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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Analisa Formatif: Jurnal Ilmiah Pendidikan MIPA Abdimas Dewantara SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JKPM (Jurnal Kajian Pendidikan Matematika) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Berdaya Mandiri Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal PkM (Pengabdian kepada Masyarakat) Journal of Education Research KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan Edumatica: Jurnal Pendidikan Matematika Innovative: Journal Of Social Science Research Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika

Leny Hartati

Program Studi Pendidikan Matematika Universitas Indraprasta PGRI

Author-ID : 3202832

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Peran Penguasaan Dasar Matematika dan Persepsi Mahasiswa Terhadap Kemampuan Pemahaman Konsep Mata Kuliah Kalkulus I Farah Indrawati; Leny Hartati
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Penelitian ini dilatar-belakangi oleh adanya penguasaan dasar matematika yang kurang, persepsi negatif mahasiswa terhadap mata kuliah kalkulus, kemampuan pemahaman konsep mata kuliah kalkulus yang kurang, serta adanya kenyataan nilai mata kuliah kalkulus yang tidak maksimal pada setiap tahunnya. Tujuan penelitian ini dilakukan adalah untuk mengetahui besar pengaruh penguasaan dasar matematika dan persepsi mahasiswa secara bersama terhadap kemampuan pemahaman konsep mata kuliah kalkulus. Penelitian dilakukan terhadap mahasiswa program studi pendidikan matematika UNINDRA semester 3, tahun ajaran 2016 / 2017, dengan jumlah sampel 92 orang mahasiswa dari jumlah populasi 119 orang mahasiswa. Jumlah sampel penelitian diperoleh dari rumus Slovin dan diambil dengan menggunakan teknik random sampling. Pengolahan data penelitian dilakukan dengan komputer menggunakan program SPSS 20 - regresi ganda. Jenis instrumen yang digunakan dalam penelitian ini adalah instrumen tes untuk penguasaan dasar matematika yang berjumlah 15 butir, tes kemampuan pemahaman konsep mata kuliah kalkulus 1 berjumlah 5 butir, serta instrumen non-tes berupa pernyataan untuk instrumen persepsi mahasiswa yang berjumlah 30 butir. Tes penguasaan dasar matematika yang berjumlah 15 butir tersebut terdiri dari 5 butir instrumen tes aljabar, 5 butir instrumen tes trigonometri dan 5 butir instrumen tes geometri. Hasil pengolahan data menghasilkan persamaan regresi ganda Y = - 4,313 + 0,086 X1 + 0,145 X2. Kesimpulan dari penelitian ini adalah tidak terdapat pengaruh yang signifikan dari penguasaan dasar matematika dan persepsi mahasiswa terhadap kemampuan pemahaman konsep mata kuliah kalkulus 1. Hal tersebut dapat dikatakan juga bahwa penguasaan dasar matematika dan persepsi mahasiswa tidak berperan dalam kemampuan pemahaman konsep mata kuliah kalkulus 1.

Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika terhadap Hasil Belajar Matematika Leny Hartati
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 3 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

This study aims to determine the effect of learning styles and attitudes of students in math on math learning outcomes. The method used is the method Expose Facto. The study sample drawn from a population with affordable proportional random technique, as many as 60 students. The instrument used in this study is a questionnaire instrument to measure learning style variables and variable attitudes of students in math, and test instruments, to measure the outcomes of learning mathematics. The research design used in this study is a 3 x 2 factorial design with three variables consisting of two independent variables, namely cognitive learning styles and attitudes of students in math, as well as the dependent variable, which is the result of learning mathematics. From the data processing obtained the following results: (1) There are differences in mathematics learning outcomes of students who have a visual learning style, auditory and kinesthetic. It is in the show by the price of the F - count of 2,494 with a probability of 0.047 sig (sig < 0.05) at significance level ? = 5 %. (2) The results of the mathematical learning of students who have a positive attitude at a higher math than students who have a negative attitude on math. It is in the show by the price of the F - count of 3,124 with a probability of 0.018 sig (sig < 0.05) at significance level. (3) There is no interaction between the learning styles of students in math attitudes toward math learning outcomes. It is in the show by the price of the F - calculated interaction probability value was 1.621 while sig. for interaction (learning styles * attitude of students in math) of 0.140 (sig > 0.05).

Development of Culturally Responsive Teaching-Learning Model Differentiated Learning to Improve Computational Mathematics Skills Kurniasi, Eka Rachma; Nurrahmah, Arfatin; Suhendri, Heri; Hartati, Leny
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i1.27897

The study aims to develop a Culturally Responsive Teaching (CRT) learning model for differentiated learning to improve students' computational thinking skills. The urgency is based on research stating the low computational thinking skills. The importance of the culturally responsive teaching approach as a learning model and its application to differentiated learning in the independent curriculum. The type of development research with the ADDIE model development research design. The steps are Analysis, Design, Development or production, Implementation, and Evaluation. The product of the Culturally Responsive Teaching learning model development is differentiated learning in mathematics as an innovation and is applied to improve computational thinking skills. The research subjects were students of SMP Citra Nusa Cibinong. Data collection instruments were expert validation sheets, observation sheets, interview sheets, student response questionnaires, teachers and five essay-style mathematical computational thinking ability test questions. Data analysis techniques were quantitative and qualitative data analysis. The results of the study were a valid and practical CRT learning model for differentiated learning. The learning model was in groups with group divisions based on the ethnic background of the students and then given learning media in the form of LKPD where each story in the LKPD is different, namely Sundanese Tribe, Javanese Tribe, Minang/Padang Tribe, Betawi Tribe. The increase in mathematical computational ability based on the normalised gain test is 0.49 in the medium category (n-gain criteria 0.3<n-gain?0.7).

Co-Authors Alfahnum, Mal Ari Purwaningsih Farah Indrawati Farah Indrawati Farah Indrawati Fauzi Mulyatna Hawa Liberna Henny Suharyati Hidayat, Nandang Huri Suhendri Indrawati, Farah Indrawati, Farah Kurniasi, Eka Rachma Liza Khoirunisa Nasution, Sumiah Nurhayati Nurhayati Nurhayati Nurhayati Nurhayati Nurrahmah, Arfatin PUTRA, ANDHY RACHMAT Putri Dian Wijayanti Rahayu, Nabillah Pangesti Rahmatulloh Robiatul Adawiyah Sita Wahyu Apriliyani Siti Nur Azizah Soeparlan Kasyadi Suhendri, Heri Wibowo, Aji

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