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Indiana Marethi
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MODEL BLENDED LEARNING DI PROGRAM STUDI PENDIDIKAN MATEMATIKA UNTIRTA Anwar Mutaqin; Indiana Marethi; Syamsuri Syamsuri
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2016, TH. XXXV, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.793 KB) | DOI: 10.21831/cp.v1i1.8384

Abstract

Abstrak: Penelitian ini bertujuan meningkatkan pengetahuan bidang studi (content knowledge) sebagai unsur pembentuk kompetensi mahasiswa calon guru matematika dengan pembelajaran blended learning. Pengetahuan bidang studi dalam hal ini disebut hasil belajar. Desain penelitian menggunakan kuasi eksperimen karena akan membandingkan pengaruh suatu perlakuan. Teknik pengumpulan data dilakukan dengan tes. Untuk uji persyaratan normalitas, digunakan uji Kolmogorov-Smirnov, sedangkan uji homogenitas digunakan uji Levene. Untuk mengetahui perbedaan rerata, digunakan uji-t jika data berdistribusi normal. Sementara, jika data tidak berdistribusi normal digunakan uji Mann-Whitney. Hasil tes akhir pembelajaran dibandingkan untuk mengetahui pengaruh blended learning terhadap hasil belajar. Hasil pengolahan data menunjukkan bahwa hasil belajar kelas blended learning lebih baik daripada kelas biasa. Selain itu, mahasiswa blended learning lebih aktif mengerjakan tugas daripada kelas biasa. Kata Kunci: blended learning, calon guru matematika, content knowledge A BLENDED LEARNING MODEL IN THE MATHEMATICS EDUCATION STUDY PROGRAM IN UNTIRTA Abstract:This study was aimed to improve the content knowledge as an element for developing students’ competence through blended learning. In this study, this content knowledge is called learning achievement. The study used the experimental design. The data were collected using a test. To test the normality of data distribution, the Kolmogorov-Smirnov test was utilized, while to test the homogeneity of the variances, the Levene’s test was used. To test the hypothesis, the t-test was used. The findings showed that the learning achievement of the students taught using blended learning was better than that of those taught using the conventional method. In addition, the students taught using the blended learning were more active in doing the assignment than those in the conventional class. Kata Kunci: blended learning, mathematics students, content knowledge
PENGARUH MODEL EXPERIENTIAL LEARNING BERBANTUAN ETNOMATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Aulia Tu Zahra; Ihsanudin; Indiana Marethi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60670

Abstract

This study was motivated by the fact that students’ mathematical problem-solving skills remain low. Therefore, appropriate alternative teaching methods are needed to improve these skills. One such method is the application of an experiential learning model supported by ethnomathematics. The purpose of this study is to determine the effect of an experiential learning model supported by ethnomathematics on students’ mathematical problem-solving skills. This study employed a quantitative, quasi-experimental design. The study population consisted of all eighth-grade students at SMP Negeri 1 Kibin, with the sample comprising Class VIII D (the experimental class) with 32 students and Class VIII E (the control class) with 31 students. Instruction in the experimental class utilized the experiential learning model supported by ethnomathematics, while the control class used the expository model. Research data were collected using a mathematical problem-solving ability test. The results of the independent samples t-test showed a Sig. value of 0.004 < 0.05, indicating a significant difference in final mathematical problem-solving ability between the two classes. Further evidence was obtained from the results of the Mann-Whitney test on the N-gain data, which showed a Sig. value of 0.045 < 0.05. This indicates that the improvement in mathematical problem-solving skills among students using the experiential learning model supported by ethnomathematics was greater than that of students using the expository model. Thus, the experiential learning model supported by ethnomathematics has a significant effect on students’ mathematical problem-solving skills.
Co-Authors Anwar Mutaqin Aulia Tu Zahra Ihsanudin Syamsuri Syamsuri