simultan kontribusi self-regulation dan self-efficacy terhadap kemampuan komunikasi matematis sebesar 24,6016% sedangkan sisanya sebesar 75,3984% dijelaskan oleh variabel lain yang tidak diteliti oleh peneliti. Nilai signifikansi antara self-regulation dan self-efficacy secara simultan pada kemampuan komunikasi matematis adalah 0,000 < 0,05 yang artinya terdapat hubungan yang signifikan antara self-regulation dan self-efficacy secara simultan dengan kemampuan komunikasi matematis siswa. Hal ini menyimpulkan bahwa siswa yang memiliki self-regulation dan/atau self-efficacy yang baik akan berdampak positif pada kemampuan komunikasi matematisnya.

Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender Men, Fulgensius Efrem; Gunur, Bedilius; Jundu, Ricardus; Raga, Polykarpus
Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v3i2.5955

This study aimed to describe the students’ critical thinking processes in solving plane geometry problems based on cognitive styles and gender styles. This research used the descriptive qualitative method. The subjects of this study were four junior high school students selected based on differences in cognitive styles and gender styles. The instrument consisted of the main instruments are researchers and supporting instruments, namely problem-solving instruments, cognitive style instruments, and interview guidelines. The data were collected by means of tests and interviews. The results showed there is a significant difference in critical thinking based on students’ cognitive styles. Students with field independent cognitive style tend to go through critical thinking stages more fully than students with field dependent cognitive style. Besides that, gender differences also have an impact, although not as significant as the cognitive style.

Pemahaman Konsep Matematika Siswa Ditinjau dari Kecerdasan Emosional dan Spasial Maria Asti; Gunur, Bedilius; Silfanus Jelatu; Apolonia Hendrice Ramda
Jurnal Pendidikan dan Kebudayaan Missio Vol. 14 No. 1 (2022): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v14i1.817

Conceptual understanding is one of the core standards in mathematics or as a key component of mathematical skills. Understanding mathematical concepts is knowledge that involves a thorough understanding of the underlying concepts and the basis behind the algorithms performed in mathematics. A student must have this understanding if he wants to understand mathematics in depth. The problem may not be because it is solely related to the learning process, but rather the internal intelligence of students. This study examines how the relationship between spatial and emotional intelligence with students' understanding of mathematical concepts. This research is a correlational research with multiple correlation research design. This research involved 66 students of SMP class VIII in Kab. East Manggarau, NTT as a sample. Data collection is done by using questionnaires and tests. Before the data were analyzed correlatively, both simple and multiple, the analysis prerequisite tests were carried out, namely normality, linearity, and multicollinearity. The results of data analysis show that these three test requirements are met and the results of hypothesis testing indicate that there is a positive and significant relationship between emotional and spatial intelligence and students' understanding of mathematical concepts (either partially or simultaneously). Simultaneously, these two intelligences contribute 16.08% to increasing students' understanding of mathematical concepts. The study provides a recommendation that in improving students' understanding of mathematical concepts, consideration of students' basic intelligence factors needs to be considered before being treated or designing a mathematics learning environment

Pengaruh Pendekatan Matematika Realistik terhadap Pemahaman Konsep Matematika Siswa Jeheman, Adrianus A; Gunur, Bedilius; Jelatu, Silfanus
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 2 (2019): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i2.552

Pemahaman konsep matematika masih rendah di kalangan pelajar baik pada tingkat dasar maupun menengah. Penggunaan pendekatan pembelajaran harus menjadi perhatian utama untuk memperoleh pemahaman konsep yang baik. Pendekatan Matematika Realistik (PMR) dapat dijadikan sebagai solusi dalam pembelajaran matematika. Penelitian ini untuk mengetahui apakah pemahaman konsep matematika siswa yang diajarkan dengan menggunakan PMR lebih baik dibandingkan dengan pemahaman konsep matematika yang diajarkan dengan menggunakan pendekatan konvensional. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian Posttest-Only Group Control Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Widya Bhakti Ruteng yang berjumlah 95 orang. Pengambilan sampel kelas dilakukan menggunakan teknik random sampling yang diawali dengan pengujian kesetaraan kelas. Data dikumpulkan dengan menggunakan instrumen yang berbentuk uraian dan menggunakan teknik tes. Hasil penelitian menunjukkan bahwa pemahaman konsep matematika siswa yang diajarkan dengan menggunakan pendekatan matematika realistik lebih baik dari siswa yang menggunakan pendekatan konvensional. Penggunaan pendekatan matematika realistik pada pembelajaran matematika berpengaruh terhadap pemahaman konsep siswa.

PENGARUH PENDEKATAN PROBLEM BASED LEARNING BERBANTUAN MASALAH OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI SIKAP MATEMATIS SISWA [THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY OPEN-ENDED PROBLEMS TOWARDS MATHEMATICAL CRITICAL THINKING SKILLS BASED ON STUDENTS' MATHEMATICAL ATTITUDE] Gunur, Bedilius; Ramda, Apolonia Hendrice; Makur, Alberta Parinters
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 1 (2019): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i1.1912

This research aimed to: 1) compare the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems and students who were traditionally taught, 2) investigate the interaction between problem based learning models with mathematical attitudes towards students' mathematical critical thinking abilities. It was a quantitative study using a quasi-experimental method with a 2 x 2 factorial design and was conducted at SMA Negeri 1 Cibal, Manggarai district, East Nusa Tenggara. Two classes were experimental and two classes were control and were chosen using cluster random sampling techniques. Data were obtained through questions to measure mathematical critical thinking skills and mathematical attitude questions and then analyzed with two way ANOVA. The data analysis and interpretation showed that 1) the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems were better than those of students who have been traditionally taught 2) there was no interaction between the problem based learning model and students' mathematical critical thinking abilities. This means that both students who had high and low mathematical attitudes scores when taught with the Problem Based Learning approach assisted with open-ended problems were always better than students who are taught with conventional approaches.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk; 1) membandingkan kemampuan berpikir kritis matematika siswa yang mengikuti model problem based learning berbantuan masalah open-ended dengan kemampuan berpikir kritis matematika siswa yang mengikuti pembelajaran konvensional. 2) melihat interaksi antara model problem based learning dengan sikap matematis terhadap kemampuan berpikir kritis matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan rancangan factorial 2 x 2. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Cibal kabupaten Manggarai, Nusa Tenggara Timur. Pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling, 2 kelas sebagai kelas eksperimen dan 2 kelas sebagai kelas kontrol. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis matematika dan tes sikap matematis. Data yang telah terkumpul dianalisis dengan menggunakan uji Anava Dua Jalur. Sebelum digunakan uji anava dua jalur, data tersebut terlebih dahulu dilakukan uji normalitas dan homogenitas. Hasil penelitian ini menunjukkan; 1) kemampuan berpikir kritis siswa yang mengikuti pembelajaran matematika dengan model Problem Based Learning berbantuan masalah open-ended lebih baik daripada siswa yang mengikuti pembelajaran matematika dengan pendekatan konvensional; 2) tidak terdapat interaksi antara pendekatan pembelajaran Problem Based Learning dengan sikap matematis siswa terhadap kemampuan berpikir kritis matematika siswa. Artinya baik siswa yang memiliki sikap matematis tinggi maupun yang memiliki sikap matematis rendah apabila diajarkan dengan pendekatan pembelajaran Problem Based Learning berbantuan masalah open-ended selalu lebih baik dibanding siswa yang dibelajarkan dengan pendekatan konvensional.

Analysis of Students' Mathematical Communication Skills in the Perspective of Gender and Personality Type Gunur, Bedilius; Metrisna Restu; Eufrasi Jeramat; Ramda, Apolonia Hendrice
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 9 No. 2 (2024)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2024.9.2.143-155

This study aims to describe mathematical communication skills in terms of gender and personality type of grade VII students of SMPN 5 Langke Rembong. This research is qualitative research using a descriptive approach. The study subjects consisted of 4 people with details of 2 male subjects and 2 female subjects with introvert-extrovert personality type. The data collection techniques used are tests, questionnaires, and documentation. Data analysis techniques using the Miles & Huberman model data analysis, namely data reduction, data presentation, and conclusions. The validity of the data in this study used triangulation (sources and techniques). The results showed that both male and female students were able to express mathematical ideas in writing correctly and completely, were able to evaluate mathematical ideas in solving the problem correctly, and the solution steps were written sequentially, completely, and correctly, and were also able to write the conclusion of solving the problem given. However, when viewed from the personality type of male subjects with extroverted types, they were less superior in evaluating mathematical ideas, especially in the aspect of writing the formula used to solve the problem.

PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INQUIRI TERBIMBING Gunur, Bedilius; Lalus, Eleonora; Ali, Ferdinandus Ardian
Edumatica : Jurnal Pendidikan Matematika Vol 9 No 2 (2019): Edumatica: Jurnal Pendidikan Matematika (October 2019)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Abstract The ability to understand concepts is very important and becomes the basis for supporting the solving of mathematical problems. The connection between one concept and another concept and one topic with another topic is a characteristic of learning mathematics. The relationship requires that each student must have the ability to understand the concepts well, but it cannot be denied that the ability to understand mathematical concepts is still low, as happened to theLangke Rembong 4Junior High School students. Learning innovation needs to be done to achieve a good understanding of concepts. This study aims to compare the understanding ability of mathematical concepts of students who follow a guided inquiry learning model with students who take direct learning. The research design uses Posttest only control group design. The population is all eighth grade students of Langke Rembong 4 Junior High School, totalling230 students. Sampling is done by random sampling with equality test between classes.It is then obtained class VIII A as the experimental class and class VIII C as the control class. Data collection uses tests in the form of description questions. Data analysis uses t-test with normality test and homogeneity test for the assumptions. The results show that the students who follow the guided inquiry learning have higher understanding of mathematical concepts than those who are taught with direct learning model. Keywords: inquiry, understanding of mathematical concepts

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