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All Journal Jurnal Tadris Kimiya AL ISHLAH Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Measurement In Educational Research International Journal of Science Education and Cultural Studies Jurnal Infinity
Tommy Tanu Wijaya
Beijing normal university
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pre-service Elementary Teachers’ Mental Model on Heat Transfer Concept as the Effect of Applying CDOI Model Integrated MIKiR Approach Jeanne Miera Mangangantung; Tommy Tanu Wijaya; Riki Apriyandi Putra; Neni Hermita
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.291 KB) | DOI: 10.35445/alishlah.v13i3.823

Abstract

The purpose of this study is to strengthen the mental model of prospective elementary school teacher candidates by using the MIKiR (mengalami, interaksi, komunikasi, internalisasi, and refleksi) method, which is directed towards conceptual growth and is based on the MIKiR framework (CDOI Model). The research was carried out utilizing a pre-experimental approach with a pretest-posttest design in one group for this study. The research was carried out on pre-service primary teachers at the Universitas Riau, in Indonesia. The instrument used to collect data was a heat transfer conceptual understanding test (HTCU Test), which consisted of three sections of the question, each of which had previously been verified and evaluated to ensure that the participants were eligible. Using the MIKiR approach (experiencing, interaction, communication, and reflection), this study found that implementing the CDOI model of conceptual development-oriented instruction had a high level of success in enabling the creation of mental models. Furthermore, it can aid in the conceptualization and development of the concept of heat transfer and the formulation and overall knowledge of the concept.
Alhamdulillah, butir pengembangan instrumen penilaian artikel jurnal ilmiah dikatakan valid oleh para rater Syarief Fajaruddin; Heri Retnawati; Tommy Tanu Wijaya; Syahri Ramadhan; Yuli Prihatni
Measurement In Educational Research Vol 1, No 2 (2021)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (626.418 KB) | DOI: 10.33292/meter.v1i2.156

Abstract

Penelitian ini bertujuan untuk mengetahui kelayakan instrumen penilaian artikel ilmiah yang telah dikembangkan oleh peneliti. Instrument penilaian artikel ilmiah ini dikembangkan berdasarkan literatur dengan indikator organsasi artikel, format penulisan, komponen penting artikel, dan grammatical structure. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Butir dianalisis menggunakan perhitungan formula Aiken’s V. Data validitas isi diperoleh dari sebelas ahli dari berbagai bidang ilmu yang berpengalaman dalam penulisan artikel ilmiah. Hasil validasi ahli ditemukan dari 56 butir yang dibuat dinyatakan valid dengan indeks Aikens V > 0,75, dengan rincian 5 butir memiliki koefisien validitas sedang, dan 51 butir memiliki koefisien yang tinggi. Hal ini menunjukkan bahwa semua butir instrumen memiliki validitas isi yang baik dan layak digunakan. Alhamdulillah, the points of developing scientific journal article assessment instruments are said to be valid by raters Abstract: This study aims to determine the feasibility of the scientific article assessment instrument that has been developed by the researcher. This scientific article assessment instrument was developed based on the literature with indicators of article organization, writing format, important components of the article, and grammatical structure. This study uses a quantitative approach with a descriptive method. The items were analyzed using Aiken's V formula calculations. Content validity data were obtained from eleven experts from various fields of science who are experienced in writing scientific articles. The results of expert validation were found that 56 items made were declared valid with an Aikens V index > 0.75, with details of 5 items having a moderate validity coefficient, and 51 items having a high coefficient. This indicates that all items of the instrument have good content validity and are suitable for use. 
Application of The student Teams Achivement Division (STAD) Type Cooperative Method on Algebraic Function Limit Material to Improve Learning Outcomes and Student Motivation Denni Ismunandar; Sobikhah Sobikhah; Misbahussurur Misbahussurur; Tommy Tanu Wijaya
International Journal of Science Education and Cultural Studies Vol. 2 No. 1 (2023): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v2i1.86

Abstract

Mathematics is a universal science that will continue to develop along with the times, a science that is obtained carefully, clearly, and accurately. Learning and understanding math is difficult, complicated and scary because it requires students to think logically, carefully, diligently, systematically, and must have learning motivation. Learning motivation is a description that is often used to explain the success of students' learning tasks, the time and effort they devote to them, so that the desired learning goals are achieved. The higher the child's motivation, the higher the learning outcomes obtained by students. To increase students' motivation and learning outcomes in this study using the Student Teams Achievement Division (STAD) cooperative type. The purpose of this study was to determine the learning motivation and mathematics learning outcomes of students in classes that used Student Teams Achievement Division (STAD) cooperative type. The population in this study was the learning motivation and mathematics learning outcomes of grade XI students of MA Negri 1 Indramayu. The sample was selected randomly. The instruments used were a test of description questions and observation sheets of student motivation. The results of data processing obtained the average in cycle 1 for learning outcomes is 78.75 and the average motivation in cycle 1 is 2.86 with a sufficient category of 19 students and a less category of 7 students. The results of data processing in cycle 2 obtained an average for learning outcomes of 80.00 and an average motivation in cycle 2 of 3.36 with a sufficient category of 23 students and a good category of 3 students. And the results of data processing in cycle 3 obtained an average for learning outcomes of 86.92 and an average motivation in cycle 3 of 3.86 with a good category of 25 students and a very good category of 1 student. So it can be concluded that cooperative learning type Student Teams Achievement Division (STAD) can increase students' motivation and math learning outcomes. For further research, other methods can be developed to improve student learning outcomes.
Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers Tommy Tanu Wijaya; Wahyu Hidayat; Neni Hermita; Jesi Alexander Alim; Corrienna Abdul Talib
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p139-156

Abstract

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.
Analisis Kemampuan Pemecahan Masalah Pada Soal Cerita Materi Operasi Hitung Campuran Bilangan Cacah di Kelas IV Sekolah Dasar Popon Popon; Ika Fitri Apriani; Karlimah Karlimah; Tommy Tanu Wijaya
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 1 (2024): April 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i1.85093

Abstract

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan peserta didik dalam kemampuan pemecahan masakah sehingga penelitian ini bertujuan untuk mengetahui hasil analisis kemampuan peserta didik dalam pemecahan masalah terhadap soal cerita materi operasi hitung campuran bilangan cacah sehingga hal ini berguna sebagai bahan bagi guru sebagai upaya untuk dapat meningkatkan kemampuan pemecahan masalah peserta didik. Hasil analisis dapat digunakan untuk memperbaiki kualitas pembelajaran khususnya masalah matematis peserta didik di sekolah dasar. Penelitian yang digunakan yaitu menggunakan metode deskriptif kualitatif dengan instrumen penelitian digunakan berupa tes diagnostik yang dilakukan pada kelas IV di salah satu SD yang berada di Kabupaten Tasikmalaya. Hasil penelitian yang dilakukan menyatakan bahwa kemampuan pemecahan masalah yang dimiliki peserta didik berdasarkan hasil jawaban dari tes soal cerita materi operasi hitung campuran bilangan cacah yaitu memahami masalah (83%), merencanakan pemecahan masalah (75%), menyelesaikan masalah (79%), dan mengecek kembali (95%). Jadi, dapat disimpulkan bahwa kekeliruan yang paling banyak dilakukan adalah peserta didik tidak memahami masalah sehingga ketika selesai mengerjakan soal peserta didik tidak mengecek kembali soal yang telah dikerjakan. Berdasarkan hasil penelitian tersebut, guru perlu merancang atau mengembangkan inovasi pembelajaran yang lebih efektif untuk meminimalisir kesalahan yang terjadi terutama kesalahan dalam memahami masalah dan mengecek kembali. Analysis of problem-solving ability of mixed arithmetic operation story problems in class IV Abstract: This study is motivated by the lack of ability of students in problem-solving ability so this study aims to determine the results of the analysis of the ability of students in problem-solving on the story problem of the mixed arithmetic operation of numerical numbers so that this is useful as a material for teachers as an effort to be able to improve the problem-solving ability of students. The results of the analysis can be used to improve the quality of learning, especially the mathematical problems of students in elementary schools. The research used is using a qualitative descriptive method with research instruments used in the form of diagnostic tests conducted in class IV in one of the elementary schools in Tasikmalaya Regency. The results of the research conducted state that the problem-solving abilities possessed by students based on the results of the answers to the story problem test on mixed counting operations of small numbers are understanding the problem (83%), planning problem-solving (75%), solving the problem (79%), and checking back (95%). So, it can be concluded that the most common mistake made is that students do not understand the problem so when they finish working on the problem students do not check back the problems that have been done. Based on the results of this study, teachers need to design or develop more effective learning innovations to minimize the errors that occur, especially errors in understanding the problem and checking back.
Exploration and Inventory of Banjar Etnochemistry as a Learning Source in Indonesia Senior High School Chemistry Context Ratna Kartika Irawati; Ardian Trio Wicaksono; Salamiyah Salamiyah; Eko Wahyu Nur Sofianto; Tommy Tanu Wijaya
Jurnal Tadris Kimiya Vol 8, No 1 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i1.22380

Abstract

Ethnochemistry is the study of chemical practices by specific cultural groups that are used for activities following the ideology of the community, including the Banjarese community. Banjar ethnochemistry can be integrated into science learning, especially for Indonesia’s senior high school chemistry learning context. This study aims to analyze the results of exploring the local wisdom of the Banjarese community, which is included in ethnochemistry, and to take an inventory of Banjar ethnochemical knowledge as a source of Indonesia senior high school chemistry learning. The study uses an exploratory qualitative approach with ethnographic methods. The subjects in this research are community leaders and academics who understand Banjar ethnochemistry. Data collection techniques used interviews, observation, and documentation. The results of the Banjar ethnochemical exploration include Banjar soup, sasirangan, basungu, rub ash, batimung, sepat dry fish, diamond, tanggui, tapai Gambut, laduman, kelakai, ironwood, ironwood hair oil, fish pentol, selangat shredded fish, Mangurak wells, mandai, and lahang ice. An inventory of Banjar ethnochemical knowledge that can be used as a source for Indonesia senior high school chemistry learning consists of acids and bases, chemistry and its scope, alkane derivatives, macromolecules, elemental chemistry, and colligative properties of solutions.
Co-Authors Achmad Basari Eko Wahyudi Ardian Trio Wicaksono Corrienna Abdul Talib Denni Ismunandar Eko Wahyu Nur Sofianto Heri Retnawati Ika Fitri Apriani Jeanne M. Mangangantung Jesi Alexander Alim Karlimah Karlimah Laksmi Evasufi Widi Fajari Misbahussurur Misbahussurur Moh Salimi Neni Hermita Popon Popon Ratna Hidayah Ratna Kartika Irawati Riki Apriyandi Putra Salamiyah Salamiyah Sobikhah Sobikhah Syahri Ramadhan Syarief Fajaruddin Wahyono Wahyono Wahyu Hidayat Yuli Prihatni