Articles
<![CDATA[Fraction Dominoes as Teaching Tools Using Sets in Mathematics Teaching ]]>
<![CDATA[Muna, Trimurtini, Nur Aizatun]]>
<![CDATA[ Elementary School Teacher Vol 2, No 2 (2018): Elementary School Teacher ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/est.v2i2.16800
<![CDATA[The objectives of this study were to develop a design, to determine the appropriateness and effectiveness of fractional dominoes with set approach. This type of study was Sugiyono's Research and Development (RD). One set of game consisted of three game devices. The game card had 2 parts; fractions and sets. The material expert assessment result was 96% and the media expert was 94% (very feasible). Furthermore, the learning outcomes showed that learning completeness reached 75%. The media produced an average difference (t-test) in the product test that was 6.1, input test was 10.64 and the learning outcomes enhancement (n-gain) in the product test was 0.8, input test was 0.76 (high). Thus, it could be concluded that the fractional dominoes game as a media with compilation approach on equivalent fraction in Mathematics subject matter of fourth-grade students was effective and feasible to use.]]>
<![CDATA[KELAYAKAN BAHAN AJAR BERBASIS TEKNOLOGI PADA MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[Trimurtini Trimurtini]]>
<![CDATA[ JURNAL LITBANG PROVINSI JAWA TENGAH Vol 6 No 2 (2008): Jurnal Litbang Provinsi Jawa Tengah ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah Provinsi Jawa Tengah ]]>
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DOI: 10.36762/jurnaljateng.v6i2.194
<![CDATA[The teaching material based on technology that have been made and studied were teaching material which are completed with technology application related with subject matter. Technology application can be applied in daily life and also other sciences. Research area covers mathematics material of VII grade of Junior High School. The aims of this research are: (1) Identifying technology application which can be related with mathematics study materials, (2) Describing the forms of mathematics teaching aid based on technology, (3) To know the feasibility of mathematics teaching aid based on technology that was completed with contextual problem, so it can raise student’s motivation. The data collected by documentation, observation and questionnaire. Then the data analyzed trough 3 stages: reducing data, presenting data and verification, and also with descriptive analysis qualitative. The results of the research are: (1) Technology application that can be related with the study of mathematics subject matter is technology in daily life and also is a mathematics concept application in other concepts or other sciences. Technology application that related with subject materials in the teaching aid can be presented in the beginning or in the exercises. (2) Description of mathematics teaching materials forms are technology application from the materials which are fulfilling the curriculum criteria suitable with content standard, (3) Teaching aid based on technology completed with contextual problems in daily life and mathematics concept application in other concepts as a form of technology application can fulfilling eligibility test, that covering material aspect, material presentation aspect and language aspect.]]>
<![CDATA[IMPLEMENTASI MODEL COOPERATIVE LEARNING BERBANTUAN KOMPUTER DALAM PEMBELAJARAN PENDIDIKAN MATEMATIKA I PADA MAHASISWA PGSD UNNES ]]>
<![CDATA[Trimurtini Trimurtini]]>
<![CDATA[ JURNAL LITBANG PROVINSI JAWA TENGAH Vol 8 No 1 (2010): Jurnal Litbang Provinsi Jawa Tengah ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah Provinsi Jawa Tengah ]]>
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DOI: 10.36762/jurnaljateng.v8i1.255
<![CDATA[The lesson of Mathematics Education I in PGSD FIP UNNES still requires improvement. One of its way is by applying cooperative learning, that to train students to work along in group. The group efficacy will be reached if each group members succeed. Something else which need to be pay attention in this globalization is the using of computer as medium in learning activity. The problems are: (1)Is skill proceed in applying model cooperative learning with computer aid have an effect on to learning product of the PGSD students? ( 2)Is there any learning product mathematics of PGSD students differences between cooperative learning model with computer aid and conventional model? This is an experiment research, that compare cooperative learning model to conventional model in improving learning product of PGSD students in Mathematics Education I. The result and the conclusions are: (1)There are big influence (54,4%) of skill proceed in applying model cooperative learning with computer aid to learning product of PGSD students in Mathematics Education I, (2)The cooperative learning model with computer aid is more effective than conventional model in improving learning product of PGSD students in Mathematics Education I.]]>
<![CDATA[PENERAPAN METODE MIND MAPPING BERBANTUAN SPSS PADA MATAKULIAH STATISTIKA PENDIDIKAN ]]>
<![CDATA[Trimurtini Trimurtini]]>;
<![CDATA[Wahyuningsih Wahyuningsih]]>;
<![CDATA[Nursiwi Nugraheni]]>;
<![CDATA[Sri Susilaningsih]]>
<![CDATA[ JURNAL LITBANG PROVINSI JAWA TENGAH Vol 14 No 2 (2016): Jurnal Litbang Provinsi Jawa Tengah ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah Provinsi Jawa Tengah ]]>
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DOI: 10.36762/jurnaljateng.v14i2.386
<![CDATA[The purpose of this study is (1) to describe the implementation of SPSS-assisted mind-mapping method in the subject of Education Statistics; (2) to compare the results of student learning in a class learning using SPSS-assisted mind-mapping method and using other method for the subject of Education Statistics. This study uses a mixed method of qualitative and quantitative research. The conclusions of this study are (1) the steps in the implementation of SPSS-assisted mind-mapping method start with problem posing, group discussions, presentations, drawing conclusions, and practice of processing data with SPSS; and (2) the results of student learning in a class learning using SPSS-assisted mind-mapping method is better than the results of student learning in the class using other methods.]]>
<![CDATA[PENGEMBANGAN MEDIA BIG BOOK UNTUK MENINGKATKAN HASIL BELAJAR PECAHAN SENILAI SISWA SD ]]>
<![CDATA[Disyacitta Neolia Firdana]]>;
<![CDATA[Trimurtini]]>
<![CDATA[ JURNAL LITBANG PROVINSI JAWA TENGAH Vol 16 No 1 (2018): Jurnal Litbang Provinsi Jawa Tengah ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah Provinsi Jawa Tengah ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui kelayakan dan keefektifan media big book pada pembelajaran pecahan senilai siswa kelas IV. Metode penelitian ini adalah Research and Development (R&D). Penelitian ini dilakukan pada siswakelas IV SDN Karanganyar 02 Kota Semarang. Sumber data dari validasi media, validasi materi, hasil belajar, dan tanggapan guru dan siswa tentang media yang dikembangkan. Desain penelitian Pre-experimental dengan One Group Pretest-Posttest design. Big book yang dikembangkan terdiri atas materi pecahan senilai, lembar kerja dengan gambar bangun datar persegi dan lingkaran, dan soal latihan tentang pecahan senilai. Media big book ini dikembangkan berdasarkan angket kebutuhan guru dan peserta didik. Big book memenuhi kevalidan media sebesar 3,75 dengan kriteria sangat baik dan oleh ahli materi mendapat skor 3 dengan kriteria baik. Pada uji coba skala besar hasil posttest siswa memiliki ketuntasan hasil belajar 82,14%. Hasil perhitungan N-gain dengan hasil 0,55 menunjukkan kriteria “sedang”. Hasil Uji t 9,6320 > 2,0484 yang berarti rata-rata nilai posttest lebih besar dari rata-rata nilai pretest. Berdasarkan data tersebut, penelitian dan pengembangan ini telah menghasilkan media big book yang layak dan efektif sebagai media pembelajaran pecahan senilai siswa kelas IV SD.]]>
<![CDATA[OPTIMALISASI PELAYANAN PEMBELAJARAN BAGI ANAK SLOW LEARNER DAN PENCEGAHAN PERUNDUNGAN DI SEKOLAH INKLUSI ]]>
<![CDATA[Trimurtini Trimurtini]]>;
<![CDATA[Muslikah Muslikah]]>;
<![CDATA[Kurniana Bektiningsih]]>;
<![CDATA[Florentina Widihastrin]]>;
<![CDATA[Sri Susilaningsih]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Vol 3, No 2 (2020): Jurnal Pengabdian Masyarakat (JPM-IKP) ]]>
Publisher : <![CDATA[FKIP Universitas Trilogi ]]>
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DOI: 10.31326/jmp-ikp.v3i2.699
<![CDATA[Permasalahan yang dihadapi mitra SDN Klepu 2 sebagai sekolah inklusi adalah jumlah anak slow learner ada 28 anak dari 35 Anak Berkebutuhan Khusus. Di lain pihak guru harus melaksanakan model inklusif penuh (full inclusion) tanpa guru pendamping. Tujuan kegiatan pengabdian ini adalah (1) mencegah terjadinya perundungan (bullying) di sekolah inklusi karena karakteristik siswa dan (2)memberikan layanan belajar bagi anak slow learner di masa pandemic covid-19. Metode pelaksanaan metode PALS dengan mengintegrasikan 4P, yaitu penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Sasaran kegiatan pengabdian adalah guru, perwakilan orang tua siswa dan siswa slow learner di SDN Klepu 2. Hasilnya menunjukkan bahwa pengetahuan dan pemahaman guru, perwakilan orang tua dan siswa terhadap perundungan masuk kategori baik. Mereka memiliki pengetahuan yang baik tentang pengertian perundungan, jenis perundungan, serta akibat perundungan, sehingga dapat menjadi contoh bagi yang lain tentang bagaimana menghindari perundungan terhadap teman atau orang lain. Terlebih di sekolah inklusi dimana keragaman sangat dihargai dan diharapkan dapat muncul toleransi dan empati yang baik di lingkungan sekolah dan keluarga. Selain itu di masa pandemic covid-19 ini, para guru dan orang tua dapat melakukan pendampingan belajar yang baik bagi seluruh siswa khususnya siswa yang lambat belajar melalui model pendampingan yang berkelanjutan dalam IEP. ]]>
<![CDATA[IMPLEMENTASI MODEL COOPERATIVE LEARNING BERBANTUAN KOMPUTER DALAM PEMBELAJARAN PENDIDIKAN MATEMATIKA I PADA MAHASISWA PGSD UNIVERSITAS NEGERI SEMARANG ]]>
<![CDATA[- Trimurtini]]>
<![CDATA[ Jurnal Kependidikan Vol. 39, No.2 (2009) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v39i2.199
<![CDATA[The aim of this study was to find out the outcome of the implementation of a computer-aided cooperative learning model in the learning and teaching of Mathematics Education I in PGSD FIP UNNES. The research problems were: (1) Does the skill proceed in applying the computer-aided cooperative learning model have an effect on the learning outcome of the PGSD students? (2) Is there any difference in the learning outcome of mathematics of PGSD students between the cooperative learning model and the conventional model? The study applied the experimental research design comparing the learning outcomes of students who were taught using the cooperative learning model and those who were taught using the conventional model. The results oh the study are: (1)There is a big influence (54,4%) of skill proceed in applying the computer-aided cooperative learning model to the learning outcome of PGSD students in Mathematics Education I; (2) The cooperative learning model is more effective than the conventional model in improving the learning outcome of PGSD students in Mathematics Education I.]]>
<![CDATA[IMPLEMENTASI MODEL COOPERATIVE LEARNING BERBANTUAN KOMPUTER DALAM PEMBELAJARAN PENDIDIKAN MATEMATIKA I PADA MAHASISWA PGSD ]]>
<![CDATA[- Trimurtini]]>
<![CDATA[ Jurnal Kependidikan Vol. 39, No.2 (2009) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v39i2.208
<![CDATA[The aim of this study was to find out the outcome of the implementation of a computer-aided cooperative learning model in the learning and teaching of Mathematics Education I in PGSD FIP UNNES. The research problems were: (1) Does the skill proceed in applying the computer-aided cooperative learning model have an effect on the learning outcome of the PGSD students? (2) Is there any difference in the learning outcome of mathematics of PGSD students between the cooperative learning model and the conventional model? The study applied the experimental research design comparing the learning outcomes of students who were taught using the cooperative learning model and those who were taught using the conventional model. The results oh the study are: (1)There is a big influence (54,4%) of skill proceed in applying the computer-aided cooperative learning model to the learning outcome of PGSD students in Mathematics Education I; (2) The cooperative learning model is more effective than the conventional model in improving the learning outcome of PGSD students in Mathematics Education I.]]>
<![CDATA[KESIAPAN LABORATORIUM TERPADU JURUSAN PENDIDIKAN GURU SEKOLAH DASAR UNIVERSITAS NEGERI SEMARANG UNTUK E-LEARNING ]]>
<![CDATA[Isa Ansori]]>;
<![CDATA[Trimurtini Trimurtini]]>;
<![CDATA[Elok Fariha Sari]]>;
<![CDATA[Florentina Widihastrin]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v7i2.6271
<![CDATA[Laboratory utilization is very important to support learning. The laboratory is very useful for measuring the standards of scienceand theory. Theoretical learning and practicum in the laboratory are integral activities in the teaching and learning process.This study aims to describe and find a laboratory readiness solution for the Department of Primary School Teacher Education,Faculty of Education, Semarang State University which supports the implementation of e-learning. The research variables werethe completeness of laboratory facilities, laboratory governance system of the Department of Primary School Teacher Education,lecturer and technical management, and users of the Laboratory of Primary School Teacher Education Study Program. Thesubjects of this study were lecturers, students of the Department of Primary School Teacher Education. Data items throughquestionnaires, observation, interviews, and documentation. Data were analyzed using qualitative descriptive. The resultsshowed the level of satisfaction of students and lecturers as laboratory users. This also illustrates the problems that often occurin managing laboratories of the Department of Primary School Teacher Education. Integrated laboratories at the Department ofPGSD FIP Semarang State University have a dual role in the fields of education, research and community service, although thethree are still in a sufficient category. Integrated laboratory management requires special management that is different fromlaboratory management in the field of study]]>
<![CDATA[MODEL PENDIDIKAN INKLUSI DAN IMPLEMENTASINYA PADA MASA PANDEMI COVID-19 DI SEKOLAH DASAR ]]>
<![CDATA[Kurniana Bektiningsih]]>;
<![CDATA[Trimurtini Trimurtini]]>;
<![CDATA[Muslikah Muslikah]]>;
<![CDATA[Florentina Widihastrini]]>;
<![CDATA[Sri Susilaningsih]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v4i3.2868
<![CDATA[Sekolah Dasar Inklusi satu-satunya di Kecamatan Pringapus yaitu SD N Klepu 02 memiliki kendala dalam pelaksanaan pendidikan inklusi karena tidak ada guru pendamping khusus. Di setiap kelas ada dua sampai empat Anak Berkebutuhan Khusus (ABK) yang perlu dilayani secara khusus karena kebanyakan belum cakap dalam hal membaca dan menulis. Melalui kegiatan pengabdian kepada masyarakat ini diharapkan para guru dapat meningkatkan kemampuan dan keterampilannya dalam mengelola pembelajaran bagi ABK khususnya dalam melayani pembelajaran dengan sistem Belajar dari Rumah (BDR) di masa pandemic covid-19. Metode pelaksanaan kegiatan pengabdian ini melalui pelatihan dan pendampingan bagi para guru SDN Klepu 02. Hasil kegiatan menunjukkan peningkatan pengetahuan guru tentang berbagai model pendidikan inklusi dari rata-rata skor 50 menjadi 76. Sedangkan model pengembangan kurikulum yang diimplementasikan di SDN Klepu 02 adalam model modifikasi dan model substitusi. Pembelajaran bagi siswa BDR yang diselenggarakan dalam masa pandemic covid-19 di SDN Klepu 02 dengan aspek menonjol yang tampak adalah melibatkan peran orangtua dan lingkungan belajar siswa (84%), fokus pada literasi dan numerasi, perilaku hidup sehat, spiritual keagamaan, penguatan karakter dan budaya (78%), serta menyederhanakan materi pokok dalam sub-sub materi agar terarah (78%).]]>
