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<![CDATA[PELATIHAN DAN PENDAMPINGAN PENYUSUNAN PERANGKAT TES MATA PELAJARAN MATEMATIKA PADA KELAS TINGGI DI SDS AL HILAL TARAKAN DAN SDN 032 TARAKAN ]]>
<![CDATA[A. Wilda Indra Nanna]]>;
<![CDATA[Enditiyas Pratiwi]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Borneo Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/jpmb.v1i1.239
<![CDATA[Abstrak: Peningkatan kualitas layanan pendidikan merupakan salah satu agenda prioritas pembangunan pendidikan nasional tahun 2015-2016 sebagaimana telah diamanatkan di dalam Peraturan Presiden Nomor 2 tahun 2015 Tentang Rencana Pembangunan Jangka Menengah Nasional 2015-2016. Disamping tersedianya kurikulum yang handal, salah satu aspek terpenting dalam upaya menjalin kualitas layanan pendidikan adalah menyediakan system penilaian yang komprehensif sesuai dengan standar nasional pendidikan yang telah ditetapkan. Memperhatikan permasalahan prioritas yang dihadapi mitra, pengusul menimbang perlu dilaksanakan kegiatan pelatihan dan pendampingan guru dalam penyusunan perangkat tes mata pelajaran Matematika pada kelas tinggi di SDS Al Hilal Tarakan dan SDN 032 Tarakan guna dapat melaksanakan tugasnya sehari-hari di kelas secara lebih professional sehingga pada akhirnya mutu pendidikan kita dapat lebih terjaga dan terus meningkat dalam bentuk Ipteks Bagi Masyarakat (IbM).Abstract: Improving the quality of education services is one of the national education development priority agendas of 2015-2016 as mandated in Presidential Regulation No. 2 of 2015 on the National Medium Term Development Plan 2015-2016. Besides the availability of a reliable curriculum, one of the most important aspects in the effort to establish the quality of education services is to provide a comprehensive assessment system in accordance with national standards of education that has been established. Taking into account the priority issues faced by the partners, the proposers consider the need for training and teacher assistance activities in the preparation of Mathematics subjects in higher school in SDS Al Hilal Tarakan and SDN 032 Tarakan to be able to carry out their daily tasks in the classroom in a more professional manner so that in the end The quality of our education can be more awake and continue to increase in the form of Science for Society.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBANTUAN MEDIA AUDIO VISUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV ]]>
<![CDATA[Dayana Dayana]]>;
<![CDATA[Muhsinah Annisa]]>;
<![CDATA[A.Wilda Indra Nanna]]>
<![CDATA[ Widyagogik Vol 7, No 1 (2019): Widyagogik ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.21107/widyagogik.v7i1.6257
<![CDATA[Tujuan penelitian ini yaitu menerapkan model pembelajaran discovery learning berbantuan media audio visual untuk meningkatkan hasil belajar IPA siswa kelas IV-B SDN 041 tarakan. Jenis penelitian yang digunakan adalah penelitian Tindakan Kelas (PTK).. Penelitian dilaksanakan 2 siklus setiap siklus terdiri dari 2 kali pertemuan. Prosedur tiap siklus yaitu perencanaan, tindakan, observasi, dan refleksi. Data yang diperoleh dalam penelitian yaitu lembar observasi kegiatan siswa, lembar observasi kegiatan guru, penilaian kognitif, afektif, dan psikomotorik.Hasil penelitian menunjukkan model pembelajaran discovery learning berbantuan media audio visual dapat meningkatkan hasil belajar IPA siswa kelas IV-B SDN 041 Tarakan. Siklus I ketuntasan hasil belajar siswa (kognitif) 47%, siklus II menjadi 78%. Siklus I ketuntasan hasil belajar siswa (afektif) 41%, siklus II menjadi 86%. Siklus I ketuntasan hasil belajar siswa (psikomotorik) 15%, siklus II meningkat secara signifikan menjadi 84%. Maka penelitian dikatakan sudah berhasil dan sesuai dengan indikator keberhasilan.]]>
<![CDATA[POSITIVE AND NEGATIVE UNDERSTANDING MONITORING CALON GURU DALAM PENYUSUNAN SOAL CERITA PECAHAN ]]>
<![CDATA[Dedi Kusnadi]]>;
<![CDATA[Irianto Aras]]>;
<![CDATA[A.Wilda Indra Nanna]]>;
<![CDATA[Enditiyas Pratiwi]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i4.3175
<![CDATA[Tujuan penelitian ini untuk mendeskripsikan self-explanation mahasiswa terhadap penyusunan soal cerita materi pecahan. Penelitian ini merupakan penelitian kualitatif yang menggunakan teknik pengumpulan data dengan memberikan tes yang ditindaklanjuti dengan wawancara untuk menggali lebih dalam tentang pemahaman keputusan yang diambil. Hasil yang diperoleh dalam penelitian ini, yaitu: (1) pada soal pertama, partisipan memunculkan perbedaan pada kategori positive dan negative understanding monitoring; (2) pada soal kedua, perbedaan yang muncul pada kategori elaboration of problem. Temuan dalam penelitian ini, yaitu jika partisipan melibatkan pemahaman maka keputusan yang diambil memunculkan positive understanding monitoring dan sebaliknya jika tidak melibatkan pemahaman maka keputusan yang diambil memunculkan negative understanding monitoring. Namun, terdapat partisipan yang hanya mengandalkan pengalaman dalam membuat soal dan berakhir dengan positive understanding monitoring. AbstractThe purpose of this study to describe the self-explanation of the pre-service teachers on how they draft the fraction material story words. This research is qualitative. The data collected in this study employs tests and interviews. The reason why conducting interviews is to acquire data deeply in understanding the decisions taken. Based on the result of analyzing the data, it shows that: (1) in the first question, participants showed differences in the positive and negative understanding in monitoring categories; (2) in the second question, the differences that appear in the elaboration of problem category. The finding in this study shows if the participants involve understanding, the decisions taken will give rise to positive understanding monitoring. Moreover, if it does not involve understanding, the decisions taken will give rise to negative understanding monitoring. However, some participants only rely on their experiences in making questions and finish it with positive understanding monitoring.]]>
<![CDATA[PENERAPAN TEORI VAN HIELE SEBAGAI DASAR PENGENALAN GEOMETRI PADA SISWA DI SDN 045 TARAKAN ]]>
<![CDATA[Dedi Kusnadi]]>;
<![CDATA[AWilda Indra Nanna]]>
<![CDATA[ JURNAL MATHEMATIC PAEDAGOGIC Vol 5, No 1 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Asahan ]]>
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DOI: 10.36294/jmp.v5i1.1383
<![CDATA[The aim of this study was to examine of the application of Van Hiele as a basis for introducing geometry during teaching and learning at SDN 045 Tarakan. These learning process had been conducted by following the procedure of teaching geometry according to Van Hiele theory. The type of research used classroom action research with 27 students as research subjects. Data collected using teacher and student activity observation sheets. The result of the study learning of implementation had conducted in accordance with planes. In can be seen in the teacher’s activity had conducted aspect learning geometry effectively. The teacher able to utilize the learning media. For student activity, the students could response the teacher’s questions. Able to identify the learning of material effectively. The student able to identify the plane by using the learning media. So that application of Van Hiele theory had provided initial experience in understanding theory. Keyword: Geometry, Van Hiele, Theory Tujuan penelitian ini menelaah penerapan teori Van Hiele sebagai dasar pengenalan geometri selama kegiatan pembelajaran di SDN 045 Tarakan. Proses pembelajaran dilakukan dengan mengikuti fase-fase pembelajaran geometri menurut teori Van Hiele. Jenis penelitian ini menggunakan penelitian tindakan kelas dengan subjek penelitian 27 siswa. Data dikumpulkan menggunakan lembar observasi aktivitas guru dan siswa. Hasil penelitian menunjukkan pelaksanaan pembelajaran sesuai rencana, terlihat pada aktivitas guru yang melaksanakan fase pembelajaran geometri dengan baik, mampu mengelola kelas, dan memanfaatkan media pembelajaran. Untuk aktivitas siswa, siswa berani bertanya dan menjawab pertanyaan guru, siswa mampu menggali materi sifat bangun datar dengan baik, siswa mahir mengidentifikasi bangun datar dengan menggunakan alat peraga. Dengan demikian penerapan teori Van Hiele dapat memberikan pengalaman awal bagi siswa dalam memahami geometri.Kata kunci: Geometri, Teori, Van Hiele]]>
<![CDATA[ANALISIS KESALAHAN MAHASISWA PGSD DALAM MENYELESAIKAN MASALAH GEOMETRI ]]>
<![CDATA[A. Wilda Indra Nanna]]>;
<![CDATA[Enditiyas Pratiwi]]>;
<![CDATA[Cahyo Anggraeni]]>
<![CDATA[ SIGMA Vol 6, No 1 (2020): SIGMA ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika FKIP Universitas Madura ]]>
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DOI: 10.36513/sigma.v6i2.873
<![CDATA[One of the courses have often difficult by pre service teacher in primary education is Geometry, evidently by learning outcome that are still low. Difficulties experienced by students led to an error occurred in solving problem in geometry. Errors that occur when students solve problems in geometry really need to be known, especially the type of error. One of procedure that can be used to reveal the student error is Newman procedure. This research employed a descriptive qualitative method that aimed to analyze the errors of pre service teacher in primary education when solve the problems in geometry. Participants in this research were two students who have taken the courses of Geometry and meet the criteria which is experiencing a mathematical error. Data collection technique use a question sheet and interviews. Question sheet given in order to analyze student errors that appear. While the interviews were conducted to confirm the results of student work. The results showed that the four stages of the procedure of Newman Error Analyze that comprehension, transformation, process skill and encoding occur mathematical error, logical error and strategic error. Furthermore, as new findings in this research, the error experienced by the students at this stage of the procedure Newman can cause errors in the later stages.]]>
<![CDATA[PENGEMBANGAN PROFESIONALISME GURU MELALUI PELATIHAN PENGEMBANGAN TES, KONSTRUKSI DAN ANALISIS BUTIR SOAL DI WILAYAH 2T ]]>
<![CDATA[Muhsinah Annisa]]>;
<![CDATA[Andi Wilda Indra Nanna]]>;
<![CDATA[Ahsan Sofyan]]>;
<![CDATA[Dedi Kusnadi]]>
<![CDATA[ LENSA (Lentera Sains): Jurnal Pendidikan IPA Vol. 9 No. 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of Wiraraja ]]>
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DOI: 10.24929/lensa.v9i2.63
<![CDATA[Guru profesional harus memiliki 4 kompetensi, salah satunya yaitu kompetensi pedagogik, dalam kompetensi pedagogik, salah satu aspek yang harus dimiliki oleh seorang guru yaitu dalam melakukan penilaian dan evaluasi. Hal ini mengacu pada Permendikbud No. 66 tahun 2013 bahwa penilaian yang dibuat harus berdasarkan acuan penilaian bagi pendidik, satuan pendidikan dan pemerintah pada satuan pendidikan dasar dan menengah. Berdasarkan wawancara dengan guru-guru di SDN 004 Malinau Barat, terdapat permasalahan dalam pembuatan soal. guru belum mengikuti kaidah penulisan soal, hal itu menyebabkan hasil belajar siswa belum sesuai dengan kompetensi yang diharapkan. Pelatihan Pengabdian Masyarakat menggunakan metode ceramah, penugasan dan diskusi serta pendampingan pembuatan kisi-kisi soal dan penyusunan soal. Langkah-langkah kegiatan yaitu dengan pelatihan berupa teori, penugasan secara mandiri dan diskusi. Sasaran kegiatan ini adalah guru-guru sekolah dasar di Kabupaten Malinau. Data angket yang diberikan kepada peserta menunjukkan bahwa 58,3% merupakan hal yang baru, 75 % pelatihan ini sangat membantu dalam pelaksanaan tugas, 100% peserta memperoleh tambahan pengetahuan dan keterampilan dan pelatihan sangat efektif. 91,3% mengatakan waktu seimbang dengan materi dan, dan 100% menyatakan perlu ada pelatihan lanjutan. ]]>
<![CDATA[ROLE OF SCAFFOLDING FOR REFLECTIVE THINKING ON THE MATHEMATICAL PROBLEM SOLVING ]]>
<![CDATA[Irianto Aras]]>;
<![CDATA[Enditiyas Pratiwi]]>;
<![CDATA[A.Wilda Indra Nanna]]>;
<![CDATA[Mardyanto Barumbun]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i1.4757
<![CDATA[Solving mathematical problems require knowledge and experiences to determine the right strategy. One of the efforts that can be used to encourage problem-solving skills is to develop reflective thinking. Reflective thinking can be a strategy to explore mathematical problem-solving abilities by questioning the answers or questioning the problems encountered so that new thoughts can be used to determine appropriate problem-solving strategies. Therefore, this study aims to explain the reflective thinking process carried out by prospective teachers in solving mathematical problems. This study used a qualitative research design with data collection through test and interview process as a triangulation stage. Participants in this study were 2 prospective teachers who carried out a reflective thinking process and were known through think aloud in implementing the test. The results showed that scaffolding was needed to complete the reflective thinking process in problem-solving. Two scaffolding positions appeared in the reflective thinking stage: (1) after the questioning and evaluating stages, scaffolding is needed as a bridge to the reasoning stage; (2) After the questioning stage, scaffolding is needed to bridge the evaluating and reasoning stages. In the reflective thinking process, scaffolding generates new knowledge to find the right problem-solving strategy.]]>
<![CDATA[KEDISIPLINAN BELAJAR SISWA DALAM PROSES PEMBELAJARAN DI SEKOLAH DASAR ]]>
<![CDATA[Siti Zunainah Maulidia]]>;
<![CDATA[Agustinus Toding Bua]]>;
<![CDATA[A. Wilda Indra Nanna]]>
<![CDATA[ Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 3, No 1 (2021): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/judikdas borneo.v3i1.1811
<![CDATA[The aims of this study is to reveal the types of disciplinary learning of students in elementary schools, and the factors that influence them. This research uses descriptive quantitative design. The subjects of this study were 26 students of class III A, while 24 students of class III B were used to trial questionnaire research instruments. The data collection technique was carried out through distributing questionnaires which were then followed up through an interview process. Based on the results of trials on 26 items of the learning discipline questionnaire, 24 items were declared valid and had very high reliability, namely 0, 979. The results showed that in the aspect of student attendance, both male students and female students were included in the very strong category. In the aspect of following lessons in class, female students are in the very strong category, while male students are in the strong category. In the aspect of doing assignments, both male, and female students are in the strong category, and in the aspect of external, and internal factors are also in the strong category.]]>
<![CDATA[PROFIL PERBEDAAN LEVEL MATHEMATICS ANXIETY MAHASISWA CALON GURU SEKOLAH DASAR ]]>
<![CDATA[A. WIlda Indra Nanna]]>
<![CDATA[ Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 3, No 1 (2021): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/judikdas borneo.v2i2.1900
<![CDATA[Mathematical anxiety can also be found in pre service teachers who are currently taking courses related to mathematics. This study aims to describe the profile of the level of mathematics anxiety among pre-service elementary schools from the differences in majors in high school. A descriptive quantitative design was used in this research. The research subjects were 105 pre-service elementary teachers (PSETs) of the first batch in the PGSD study program. The data collection technique was carried out by distributing the RMANX questionnaire and then analyzed using descriptive statistics. The findings of the study were: a) Mathematics anxiety among PSETs from the science department, 18% were in the high category, 67% were in the moderate category, and 15% were in a low category; b) For PSETs from the social studies department, the level of mathematics anxiety is 20% in the high category, 65% in the medium category, and 15% in the low category; c) For PSETs from the vocational school major, obtained 25% high category, 67% medium category, and 8% low category; d) On average, pre-service elementary teachers have anxiety about mathematics at the moderate level category]]>
<![CDATA[PROFIL KESULITAN SISWA SEKOLAH DASAR DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA MATERI PECAHAN ]]>
<![CDATA[Firdausiana Garnindya Handayani]]>;
<![CDATA[A. Wilda Indra Nanna]]>;
<![CDATA[Dedi Kusnadi]]>
<![CDATA[ Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 4, No 2 (2022): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/judikdas borneo.v4i2.3065
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan profil jenis kesulitan yang dialami siswa sekolah dasar dalam menyelesaikan soal cerita matematika pada materi pecahan. Penelitian ini menggunakan metode kualitatitif deskriptif. Instrumen yang digunakan oleh peneliti yaitu tes materi pecahan dalam bentuk soal cerita yang dikonfirmasi melalui wawancara. Sebanyak 18 siswa kelas V di sekolah dasar yang mengerjakan tes, dan 5 orang ditindaklanjuti dalam wawancara sebagai bagian dari triangulasi penelitian. Hasil penelitian menunjukkan bahwa: (a) siswa yang mengalami kesulitan memahami penjelasan dan maksud soal sebanyak 25,45%; (b) siswa yang mengalami kesulitan memahami konsep sebanyak 25,96%; (c) siswa yang mengalami kesulitan memahami simbol sebanyak 33,65%; (d) siswa yang mengalami kesulitan dalam berhitung sebanyak 51,93%; dan (e) jika siswa sudah mengalami kesulitan pada memahami maksud dan penjelasan soal maka siswa juga akan mengalami kesulitan pada jenis kesulitan lainnya atau pada tahapan selanjutnya.]]>
