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All Journal Jurnal Pendidikan Matematika Universitas Lampung Limacon: Journal of Mathematics Education Jurnal Pendidikan MIPA
Rini Asnawati
University of Lampung
Education Mathematics

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Pengaruh Pembelajaran Kooperatif Tipe Think Talk Write terhadap Kemampuan Representasi Matematis Siswa Okta Zarina; Rini Asnawati
Limacon: Journal of Mathematics Education Vol 1, No 1 (2019): Limacon Journal of Mathematics Education
Publisher : Limacon: Journal of Mathematics Education

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Abstract

This experimental research aimed to find out the effect of cooperative learning models type think talk write towards student’s mathematical representation skill. The population in this research was all students of grade 7th of SMPN 1 Lumbok Seminung in the academic year 2018/2019 as many as 81 students, that distributed into three classes. The sample of this research was students of class VII A consist of 27 students and VII B consist of 27 students who were selected by cluster random sampling. The design used was the randomized pretest-posttest control group design. Research data were obtained through an essay test on the comparison. Analysis of this research data used the ???? test. Based on the results of this research and discussion, it concluded that cooperative learning models type think talk write was effect towards students’ mathematical representation skills.
Efektivitas Model Problem Based Learning Ditinjau dari Pemahaman Konsep Matematis Siswa Rifan Winarto; Rini Asnawati; Agung Putra Wijaya
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 7, No 3 (2019): JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG
Publisher : Universitas Lampung

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This study aimed to find out the effectiveness of the Problem Based Learning (PBL) model in terms of students' understanding mathematical concepts. The population of this study was all seventh grade students of SMP Negeri 3 Natar in the even semester of the academic year of 2018/2019 as many as 126 students that distributed into four classes. Two classes were randomly taken as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data was obtained through a essay test of the comparison. Data analysis of this research used . The results showed the increasing of students’ understanding of mathematical concepts who took PBL was higher than increasing of students’ understanding of mathematical concepts of who took conventional learning, but the proportion of students who had a well-defined mathematical concept was not more than 60% of students who took PBL. Thus, PBL was not effective in terms of students' understanding mathematical concepts.Keywords: effectiveness, understanding mathematical concepts problem based learning
EFEKTIVITAS MODEL PROBLEM BASED LEARNING DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Lia Putri Novita Sari; Haninda Bharata; Rini Asnawati
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 7, No 4 (2019): JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG
Publisher : Universitas Lampung

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Abstrak: Efektivitas Model Problem Based Learning Ditinjau dari Kemampuan Komunikasi Matematis Siswa. Penelitian eksperimen semu ini bertujuan untuk mengkaji efektivitas model problem based learning ditinjau dari kemampuan komunikasi matematis siswa. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 8 Bandarlampung semester genap tahun pelajaran 2018/2019 sebanyak 280 yang terdistribusi dalam sembilan kelas.  Sampel penelitian ini adalah siswa kelas VII E sebanyak 29 siswa dan VII I sebanyak 27 siswa yang dipilih dengan teknik purposive sampling. Desain penelitian yang digunakan adalah pretest-posttest control group design. Data penelitian diperoleh melalui tes uraian kemampuan komunikasi matematis pada materi arikmatika sosial. Berdasarkan hasil uji hipotesis yang menggunakan uji- dan uji proporsi diperoleh bahwa kemampuan komunikasi matematis siswa model problem based learning lebih tinggi daripada pembelajaran konvensional, namun proporsi siswa yang memiliki kemampuan komunikasi matematis tidak lebih dari 60% jumlah siswa yang mengikuti model problem based learning.
The Effectiveness of Guided Inquiry Learning Models on students’ mathematical representation skills Amelia Kesumawati; Rini Asnawati; Widyastuti Widyastuti
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 7, No 5 (2019): JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG
Publisher : Universitas Lampung

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This research aimed to find out the effectiveness of guided inquiry learning model on students’ mathematical representation skills. The population of this research were all students of grade 7th of SMPN 31 Bandarlampung in academic year of 2018/2019 that were distributed into nine classes. The sample of this research were students of class VII D and VII E that were selected by purposive sampling technique. This research used posttest only control group design and test technique to collect data. The data was analyzed using t-test and proportion test with 5% of significance level. The results showed that students’ mathematical representation skills through guided inquiry learning model was higher than students’ mathematical representation skills through conventional learning, but the mathematical representation skills ability of students who followed the guided inquiry learning model reached less than 60% of the number of students. So that, guided inquiry learning was non effective on students’ mathematical representation skills. Keywords: effectiveness, guided inquiry, mathematical representation
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA Rini Asnawati; Agung Putra Wijaya; Rosalia Apri Yanti
JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG Vol 7, No 4 (2019): JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG
Publisher : Universitas Lampung

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Abstract: The Effect of Problem Based Learning Models to Increase Students’ Understanding of Mathematical Concept. This quasi-experimental research aimed to find out the effect of problem based learning (PBL) model towards students’ understanding of mathematical concept. The population of this research were all students of grade 7th of SMPN 1 Terbanggi Besar in the even semester of academic year of 2018/2019 as many as 268 students that were distributed into nine classes. The sample of this research was students of class VII B consist of 29 students and VII C consist of  32 students who were selected by cluster random sampling. The design used was the randomized pretest-posttest control group design. Research data were obtained through an essay test on the social arithmetic. The data analysis used the mann-withney U test and  test. The result showed that the gain of students' understanding of mathematical concept through problem based learning model was higher than the gain of students' understanding of mathematical concept through conventional learning. Thus, problem based learning model has effect towards the student’s understanding of mathematical concept.Keywords: effect, mathematical concept, problem based learning
Evaluating the Numeracy Cognitive Level of Indonesian Elementary School Students using the Minimum Competency Assessment Rini Asnawati; Widyastuti Widyastuti; Dina Maulina; Bambang Sri Anggoro; Muhammad Ferdiansyah; Nurma Izzati
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study aims to describe the achievement of the numeracy cognitive level of elementary school students on a minimum competency assessment. The population of this study were fifth grade students at C-accredited elementary school in Lampung province. The sample of this study selected using stratified random sampling. Data were collected using a level 2 numeracy test instrument developed by the Center for Evaluation and Learning of the Ministry of Education and Culture of the Republic of Indonesia. Data were analyzed descriptively and inferentially using the Mann-Whitney test. It was concluded that: a) students’ category of numeracy ability was “competent” (mean score 43.04); b) there is no significant difference between the numeracy abilities of male and female students; c) the highest percentage of correct answers was matching type questions (62.9%); and d) the lowest cognitive level was achieved is in the measurement concept which was only 28.6. Keywords: elementary school students, minimum competency assessment, numeracy cognitive level. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp428-436
Co-Authors Agung Putra Wijaya Amelia Kesumawati Bambang Sri Anggoro Dina Maulina Haninda Bharata Lia Putri Novita Sari Muhammad Ferdiansyah Nurma Izzati Okta Zarina Rifan Winarto Rosalia Apri Yanti Widyastuti Widyastuti