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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN SAVI DAN RECIPROCAL TEACHING PADA MATERI OPERASI HITUNG BENTUK ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KABUPATEN SLEMAN Muanifah, Mahmudah Titi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.926 KB)

The objective of research was to find out: (1) which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation l, (2) which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, (3) in each learning model, which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, and (4) in each learning style, which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation.This study was a quasi experimental research with a 3 Ã 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Sleman Regency. The sample was taken using stratified cluster random sampling technique. The sample consisted of 285 students: 96 for the experiment 1 class, 94 for the experiment 2 class, and 95 for the control class. Considering the hypothesis testing, the following conclusions could be drawn. (1) The learning achievement of the students treated with SAVI learning model, Reciprocal Teaching learning model and direct learning model was equally good. (2) The learning achievement of the students with visual learning style was better than that of those with kinesthetic one. But, that of those with visual learning style was as good as that of those with auditory one, and that of those with auditory was as good as that of those with kinesthetic one. (3) In SAVI, reciprocal teaching, and direct learning models, the learning achievement of the students with visual, auditory and kinesthetic learning styles was equally good. (4) In the categories of visual, auditory and kinesthetic learning style, the learning achievement of the students treated with SAVI, reciprocal teaching and direct learning was equally good.Â Keywords: Somatic, Auditory, Visual and Intellectual (SAVI), Reciprocal Teaching (RT), Student Learning Style.

EFEKTIVITAS MODEL PEMBELAJARAN PEMECAHAN MASALAH DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS MATEMATIS MAHASISWA PGSD Muanifah, Mahmudah Titi; Rhosyida, Nelly
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 7 No 2 (2021): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v7i2.9169

This study is aimed to determine the effectiveness of problem-solving learning in terms of mathematic critical thinking skills of the student in PGSD Sarjanawiyata Tamansiswa University. This study is quantitative research in the form of quasi-experiments with pretest-posttest control group research design. The population of this study is all students of the year 2016/2017 PGSD UST Yogyakarta. The experimental class and control class that taken at random are class C and class D. This research was conducted in April 2017 in PGSD UST Yogyakarta. The instrument of this study is the critical mathematical thinking skills test. instruments test were tested for validity using KMO and Bartlette's Test and reliability by using Cronbach's Alph. The data of the critical mathematical thinking test were analyzed using the SPSS program. Based on the hypothesis test, it can be concluded that the mathematics learning outcomes of students who are treated with problem-solving learning are as good as the students' mathematics learning outcomes treated with conventional learning. The results of mathematics learning students who have high critical thinking skills are better than the mathematics learning outcomes of students who have middle critical thinking skills is better than the low critical thinking skills. In the model of problem-solving and conventional learning, students' mathematics learning outcomes that have high critical thinking skills, medium and low are equally good. In categories of high, moderate, or low critical ability levels, student learning outcomes are equally good.Ã‚Â

Student worksheets based on teach Ki Hadjar Dewantara on materials volume of cubes and cuboid fifth grade of elementary school Munjianaha, Lutfiatul; Trisniawati, Trisniawati; Muanifah, Mahmudah Titi; Murniningsih, Murniningsih
International Journal of Insights for Mathematics Teaching Vol 6, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to (1) Develop student worksheets based on Ki Hadjar Dewantara Teaching method which is Tri-N (Niteni, Nirokke, Nambahi) with teaching material volume of cube and cuboid. (2) Testing properness, practicability and effectiveness of Student Worksheets. This research using Research and Development method. The model of the development method is ADDIE. This research is limited on the steps of implementation in a minor scale research which has been done in SDN Jogoresan with subject of fifth grade which consist of 19 students. The collecting data technique is using instrument sheet assessment which is validation with using 4 assessment scale, student response questioner and test of student final exam. This research is using analysis technique qualitative and quantitative. The result of this research is: (1) Student worksheets based on Ki Hadjar Dewantara has been generated with material volume of cube and cuboid on fifth grade of elementary school. (2) Gain total validation value form those three expert is 3.47 which can be categorize that student worksheets are “very valid”. (3) Result of student response questioner as a test of practically student worksheets is as much as 3.6 which can be categorize “very practice”. (4) Gain the value average of the class is 87.89 with percentage of completeness 94 percent and can be categorize “very effective”. The conclusion is that the research of student worksheets is successfully valid, practice, and effective.

Development of Mathematical Snakes and Ladders Based Media Augmented Reality for Class V Students Kistiyani, Alfina Dwi; Trisniawati, T; Muanifah, Mahmudah Titi; Silvianti, Fitrilia
IndoMath: Indonesia Mathematics Education Vol 6, No 2 (2023): August 2023
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v6i2.77

This research was conducted in one of the elementary schools in the Wates, Kulon Progo area. This study aims to develop learning media based on snakes and ladders mathematics Augmented Reality for fifth grade students and describes the feasibility of mathematics-based snakes and ladders learning media Augmented Reality for fifth grade students. This development research uses the ADDIE development research model which is modified into three steps, namely Analysis, Design and Development. The methods used are qualitative methods and quantitative methods. The results showed that the learning media for snakes and ladders is mathematics based Augmented Reality meets the eligibility criteria as evidenced by the validation results of media experts getting an average score percentage of 99.57% with the "Very Eligible" criteria, the material expert validation results get an average score percentage of 94.29% with the "Very Eligible" criteria and the results of the questionnaire the media trial obtained an average score of student responses as a whole, namely 96.54% with the "Very Good" criterion. Then, the results of observations and interviews showed that teachers and students gave a positive response to the mathematics-based snakes and ladders media Augmented Reality. Thus, learning media based on snakes and ladders mathematics Augmented Reality can be used as an alternative learning media in class V elementary school.

Development of Android-Based Augmented Reality 3D Card Media for Elementary School Students Nanda, Listyana Kumala Sita; Trisniawati, Trisniawati; Muanifah, Mahmudah Titi
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i1.12920

This study aims to develop an Android based Augmented Reality 3D Card Media on solid figures materials for the grade VI elementary school student, to describe the feasibility and the student responses on Android based Augmented Reality 3D Card Media on solid figures materials for the grade VI elementary school student. This study were Research and Development (R&D) with reference to the Borg & Gall model and which is modified into 7 steps, there are (1) research and initial information collection, (2) planning, (3) initial product development, (4) initial trial, (5) revision I, (6) field trials, (7) revision II. The initial trials is a validation of media experts and material experts. The field trials consisted of teacher trials and small group trials on 6 students in grade VI of SD Negeri 1 Gondangsari. The instrument data that were used to collect data were interview guides and questionnaires. The study results showed that the Android based Augmented Reality 3D Card Media consisted of ARB (Augmented Reality Bangun Ruang) application and the card as a marker and completed with a guidebook to facilitate the user. This Android based Augmented Reality 3D Card Media on solid figures materials meet the feasibility criteria as evidenced by the percentage score of the validation results form media experts 78,66%, material expert validation 85,33%, the teacher trials 90,66%, and the small group trials 94,22% accompanied by positive responses from the students. Therefore, the Android based Augmented Reality 3D Card Media on solid figures materials feasible used as alternative media on mathematics learning at pandemic COVID-19 era for the grade VI elementary school students to help learning everywhere and anytime by maximizing the technological developments.Â

Critical Thinking Ability Improvement: The Impact of STAD Learning Model in Mathematic Courses Wibowo, Dodiet Enggar; Mustadi, Ali; Muanifah, Mahmudah Titi
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i1.8531

According to some studies on school student, the application of the STAD method in some subject can improve critical thinking ability. However, according to other studies, STAD in some subject for school students cannot improve critical thinking ability. This study, hence, aims to discover the impact of the application of STAD in improving critical thinking ability, especially in mathematics course for university students. The experiment was carried out in a quasi-experimental design, especially the pretest-posttest non-equivalent group type. The findings of this study indicate that the application of STAD in mathematics learning can improve critical thinking ability. The advantages of using STAD can be seen from the increase in critical thinking ability, both abilities in the low, medium, and high categories. This study also confirms the findings of other studies that the application of cooperative and problem-based learning methods is effective in improving critical thinking ability. However, in contrast to other studies that reveal the benefits of STAD can be obtained after a long time of application (9 weeks - 8 months), this study shows that the benefits of STAD can be obtained in a relatively short time. This occurs because the treatment in the experimental class meets the criteria set by the experts, and uses three important structures proposed by experts, too. This research, therefore, has implications for the need to use problem-based cooperative learning methods.

Analisis peran guru dalam menumbuhkan nilai-nilai disiplin melalui mata pelajaran Pendidikan Pancasila di SD Negeri Kaliabu Magelang Izzati, Fatya Auna; Rahim, Abdul; Muanifah, Mahmudah Titi
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 10 No 3 (2024): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v10i3.17445

Tujuan penelitian ini adalah untuk mendeskripsikan hasil analisis peran guru dalam menumbuhkan nilai-nilai disiplin melalui mata pelajaran Pendidikan Pancasila di SD Negeri Kaliabu Magelang. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Penelitian ini dilaksanakan di SD Negeri Kaliabu Magelang. Subjek penelitian ini adalah guru kelas IV dan semua siswa kelas IV. Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Data dianalisis menggunakan model Miles dan Huberman yang terdiri dari pengumpulan data (data collection), reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (verification). Uji keabsahan data penelitian ini dilakukan dengan triangulasi sumber, triangulasi teknik, dan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa (1) Peran guru sebagai pendidik yaitu guru memberikan pemahaman pentingnya kedisiplinan sebagai kewajiban siswa untuk menaati tata tertib di sekolah dengan memberikan keteladan dalam menaati aturan yang ada di sekolah. Guru juga harus selalu mengingatkan siswa pada tata tertib yang berlaku untuk dilaksanakan. (2) Peran guru sebagai pengajar yaitu diwajibkan membuat perencanan pembelajaran atau modul ajar sebelum pelaksanaan pembelajaran di kelas. Guru harus dapat melibatkan siswa secara aktif melalui penugasan, tanya jawab, penilaian dan evaluasi terhadap siswa saat proses pembelajaran untuk menumbuhkan kedisiplinan siswa. (3) Peran guru sebagai motivator yaitu dengan memberikan semangat dalam pembelajaran, membuat tata tertib kesepakatan bersama siswa di kelas, memberikan reward untuk siswa disiplin dan punishment untuk siswa tidak disiplin dan memberikan motivasi melalui cerita gambaran orang sukses yang berawal dari kedisiplinan. (4) Peran guru sebagai pembimbing yaitu membimbing siswa agar selalu menaati tata tertib di sekolah dengan memberikan arahan ataupun teguran yang baik untuk siswa yang melanggar peraturan.

Analisis kemampuan komunikasi matematis siswa kelas IV pada materi pecahan SD Negeri 4 Simpang Teritip Pratama , Ananda Wahyu; Trisniawati, Trisniawati; Muanifah, Mahmudah Titi
Trihayu: Jurnal Pendidikan Ke-SD-an Vol 11 No 1 (2024): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v11i1.18029

The purpose of this study is to describe the mathematical communication skills of grade IV students of SDN 4 Simpang Titip to work on fractional load problems. This study is a quantitative descriptive study in which researchers first conduct instrumental validity and reliability tests before analyzing the data. The subjects of the study were 20 grade IV students of SDN 4 Simpang Titip. Data collection used a mathematical communication ability essay test. Data were analyzed through quantitative descriptive techniques. The results of the study are a mathematical communication competency score of 64.06 in the Moderate category. In indicator 1) explaining mathematical concepts through writing, demonstrations and representing them visually, the mean score was 63.75, which is a moderate classification. For indicator 2) understanding, interpreting and assessing mathematical ideas in writing and visually, the average was 67.18, which is in the Moderate category. In indicator 3) the use of language or vocabulary and mathematical structures in terms of explaining ideas, representing combinations or making models, the average was 61.25, which is in the moderate category. The implications of the research are that teachers can evaluate students in the form of written mathematical communication competency tests in the form of descriptive story questions. Mathematical communication competency tests through students' daily problems can encourage students to develop their communication competencies.

Pengembangan media busy book dalam meningkatkan kemampuan berhitung penjumlahan dan pengurangan kelas I SD Negeri Tamansari 3 Yogyakarta Lestari, Marsha Ayu; Rhosyida, Nelly; Muanifah, Mahmudah Titi
Trihayu: Jurnal Pendidikan Ke-SD-an Vol 11 No 3 (2025): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v11i3.20280

This study aims to develop and analyze the effectiveness of busy book learning media with the theme “Flora and Fauna of My Lucky Friends” on the counting ability of grade I students on the material of addition and subtraction of numbers 1 to 20 at SD Negeri Tamansari 3 Yogyakarta. This study uses a Research and Development (R&D) approach with the ADDIE model, including the stages of analysis, design, development, implementation, and evaluation. The research sample involved 24 grade I students who used busy book media in learning. The research instruments included expert validation questionnaires, educator response questionnaires, and pre-test and post-test tests to measure counting skills. The results of the analysis showed that the busy book media met the eligibility criteria both valid, practical and effective. The validation score of media experts is 86% and material experts 83%, as well as practicality with an educator response score of 84%, all in the very feasible category. This media is proven effective in improving counting skills, with an increase in the average score from 48.75 in the pre-test to 92.5 in the post-test, and an N-Gain value of 0.86 (high category). The busy book media encourages students to learn actively through contextualized manipulative activities, increases motivation, and strengthens understanding of concrete mathematical concepts. This approach supports the goals of the Merdeka Curriculum in creating fun and meaningful learning for young children.

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