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All Journal Jurnal Daya Matematis EDUKATIF : JURNAL ILMU PENDIDIKAN
Deshinta Puspa Ayu Dwi Argaswari
Sampoerna University, Indonesia
Education Mathematics Social Sciences

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DEVELOPMENT OF MODULE OF LEARNING GEOMETRY BASED ON VAN HIELE THEORY Deshinta Argaswari
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 6, No 3 (2018): Desember
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jds.v6i3.8528

Abstract

The aim of this research was to develop a teaching and learning module using Van Hiele theories for quadrilateral topics in grade VII students in middle school, which is valid, practical, and effective. Literatures explain that nowadays the students over generalize the concept of geometry without further understanding about the concept of geometry and the skills of proving and reasoning that geometry field try to improved. The method used was research and development with modification of Borg and Gall and Plump method. The initial investigation stage result stated that only 22.6% of students reached level 2 informal deduction, 35.5% students reached level 1 analysis and the rest of students were still in level 0 visualization. In order to solve this problem, the design and realization stages developed a module which was written based on phase of learning geometry. Next, the module was verified through trial test in a class of students grade VII in order to get data of validity and effectivity. Lastly, the module was tested through experimental research by comparing experimental and control class. The module was valid based on validator review. The module was effective because it can increase students geometry thinking level by 48%. The nonparametric test using K-S and Man Whitney show that the result of level of geometry thinking in experimental class was better than the control class. Overall result state that the module valid and effective
School Experience Program’s Role As the Field Experience Practice of Teacher Candidates Deshinta Puspa Ayu Dwi Argaswari; Adesti Komalasari
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 3 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i3.2895

Abstract

The aim of this research is to explore the role of School Experience Program (SEP) as the field experience program for FOE teacher candidates. The study uses a qualitative method of research. Data is collected through the documentations of SEP documents, teacher candidates’ e-portfolio, and interview as addition. The research is conducted during the SEP on FALL 2020/2021. The results showed that the designed SEP is able to transform the Teacher candidates beliefs toward the teacher profession. Interestingly, each stage of SEP took different roles in shaping the Teacher candidates beliefs about teaching profession. Year 1 SEP has roles for Teacher candidates to understand the teaching and learning process, the learners, and also learn to think as a teacher. Year 2 SEP has a role for teacher candidates to learn to teach the subject matter knowledge including the administrations, teaching materials. preparation and evaluation. Year 3 of SEP has a role for teacher candidates to implement the theory of teaching and learning so they are able to develop the relevant materials. Year 4 SEP has a role for Teacher candidates to understand the teaching profession, and develop tools and disposition to study teaching
Transformasi Keyakinan Calon Guru melalui School Experience Program Deshinta Puspa Ayu Dwi Argaswari
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021): August Pages 1101-2382
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (881.168 KB) | DOI: 10.31004/edukatif.v3i4.1170

Abstract

Penelitian ini bertujuan untuk mengeksplorasi transformasi keyakinan calon guru di sebuah fakultas pendidikan, universitas swasta di Jakarta melalui Program Pengalaman Lapangan (PPL) bertahap yang disebut dengan School Experience Program (SEP). Penelitian ini didasari oleh modifikasi PPL yang dilakukan dengan mengirimkan mahasiswa calon guru ke sekolah secara bertahap mulai dari semester pertama. Hal ini berbeda dengan pelaksanaan PPL di mayoritas fakultas keguruan di Indonesia yaitu dengan mengirimkan calon guru ke sekolah pada semester akhir dalam jangka waktu tertentu. Metode penelitian yang digunakan adalah studi kasus agar dapat menjawab pertanyaan ekplorasi mendalam mengenai transformasi keyakinan calon guru dan program SEP. Instrumen yang akan digunakan adalah dokumentasi, pengamatan langsung, dan wawancara mendalam. Prosedur penelitian studi kasus dilakukan dengan 10 tahap yaitu 1) pemilihan tema, topik, dan kasus, 2) pembacaan literatur, 3) perumusan fokus dan masalah penelitian, 4) pengumpulan data, 5) penyempurnaan data, 6) pengolahan data, 7) analisis data, 8) dialog teoritik, 9) triangulasi temuan, dan 10) simpulan hasil penelitian dan pelaporan. Hasil dari penelitian menunjukkan bahwa melalui SEP mahasiswa calon guru membentuk keyakinan mengenai teori, keyakinan akan peran individu dalam mengajar, keyakinan akan profesi guru, dan keyakinan akan unsur pendidikan
Praktik Mengajar Understanding by Design (UbD) bagi Calon Guru Pendidikan Matematika di Universitas Sampoerna Dhitta Puti Sarasvati Ramli; Deshinta Puspa Ayu Dwi Argaswari
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 3 (2023): June
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v5i3.4865

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pertimbangan-pertimbangan dosen dalam merancang proses belajar mengajar mengani Understanding by Design (UbD) dan mengekplorasi pengetahuan, keterampilan, atau pandangan baru yang calon guru pelajari setelah mempelajari UbD. Metode penelitian yang digunakan adalah self-study research untuk menjawab pertanyaan penelitian pertama, dan deskriptif kualitatif untuk menjawab pertanyaan kedua. Data diperoleh dengan mengumpulkan catatan refleksi dosen dan refleksi mahasiswa setelah mempelajari UbD. Populasi dalam penelitian ini adalah calon guru di program studi Pendidikan Matematika, Fakultas Pendidikan, Universitas Sampoerna yang mengambil mata kuliah Mathematics Curriculum and Material Development (MCMC) pada tahun akademik 2021/2022. Hasil yang diperoleh dan dianalsis berdasarkan data penelitian menunjukkan serangkaian daftar pertimbangan yang perlu diperhatikan dosen dalam merancang pemelajaran UbD. Bagi calon guru pemelajaran mengenai UbD mengembangkan pengetahuan, keterampulan, dan pandangan baru. Calon guru mengembangkan beberapa pengetahuan baru yakni memaknai (1) Tujuan UbD, (2) makna UbD, (3) enam bukti pemahaman, dan (4) tahap-tahap merancang UbD. Calon guru mengembangkan keterampilan baru yakni:  : (1) membuat tujuan pemelajaran yang jelas dan terukur,  (2) membuat asesmen yang sesuai tujuan pemelajaran, dan (3) menggunakan kerangka UbD untuk merancang pemelajaran. Selain itu calon guru juga mengembangkan pandangan baru yakni: (1)  melihat pemelajaran secara lebih holistik dan pentingnya berfokus pada gagasan-gagasan besar, (2) melihat pentingnya fokus pada tujuan pemelajaran dan bukan aktivitas pembelajaran semata.
Co-Authors Adesti Komalasari Dhitta Puti Sarasvati Ramli