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The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII Kristanto, Yosep Dwi; Amin, Siti Maghfirotun; Khabibah, Siti
(JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.4828

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.

Using network analysis for rapid, transparent, and rigorous thematic analysis: A case study of online distance learning Yosep Dwi Kristanto; Russasmita Sri Padmi
Jurnal Penelitian dan Evaluasi Pendidikan Vol 24, No 2 (2020)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v24i2.33912

In thematic analysis, themes construction can be performed manually by the researcher or automatically by a computer. Both methods have strengths and weaknesses. This article introduces a strategy that involves the role of both researcher and computer to construct themes from qualitative data in a rapid, transparent, and rigorous manner. The strategy uses network analysis and is demonstrated by employing a case study on students’ perceptions of online distance learning they experienced during the COVID-19 pandemic. The themes-construction strategy consists of four systematic phases, namely (1) determining unit of analysis and coding; (2) constructing the code co-occurrence matrix; (3) conducting network analysis; and (4) generating, reviewing, and reporting the themes. The strategy is successfully demonstrated in generating themes from the data with modularity value Q = 0.34. The application of network analysis in this strategy allows researchers to automatically generate themes from qualitative data using mathematical algorithms, represent these themes visually using network graph, and interpret the themes to answer the research questions.

PELATIHAN DESAIN AKTIVITAS PEMBELAJARAN MATEMATIKA DIGITAL DENGAN MENGGUNAKAN DESMOS Yosep Dwi Kristanto
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 27, No 3 (2021): JULI-SEPTEMBER
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkm.v%vi%i.23908

Abstract Desmos is a platform or service that offers a variety of math tools, digital math activities, and curricula to facilitate students’ high-level learning in a joyful way through the web or iOS and Android applications. For teachers, Desmos can be employed to improve the quality of mathematics teaching and learning by facilitating students to perform authentic mathematical activities. Therefore, the present community service activity aims to provide professional development programs for teachers to design digital mathematics learning activities using Desmos. The method used in the present community service was online training using Google Classroom and Zoom. The results of this community service activity indicate that the teachers gave a positive assessment of the training implementation, facilitators, and materials. Also, the teachers acknowledged that the training had provided new knowledge on learning media, sparked the desire of teachers to implement Desmos activities in mathematics teaching and learning, and made the teacher give a positive perception to Desmos. As a follow-up to this training, sustainable community service activities are needed so that the teachers can be more optimal in utilizing and integrating technology in mathematics teaching and learning effectively. Keywords: Desmos; Training; Mathematics Teaching and Learning; Professional Development.

The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII Yosep Dwi Kristanto; Siti Maghfirotun Amin; Siti Khabibah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 2, July 2016
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.4828

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.

Pengembangan Modul Ajar Berbantuan Teknologi untuk Mengembangkan Kecakapan Abad 21 Siswa Fabiana Dini Prawingga Nesri; Yosep Dwi Kristanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan penelitian ini adalah untuk mengembangkan modul ajar berbantuan teknologi yang valid, praktis, dan efektif untuk mengembangkan kecakapan abad 21 siswa pada materi lingkaran. Metode yang digunakan pada penelitian ini adalah penelitian dan pengembangan. Proses pengembangan modul dilaksanakan dengan menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Tahap analisis meliputi analisis kebutuhan sumber belajar, kurikulum dan materi. Tahap perancangan meliputi pembuatan kerangka modul, penentuan tata letak dan buku referensi, serta penyusunan instrumen penilaian modul. Tahap pengembangan meliputi pengembangan modul, validasi ahli, dan revisi modul. Tahap implementasi adalah tahap uji coba modul yang telah divalidasi dan direvisi kepada siswa. Tahap evaluasi adalah tahap menganalisis kelebihan dan kelemahan modul yang telah diujicobakan. Kualitas modul ditentukan oleh tiga kriteria yaitu validitas, kepraktisan dan keefektifan. Modul ini dinyatakan valid berdasarkan penilaian dari ahli materi dengan rata-rata sebesar 87% dan penilaian dari ahli media dengan rata-rata sebesar 83%. Selain itu modul dinyatakan praktis berdasarkan hasil kuesioner respon siswa, yaitu dengan rata-rata sebesar 74%. Selanjutnya berdasarkan hasil wawancara dengan guru, modul ini efektif membantu siswa memahami materi lingkaran khususnya topik persamaan lingkaran dan memiliki potensi untuk meningkatkan kecakapan abad 21. Berdasarkan hasil tersebut dapat disimpulkan bahwa modul ajar cetak berbantuan teknologi yang dikembangkan valid, praktis, dan efektif. AbstractThis research aims to develop a valid, practical, and effective technology-enhanced module in developing students’ 21st century skills in the topic of the circle. The present study employed a research and development method, namely the ADDIE model. The analysis phase includes an analysis of the needs of learning resources, curriculum, and materials. The design phase consisted of making modules, setting the layout, and searching reference books as well as designing assessment instruments. The development phase includes module development, expert validation, and module revision. The implementation phase produced a trial module for students that has been validated and revised. The evaluation phase is an evaluation of the module’s strengths and weaknesses that have been tested. Module’s quality is determined by three criteria, namely validity, practicality, and effectiveness. This module was rated as valid from material experts with an average of 87% and from media experts with an average of 83%. In addition, this module was rated as practical based on the responses of respondents with an average of 74%. Furthermore, based on the results of interviews with teachers, this module helps students understanding the circle and potentially can improve students’ 21st century skills. Based on these results, it can be concluded that the technology-enhanced module is valid, practical, and effective.

Technology-enhanced pre-instructional peer assessment: Exploring students’ perceptions in a Statistical Methods course Yosep Dwi Kristanto
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students’ learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technology-enhanced peer assessment can be embedded into pre-instructional activities to enhance students’ learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students’ reflections, and interview in collecting student’s perceptions toward the interventions. The results suggest that the technology-enhanced pre-instructional peer assessment helps students to prepare the new content acquisition and become a source of students’ motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technology-enhanced pre-instructional peer assessment.

A Case Study of Promoting Informal Inferential Reasoning in Learning Sampling Distribution for High School Students Geovani Debby Setyani; Yosep Dwi Kristanto
SJME (Supremum Journal of Mathematics Education) Vol 4 No 1 (2020): January 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i1.3132

Drawing inference from data is an important skill for students to understand their everyday life, so that the sampling distribution as a central topic in statistical inference is necessary to be learned by the students. However, little is known about how to teach the topic for high school students, especially in Indonesian context. Therefore, the present study provides a teaching experiment to support the students’ informal inferential reasoning in understanding the sampling distribution, as well as the students’ perceptions toward the teaching experiment. The subjects in the present study were three 11th-grader of one private school in Yogyakarta majoring in mathematics and natural science. The method of data collection was direct observation of sampling distribution learning process, interviews, and documentation. The present study found that that informal inferential reasoning with problem-based learning using contextual problems and real data could support the students to understand the sampling distribution, and they also gave positive responses about their learning experience.

Upaya Peningkatan Kemampuan Guru Matematika SMA dalam Memvisualisasikan Materi Ajar dengan Menggunakan Website DESMOS Naufal Ishartono; Yosep Dwi Kristanto; Fariz Setyawan
Prosiding University Research Colloquium Proceeding of The 8th University Research Colloquium 2018: Bidang Pendidikan, Humaniora dan Agama
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1111.958 KB)

Website DESMOS adalah graphing calculator yang dapat dioperasikan secara online dan dapat diakses oleh guru dan siswa secara gratis. Hal ini tentunya sangat cocok untuk memvisualisasikan objek-objek matematika yang bersifat abstrak secara cepat, akurat dan efisien. Khususnya pada topik matematika SMA yang memerlukan visualisasi grafik seperti persamaan garis lurus, fungsi kuadrat, program linear, dan lingkaran. Website ini dapat membantu guru dalam memvisualisasikan topik yang diajarkan kepada siswa sehingga pembelajaran bisa lebih bermakna. Akhirnya, kemahiran guru dalam pengoperasian website ini dapat diajarkan pula kepada para siswa dan mereka dapat menggunakan sendiri guna mengeksplorasi lebih jauh tentang topik matematika yang diajarkan. Oleh karena itu, keterampilan dalam pengoperasian website DESMOS dipandang perlu untuk dikuasai oleh guru-guru matematika SMA. Tujuan pelatihan ini adalah untuk melatih guru dalam menggunakan website DESMOS pada pembelajaran matematika bagi guru-guru SMA Negeri 8 Yogyakarta dimana sebanyak 5 guru mengikuti pelatihan ini. Adapun pelaksanaannya menggunakan model workshop dimana guru-guru diberikan suatu permasalahan matematika SMA, yang dalam hal ini adalah masalah fungsi trigonometri, pemrograman linear, dan lingkaran, lalu tutor memberikan demo tentang proses memvisualkannya menggunakan website desmos dan diikuti oleh peserta pelatihan. Berikutnya, peserta diberikan kasus lain sebagai latihan bagi peserta pelatihan untuk menyelesaikannya dengan menggunakan website Desmos. Adapun hasil dari pelatihan ini adalah semua peserta pelatihan yaitu guru-guru matematika SMAN 8 Yogyakarta memberikan respon positif terhadap pelatihan tersebut dan semuanya setuju untuk mengoptimalkan website Desmos dalam pembelajaran di kelas.

UPAYA MENINGKATKAN KEMANDIRIAN BELAJAR SISWA MELALUI PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) Umy Maysyaroh; Yosep Dwi Kristanto; Partini Partini
JIPMat Vol 7, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jipmat.v7i2.13298

Tujuan penelitian ini adalah untuk mengetahui peningkatan kemandirian belajar siswa khususnya pada pembelajaran matematika pada siswa SMAN 1 Ngaglik tahun pelajaran 2022/2023 dengan menggunakan model pembelajaran kooperatif tipe Group Investigation. Penelitian diaksanakan di kelas XI MIPA 1 dengan jumlah subjek yaitu 34 siswa. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus dibagi menjadi empat tahap: perencanaan, pelaksanaan, observasi, dan refleksi. Siklus pertama dan siklus kedua masing-masing terdiri dari dua kali pertemuan. Lembar observasi kemandirian belajar siswa, lembar observasi keterlaksanaan pembelajaran, dan lembar angket kemandirian belajar siswa digunakan dalam penelitian ini. Data yang terkumpul selanjutnya dianalisis secara deskriptif dan kuantitatif pada setiap akhir siklus untuk refleksi. Hasil pelaksanaan penelitian tindakan kelas khususnya pembelajaran dengan model pembelajaran kooperatif tipe Group Investigation dapat meningkatkan kemandirian belajar siswa. Rata-rata skor kemandirian belajar siswa pada lembar observasi kemandirian belajar siswa meningkat dari 64,11% pada siklus I menjadi 78,8% pada siklus II. Nilai rata-rata siswa pada angket kemandirian belajar meningkat dari 70,06% pada siklus I menjadi 78,37% pada siklus II.

UPAYA MENINGKATKAN PEMAHAMAN KONSEP DAN SELF REGULATED LEARNING PESERTA DIDIK MELALUI PBL DIPADUKAN DENGAN NHT Ratri Ayu Navela; Yosep Dwi Kristanto; Partini
Mat-Edukasia Vol 8 No 1 (2023): April 2023
Publisher : Pendidikan Matematika | STKIP YM Bangko

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55221/mat-edukasia.v8i1.867

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan pemahaman konsep matematika dan self regulated learning peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik. Kurangnya pemahaman konsep tersebut ditunjukkan melalui penilaian materi integral tak tentu, yaitu sebagian besar peserta didik tidak dapat mengerjakan soal yang menuntut kemampuan menggunakan prosedur rutin dan menerapkan konsep dalam situasi kontekstual. Rendahnya self regulated learning di antaranya ditunjukkan dengan peserta didik bermain handphone saat pembelajaran, tidak fokus, menyalin jawaban teman, dan tidak mengumpulkan tugas tepat waktu. Penelitian ini bertujuan untuk mengetahui penerapan Problem Based Learning (PBL) dipadukan dengan Numbered Heads Together (NHT) sebagai upaya meningkatkan kemampuan pemahaman konsep dan self regulated learning peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik. Jenis penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik yang berjumlah 36. Analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif deskriptif. Data kuantitatif diperoleh melalui tes pemahaman konsep dan angket self regulated learning, sedangkan data kualitatif diperoleh dari observasi dalam pembelajaran. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran PBL dipadukan dengan NHT belum meningkatkan pemahaman konsep peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik, yaitu dengan nilai rata-rata tes pada siklus I adalah 36,11 dan siklus II adalah 31,79. Sementara itu, self regulated learning peserta didik meningkat dengan nilai rata-rata pada siklus I adalah 78,14 dan siklus II adalah 79,67, tetapi belum mencapai kriteria keberhasilan penelitian.

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