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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014 Swastika, Annisa; Mardiyana, Mardiyana; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.935 KB)

Abstract: The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.Key words: TGT, Talking Chips, and mathematics communication ability

APA SAJA TIPE BERPIKIR PROBLEM-SOLVERS DALAM MEMECAHKAN MASALAH GEOMETRI ANALITIK? Muhammad Noor Kholid; Ahmad Zul Fakar; Annisa Swastika; SWASTI MAHARANI
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Setiap problem-solver memiliki tipe yang berbeda. Adapun tipe berpikir digolongkan menjadi tipe berpikir konseptual, semi-konseptual, dan komputasional. Namun demikian belum ada penelitian terkait tipe berpikir dalam memecahkan masalah geometri analitik. Penelitian bertujuan memaparkan tipe karakteristik berpikir problem-solvers dalam memecahkan masalah geometri analitik. Penelitian merupakan penelitian kualitatif deskriptif dengan partisipan yaitu mahasiswa calon guru di Prodi Pendidikan Matematika FKIP Universitas Muhammadiyah Surakarta. Instrumen penelitian yang dipekerjakan yaitu masalah/tes geometri analitik, lembar observasi, dan pedoman wawancara. Instrumen divalidasi oleh beberapa ahli. Data diperoleh menggunakan metode tes, observasi, dan wawancara mendalam. Keabsahan data yang dipekerjakan yaitu triangulasi metode. Data dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan. Adapun penelitian menyimpulkan tipe berpikir konseptual, semikonseptual, dan komputasional. Ketiga tipe berpikir memiliki penciri utama dalam memecahkan masalah geometri analitik. Each problem-solver has different characteristics. The characteristics of thinking are classified into conceptual, semi-conceptual, and computational thinking characteristics. However, the thinking characteristics in solving analytical geometry is not known yet. The research aims to explain how the characteristics of thinking problem-solvers in solving the problem of analytical geometry. Research is descriptive qualitative research with participants, namely prospective teachers in the Mathematics Education Program FKIP University of Muhammadiyah Surakarta. The research instruments employed are analytical geometry problems/tests, observation sheets, and interview guidelines. Some experts validate the instrument. The data was obtained using a test, observation, and in-depth interview methods. The validity of the data employed is the triangulation method. The data is analyzed through the stages of reduction, presentation, and withdrawal of conclusions. The study concluded the characteristics of conceptual, semi conceptual, and computational thinking. The each thinking characteristics have their own main feature.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014 Annisa Swastika; Mardiyana Mardiyana; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9974

Abstract: The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.Key words: TGT, Talking Chips, and mathematics communication ability

Pengenalan Berpikir Reflektif dalam Memecahkan Masalah Matematis bagi Guru-guru Matematika SMP/SMA/Sederajat Muhammad Noor Kholid; Annisa Swastika; Swasti Maharani; Ahmad Zul Fakar
Jurnal SOLMA Vol. 10 No. 2 (2021)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v10i2.7703

Keberhasilan proses pembelajaran salah satunya dipengaruhi oleh kemampuan guru dalam merancang perangkat pembelajaran termasuk di dalamnya adalah kemampuan penyusunan instrumen tes evaluasi. Guru yang profesional memiliki tugas utama mendidik, mengajar, membimbing, mengarahkan, menilai, dan mengevaluasi. Kegiatan pengabdian ini dilakukan sebagai upaya untuk meningkatkan keprofesionalan guru dalam menyusun intrumen tes evaluasi yang berbasis High Order Thinking Skill (HOTS) dan berpikir reflektif siswa dalam pembelajaran matematika. Pelatihan ini diikuti oleh guru-guru matematika SMP/SMA/sederajat di Jawa Tengah dengan jumlah peserta 14 orang. Pelatihan ini menggunakan metode ceramah yang dilakukan secara daring mengingat kondisi saat ini masih dalam masa Pandemi Covid-19. Hasil evaluasi dilakukan di akhir pelatihan, diperoleh hasil bahwa sebagian besar peserta belum mengenal tentang berpikir reflektif siswa dan tertarik dengan pentingnya kemampuan berpikir reflektif. Di sisi lain, sebagian besar peserta sudah mengenal tentang HOTS tetapi masih banyak peserta belum memberikan soal matematika berbasis HOTS kepada siswa. Kegiatan pengabdian masyarakat ini mendapat apresiasi dari peserta dan peserta tertarik untuk diadakan pelatihan lebih lanjut tentang penyusunan berpikir reflektif siswa dalam waktu yang lebih lama.

Siswa Field Dependent dan Field Independent: Bagaimana Kemampuan Berpikir Kritisnya dalam Memecahkan Masalah HOTS? Afifah Choirul Chotimah; Christina Kartika Sari; Annisa Swastika; Rini Setyaningsih
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i3.2368

Proses berpikir menjadi hal krusial untuk memecahkan suatu masalah matematika, khususnya kemampuan berpikir kritis diperlukan guna penyelesaian masalah HOTS. Keterampilan berpikir kritis siswa Indonesia yang masih perlu ditingkatkan akan menjadi tugas utama bagi guru. Guru dapat menyesuaikan karakteristik masing-masing individu berdasarkan gaya kogntifnya untuk memaksimalkan keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk melakukan analisis kemampuan berpikir kritis peserta didik dalam memecahkan permasalahan HOTS berdasarkan gaya kognitif. Teknik mengumpulkan data menggunakan tes tertulis dan wawancara, selanjutnya memeriksa keabsahan data penelitian digunakan teknik triangulasi yang mengkomparasikan hasil tes tertulis dan hasil wawancara siswa. Data yang diperoleh kemudian dianalisis melalui tiga tahap: 1) reduksi data, 2) menyajikan data, dan 3) penarikan kesimpulan penelitian. Indikator berpikir kritis yang telah ditentukan peneliti mengacu pada kriteria menurut Ennis. Hasil dari penelitian siswa dengan gaya kognitif field dependent (FD) dapat menguasai indikator focus, reason, situation, dan clarity dari enam indikator berpikir kritis. Sedangkan siswa dengan gaya kognitif field independent (FI) dapat menguasai indikator focus, inference, situation, clarity, dan overview dari enam indikator berpikir kritis.

Analysis of Students' Mathematical Literacy Ability in Solving Ethnomathematical Problems on SPLDV Material Judging from Student Learning Interests Yuni Sulistiawati; Annisa Swastika; Adi Nurcahyo
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2719

Interest in learning as a driving factor has an important role in improving students' mathematical literacy skills. One effort to attract students' attention is to make learning innovations such as incorporating ethnomathematics in learning. This study aims to describe students' mathematical literacy ability in solving ethnomathematical problems on spldv material in terms of student learning interests. This research is a qualitative research with a descriptive approach. The subjects of this study were 3 out of 29 grade VIIIB students who had been selected for high, medium and low learning interest categories. Data collection was carried out by questionnaires, tests and interviews. The main instrument in this study is an ethnomathematics-based mathematical literacy test. Data analysis techniques use interactive analysis. The results showed that the cause of students' low mathematical literacy ability was due to low interest in learning. Students with a high interest in learning are able to meet all indicators of mathematical literacy. Students with an interest in learning are having difficulty at number 1, but at question number 2 are able to meet all indicators of mathematical literacy. While students with low interest in learning for questions number 1 only meet indicators 1), 2), 3), 6) and at number 2 only meet indicators 1), 2), and 3) only. That is, students with high and moderate interest in learning have mathematical literacy skills that work well, while students with low interest in learning need teacher help to improve their mathematical literacy skills.

The Effect of the PBL Model on Learning Outcomes Viewed from Mathematical Communication Ability of Students Intan Dwi Agustina Ningrum; Annisa Swastika; Adi Nur Cahyo
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2722

Teachers as educators need to apply various learning models in order to optimize student learning outcomes. In addition, teachers need to concern to the mathematical communication skills possessed by students. The purpose of this research was to analyze the effect of Problem Based Learning (PBL) model on Mathematics Learning Outcomes in terms of students' mathematical communication skills. This research is a quantitative research using experimental methods and using a factorial experiment design. The sampling technique used is purposive sampling technique. The instruments used in this research were questions on the test of mathematical communication ability and test questions on learning outcomes in the form of descriptions. Statistical analysis used the Friedman two way ANOVA test. The results showed that there was an effect between learning models and mathematical communication skills on student learning outcomes. Students who receive PBL learning have an average learning outcome higher than students who receive conventional learning. In addition, students had high mathematical communication skills get the highest average learning outcomes compared.

Workshop Peningkatan Pemahaman Konteks pada AKM Numerasi bagi Guru SMP Muhammadiyah 1 Kartasura Nida Sri Utami; Annisa Swastika
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2024): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v4i1.491

It is hoped that teachers will not only be able to understand, but teachers are also expected to be able to analyze Numeracy AKM questions first. This community service activity aims to increase the understanding of contex of Numeracy AKM for teachers at Muhammadiyah 1 Kartasura Middle School. The methods used in this activity are the speaker give explanation about numeracy AKM, discussion and also training methods. The results obtained from this service activity are that 75% of the teachers understand context of numeracy AKM.

Implementasi Service Learning di SD Muhammadiyah Program Khusus Ampel, Boyolali Nugroho, Febriyanto Arif; Iqbal, Muhammad; Ramadhan, Fachri; Swastika, Annisa; Hidayat, Obby Taufik
Buletin KKN Pendidikan Vol. 5, No. 1, Juni 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/bkkndik.v5i1.22008

KKN-Dik merupakah salah satu bentuk kegiatan yang memberikan pengalaman belajar kepada mahasiswa untuk hidup ditengah-tengah masyarakat dalam pelaksanaannya masih terdapat kekeliruan dalam hal pengadaan program kerja. Pendekatan service learning hadir untuk meluruskannya. Service learning bertitik tolak pada aplikasi ilmu. Hal ini sangat berkaitan erat dengan peran mahasiswa dalam melaksanakan KKN-Dik yang mana mahasiswa ikut andil, berperan, dan merkontibusi langsung dalam masyarakat. Adapun metode yang digunakan dalam kegiatan ini adalah difusi iptek, yaitu sebuah metode penyebarluasan infomasi yang dapat meningkatkan wawasan seseorang di bidang pengetahuan melalui teknologi. Kegiatan ini dilaksanakan melalui dua tahapan, yaitu tahap observasi atau screening dan tahap pengembangan. Dalam pengimplementasiannya dalam pelaksanaan KKN Dik FKIP UMS tahun 2023 penerapannya diselaraskan dengan program kerja yang dilaksanakan di lokasi KKN Dik. Adapun program kerja sesuai dengan service learning yang terlaksana pada pelaksanaan KKN Dik di SD Muhammadiyah PK Ampel, adalah Pojok Literasi (program kerja prodi Pendidikan Bahasa dan Sastra Indonesia) Tangga Literasi Keuangan (program kerja prodi Pendidikan Akuntansi) dan Papan Plang Profil Pelajar Pancasila (program kerja prodi Pendidikan PPKn). Pada dasarnya service learning pada kegiatan KKN Dik FKIP UMS di SD Muhammadiyah PK Ampel ini merupakan upaya untuk mengamplikasikan dan mengimplementasikan ilmu teori yang didapatkan oleh mahasiswa selama perkuliahan di kampus pada kelompok sasaran agar ilmu, pengalaman dan teori yang mahasiswa dapatkan dapat berguna dan diimplementasikan serta diaplikasikan sesuai dengan bidang keahilan program studi masing-masing mahasiswa.

STATISTICAL LITERACY ABILITY OF BOARDING AND NON-BOARDING STUDENTS AT MAN 1 SURAKARTA wijaya, arif safta; Swastika, Annisa
Prima: Jurnal Pendidikan Matematika Vol 8, No 2 (2024): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v8i2.9448

Boarding and non-boarding students have differences in their daily activities, so there is a possibility that the statistical literacy skills between boarding and non-boarding students at MAN 1 Surakarta are different. Statistical literacy ability is the ability to read involving interpretation of data and understanding of available information. This study used a qualitative descriptive method where the researcher used test and interview techniques which were conducted on boarding and non-boarding students at MAN 1 Surakarta, with the sample used being 46 class XI students with a comparison of 23 boarding students and 23 non-boarding students. the purpose of this study is to describe statistical literacy skills between boarding and non-boarding at MAN 1 Surakarta. The results of this study indicate that the abilities of boarding and non-boarding students at MAN 1 Surakarta are not evenly distributed, with indicators of statistical literacy ability namely understanding data, interpreting data, and communicating data. boarding and non-boarding students have the ability to understand data well, but boarding and non-boarding students have poor data interpretation skills, besides that boarding students have the ability to communicate graphical data better than non-boarding students, but the ability to communicate data in Sentence forms of boarding and non-boarding students at MAN 1 Surakarta have very good abilities.

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