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Prospek Statistik Nonparametrik Metode Brown-Mood dalam Pendidikan Tinggi: Suatu Aplikasi dalam Regresi Linier Sederhana mutijah, mutijah
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 12 No 3 (2007)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

: This paper has been used to give insight for the researches or the students of high school about nonparametric statistic and itâ€™s applications at the analysis of simple regression specially to fit the regression line and the test of hypotheses. A regression line of estimation Y = a + bX, in nonparametric statistic a and b can be found way of manual with least square method. But in nonparametric statistic can be found way of manual with Brown-Mood method. The test of hypotheses for a and b from population with model of regression equalization Y = a + bX is used Brown-Mood method too. The statistic of test from Brown-Mood method as follow : x2 = with n, n1, and n2Â follow steps from Brown-Mood.Â

Mengatasi Kesulitan Anak dalam Pembelajaran Pecahan Menggunakan Model Konkret dan Gambar Mutijah, Mutijah
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 13 No 2 (2008)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Central of curriculum development and materialâ€™s education of research and development department to state that fractions are one topics which difficult to be teached. The difficulty is seen from little of meaning of activity to be done by teachers and difficulty of accomplishment mediator of teaching as teaching aids. The result of it, teachers direct teach to making acquaintance from fraction numbers. To follow Piaget, children in primary school old are being in operational concrete stage, so followed developmentâ€™s stage the children of primary school old can construct knowledge with anything can be seen and groped. Children will very difficult to accept the concept being teached abstracly. That cause, it is to be hoped the teachers in order to do teaching of fraction concept with using of teaching aids. The models can be used to teach the fraction concept followed; region model, length model, set model, and area model. The rectangle is the easiest region model for children to draw and to partition. The rectangle is the simpliest region model to teach the fraction concept In practice, teaching of fraction concept can be used region model of concrete rectangle and region model of picture rectangle. teaching of fraction, rectangle region model, concrete, picture

ANALISIS KEBERHASILAN BELAJAR MAHASISWA PENERIMA BEASISWA DI IAIN PURWOKERTO MENGGUNAKAN REGRESI LOGISTIK Mutijah, Mutijah
Jurnal Penelitian Agama Vol 17 No 2 (2016)
Publisher : IAIN Purwokerto

Abstract: The results of data analysis showed that disadvantaged-students scholarship and Bidik Misi scholarship recipients succeed in his studies indicated arnaverage IP obtained was 3.43 with details of 5.6% of the students received a designation of high academic ability and 94.4% received a designation capability extremely high academic. Meanwhile, scholarship recipients of non-disadvantaged-students and non-Bidik Misi scholarship have lower IP acquisition anaverage of 3.29 to 8.4% student predicate academic ability is low, 5.6% high, and very high 86.0%. There's no influence of economic factors of students with learning success, there is no effect between the origin of SMA / MA SMK to the success of learning, and there is influence between public or private schools of origin against the learning success. Keywords: Scholarship, Poor, Economic Factors.

ANALISIS REGRESI LOGISTIK BINER TERHADAP FAKTOR PENGARUH PRESTASI AKADEMIK MAHASISWA TADRIS MATEMATIKA IAIN PURWOKERTO Mutijah, Mutijah
Jurnal Penelitian Agama Vol 18 No 1 (2017)
Publisher : IAIN Purwokerto

Abstract: Learning achievement or academic achievement are things that cannot be separated from learning activities because they are the output of the learning process and are evidence of an individual's ability to carry out learning activities. This is in accordance with the definition of learning achievement is the result achieved from a learning process. Student academic achievement can be known after an evaluation is carried out and reflected in the form of a GPA or Grade Point Average (GPA). In general, if the IP or GPA achieved by students of Mathematics Tadris is less than 3 (three) is not as expected, whereas if the IP or GPA achieved 3 (three) or above 3 (three) is as expected. Learning achievement or academic achievement that can be achieved by students is influenced by many intelligence factors or abilities and external factors including economic factors and social environmental factors. Factors from outside the IAIN Purwokerto Mathematics Tadris students can be in the form of scholarships, schools, students or not, and students joining the organization or not when students are studying. Analysis of scholarship factors, school origin, students or not, and students following the organization or not on student academic achievement can be done using binary logistic regression. Based on binary logistic regression analysis the results showed that scholarship factors if categorized as students getting scholarships or not affecting academic achievement were only 0.2%, school-originating factors from the SMA and MA categories had an effect of 22.4%, high school or vocational category 81, 1%, MA or SMK category of 69.9%, MA or MAK category and SMK or MAK have no effect due to the absence of the IAIN Purwokerto Mathematics Tadris student from MAK, the factor of students staying in the cottage or not having an effect is 10.7% , and student factors follow the organization or not at 71.3%. Keywords: Binary Logistic Regression, Scholarship, School Origin, Education, Organization, Achievement.

Pola Pembelajaran Multimedia (Studi Proses Pembelajaran di STAIN Purwokerto) Rachmijati, Tri; Mutijah, Mutijah; Hadi, Rahmini
Jurnal Penelitian Agama Vol 15 No 1 (2014)
Publisher : IAIN Purwokerto

Abstract: Multimedia learning useful for improving learning outcomes. Lecturersat STAIN Purwokerto environment also seemed to respond positively STAINPurwokerto effort that has been providing electronic media in the form of LCDprojectors in every classroom. This is evident in the use of laptops and LCD projectorsas a medium of learning in the lecture. Nevertheless, the use of laptops and LCDprojectors require caution in order not to make the learning becomes centered onthe lecturer alone. The results showed that most of the lecturers STAIN Purwokertohave used laptops and LCD in the learning process. Multimedia learning undertakenutilizing text, pictures/photos, sound, animation, and film/video. More than half of therespondents expressed consent to and support for the lectures with a laptop/computerand LCD projector or multimedia learning.Keywords: Learning, Multimedia, Laptop/Computer, SCL. Abstrak: Pembelajaran multimedia bermanfaat bagi upaya peningkatan hasilbelajar. Dosen-dosen di lingkungan STAIN Purwokerto juga tampak meresponpositif upaya STAIN Purwokerto yang telah menyediakan media elektronik yangberupa LCD proyektor di setiap kelas. Hal tersebut terlihat pada penggunaan laptopdan LCD proyektor sebagai media pembelajaran dalam proses perkuliahan. Meskidemikian, penggunaan laptop dan LCD proyektor tersebut menuntut kehati-hatianagar tidak membuat pembelajaran yang menggunakan komputer menjadi berpusatpada dosen saja. Permasalahan yang dikaji melalui penelitian adalah: [1]Bagaimanakah pola pembelajaran multimedia oleh para dosen STAIN Purwokerto?[2] Seberapa banyak pembelajaran multimedia tersebut, dan untuk fungsi apasaja? [3] Bagaimana kesesuaian pembelajaran multimedia dengan strategipembelajaran yang semestinya dilaksanakan berdasarkan tujuan pembelajaranyang ingin dicapai? Dan [4] Bagaimana penilaian mahasiswa peserta kuliah terhadappembelajaran multimedia? Hasil penelitian menunjukkan bahwa sebagianbesar dosen STAIN Purwokerto telah memanfaatkan dan menggunakan laptopdan LCD dalam proses pembelajaran. Pembelajaran multimedia yang dilaksanakanmemanfaatkan teks, gambar/foto, suara, animasi, dan film/video. Lebihdari separuh responden menyatakan kesetujuan dan dukungannya terhadapperkuliahan dengan menggunakan laptop/komputer dan LCD proyektor ataupembelajaran multimedia. Selain itu, ada saran agar lebih variatif dalam menggunakanmedia dan metode pembelajaran, atau sesekali perlu belajar di luarkelas, sehingga terpaku pada materi di power point.Kata Kunci: Pembelajaran, Multimedia, Laptop/Komputer, SCL.

Analysis of Differences of Mathematics Tadris Curriculum, Mathematics Education in PTKIN and PTUN Based on IndoMS Minimum Recommendations Mutijah, Mutijah
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2 (2024): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (July - December 2024)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v17i2.58943

Knowledge of amount of credits in certain curriculum groups is considered important to know compliance with a mutually agreed upon curriculum from IndoMS. Two aims of this research results article to investigate the differences in course materials of curriculum of Mathematics Tadris at PTKIN, Mathematics Education at PTKIN and PTUN and illustrate how they differences statistically. One Way Variance Analysis to analyze whether there are differences at overall and each course materials of mathematics in the recommended curriculum by IndoMS. Sample were all PTKIN and PTUN in Java, Jakarta and Special Region of Yogyakarta registered on the internet a number of 18 was taken from those who uploaded their curriculum. Descriptive statistics to describe amount of minimum, maximum, and average of adopted credits, and whether or not there are those who adopt the same. The result showed that in general, there is no difference in the Mathematics Education Curriculum at PTUN and PTKIN as well as the Mathematics Tadris at PTKIN in adopting credits for course materials. While for each there are no differences in Discrete Mathematics, Statistics and Probability Theory, Complex Functions, Introduction to Real Analysis, Introduction to Numerical Analysis, Algorithms and Programming, Differential Equations, Linear Programs, and Mathematical Modeling, but there are differences in Differential and Integral Calculus, Algebra, and Geometry. The Mathematics Education Curriculum at PTUN and PTKIN as well as Mathematics Tadris mostly adopt minimum credits less than those recommended by IndoMS. Maximum credits of Mathematics Education at PTUN and Mathematics Tadris curriculum adopts more than and Mathematics Education curriculum of PTKIN adopts the same. Above 50% of Mathematics Education curriculum at PTUN adopts more than, while Mathematics Education and Tadris at PTKIN adopt less than. In the Mathematics Education Curriculum at PTUN and PTKIN as well as Tadris,a few of them have adopted the same

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