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PROBLEMATIKA PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN ALTERNATIF SOLUSINYA Rini, Juwita
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang Vol 1, No 2 (2017): Juli 2017
Publisher : Program Studi Pendidikan Matematika IKIP Veteran Semarang

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ABSTRAKPendidikan merupakan suatu proses yang mampu membantu manusia dalam mengembangkan dirinya sehingga mampu menghadapi setiap perubahan yang terjadi. Dalam seluruh proses pendidikan, kegiatan belajar mengajar merupakan kegiatan yang paling pokok. Artinya, bahwa berhasil tidaknya pencapaian tujuan pendidikan banyak bergantung proses belajar mengajar dirancang dan diterapkan. Hal ini tentu sangat erat kaitannya dengan model pembelajaran yang diterapkan dalam proses belajar mengajar. Salah satu model pembelajaran yang dapat diterapkan adalah model pembelajaran kooperatif. Model pembelajaran kooperatif diyakini dapat meningkatkan keterampilan kognitif dan afektif siswa. Model pembelajaran kooperatif mempunyai beberapa tipe atau variasi, salah satunya adalah model pembelajaran kooperatif tipe Numbered Head Together (NHT). Namun dalam penerapannya, ditemukan adanya masalah yang dapat menghambat tercapainya proses belajar mengajar yang optimal. Oleh karena itu, perlu adanya solusi yang tepat supaya penerapan model pembelajaran kooperatif tipe Numbered Head Together menjadi lebih efektif.Kata kunci: model pembelajaran kooperatif, NHT, penerapan NHT.Â ABSTRACTBasically education is a process that helps humans to develope themselves to face any changes that occur. In the whole process of education, teaching and learning activities are the most basic activities. It implies the success or failure of the achievement of educational goals depends on how the teaching and learning process are designed and implemented. It has strong relation to the learning model applied in teaching and learning process. One of learning model that can be applied is a cooperative learning model. Cooperative learning model is believed to improve students cognitive and affective skills. Cooperative learning model has several types or variations. One f them is Numbered Head Together (NHT). But it is found a problem that can hamper the achievement of optimal learning and teaching process during the implementation of NHT. Therefore, the need for an appropriate solution so that NHT can be implemented Â more effectively. Keywords: cooperative learning model, NHT, implementation of NHT.

EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWAKELAS VIII SMP NEGERI DI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Rini, Juwita; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning ability of the students. The learning models compared were the problem based learning model, the problem posing learning model, and the direct learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Banyumas regency in Academic Year 2013/2014. The samples of the research were the students of State Junior Secondary School 4 of Purwokerto, State Junior Secondary School 2 of Sokaraja, and State Junior Secondary School 2 of Baturraden. They were taken by using the stratified cluster random sampling. The instruments used to gather the data of the research were test of learning achievement in Mathematics and test of reasoning abilities. The data were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The problem-based learning model results in the same good learning achievement in Mathematics as the problem posing learning model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing learning model results in a better learning achievement in Mathematics than the direct learning model. 2) The students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate and low reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low reasoning ability. 3) In the students with the high reasoning ability, the problem-based learning results in the same good learning achievement in Mathematics as the problem posing model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing model results in the same good learning achievement in Mathematics as the direct learning model. In the students with the moderate and low reasoning abilities, the problem-based learning, the problem posing learning model, and the direct learning model result in the same learning achievement in Mathematics. 4) In the problem-based learning, the students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate an low reasoning abilities, and the students with the moderate reasoning ability have the same learning achievement in Mathematics as those with the low reasoning ability. In the problem posing learning model, the students with the high reasoning ability have the same learning achievement in Mathematics as those with the moderate reasoning ability, but the students both with the high and moderate reasoning abilities have a better learning achievement in Mathematics than those with the low reasoning ability. In the direct learning model, the students with the high, moderate, and low reasoning abilities have the same learning achievement in Mathematics.Key words: Problem Based Learning, Problem Posing, and Reasoning ability.

EVALUASI PROSES PEMBELAJARAN MATA KULIAH ALJABAR BERDASARKAN MODEL PROVUS Juwita Rini; Santika Lya Diah Pramesti
Delta: Jurnal Ilmiah Pendidikan Matematika Vol 10, No 1 (2022): Delta : Jurnal Ilmiah Pendidikan Matematika
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v10i1.1356

Evaluasi pada penelitian ini mengkomparasikan pelaksanaan pembelajaran di lapangan dibandingkan standar proses nasional. Standar proses yang digunakan disini merupakan Standar Nasional Pendidikan Tinggi. Indikator standar proses dalam hal ini meliputi karakteristik, perencanaan, pelaksanaan proses pembelajaran, serta beban belajar mahasiswa dengan menggunakan model evaluasi Provus. Tujuan penelitian bagaimana pengimplementasian standar proses pembelajaran dan kesenjangan di jurusan Tadris Matematika IAIN Pekalongan. Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif studi kasus dengan jenis evaluatif. Metode untuk mengumpulkan data penelitian yaitu, metode wawancara, observasi, dan dokumentasi . Teknik analisis data penelitian menggunakan analisis interaktif Miles dan Huberman. Langkah atau sintaks yang digunakan dalam penelitian ini dalam mengevaluasi proses pembelajaran menggunakan model Provus terdiri dari 4 tahap, yaitu tahap desain, instalasi, proses, dan produk. Standar proses dalam perkuliahan sudah diimplementasikan, namun terdapat beberapa kesenjangan yang terjadi. Pertama, ada ketidaksesuaian dalam pelaksanaan pembelajaran, yaitu pada aspek keterkaitan proses pembelajaran dengan kegiatan penelitian dan pengabdian masyarakat. Kedua terdapat kesenjangan pada variabel beban belajar mahasiswa, yaitu belum adanya kesesuaian sks pada rumpun mata kuliah aljabar.

Pengembangan E-Modul Berbasis Ethno-STEM pada Materi Geometri Pramesti, Santika Lya Diah; Rini, Juwita; Ferdianto, Yogi
Circle: Jurnal Pendidikan Matematika Vol 4 No 1 (2024): March 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v4i1.6895

This research is motivated by problems in the learning process. In this problem, it has an impact on the problem-solving ability of mathematics students at UIN K.H. Abdurrahman Wahid Pekalongan, therefore the development of e-module-based learning was made. This study aims to find out how to reconstruct the concept, validity and effectiveness of mathematics e-modules in local Javanese culture in ethno-STEM-based geometry learning. This research is R&D type with ADDIE development model. Which is proven to be valid and effective, the results of material and media validation tests reach 68% and 78% with valid cateogries.

Studi Perbandingan Metode Resitasi Berbasis Daring Terhadap Hasil Belajar Matematika Ardhia Pramesti, Ajeng; Rini, Juwita
Indonesian Journal of Islamic Elementary Education Vol 1 No 1: Mei 2021
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/ijiee.v1i1.3926

This study aims to determine whether the online-based recitation method can provide better student mathematics learning outcomes. The research approach used is a quantitative approach with a quasi-experimental type of research. The population and sample in this study were all students of fifth grade class in SDN Proyonanggan 01 Batang, totaling 47 students. The sample is divided into two classes, the control class is the class that does not use the online-based recitation method and the experimental class is the class that applies the online-based recitation method. Data collection techniques used are test and documentation methods. The test is used to measure students' mathematics learning outcomes and documentation is used to obtain documentary data. The data analysis technique in this study used an independent sample t test. The results of the study concluded that the online-based recitation method gave a better effect on the mathematics learning outcomes of fifth grade students at SDN Proyonanggan 01 Batang. This can be seen from the results of the independent sample t test, it is found that tcount= 3.182 > ttable= 2.014. These results mean that there is a significant difference in mathematics learning outcomes between the control class and the experimental class and the posttest average score for the experimental class is higher than the average score for the control class.

Navigating the Nexus: Government Policies in Cultivating Religious Moderation Within State Islamic Higher Education Muhlisin, Muhlisin; Kholis, Nur; Rini, Juwita
QIJIS Vol 11, No 1 (2023)
Publisher : IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/qijis.v11i1.12677

This study aims to analyze the implementation of religious moderation at the State Islamic Higher Education (PTKIN) in Indonesia through academic policies in the fields of education, research, and community service programs. It is based on the empirical examination of the spread of radical, extreme, and exclusive religious sects among higher education civitas academica in Indonesia. The research combines qualitative and quantitative approaches (mixed methods) simultaneously. Data sources were randomly obtained from leaders, lecturers, and students at PTKIN through interviews, observations, questionnaires, documentation, and focus group discussions. Data analysis was carried out through data reduction, data display, and data verification, as well as statistical analysis using the t-test with the SPSS 17.0 program. The results show that religious moderation has been promoted through academic policies in education, research, and community services, which aligns with Pancasila values as the Indonesian state philosophy. This finding is strengthened by the acquisition of a significant t-test < 0.05, which indicates that the academic policies provide crucial support for implementing religious moderation at PTKIN. Overall, this study confirms the idea that promoting religious moderation should be seen as a crucial shared agenda since it plays a pivotal role in determining the long-term viability of a country.

Augmented Reality Utilization for Mathematical Thinking Skills in Indonesian Junior High Schools Rini, Juwita; Eko Pradipta Kurnaedi; Nurul Husnah Mustika Sari; Rhischa Assabet Shilla
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.3942

Augmented Reality (AR) is one of the technologies used in Indonesian junior high school mathematics learning. This study aims to conduct a systematic literature review on the use of AR and its influence on mathematical thinking skills at the junior high school level from 2020 to 2024. Mathematical thinking skills in this study are focused on students' problem-solving skills, reasoning skills, creative thinking skills, and critical thinking skills The Systematic Literature Review method is used by reviewing, analyzing, and synthesizing findings from 11 previous empirical studies on augmented reality articles at the junior high school level related to mathematical abilities (problem solving, reasoning, creative thinking, or critical thinking) conducted in Indonesia, sourced from the Google Scholar database (indexed Sinta 1 to Sinta 3) and Scopus (articles and proceedings) published in 2020-2024, in English or Indonesian, and full-text articles are available. This study found that researchers have used various methods to investigate AR in junior high school mathematics education, with quasi-experimental designs, often involving control groups, being the most common. Geometry emerged as the most frequently studied topic. AR-based instruction has been shown to improve junior high school students' mathematical skills in Indonesia, demonstrating a significant impact on academic achievement and critical thinking compared to traditional methods, while also enhancing reasoning and problem-solving abilities. The potential challenges of integrating augmented reality into junior high school mathematics instruction include the need for sufficient technological devices, teachers' technological competencies, and effective learning time management.

EFEKTIVITAS MEDIA BANGUN RUANG 3D AUGMENTED REALITY TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR SISWA KELAS V MADRASAH IBTIDAIYAH Rini, Juwita; Rizkiana, Yunestria; Musa, Muhammad Maskur
ELIPS: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): ELIPS, Maret 2025
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v6i1.1681

Proses pendidikan saat ini harus bisa menjadi sarana transfer ilmu pengetahuan dan menginternalisasikan nilai serta pembentukan karakter seperti kemampuan berpikir kritis dan jiwa kemandirian. Tujuan penelitian ini untuk menjelaskan efektivitas media bangun ruang 3D augmented reality terhadap kemampuan berpikir kritis dan kemandirian belajar siswa kelas V MI Pasirsari 01 Pekalongan. Adapun jenis penelitian yang digunakan dalam penelitian ini adalah penelitian lapangan (field research), dengan pendekatan kuantitatif. Populasi dalam penelitian ini siswa kelas 5 MI Pasirsari 01 Pekalongan berjumlah 50 siswa yang tersebar dalam dua kelas. Teknik pengumpulan data yang digunakan yakni angket, tes, dan dokumentasi. Kemudian analisis datanya menggunakan uji statistik diantaranya uji prasyarat yang terdiri dari uji normalitas dan uji homogenitas, serta dilanjutkan dengan uji hipotesis. Hasil penelitian menunjukan bahwa siswa yang tidak dikenai media 3D Augmented Reality dalam pembelajarannya berjumlah 25 siswa. Berpikir kritis dan kemandirian belajarnya rendah sekitar 44,5 dan 66, 8. Sedangkan siswa yang dikenai media 3D Augmented Reality dalam pembelajarannya berjumlah 20 siswa. Berpikir kritis dan kemandirian belajarnya lebih tinggi yakni 75,6 dan 79,3. Berdasarkan hasil perhitungan statistik kemampuan berpikir kritis dan kemandirian belajar siswa, diperoleh nilai sig. (2 tailed) sebesar 0,000 < 0,05 (lebih kecil dari 0,05) sehingga H0 ditolak. Artinya, bahwa terdapat perbedaan rata-rata yang signifikan antara kemampuan berpikir kritis dan kemandirian belajar siswa dengan menggunakan media Augmented Reality dan yang tidak menggunakan media.

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