Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal Paradikma: Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal
Ida Karnasih
Universitas Negeri Medan
Education Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN MOTIVASI BELAJAR MATEMATIKA PADA PEMBELAJARAN PBL BERBANTUAN GEOGEBRA DENGAN TANPA BERBANTUAN GEOGEBRA Diki Arwinsyah; Ida Karnasih; Waminton Rajagukguk
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 12, No 2 (2019): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v12i2.23722

Abstract

Penelitian ini bertujuan mengetahui (1) perbedaan peningkatan kemampuan pemecahan masalah matematik siswa yang diberi pembelajaran PBL berbantuan GeoGebra dengan tanpa bantuan GeoGebra (2) perbedaan peningkatan motivasi siswa yang diberi pembelajaran PBL berbantuan GeoGebra dengan tanpa bantuan GeoGebra (3) aktivitas belajar siswa proses pembelajaran PBL berbantuan GeoGebra dan tanpa bantuan GeoGebra (4) proses jawaban yang dibuat siswa dalam menyelesaikan masalah pada pembelajaran PBL berbantuan GeoGebra dan tanpa bantuan GeoGebra. Penelitian ini berbentuk penelitian kuantitatif menggunakan metode penelitian Quasi Eksperiment. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMPN 3 Langsa yang memiliki rombongan. Sampel dalam penelitian ini adalah siswa kelas VII SMPN 3 Langsa yang terdiri dari dua kelas yaitu kelas VII-3 sebagai kelas eksperimen 1 sebanyak 30 siswa dan kelas VII-1 sebagai kelas eksperimen 2 sebanyak 30 siswa. Instrumen pengumpulan data dalam penelitian ini terdiri dari tes pengetahuan awal matematika siswa, kemampuan pemecahan masalah matematik siswa, angket motivasi siswa, dan angket respon siswa. Analisis data dilakukan dengan menggunakan uji Mann Whitney U, ANACOVA. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan kemampuan pemecahan masalah dan motivasi belajar matematika pada pembelajaran PBL berbantuan Geogebra dengan tanpa berbantuan Geogebra di SMPN 3 Langsa. Terdapat perbedaan peningkatan motivasi belajar siswa antara yang diberi pembelajaran PBL berbantuan Geogebra dengan pembelajaran PBL tanpa berbantuan Geogebra. Proses jawaban siswa dalam penyelesaian soal-soal kemampuan pemecahan masalah yang diberi pembelajaran PBL berbantuan Geogebra lebih baik, sesuai dengan prosedur dan jawaban siswa lebih bervariasi dibanding dengan siswa yang diberi pembelajaran PBL tanpa berbantuan Geogebra. Aktivitas siswa dengan pembelajaran PBL berbantuan Geogebra dan pembelajaran PBL tanpa berbantuan Geogebra dalam kategori aktif.Kata Kunci: Kemampuan Pemecahan Masalah, Motivasi Belajar, Pembelajaran PBL Berbantuan Software GeoGebra
Integration of Autograph in Improving Mathematical Problem Solving and Mathematical Connection Ability Using Cooperative Learning Think-Pair-Share Ida Karnasih; Mariati Sinaga
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.81 KB) | DOI: 10.46517/seamej.v5i1.35

Abstract

The aim of this study was to investigate students’ mathematical problem solving and mathematical connection ability in cooperative learning setting using Dynamic Software Autograph. This experimental study was conducted at high school in learning statistics. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests were delivered to students for four times. The result of the analysis showed that: (1) Using Dynamic Software Autograph in teachinglearning statistics with cooperative learning Think-Pair-Share improved students’ problem solving and mathematical connection ability; (2) Students’ activity during teaching learning processes continuously improved; (3) The result of analysis of the questionnaire showed that most students like learning statistics using cooperative learning with dynamic software Autograph; (4) Students were very active and showed positive attitude toward learning using cooperative learning Think-Pair-Share using dynamic software Autograph.
Exploring Student Perceptions on Teacher-Students Interaction and Classrooms Learning Environments in Indonesian Mathematics Classrooms Ida Karnasih; Wahyudi Wahyudi
Southeast Asian Mathematics Education Journal Vol 2, No 2 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.68 KB) | DOI: 10.46517/seamej.v2i1.20

Abstract

Research studies in education that focus on classrooms and school-level learningenvironments have escalated and produced promising findings that lead to enhancement of the teaching and learning process. The present study reports on the research findings on associations between students’ perceptions of their teacher interaction, classroom learning environment and students’ outcomes. A sample of 946 students from 43 classes in Indonesia schools completed a survey including the Questionnaire on Teacher Interaction (QTI), What is Happening in This Class (WIHIC) and a scale relating to their attitude towards mathematics classes. Statistical analysis shows that the reliability and validity ofthe WIHIC and the QTI were confirmed. Cronbach alpha coefficients ranged from 0.66 to 0.85 and from 0.62 to 0.92 for the actual and preferred versions of the Indonesian version QTI, respectively. For the Indonesian version of WIHIC, Cronbach alpha coefficients of seven scales ranged from 0.80 to 0.91 for actual version, and from 0.78 to 0.92 preferred versions. The relationships of classroom environment and interpersonal teacher behaviour with students' attitudinal outcome were identified. Finally, suggestions on the use of the two instruments for teacher professional development were offered.
Co-Authors Diki Arwinsyah Mariati Sinaga Wahyudi Wahyudi Waminton Rajagukguk