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All Journal Jurnal Riset Pendidikan Matematika TRIHAYU: Jurnal Pendidikan Ke-SD-an Wacana Akademika : Majalah Ilmiah Kependidikan Abdimas Dewantara International Journal of Insights for Mathematics Teaching (IJOIMT) Personifikasi: Jurnal Ilmu Psikologi Indonesian Journal of Learning and Educational Studies Hexagon: Jurnal Ilmu dan Pendidikan Matematika
Nelly Rhosyida
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN MODUL MATEMATIKA SMK BIDANG SENI, KERAJINAN, DAN PARIWISATA BERBASIS OPEN-ENDED PROBLEM SEBAGAI IMPLEMENTASI KTSP Rhosyida, Nelly; Jailani, Jailani
Jurnal Riset Pendidikan Matematika Vol. 1 No. 1: May 2014
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (454.586 KB) | DOI: 10.21831/jrpm.v1i1.2662

Abstract

Tujuan penelitian ini adalah untuk menghasilkan modul matematika SMK bidang seni, kerajinan, dan pariwisata berbasis open-ended problem. Penelitian ini merupakan penelitian pengembangan model four-D Thiagarajan yang telah dimodifikasi, yang melalui tiga tahap yaitu pendefinisian, perancangan, dan pengembangan. Data kevalidan, kepraktisan, dan keefektifan berupa penilaian terhadap modul dianalisis dengan mengkonversi skor menjadi data kualitatif skala lima sedangkan data keefektifan berupa tes hasil belajar dianalisis dengan persentase ketuntasan belajar dan peningkatan hasil belajar yang dianalisis dengan N-gain ternormalisasi. Tingkat kevalidan dapat dilihat dari penilaian dua ahli pembelajaran matematika yang menyatakan bahwa modul sangat valid. Tingkat kepraktisan dapat dilihat dari hasil penilaian guru dan siswa yang menyatakan modul sangat praktis untuk digunakan dalam pembelajaran matematika. Tingkat keefektifan dapat dilihat dari hasil pencapaian KKM siswa dan peningkatan hasil belajar yang menyatakan bahwa modul sangat efektif. Hal ini menunjukkan bahwa modul matematika SMK yang dikembangkan layak digunakan sebagai sumber belajar matematika SMK. Kata Kunci: pengembangan, matematika, SMK, modul, open-ended problem
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

Abstract

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. 
MENUMBUHKAN SIKAP POSITIF SISWA PADA PEMBELAJARAN MATEMATIKA Flora Grace Putrianti; Trisniawati Trisniawati; Nelly Rhosyida
Personifikasi: Jurnal Ilmu Psikologi Vol 8, No 2 (2017)
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.043 KB) | DOI: 10.21107/personifikasi.v8i2.3860

Abstract

Pembelajaran matematika yang dilaksanakan guru di kelas menjadi persoalan yang sangat menarik untuk didiskusikan. Siswa memandang matematika sebagai suatu mata pelajaran yang sangat membosankan, menyeramkan, bahkan menakutkan. Banyak siswa yang berusaha menghindari mata pelajaran tersebut. Hal ini jelas sangat berakibat buruk bagi perkembangan pendidikan matematika ke depan. Pembelajaran bermakna diharapkan dapat meningkatkan sikap positif terhadap matematika yang akhir-akhir ini sangat jarang dilakukan. Tulisan ini menguraikan tentang cara menumbuhkan sikap positif siswa terhadap pembelajaran matematika yang pada akhirnya dapat meningkatkan hasil belajar siswa.Kata kunci: Sikap positif, dan pembelajaran matematika
Pelatihan Metode Montessori dalam Pembelajaran Sains dan Matematika Bagi Anak Usia Dini Ayu Rahayu; Nelly Rhosyida; Trisniawati Trisniawati
ABDIMAS DEWANTARA Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/ad.v3i2.4996

Abstract

Tujuan kegiatan pengabdian mayarakat ini adalah untuk mengenalkan, mendemonstrasikan, serta mengimplementasikan metode Montessori dalam kegiatan belajar sains dan matematika bagi anak usia dini. Kegiatan dilaksanakan di Kelompok Bermain PAUD ‘Aisyiyah Mantrijeron Yogyakarta pada bulan Juli sampai dengan September 2018. Metode pelaksanaan kegiatan yaitu dengan workshop pengembangan skenario pembelajaran, demonstrasi oleh tim pengabdi, dan implementasi oleh tim pengajar. Hasil menunjukkan bahwa workshop dalam bentuk diskusi dan pengembangan skenario pembelajaran dapat menambah pengetahuan guru tentang “metode Montessori”. Melalui demonstrasi, guru dapat memperoleh gambaran riil apa itu metode Montessori. Melalui implementasi, guru mampu melaksanakan dengan baik metode Montessori dalam aktivitas belajar sehingga peserta didik antusias mengikuti kegiatan serta memperoleh kompetensi berinteraksi dengan lingkungan sosial.
Analysis of students error in completing hots questions on fruction additional and subtraction operations class V SDN Karangtengah I Wulandari, Linda; Trisniawati, Trisniawati; Rhosyida, Nelly; 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

Abstract

This study aims to 1) to describe the mistakes made by fifth graders at SDN Karangtengah I in solving HOTS questions on the addition and subtraction of fractions in grade V. 2) To describe the factors that caused fifth graders at SDN Karangtengah I to make mistakes in solve HOTS questions on the material of addition and subtraction of fractions in class V. This type of research is descriptive qualitative, with data sources from students and teachers of class V SDN Karangtengah I. Data collection techniques use written tests, interviews, observations and documentation. While the data analysis technique used is the analysis of the Miles and Huberman model which consists of data collection, data reduction, data display, and drawing conclusions. The results of this study indicate that 1) in solving the HOTS questions for adding and subtracting fractions, the fifth-grade students of SDN Karangtengah I make errors in encoding error with a percentage of 41.94 percent, process skill errors with a percentage of 37.9 percent, transformation errors with a percentage of 13, 71 percent, conprehension errors with a percentage of 4.84 percent, and reading errors with a percentage of 1.61 percent. 2) The factors that cause students to make mistakes in solving HOTS questions on addition and subtraction material are 2 factors, namely external factors and internal factors. The external factors that cause students to make mistakes because the learning process does not get used to the use of HOTS questions. Furthermore, the internal factors that cause students to make mistakes are a) the encoding error indicator is that students do not know the next step after carrying out the calculation process and students do not know how to conclude answers; b) the process skill error indicator is that students' numeracy skills are low, students do not know the concepts of fractional arithmetic operations and porogapit; c) the transformation error indicator is that students cannot determine arithmetic operations; d) on the comprehension error indicator, students have difficulty in writing down the information contained in the questions, students do not write down the information contained in the questions and students are in a hurry to take the test; e) the reading error indicator is that students are not careful in reading the questions and students are not able to understand the keywords or sentences in the questions; and the most common internal factor is the intellectual ability of students and students experience errors in the previous stage.
Penerapan Metode Sariswara untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas III SD Sakinah, A’yun Nur; Trisniawati, Trisniawati; Rhosyida, Nelly
Indonesian Journal of Learning and Educational Studies Vol. 1 No. 2 (2023): Indonesian Journal of Learning and Educational Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v1i2.67

Abstract

The purpose of this study is to describe the application of the sariswara method to enhance mathematics learning objectives for the third class students at public elementary school 3 Taskombang Klaten. Classroom action research is the term for this kind of study. The study’s subjects were class III pupils  at public elementary school 3 Taskombang, consisting of 31 students. This research was used in II cycles, in each cycle two meetings were held. Methods of gathering data use observation, examination, documentation additionally giving questionnaires. The data interpretation technique utilized is both numerical and descriptive descriptive to analyze learning objectives. The outcomes of this research show that using the sariswara technique can get better mathematics learning objectives for class III pupils at SD Negeri 3 Taskombang. This can be seen based on the mean value of students' mathematics learning objectives for  cycle I,  cycle II and pre-cycle. The increase that occurred was the average pre-cycle score of 48 with a KKM achievement percentage of 9.6%. After applying the sariswara method, the average value for cycle I increased, namely 63.32 with a KKM achievement percentage of 48.38%, while the average value for cycle II was 84.48 with a KKM achievement percentage of 87.09%. This demonstrates a rise between cycle I and cycle II. The implications of education using the sariswara method make students more interested and their enthusiasm for learning increases and improves student learning objectives.
Implementasi model teams games tournament untuk meningkatkan motivasi belajar Bahasa Indonesia siswa kelas IV Ningrum, Selly Pratito; Rhosyida, Nelly; Mulyantoro, Praja
Indonesian Journal of Learning and Educational Studies Vol. 2 No. 2 (2024): Indonesian Journal of Learning and Educational Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v2i2.138

Abstract

improve learning outcomes. An interactive and collaborative learning model, such as Teams Games Tournament (TGT), is considered capable of enhancing students' motivation through enjoyable and competitive activities. This study aims to determine the increase in students' motivation to learn Indonesian through the TGT (Teams Games Tournament) model. The research employed Classroom Action Research (CAR) and involved fourth-grade students at SDN Kaliajir, Sleman Regency, Yogyakarta Special Region. The data analysis technique used was descriptive quantitative analysis. The study results indicated that, in the pre-cycle phase, only 33% of students demonstrated high motivation scores. In Cycle I, the motivation of fourth-grade students who met the success criteria increased to 67%. By Cycle II, student motivation reaching the success criteria rose to 83%. Therefore, by Cycle II, the class motivation level met the established success criteria, with ≥75% of students present achieving a scale score with a minimum classification of high.
Pengembangan Media Pembelajaran Powerpoint Interaktif Berbantuan Canva Pada Pembelajaran Tematik Sekolah Dasar Aisyah, Azizatullatifah; Trisniawati; Nelly Rhosyida
Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 2 No. 1 (2024): April
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/hexagon.v2i1.5929.

Abstract

Tujuan penelitian ini adalah mengembangkan dan mendeskripsikan media pembelajaran PowerPoint interaktif berbantuan Canva pada pembelajaran Tematik Tema 5 subtema 2 Pembelajaran 6 pada peserta didik kelas II Sekolah Dasar. Pengumpulan data menggunakan wawancara dengan guru kelas dan kuesioner yang diberikan oleh guru yang dilaksanakan pada tanggal 21 Februari 2023. Penelitian ini dilakukan di salah satu SD negeri di Yogyakarta. Penelitian dan pengembangan ini mengadopsi model ADDIE dengan langkah analysis, design, development, implementation dan evaluation. Instrumen penelitian berupa kuesioner ahli media terdiri dari 8 indikator, kuesioner untuk ahli materi berjumlah 11 indikator dan juga 10 butir pedoman wawancara untuk guru. Validator terdiri dari ahli media dan ahli materi. Hasil validasi instrumen dihitung menggunakan skala Likert, kemudian hasil skor dihitung persentasenya. Dalam penelitian ini, ditemukan bahwa (1) mengembangkan media pembelajaran PowerPoint interaktif berbantuan Canva pada pembelajaran Tematik Tema 5 subtema 2 Pembelajaran 6 pada peserta didik kelas II Sekolah Dasar berbantuan Canva. (2) Mendeskripsikan hasil dari pengembangan media pembelaajran (3) Media direvisi sesuai dengan saran dan komentar dari ahli media. Hasil validasi di peroleh rata-rata skor 97,65% hal tersebut membuktikan bahwa media pembelajaran PowerPoint Interaktif dengan bantuan Canva memiliki tingkat validitas yang tinggi, sehingga dapat menjadi alternatif media pembelajaran di kelas II sekolah dasar.
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

Abstract

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.
Profil Kompetensi Pedagogik Calon Guru SD Dalam Pembelajaran Matamatika Hidayat, Rosidah Aliim; Wijayanto, Zainnur; Rhosyida, Nelly; Jarapa, Amelia A; Dharmawan, Pramudya Anta
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 8 No 2 (2024): November 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

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

Abstract

The curriculum structure at the elementary school level is characterized by significant variability, which necessitates that educators and teachers possess a comprehensive understanding of the essential competencies involved. One of the fundamental competencies closely related to student learning is pedagogical competence. This research is a quantitative descriptive survey study. This study aims to analyze the profile of the pedagogical competence of prospective elementary school teachers in teaching mathematics. The subjects of this study consisted of 64 individuals selected using random sampling. The analysis results of the pedagogical competence profile of prospective elementary school teachers in teaching mathematics generally showed a reasonably competent outcome, with an average score of 4.37. These results indicate that each prospective elementary school teacher already possesses a sufficient foundation of competence to develop classroom learning activities. This is because pedagogical competence prioritizes the ability to manage the classroom, understand students, and comprehend the assessment needs given to students.
Co-Authors Aisyah, Azizatullatifah Ayu Rahayu Dharmawan, Pramudya Anta Flora Grace Putrianti Jailani Jailani Jarapa, Amelia A Lestari, Marsha Ayu Linda Wulandari, Linda Mahmudah Titi Muanifah Mulyantoro, Praja Murniningsih, Murniningsih Ningrum, Selly Pratito Rosidah Aliim Hidayat Sakinah, A’yun Nur Trisniawati Trisniawati Trisniawati Trisniawati Trisniawati, Trisniawati Zainnur Wijayanto