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<![CDATA[PENGEMBANGAN MOBILE LEARNING DENGAN MODEL TAPPS PADA MATERI BARISAN DAN DERET KELAS X SEMESTER I DI SMA NASIMA SEMARANG ]]>
<![CDATA[Achmad Buchori]]>;
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Sunan Baedowi]]>
<![CDATA[ Jurnal Karya Pendidikan Matematika Vol 2, No 2 (2015): Jurnal Karya Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/jkpm.2.2.2015.%p
<![CDATA[Tujuan dalam penelitian ini adalah mengetahui pengembangan Mobile learning dengan model TAPPS Pada Materi Barisan dan Deret di SMA NASIMA Semarang valid dan mengetahui pembelajaran matematika berbantuan Mobile learning dengan model TAPPS Pada Materi Barisan dan Deret di SMA NASIMA Semarang efektif. Populasi dalam penelitian ini adalah siswa kelas X semester I tahun ajaran 2014/2015. Sedangkan subjek penelitian ini adalah terdiri dari 2 kelas yang masing-masing sebagai kelas eksperimen dan kelas kontrol. Pemilihan dan penentuan subyek penelitian ini diambil dengan teknik sampel bertujuan (purposive sampling). Jenis penelitian ini adalah Penelitian Pengembangan. Perangkat yang dikembangkan adalah media Mobile learning dengan model TAPPS pada Materi Barisan dan Deret untuk meningkatkanprestasi belajar siswa yang memenuhi kriteria valid dan efektif. Prosedur penelitian ini, mengacu pada pengembangan 4D Thiagarajan namun dibatasi sampai 3 tahap yaitu pendefinisian (define), perancangan (design) dan pengembangan (develop). Dari hasil penelitian dapat disimpulkan bahwa pengembangan Mobile learning dengan modelTAPPS Pada Materi Barisan dan Deret telah mencapai indikator efektif, yaitu: (1) produk Mobile learning dengan model TAPPS Pada Materi Barisan dan Deret mendapat penilaian validasi ahli media 94,2% dan ahli materi 97,4% dengan kriteria layak. (2) Terdapat tanggapan yang positif terhadap media mobile learning yang ditunjukkan kontribusi pengaruhnya sebesar 90,3%. (3) Prestasi belajar kelas eksperimen lebih tinggi dibanding prestasi belajar kelas kontrol yang ditunjukkan dengan rata – ratanya yaitu rata – rata kelas eksperimen sebesar 94,28 dan rata – rata kelas kontrol sebesar 92,59. Hasil penelitian ini dapat digunakan sebagai masukan bagi guruuntuk mencoba melakukan pengembangan media pembelajaran matematika dengan memanfaatkan teknologi yang berupa mobile learning untuk pembelajaran, sehingga akan menambahwawasan bagi guru maupun siswa.Kata Kunci: mobile learning, barisan dan deret, model TAPPS.]]>
<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN TAKE AND GIVE DAN TIME TOKEN BERBANTUAN MULTIMEDIA INTERAKTIF PADA MATA KULIAH MATEMATIKA SMP ]]>
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Sutrisno Sutrisno]]>
<![CDATA[ Jurnal Karya Pendidikan Matematika Vol 4, No 2 (2017): Jurnal Karya Pendidikan Matematika Universitas Muhammadiyah Semarang ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/jkpm.4.2.2017.32-38
<![CDATA[ABSTRAK Tujuan penelitian ini adalah untuk mengetahui perbedaan prestasi belajar mahasiswa dengan menggunakan model pembelajaran Take and Give berbantuan multimedia interaktif, model pembelajaran Time Token berbantuan multimedia interaktif, serta model pembelajaran konvensional pada mata kuliah Matematika SMP. Sehingga diperoleh model pembelajaran yang sesuai pada mata kuliah Matematika SMP. Jenis Penelitian ini adalah penelitian eksperimen semu yang dilakukan pada tahun akademik 2016/2017. Populasi penelitian ini adalah mahasiswa program studi pendidikan matematika Universitas PGRI Semarang semester II yang menempuh mata kuliah Matematika SMP. Adapun teknik pengambilan sampelnya menggunakan cluster random sampling. Teknik pengumpulan data menggunakan dokumentasi dan tes tertulis, sedangkan teknik analisis data yang digunakan adalah analisis variansi satu jalur sel tak sama. Hasil penelitian ini yaitu terdapat perbedaan prestasi belajar mahasiswa dalam mata kuliah Matematika SMP yang diajar dengan menggunakan model pembelajaran Take and Give berbantuan multimedia interaktif, model pembelajaran Time Token berbantuan multimedia interaktif, dan model pembelajaran konvensional. Model pembelajaran Take and Give dan model pembelajaran Time Token berbantuan multimedia interaktif menghasilkan prestasi belajar mahasiswa pada mata kuliah Matematika SMP yang lebih baik dibandingkan model pembelajaran konvensional. Model pembelajaran Take and Give berbantuan multimedia interaktif dan model pembelajaran Time Token berbantuan multimedia interaktif menghasilkan prestasi belajar mahasiswa yang sama pada mata kuliah Matematika SMP. Kata Kunci: Eksperimentasi, Take and Give, Time Token, Matematika SMP ]]>
<![CDATA[PENGEMBANGAN MOBILE LEARNING DENGAN MODEL TAPPS PADA MATERI BARISAN DAN DERET KELAS X SEMESTER I DI SMA NASIMA SEMARANG ]]>
<![CDATA[Achmad Buchori]]>;
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Sunan Baedowi]]>
<![CDATA[ Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 9, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/mpp.v9i2 DESEMBER.908
<![CDATA[This study entitled "Development of Mobile Learning Model TAPPS at Content of Sequences and Series Class X Semester 1 at SMA Nasima Semarang". The problems that arise in this research is "How to develop mobile learning with models TAPPS at Content of Sequences andSeriesinSMANasimaSemarang that is valid?, whether assisted mathematics learning with Mobile learning with models Tapps at Content of Sequences and Series in SMA Nasima Semarang is effective?". The population in this study is students of class X first semester of the school year 2014/2015. While the subject of this study was composed of two classes, they are an experiment class and a control class. The number of research subjects for each class is 22 students. Selection and determination of the subjects of this study were taken by purposive sampling technique. This research is Development Research. Developed device is a Mobile learning media with models Tapps at Content of Sequences and series to improve student achievement that meets the criteria of valid and effective. The procedure of this study refers to the development of 4D Thiagarajan but limited to 3 stages: defining, designing and developing. From the results of the researh, it can be concluded that the development of mobile learning with models Tapps at Content of Sequences and Series has achieved an effective indicator, namely: (1) the product of Mobile learning with models Tapps at Content of Sequences and Series gets a validation assessment of media experts 94.2% and material specialists 97.4% with decent criteria. (2) There is a positive response to the mobile learning media demonstrated the effect of 90.3% contribution. (3) Experimental class learning achievement was higher than the control class learning achievement as indicated by the their averages: the average for experimental class is?é?á 94.28 and the average of the control class is 92.59. The results of this study can be used as input for the teacher to try to do the math instructional media development by leveraging technologies such as mobile learning for learning, so that will add insight for teachers and students. Keywords: mobile learning, sequence and series, TAPPS models.]]>
<![CDATA[Blended Learning: Workshop Penggunaan Google Form dan Google Classroom Bagi Guru SMP Negeri 34 Semarang ]]>
<![CDATA[Agnita Siska Pramasdyahsari]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Rina Dwi Setyawati]]>;
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Dhian Endawuri]]>
<![CDATA[ Bakti Cendana Vol 3 No 1 (2020): Bakti Cendana: Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Timor ]]>
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DOI: 10.32938/bc.3.1.2020.43-49
<![CDATA[The main problems of SMP Negeri 34 Semarang are (1) do not have human resources who capable of implementing blended learning, especially by using the google form and google classroom; (2) teachers have not used information technology optimally; (3) the teacher is not yet technically optimal in publishing teaching materials and instructional media using technology. Therefore, to improve the teachers’ ability in providing learning media that are more interesting and enjoyable, a blended learning workshop is provided for making google forms and google classroom. The methods in this partnership program are lectures, practices, questions-answers and assignments. The program was occured for two days with details of the first day's workshop on google forms along with their practices and assignments. Meanwhile, the second day's workshop was on google classroom along with practices and assignments. The results of this activity are workshop participants are able to create an account, design teaching materials and evaluation tools through google forms and google classroom. In addition, teachers are more technically optimal in publishing teaching materials and learning media using technology.]]>
<![CDATA[PROFIL GURU MATEMATIKA DI SMP DITINJAU DARI PENGEMBANGAN KEPROFESIAN BERKELANJUTAN ]]>
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Rasiman]]>
<![CDATA[ Perspektif Ilmu Pendidikan Vol 36 No 2 (2022): Perspektif Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Jakarta ]]>
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DOI: 10.21009/PIP.362.9
<![CDATA[The teaching profession is an effort by the Government to improve the quality of teachers through improving teacher welfare. Teachers who have passed the teacher professional test will be given a professional allowance of one time of basic salary as a form of government efforts to improve teacher welfare. The purpose of this study was to determine the profile of junior high school mathematics teachers in terms of Continuing Professional Development (PKB). This research is a descriptive-qualitative research, namely research conducted using quantitative and qualitative approaches. The research sample was junior high school mathematics teachers and school principals in the city of Semarang. From the results of this study indicate that the profile of junior high school teachers in the city of Semarang, aspects: (1) aspects of self-development, 58% of teachers have good intentions and motivation to participate in these activities, whether organized by schools or other agencies, (2) in the aspect of scientific publications, 32% of teachers carry out scientific publications very well but most of the teachers still having difficulty doing classroom action research and writing scientific articles, and (3) on the aspect of innovative work, 16% of teachers are not interested in making teaching aids, especially IT-based learning media.]]>
<![CDATA[EFEKTIFITAS PENGGUNAAN BAHAN AJAR BERBASIS WOLFRAM MATHEMATICA PADA MATA KULIAH ALJABAR LINIER ]]>
<![CDATA[Aryo Andri Nugroho]]>;
<![CDATA[Lukman Harun]]>;
<![CDATA[Noviana Dini Rahmawati]]>
<![CDATA[ Euclid Vol 3, No 1 (2016): EDISI JANUARI ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati. ]]>
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DOI: 10.33603/e.v3i1.326
<![CDATA[Penelitian ini bertujuan meningkatkan prestasi belajar mahasiswapendidikan matematika semester 2 tahun 2014/2015 Universitas PGRI Semarangdengan menggunakan bahan ajar berbasis wolfram mathematica pada mata kuliahaljabar linear.Jenis penelitian yang digunakan adalah Quasy Experimental. Populasi dalampenelitian ini adalah mahasiswa semester 2 tahun 2014/2015. subjek penelitian initerdiri dari 2 kelas yaitu kelas eksperimen dan kelas kontrol. Pemilihan subyekpenelitian ini diambil dengan teknik purposive sampling. Variabel penelitian yaitukreativitas dan prestasi belajar. Cara pengambilan data dengan observasi dan tesprestasi belajar.Dari hasil penelitian dapat disimpukan bahwa pembelajaran denganmenggunakan bahan ajar berbasis wolfram mathematica pada mata kuliah aljabarlinear melalui uji statistika memenuhi kriteria efektif dengan ketuntasan belajarlebih dari 65 yaitu 73,09 dan kreativitas mempunyai pengaruh terhadap hasilbelajar sebesar 17,5%. Selain itu, kelas eksperimen mempunyai rata-rata sebesar73,09 dan kelas kontrol mempunyai rata-rata sebesar 62,81. Dengan demikian,kelas eksperimen lebih baik dibandingkan dengan kelas kontrol.Keyword: wolfram mathematica, Aljabar linear, bahan ajar]]>
<![CDATA[Efektivitas model pembelajaran teams games tournament (TGT) terhadap hasil belajar siswa ]]>
<![CDATA[Widya Ayu]]>;
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Bernardus Irianto]]>
<![CDATA[ COLLASE (Creative of Learning Students Elementary Education) Vol. 7 No. 3 (2024) ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/collase.v7i3.22800
<![CDATA[Model pembelajaran Teams Games Tournament (TGT) adalah sebuah pembelajaran dengan menerapkan strategi kelompok dan mengkombinasikan dengan permainan melibatkan semua aktivitas siswa. Setiap siswa menunjukkan kekhasan individu, dengan karakteristik unik dan kebutuhan belajarnya masing-masing. Hal tersebut merupakan tanggung jawab pendidik untuk melayani sebagai fasilitator yang efektif dalam proses pembelajaran setiap siswa, memastikan bahwa minat serta bakat mereka dipenuhi dan tujuan pendidikan dapat terealisasikan secara efisien. Hasil observasi yang telah dilakukan pada pembelajaran di kelas V SDN Wonotingal maish menggunakan model pembelajaran yang konvensional dimana pembelajaran hanya berpusat pada guru. Penelitian ini bertujuan untuk menjelaskan bahwa model pembelajaran TGT efektif dalam tingkatkan hasil belajar siswa pada muatan pelajaran IPAS kelas V SDN Wonotingal. Pada penelitian ini mengunakan penelitian kuantitatif dan menggunakan One Group Pretest Postest Design. Metode analisis data menggunakan uji N- Gain. Berdasarkan pada hasil uji N- gain persen memperoleh skor 58,0049 dengan minimal 16,67 serta Maximum 100. Hasil percobaan paired samples test sig.( 2- tailed) sebesar 0,000 < 0,05 dapat disimpulkan adanya pengaruh yang antara hasil belajar dari pretest serta posttest. Hal ini menunjukan bahwa penggunaan model pembejaran TGT efektif digunakan pada pembelajaran IPAS siswa Kelas V SDN Wonotingal. Kata Kunci: Model pembelajaran, Teams Games Tournament, Hasil belajar]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI (GAYA BELAJAR) PADA KELAS II MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[Salsa, Hanung Salsabila Pramesti]]>;
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Khafidlotur Rofiqoh]]>;
<![CDATA[Noor Miyono]]>
<![CDATA[ AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 6 No. 4 (2024): Oktober ]]>
Publisher : <![CDATA[LPPM STAI Muhammadiyah Probolinggo ]]>
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DOI: 10.46773/muaddib.v6i4.1322
<![CDATA[Currently, Indonesian education is experiencing a slight decline after Covid-19. The aim of this study is to implementation learning style differentiation and analyze the effectiveness carried out in the learning process using mathematics subjects regarding Numbers Up to 10,000. This study was conducted using qualitative methods at SDN Sendangguwo 01 Semarang. The results of observations and diagnostic tests carried out, in the first table, 29% of students have an auditory learning style. Then 54% of students have a visual learning style and 17% of students have a kinesthetic learning style. From the results of the interviews given, it can be seen that differentiated learning using learning styles can increase students' interest in the teaching and learning process.]]>
<![CDATA[Analyzing Mathematical Creative Thinking Processes in Higher Education: A Learning Style Perspective in Graph Problem Solving ]]>
<![CDATA[Noviana Dini Rahmawati]]>;
<![CDATA[Budi Waluya]]>;
<![CDATA[Mulyono]]>;
<![CDATA[Iqbal Kharisudin]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v7i1.4186
<![CDATA[This study aims to determine the process of mathematical creative thinking in solving graph problems based on students' learning styles. This research method uses descriptive qualitative. This study was conducted on 5th semester students of the Mathematics Education Study Program, Universitas PGRI Semarang in the 2024/2025 Academic Year. Subjects were taken by purposive sampling. The research instruments were in the form of mathematical creative thinking tests, learning style questionnaires and interview guidelines. Data analysis techniques included validity, reliability, discriminatory power and difficulty level tests. Furthermore, data validity tests were carried out using the technical triangulation method and qualitative data analysis using an interactive analysis model. The results of the study showed that the mathematical creative thinking process of the average of the four students' learning styles at the preparation stage did not meet the indicators of flexibility and originality. The incubation and illumination stages still need assistance to bring up the originality indicators. While the verification stage has met the four indicators of mathematical creative thinking ability completely. Thus, the findings of this study can be used as a consideration for lecturers in understanding the differences in students' learning styles. Lecturers can provide appropriate scaffolding to make it easier for students to solve graph problems.]]>
