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<![CDATA[Model Pembelajaran Berbasis Masalah dengan Langkah Penyelesaian Berdasarkan Polya dan Krulik-Rudnick Ditinjau dari Kreativitas Siswa ]]>
<![CDATA[Utami, Rini]]>
<![CDATA[ Delta Jurnal Ilmiah Pendidikan Matematika FKIP Universitas Pekalongan Vol 1, No 1 (2013): Delta Jurnal Ilmiah Pendidikan Matematika Edisi Januari 2013 ]]>
Publisher : <![CDATA[Delta Jurnal Ilmiah Pendidikan Matematika FKIP Universitas Pekalongan ]]>
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<![CDATA[The objectives of this research are to investigate: (1) whether or not the problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics than that with the Krulik Rudnick-based solution steps; (2) whether or not the students with the high creativity have a better learning achievement in Mathematics than those with the medium creativity and whether or not the students with the medium creativity have a better learning achievement in Mathematics than those with low creativity; (3) which of the students with the high creativity, those with the medium creativity, and those with the low creativity have a better learning achievement in Mathematics when the problem-based learning model with the Polya-based solution steps is given; (4) which of the students with the high creativity, those with the medium creativity, and those with the low creativity have a better learning achievement in Mathematics when the problem-based learning model with the Krulik Rudnick-based solution steps is given; (5) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick solution steps results in a better learning achievement in Mathematics for the students with the high creativity; (6) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick-based solution steps results in a better learning achievement in Mathematics for the students with the medium creativity; (7) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick-based solution steps results in a better learning achievement in Mathematics for the students with the low creativity.This research used the quasi-experiment research with the factorial design of 2 x 3. The population of the research was the 4th-grade students of State Primary Schools in Bojong Sub-district, Tegal regency in the academic year of 2010/2011, which were 31 in the number of schools. The sampling was conducted by using the technique of stratified cluster random sampling. The samples in this research consisted of 212 respondents. The data were gathered through the instruments of learning achievement test in Mathematics and questionnaire on the students’ creativity level. Prior to their usefor gathering data, those instruments were tested. The validation of the test and questionnaire instruments was conducted by a competent person in validation, the reliability of the test was verified by using the KR-20 formula and the reliability of the questionnaire was verified by using the Alpha formula. In the prerequisite test on Analysis of Variance the Lilliefors test was used to verify the normality test while the Barlett test was used to verify the homogeneity test. With (α) = 0.05 the samples were obtained out of the population with normal and homogeneous distribution.The results of this research are as follows: (1) that the problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics that that with the Krulik Rudnick-based solution steps; (2) that there is no difference in the learning achievement in Mathematics among the students with the high, medium, and low creativities; (3) that the learning achievement in Mathematics of the students with the high creativity is equal to either that of those with the medium creativity or that of those with the low creativitywhen the problem-based learning model with the Polya-based solution steps is given; (4) that the learning achievement in Mathematics of the students with the high creativity is equal to either that of those with the medium creativity or that of those with the low creativity when the problem-based learning model with the Krulik Rudnick-based solution steps is given; (5) that the use of problem-based learning model with the Polya-based solution steps results in an equally good learning achievement in Mathematics to the use of that with the Krulik Rudnick-based solution steps among the students with the high creativity; (6) that the use of problem-based learning model with the Polya-based solution steps results in an equally good learning achievement in Mathematics to the use of that with the Krulik-Rudnick-based solution steps among the students with the medium creativity; (7) that the use of problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics than the use of that with the Krulik Rudnick-based solution steps.Keywords: problem-based learning model, the Polya-based solution steps, the Krulik Rudnick-based solution steps, the students’ creativities]]>
<![CDATA[PENERAPAN PERMAINAN PASARAN DALAM PEMBELAJARAN MATEMATIKA MATERI POKOK ARITMATIKA SOSIAL ]]>
<![CDATA[Utami, Rini]]>
<![CDATA[ Delta Jurnal Ilmiah Pendidikan Matematika FKIP Universitas Pekalongan Vol 1, No 2 (2013): Delta Jurnal Ilmiah Pendidikan Matematika Edisi Juli 2013 ]]>
Publisher : <![CDATA[Delta Jurnal Ilmiah Pendidikan Matematika FKIP Universitas Pekalongan ]]>
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<![CDATA[This study aims to determine the differences in learning achievement are influenced by the use of mathematics permainan pasaran learning models with conventional learning models in the teaching and learning of Mathematics . The study population was all students of class III consists of three classes . Sample of two classes, namely class IIIB with a number of students as class 36 and class IIIA experiment with 37 students as the number of control class . Random sampling technique with a group ( cluster random sampling ) . Methods of data collection with the test methods and documentation . Analyzes were performed with the prerequisit normality Liliefors and homogeneity Bartlet . Data were analyzed by analysis of covariance ( Anacova ) with initial ability as a control variable . Test results with α = 5 % showed a significant difference in improvement in mathematics learning achievement are influenced by the use of permainan pasaran learning models. Math learning achievement using the permainan pasaran learning model of learning the game better than learning mathematics achievement using conventional learning models on material social arithmatic. Kata Kunci: Permainan Pasaran Learning Models, Social Arithmatic, Mathematics Achievement]]>
<![CDATA[Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams-Games-Tournaments pada Prestasi Belajar Siswa ]]>
<![CDATA[Elok Nurmayahya]]>;
<![CDATA[Muhamad Najibufahmi]]>;
<![CDATA[Rini Utami]]>
<![CDATA[ Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/buanamatematika.v10i2.2534
<![CDATA[Pembelajaran Matematika di jenjang Sekolah Menengah Kejuruan (SMK) masih memerlukan pilihan model pembelajaraan kooperatif yang dapat mengoptimalkan prestasi belajar. Hal ini dikarenakan lulusan SMK harus mampu bersaing di bidang teknologi. Model pembelajaran kooperatif tipe Teams-Games-Tournaments (TGT) dipilih, sebab model tersebut dapat meningkatkan rasa kebersamaan dan saling menghargai sesama anggota kelompok sehingga memunculkan motivasi belajar siswa. Tujuan penelitin ini adalah untuk mengetahui prestasi belajar siswa berdasarkan tiga tingkatan motivasi belajar dan dua tipe model pembelajaran kooperatif, yaitu tipe TGT dan tipe Jigsaw, pada pokok bahasan Persamaan Lingkaran. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain quasi eksperimental dan rancangan faktorial 2x3. Populasi penelitian ini adalah semua siswa kelas XI SMK Gondang Wonopringgo yang terdiri dari 10 kelas. Teknik pengambilan data yang digunakan adalah tes dan angket. Teknik analisis data dilakukan dengan menggunakan Anava dua jalan. Hasil penelitian menunjukkan bahwa: (1) Prestasi belajar siswa pada pembelajaran dengan model kooperatif tipe TGT lebih baik daripada pembelajaran dengan model kooperatif tipe Jigsaw; (2) Prestasi belajar siswa yang memiliki motivasi belajar tinggi lebih baik dari pada siswa yang memiliki motivasi belajar sedang dan prestasi belajar siswa yang memiliki motivasi belajar sedang sama baiknya dengan siswa yang memiliki motivasi belajar rendah; (3) Tidak terdapat interaksi yang signifikan antara tiga tingkatan motivasi belajar dengan dua tipe model pembelajaran kooperatif, yaitu tipe TGT dan tipe Jigsaw, ditinjau dari prestrasi belajar.]]>
<![CDATA[KEEFEKTIFAN MEDIA PEMBELAJARAN BERBASIS EDMODO TERHADAP KREATIVITAS MAHASISWA ]]>
<![CDATA[Sayyidatul Karimah]]>;
<![CDATA[Rini Utami]]>;
<![CDATA[Nurina Hidayah]]>
<![CDATA[ Jurnal Pendidikan Edutama Vol 5, No 2 (2018): July ]]>
Publisher : <![CDATA[IKIP PGRI Bojonegoro ]]>
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DOI: 10.30734/jpe.v5i2.132
<![CDATA[Abstract : Creativity is the ability of a person to create something new and is the result of a combination of some data or information obtained previously, manifested in an idea or a real work that requires the process and encouragement of the self or the environment in which the individual or group tingga. The purpose of this study is to determine the effectiveness of edmodo based learning media on student creativity in computer programming courses. The effectiveness of edmodo based learning media can be seen from the improvement of student creativity by using two paired sample comparation test and also Normalization of Gain to see how much increase of student creativity. The instrument used in this research is the observation sheet of student creativity. The result of the research shows the creativity of the students after the learning with edmodo based learning media is not the same as before the learning with the media. Based on the calculation with Normalized Gain obtained diperoleh The results indicate that the increase in creativity is included in the high criterion.Abstrak : Kreativitas merupakan kemampuan seseorang untuk menciptakan sesuatu yang baru dan merupakan hasil kombinasi dari beberapa data atau informasi yang diperoleh sebelumnya, terwujud dalam suatu gagasan atau karya nyata yang mebutuhkan proses dan dorongan dari diri sendiri maipun lingkungan dimana individu atau kelompok tersebut tingga. Tujuan penelitian ini adalah untuk mengetahui efektivitas media pembelajaran berbasis edmodo terhadap kreativitas mahasiswa pada matakuliah pemrograman komputer. Efektivitas media pembelajaran berbasis edmodo dapat dilihat dari peningkatan kreativitas mahasiswa dengan menggunakan uji komparasi dua sampel berpasangan dan juga Normalisasi Gain untuk melihat seberapa besar peningkatan kreativitas mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah lembar pengamatan kreativitas mahasiswa. Hasil penelitian menunjukan kreativitas mahasiswa setelah pembelajaran dengan media pembelajaran berbasis edmodo tidak sama dengan sebelum pembelajaran dengan media tersebut. Berdasarkan penghitungan dengan Normalized Gain diperoleh Hasil tersebut menunjukkan bahwa peningkatan kreativitas termasuk dalam kriteria tinggi. ]]>
<![CDATA[ANALISIS RESPON MAHASISWA TERHADAP MEDIA PEMBELAJARAN BERBASIS EDMODO PADA MATA KULIAH PEMROGRAMAN KOMPUTER ]]>
<![CDATA[Nurina Hidayah]]>;
<![CDATA[Sayyidatul Karimah]]>;
<![CDATA[Rini Utami]]>
<![CDATA[ Delta: Jurnal Ilmiah Pendidikan Matematika Vol 6, No 1 (2018): Delta Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Pekalongan ]]>
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DOI: 10.31941/delta.v6i1.567
<![CDATA[Analysis of student responses in this study aims to determine the quality of Edmodo-based learning media products that have been developed. The results obtained on average show 81% of this indicates a positive response from students. The most prominent of the six indicators used are happy and interesting. The statement of happy indicator that is learning with learning media based on Edmodo make student happy to reach 88%. While the interesting indicator states Edmodo-based learning media is new in the lecture.]]>
<![CDATA[Model Pembelajaran Berbasis Masalah dengan Langkah Penyelesaian Berdasarkan Polya dan Krulik-Rudnick Ditinjau dari Kreativitas Siswa ]]>
<![CDATA[Rini Utami]]>
<![CDATA[ Delta: Jurnal Ilmiah Pendidikan Matematika Vol 1, No 1 (2013): Delta Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Pekalongan ]]>
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DOI: 10.31941/delta.v1i1.464
<![CDATA[The objectives of this research are to investigate: (1) whether or not the problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics than that with the Krulik Rudnickbased solution steps; (2) whether or not the students with the high creativity have a better learning achievement in Mathematics than those with the medium creativity and whether or not the students with the medium creativity have a better learning achievement in Mathematics than those with low creativity; (3) which of the students with the high creativity, those with the medium creativity, and those with the low creativity have a better learning achievement in Mathematics when the problem-based learning model with the Polya-based solution steps is given; (4) which of the students with the high creativity, those with the medium creativity, and those with the low creativity have a better learning achievement in Mathematics when the problem-based learning model with the Krulik Rudnick-based solution steps is given; (5) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick solution steps results in a better learning achievement in Mathematics for the students with the high creativity; (6) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick-based solution steps results in a better learning achievement in Mathematics for the students with the medium creativity; (7) which of the problem-based learning models each with the Polya-based solution steps and with the Krulik Rudnick-based solution steps results in a better learning achievement in Mathematics for the students with the low creativity. This research used the quasi-experiment research with the factorial design of 2 x 3. The population of the research was the 4th-grade students of State Primary Schools in Bojong Sub-district, Tegal regency in the academic year of 2010/2011, which were 31 in the number of schools. The sampling was conducted by using the technique of stratified cluster random sampling. The samples in this research consisted of 212 respondents. The data were gathered through the instruments of learning achievement test in Mathematics and questionnaire on the students’ creativity level. Prior to their use for gathering data, those instruments were tested. The validation of the test and questionnaire instruments was conducted by a competent person in validation, the reliability of the test was verified by using the KR-20 formula and the reliability of the questionnaire was verified by using the Alpha formula. In the prerequisite test on Analysis of Variance the Lilliefors test was used to verify the normality test while the Barlett test was used to verify the homogeneity test. With (α) = 0.05 the samples were obtained out of the population with normal and homogeneous distribution. The results of this research are as follows: (1) that the problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics that that with the Krulik Rudnick-based solution steps; (2) that there is no difference in the learning achievement in Mathematics among the students with the high, medium, and low creativities; (3) that the learning achievement in Mathematics of the students with the high creativity is equal to either that of those with the medium creativity or that of those with the low creativity when the problem-based learning model with the Polya-based solution steps is given; (4) that the learning achievement in Mathematics of the students with the high creativity is equal to either that of those with the medium creativity or that of those with the low creativity when the problem-based learning model with the Krulik Rudnick-based solution steps is given; (5) that the use of problem-based learning model with the Polyabased solution steps results in an equally good learning achievement in Mathematics to the use of that with the Krulik Rudnick-based solution steps among the students with the high creativity; (6) that the use of problem-based learning model with the Polya-based solution steps results in an equally good learning achievement in Mathematics to the use of that with the Krulik- Rudnick based solution steps among the students with the medium creativity; (7) that the use of problem-based learning model with the Polya-based solution steps results in a better learning achievement in Mathematics than the use of that with the Krulik Rudnick-based solution steps.]]>
<![CDATA[PENERAPAN PERMAINAN PASARAN DALAM PEMBELAJARAN MATEMATIKA MATERI POKOK ARITMATIKA SOSIAL ]]>
<![CDATA[Rini Utami]]>
<![CDATA[ Delta: Jurnal Ilmiah Pendidikan Matematika Vol 1, No 2 (2013): Delta Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Pekalongan ]]>
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DOI: 10.31941/delta.v1i2.481
<![CDATA[This study aims to determine the differences in learning achievement are influenced by the use of mathematics permainan pasaran learning models with conventional learning models in the teaching and learning of Mathematics . The study population was all students of class III consists of three classes . Sample of two classes, namely class IIIB with a number of students as class 36 and class IIIA experiment with 37 students as the number of control class . Random sampling technique with a group ( cluster random sampling ) . Methods of data collection with the test methods and documentation . Analyzes were performed with the prerequisit normality Liliefors and homogeneity Bartlet . Data were analyzed by analysis of covariance ( Anacova ) with initial ability as a control variable . Test results with α = 5 % showed a significant difference in improvement in mathematics learning achievement are influenced by the use of permainan pasaran learning models. Math learning achievement using the permainan pasaran learning model of learning the game better than learning mathematics achievement using conventional learning models on material social arithmatic.]]>
<![CDATA[Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams-Games-Tournaments pada Prestasi Belajar Siswa ]]>
<![CDATA[Elok Nurmayahya]]>;
<![CDATA[Muhamad Najibufahmi]]>;
<![CDATA[Rini Utami]]>
<![CDATA[ Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/buanamatematika.v10i2.2534
<![CDATA[Pembelajaran Matematika di jenjang Sekolah Menengah Kejuruan (SMK) masih memerlukan pilihan model pembelajaraan kooperatif yang dapat mengoptimalkan prestasi belajar. Hal ini dikarenakan lulusan SMK harus mampu bersaing di bidang teknologi. Model pembelajaran kooperatif tipe Teams-Games-Tournaments (TGT) dipilih, sebab model tersebut dapat meningkatkan rasa kebersamaan dan saling menghargai sesama anggota kelompok sehingga memunculkan motivasi belajar siswa. Tujuan penelitin ini adalah untuk mengetahui prestasi belajar siswa berdasarkan tiga tingkatan motivasi belajar dan dua tipe model pembelajaran kooperatif, yaitu tipe TGT dan tipe Jigsaw, pada pokok bahasan Persamaan Lingkaran. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain quasi eksperimental dan rancangan faktorial 2x3. Populasi penelitian ini adalah semua siswa kelas XI SMK Gondang Wonopringgo yang terdiri dari 10 kelas. Teknik pengambilan data yang digunakan adalah tes dan angket. Teknik analisis data dilakukan dengan menggunakan Anava dua jalan. Hasil penelitian menunjukkan bahwa: (1) Prestasi belajar siswa pada pembelajaran dengan model kooperatif tipe TGT lebih baik daripada pembelajaran dengan model kooperatif tipe Jigsaw; (2) Prestasi belajar siswa yang memiliki motivasi belajar tinggi lebih baik dari pada siswa yang memiliki motivasi belajar sedang dan prestasi belajar siswa yang memiliki motivasi belajar sedang sama baiknya dengan siswa yang memiliki motivasi belajar rendah; (3) Tidak terdapat interaksi yang signifikan antara tiga tingkatan motivasi belajar dengan dua tipe model pembelajaran kooperatif, yaitu tipe TGT dan tipe Jigsaw, ditinjau dari prestrasi belajar.]]>
<![CDATA[KEMAMPUAN PEMAHAMAN KONSEP MAHASISWA PADA MATA KULIAH STRATEGI BELAJAR MENGAJAR MATEMATIKA DI TINJAU DARI STRATEGI PEMBELAJARAN ]]>
<![CDATA[Rini Utami]]>
<![CDATA[ Pena Jurnal Ilmu Pengetahuan Dan Teknologi Vol 31, No 2 (2017): PENA SEPTEMBER 2017 ]]>
Publisher : <![CDATA[LPPM Universitas Pekalongan ]]>
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DOI: 10.31941/jurnalpena.v31i2.673
<![CDATA[This study aims to determine differences in the ability of understanding the concept of students in terms of learning strategies are implemented, if there is a difference then see which one was the best of all strategy applied learning course of Mathematics Teaching and Learning Strategies. This research is a quantitative research with experimental method. The instrument uses test the ability of understanding of the concept. Analysis of data one way Anova with SPSS. The result of the reasearch with one way Anova test showed that difference of students concept comprehension ability. Understanding the concept of students with strategies information search is not the same as the strategy everyone is teacher here. The strategy of information search is not the same as the strategy of learning start with a question and strategies everyone is teacher here at with learning start with a question. If the views of average ability students' understanding of concepts, information search strategy is better than the strategy everyone is techer here.]]>
<![CDATA[MODEL PEMBELAJARAN KOOPERATIF KANCING GEMERINCING UNTUK MENINGKATKAN PEMAHAMAN SISWA PADA MATERI LINGKARAN ]]>
<![CDATA[Rini Utami]]>
<![CDATA[ Pena Jurnal Ilmu Pengetahuan Dan Teknologi Vol 24, No 1 (2013): Pena Maret 2013 ]]>
Publisher : <![CDATA[LPPM Universitas Pekalongan ]]>
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DOI: 10.31941/jurnalpena.v24i1.82
<![CDATA[Student law achievment in mathematic in SMP Negeri 4 Pekalongan because lack understanding in mathematic, so that new teaching model should be used to improve student’ achievment. One model of learning that can be applied to overcome these problems is kancing gemerincing cooperative learning model. Cooperative learning arises from the concept that student will more easliy find and understand difficult concept if they are dicussing with friends. In the activity kancing gemerincing, each member of the group gets achance to contribute their views and ideas and listen to other members. The place of the research is SMP Negeri 4 Pekalongan . The subject of the research is eight grade students. Class action research with cycle model is used as the method of research. Method of collecting data used in this research is observation and test. data analysis used is descriptive analysis. The result of the research is that teaching using card model can improve students' comprehesion in material of circle. Kata kunci : Kancing Gemerincing Cooperative Learning Model, Action Research, Circle. ]]>
