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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Arus Jurnal Pendidikan As-Sidanah : Jurnal Pengabdian Masyarakat Sulawesi Tenggara Educational Journal Al Basirah JME (Journal of Mathematics Education) International Journal of Community Service Implementation Jurnal Infinity JME (Journal of Mathematics Education)
Herlina Herlina
Universitas Sembilanbelas November Kolaka
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.842

Abstract

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.
ANALYSIS OF COLLEGE STUDENTS’ DIFFICULTIES IN MATHEMATICS EDUCATION OF THE CLASS 2013IN SEMBILANBELAS NOVEMBER UNIVERSITY INSOLVING THE PROBLEM OF ONE-WAY ANALYSIS OF VARIANCES(ONE WAY ANOVA)ON APPLIED STATISTICS COURSE Supratman Supratman; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 2 No. 2 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i.361

Abstract

Statistic is one of the branches of applied mathematical science developed by Karl Pearson (1857-1936). Applied statistic is the study of the application of statistical use. Many students think that applied statistic course are difficult, which can only masteredby smart students. Even the students’ anxiety arises every time they are dealing with the applied statistic course. This anxiety due to the acquisition of applied statistic value is generally lower compared to the acquisition of the other course’s value, it is seenthat many students who have not been able to solve the problem related to the analysis of one-way varience (One-Way Anova). This research is done to identify, recognize, analyze, then got a result of research about students’ difficulties in solving the problem of one-way variance analysis. Specifically the purpose of this study is to determine the difficulties that experienced by the students of mathematics education of sembilanbelas November University, Kolaka, in solving the problem of analysis of oneway variance inapplied statistic course, as well as the efforts that can be done to overcome these difficulties. To realize it in this research, the researcher use verifikatif qualitative design to describe the actual situation and verify it, this research tries todescribe the actual requirement for the learners of mathematics which of course through the requirement analysis process then verified in order to find an ideal learning design. This research will be conducted in scientific procedures in the academic realm. This research will be carried out at Sembilanbelas November University, kolaka, with active students of Teachers and Education Faculty on mathematics, alumni, and lecturer of Teacher and Education Faculty on mathematics study program will be chosen as informant with purposive sampling technique. In depth interview, unstructured observation, and dokumen analysis will be pplied as the technique of data collection in this research, while the instruments to be used in the data collection are semi-structured interview guides, observation sheets, and documents. In analyzing the data, the researcher uses content-analysis that systematically and objectively identifies a specific message characteristic. From the results obtained, that there are three types of mistakes made by the students, such as, there are ten students who make a conceptical mistake that is equal to 29,41%, twentytwo students or equal to 64,71% who make a mistake in principle, while those who make verbal errors as much as nineteen students or equal to 55,88%.
Improving Learning Outcomes through Problem-Based Learning with PQ4R Method Herlina Herlina; Sunarlia Sunarlia
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1764

Abstract

The purpose of this research is to improve mathematics learning outcomes on line and angle material. This research including Quasi Experiments using True Experimental Design with Posttest-Only Control design. The subject of this research is a class VII student of MTs Swasta Tontonunu in the year 2017 which consists of the 2 classes each as class experiment and class control. The instrument used is a test instrument, sheet observation activity students, and sheets observation teacher activity in learning. Data analysis used the difference of two mean, namely the t-test of two independent samples was good assumption variance same or no, but previously tested the normal distribution using Kolmogorof Sminov. The results of the descriptive analysis showed that the mean posttest class experiment 78.76 19 higher than the mean posttest class control 73, 375. The results of the two- way difference test on mean show a significance value (2 tailed) 0.005< (0.05) which means that the mean of the two posttests issignificantly different. Based on the results of the study, it was concluded that the application of the learning model based on problem with PQ4R method can improve learning outcomes math on the subject discussion of lines and angles. This is possible because of learning based on problem started with introduce real everyday problems will more meaningful and moreeasy recognized by students. And through PQ4R, material on the subject discussion of lines and angles more many about fact will moreeasy understood in accordance steps preview, question, read, reflect, recite, and review.
Developing of Online-Based Mathematical Evaluation Instruments Hasmita Hasmita; Akbar Nasrum; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1462

Abstract

The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This research is a research development (Research and Development) and the research model used is the Plomp model which consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations, and revisions. The software used to develop the evaluation tool is Ispring Suite. In terms of data collection, the research instruments used were material validation sheets, media validation sheets, and student assessment response questionnaires. The validation results of the material validator get the final percentage of 84% with the criteria feasible. The validation results from the media validator get a final percentage of 80% with the feasible category. In the assessment of students, the final percentage was 83% with very attractive criteria. It is concluded that the evaluation tool in the form of an online test developed is very suitable for use as an evaluation tool in mathematics learning.
Self-Regulated Learning During the Covid-19 Pandemic Herlina Herlina
JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1657

Abstract

Along with the change in learning modes during the pandemic, which was originally face-to-face directly to online learning, where teacher control is decreasing, Self Regulated Learning is a very important variable for students to have so that students can still learn even without teacher supervision. The purpose of this study was to describe the Self-Regulated Learning of 20 students who took the Learning and Learning course in the even semester of 2020/2021 FY. The method used in this research is that after participating in online learning through WhatsApp, Google Classroom, and Google Meet, at the end of the semester students are given a Self-Regulated Learning questionnaire through Google Forms and interviews. The research data were analyzed by descriptive statistical analysis. The results of the study found that the score of Self Regulated Learning was 88.28% from what was expected, there were 85% of students in the very good category, and 15% in the sufficient category. The highest indicator is self-control at 91.25%. While the indicator score of the lowest Self-Regulated Learning is self-confidence of 83.75%. The conclusion of this research is that students' Self Regulated Learning is already in the very good category but has not yet reached the highest score and there are still students in the fairly good category, so that it can still be increased to close to the expected 100%.
Improving Pedagogic Competence through Learning Videos Herlina Herlina
JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i2.1759

Abstract

The purpose of this study was to improve learning outcomes in the subjects of Basics and Mathematics Learning Process. This study uses a pre-experimental one group pre post design. The research subjects are prospective student teachers who take the Basics and Mathematics Learning Process course consisting of 41 students in 2020. The instrument used is a test instrument that is given before and after treatment in the form of pretest and posttest. Data analysis used two mean differences, namely paired two sample t-test, but previously tested for normal distribution using Kolmogorof Sminov. To see the improvement in learning outcomes, both data were analyzed by N-Gain. The results of the descriptive analysis showed that the average pretest and posttest were different where the posttest average was 77.44 higher than the pretest average was 62.68. The results of the two-average difference test show a significance value (2 tailed) (0,000) < ? (0.05), which means that the average pretest and posttest are significantly different. The results of the N-Gain calculation show that the increase in learning outcomes is included in the medium category, so that an increase in learning outcomes is obtained Based on the results of the study, it was concluded that the use of instructional video media can improve learning outcomes for the Basic Learning Process and Mathematics courses. This is possible because videos about learning can represent teaching simulations more than just lectures or discussions.
Co-Authors Akbar Nasrum Akbar Nasrum Arnawati Astrinasari Astrinasari Chairuddin Chairuddin Deti Sri Rahayu Dian Ulfa Sari Evi Paslina Farman, Farman Fitriyani Hali Fitriyani Hali Halidin, Halidin Hasmita Hasmita Jahring La Ode Sirad Marniati Marniati Nasarudin Nasarudin Nasruddin Nasruddin Sunarlia Sunarlia Supratman Supratman Supratman Supu