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<![CDATA[PELATIHAN PENGGUNAAN APLIKASI ZOOM DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR INPRES MAULAFA KOTA KUPANG ]]>
<![CDATA[Juliana M. H. Nenohai]]>;
<![CDATA[Patrisius A. Udil]]>;
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Bakti Cendana Vol 5 No 1 (2022): Bakti Cendana: Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Timor ]]>
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DOI: 10.32938/bc.5.1.2022.23-32
<![CDATA[The aim of this Community Service (PkM) activity is to facilitate low-grade teachers of SD Inpres Maulafa Kupang City, East Nusa Tenggara, using the zoom application as an online conference media in mathematics learning which is carried out online during the covid 19 pandemic. The PkM team from the Mathematics Education Study Program, Nusa Cendana University, collaborating with the head of SD Inpres Maulafa, Kupang City. There were 35 low-grade teachers and staff of SD Inpres Maulafa, Kupang City who actively participated in the workshop. The PkM activity started by presentation of classically relevant material. There are two topics 1). The importance of technology integration in mathematics learning and 2). a brief explanation of the zoom application, the supporting features and procedures for managing the zoom application for online learning. The activity continued with discussion then direct practice by teachers and staff related to the theory that had been explained. The results showed that the participants were very enthusiastic about the material being studied and there needed to be further activities to facilitate teachers using other simple video conferencing applications in learning. The activity ended with the awarding of prizes where participants received a certificate of participation in the activity.]]>
<![CDATA[Pelatihan Persiapan Pembelajaran Geometri Bagi Guru Kelas Rendah Pada Program Organisasi Penggerak Propinsi NTT ]]>
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Rengganis Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Pendidikan Matematika, FKIP Universitas Mataram ]]>
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DOI: 10.29303/rengganis.v2i1.163
<![CDATA[The purpose of this Community Service (PkM) activity is to train lower grade elementary school teachers in the “Program Organisasi Penggerak (POP)” of East Nusa Tenggara Province (NTT) related to prepare teaching materials and methods of geometry based on four levels of learning activities according to Realistic Mathematics Education. The PkM team from Mathematics Education Study Program, Nusa Cendana University, collaborated with the POP coordinator so that there were nine lower grade teachers and Principal of Elementary School who actively participated. This activity was carried out through two phases: preparation and implementation. In the preparatory phase, an initial survey through the work of several questions and unstructured interviews was carried out in order to obtain data that became the basis for implementation phase. For the implementation phase, activities were carried out classically for two days in the network. Discussion, question-answer and hands-on practice were the methods used during the implementation phase. There were 5 sub topics discussed in this phase. The characteristics geometry and some concepts of solid geometry on the first day, meanwhile some others topics about plane geometry on the second day. The results of the evaluation indicate that this training has succeeded in achieving the purpose.]]>
<![CDATA[Problem Posing: Strategi yang Memfasilitasi Keterampilan Berpikir Tingkat Tinggi Matematika Siswa ]]>
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 3 No 1 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v3i1.7292
<![CDATA[Higher Order Thinking Skills (HOTS) is one of the main goals in learning mathematics. Learning through problem solving is the key to developing this ability. Problem solving itself can be interpreted as an activity to solve complex problems which is problems that do not have automatic solutions but require reasoning to solve them. Generally, problems like these are given by the teacher during learning, then ask students to solve, with hope that students will learn and the development the HOTS during solving these problems. On the other hand, learning to solve problems can also be done using problems raised by the students themselves or known as problem posing. This strategy directs students to create new problems or reformulate problems based on the problems or information provided and then solve these new problems. This article aims to discuss problem posing strategy and examples of problem design using this strategy in integral calculus learning. Furthermore, how the problem posing strategy can facilitate students' mathematics HOTS during learning is also discussed in this article.]]>
<![CDATA[Pendapat Mahasiswa Pendidikan Matematika Tentang Pembelajaran Online Dengan Menggunakan Pen Tablet Dan Aplikasi OneNote? ]]>
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Haumeni Journal of Education Vol 2 No 1 (2022): Edisi Juni 2022 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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<![CDATA[This study aims to determine the opinion of students of the Mathematics Education Study Program at the Nusa Cendana University about online learning using a pen tablet and the OneNote application. This is a quantitative descriptive study with a survey method. Data were collected using a Likert scale 1-5 questionnaire (strongly disagree-strongly agree) consisting of 10 positive statements as representatives of three indicators: conceptual understanding, usefulness and satisfaction, and student satisfaction in participating in the online lecture process. The data sources were one hundred and ten students of the Mathematics Education Study Program, FKIP Nusa Cendana University. Data analysis was carried out in 3 phases: calculating the cumulative score, calculating the assessment index, then proceeding with categorization according to the criteria. The results found are as follows: first, students agree that the use of these two tools contributes positively to several aspects of understanding concepts and students' convenience in participating in the online lecture process. Second, students strongly agree that the use of these two tools also contributes positively to several aspects of understanding concepts, convenience, and the usefulness and satisfaction of students in participating in the online lecture process when compared to online lectures without these two tools.]]>
<![CDATA[Studi Fenomenologi: Problematika Mahasiswa Asing Belajar Statistika di Perguruan Tinggi ]]>
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 1 No 1 (2020): November 2020 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v1i1.3048
<![CDATA[Penelitian ini bertujuan mendeskripsikan problematika mahasiswa asing belajar statistika pada perguruan tinggi di Indonesia dan penyebabnya. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif fenomenologi. Data dikumpulkan dengan menggunakan angket bebas, teknik wawancara dan dokumentasi. Sumber data adalah lima mahasiswa asing penerima beasiswa KNB (Kemitraan Negara Berkembang scholarships) pada salah satu universitas negeri di Yogyakarta. Analisis data dilakukan dengan mencari subtema, kemudian menentukan hubungan antar subtema untuk memperoleh pemahaman. Adapun hasil penelitian adalah sebagai berikut: pertama, mahasiswa sulit belajar Stastika karena bahasa pengantar yang digunakan. Kedua mahasiswa sulit belajar Stastika karena ketersediaan prior knowledge yang tidak memadai. Ketiga, mahasiswa sulit belajar statistika karena teknik penyajian materi yang digunakan ketika perkuliahan]]>
<![CDATA[Kajian Interpolasi Dua Dimensi dalam Tabel Nilai Kritik Sebaran F Berbantuan Program Matlab ]]>
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 1 (2021): Mei 2021 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v2i1.4034
<![CDATA[The purposes of this research are to examine how to perform two-dimensional interpolation for determine the value of the F distribution, to make a two-dimensional interpolation program using Matlab and reviewing the comparison of the methods used (manually and program). This research was conducted by using literature study approach. The results of this research are: first, the two-dimensional interpolation in F distribution table can be done using the successive univariate polynomial interpolation. Two-dimensional interpolation formulas can be made by referring to the general form of Lagrange and Newton's interpolation polynomials. Second, a two-dimensional interpolation program assisted by Matlab that is a program that can determine the intermediate value of a function in two variables using the Lagrange and Newton’s polynomial interpolation formula has been created. Third, based on the final results, there is no difference shown by the two methods used. Judging from the process, two-dimensional interpolation using the Lagrange polynomial method has advantages in simplicity of programming, but requires a long time in manual completion. While the Newton polynomial interpolation method has advantages in the simplicity of the manual work process, but it requires a long time to make the program.]]>
<![CDATA[Evaluasi Pelaksanaan Survei Lingkungan Belajar ]]>
<![CDATA[Rahmatia Lang Ere]]>;
<![CDATA[Irna K. S. Blegur]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v2i2.5678
<![CDATA[This research conducted to evaluate the implementation of the Learning Environment Survey for senior high school teachers in Indonesia which has been carried out in September and October 2021. This is a qualitative-research using in-depth interview techniques. Sources of data are seven teachers of MAN (a government Islamic school) in Alor island, Indonesia, who have filled out this survey in September and one proctor of the National Assessment of MAN Alor. Data analysis is caried out by looking for sub-themes, then determining the relationship between sub-themes to gain understanding. The results of the research are as follows: first, the teacher’s data which are used as the basis for determining the respondents to the survey is considered not valid enough. Secondly, several questions in the survey were considered too sensitive to be questioned because seems like to stir up the privacy of the education unit. The third, questions in this survey are considered too many, too long, and repeat the same sentence a lot]]>
<![CDATA[FADED EXAMPLE SEBAGAI ALAT UNTUK MEMFASILITASI PEMBELAJARAN MATEMATIKA SEKOLAH ]]>
<![CDATA[Adit Nabuasa]]>;
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Asimtot : Jurnal Kependidikan Matematika Vol 4 No 1 (2022): Asimtot: Jurnal Kependidikan Matematika | Juni 2022 - November 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Widya Mandira ]]>
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DOI: 10.30822/asimtot.v4i1.1947
<![CDATA[Pembelajaran harus dirancang dengan siswa sebagai pusatnya, yaitu siswalah yang secara aktif membangun pengetahuan. Sedangkan peran guru sebagai fasilitator yaitu seseorang yang memfasilitasi siswa untuk membangun pengetahuan secara efektif dan efisien. Salah satu tindakan yang dapat mewujudkan peran guru ini adalah melalui pemilihan strategi pembelajaran yang tepat. Menurut Cognitive Load Theory, pemilihan strategi pembelajaran sebaiknya mempertimbangkan pengetahuan awal siswa. Siswa dengan pengetahuan awal rendah memerlukan tuntunan secara eksplisit (explicitly guided instruction), sebaliknya siswa dengan pengetahuan awal yang tinggi dapat belajar dengan tuntunan yang implisit (implicitly guided instruction). Karena itu pemilihan strategi yang mengkombinasikan kedua prinsip ini pada pembelajaran matematika di kelas dengan pengetahuan awal siswa yang beragam nampaknya tepat untuk diterapkan. Salah satu strategi yang dimaksud adalah faded example. Strategi ini merupakan transisi dari belajar secara explicit guidance ke implicit guidance secara bertahap. Karena itu strategi ini tetap memfasilitiasi siswa baik yang berpengetahuan awal rendah maupun tinggi untuk membangun pengetahuan secara mandiri. Artikel ini merupakan study literature yang bertujuan untuk membahas tentang strategi faded example. Lebih lanjut contoh desain pembelajaran pada materi trigonometri dan bagaimana strategi ini memfasilitasi pembelajaran matematika siswa juga dibahas dalam artikel ini.]]>
<![CDATA[Pemanfaatan Smart Apps Creator sebagai Media Pembelajaran Matematika Berbasis Android ]]>
<![CDATA[Anna Maria H Helly]]>;
<![CDATA[Diesnilya Belawaja Lagu]]>;
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ CIRCLE : Jurnal Pendidikan Matematika Vol. 2 No. 02 (2022): September 2022 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/circle.v2i02.6101
<![CDATA[Tujuan dari kurikulum 2013 menekankan agar pembelajaran dapat memfasilitasi peserta didik dalam berkreativitas sesuai dengan perkembangan ilmu pengetahuan dan teknologi. Salah satu dampak dari perkembangan pengetahuan dan teknologi yang dimaksud adalah “merakyatnya” perangkat smartphone berbasis android di kalangan para siswa. Fenomena ini tentunya dapat dimanfaatkan oleh guru dalam menunjang proses pembelajaran matematika di kelas, salah satu caranya dengan memanfaatkan fungsi android sebagai media pembelajaran. Artikel ini merupakan study literatur. Ditulis untuk membahas pemanfaatan Smart Apps Creator dalam mengembangkan media pembelajaran matematika berbasis android. Lebih lanjut, terkait bagaimana desain media berbasis aplikasi ini dapat memfasilitasi hasil belajar matematika siswa juga dibahas dalam artikel ini. Hasil penelitian menunjukkan bahwa smart apps creator adalah aplikasi desktop yang dimanfaatkan untuk membuat aplikai dan iOS tanpa kode pemograman dan dapat menyimpan file dengan format HTML5, .exe serta apk. Media pembelajaran yang dihasilkan dari smart apps creator ini mudah diakses dengan smartphone android tanpa harus ada akses internet dan dapat memberi kemudahan dalam memfasilitasi siswa untuk belajar.]]>
<![CDATA[Pengalaman Mengikuti Pertukaran Mahasiswa Lintas Prodi di Lingkungan Universitas Nusa Cendana ]]>
<![CDATA[Adit Nabuasa]]>;
<![CDATA[Irna Karlina Sensiana Blegur]]>
<![CDATA[ Haumeni Journal of Education Vol 2 No 2 (2022): Edisi Desember 2022 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui pengalaman belajar mahasiswa setelah mengikuti pertukaran mahasiswa lintas prodi di lingkungan Universitas Nusa Cendana. Selain itu, penelitian ini juga ditujukan sebagai evaluasi pelaksanaan kebijakan MBKM pertukaran mahasiswa lintas prodi di lingkungan Universitas Nusa Cendana tahun 2022. Jenis penelitian merupakan penelitian kualitatif dengan metode pengumpulan data in-depth interview (wawancara mendalam). Wawancara mendalam dilakukan terhadap 9 orang mahasiswa semester 6 yang mengikuti program pertukaran mahasiswa lintas prodi. Hasil wawancara yang telah terkumpul kemudian dianalisis untuk memperoleh informasi terkait pengalaman belajar dalam kebijakan MBKM pertukaran mahasiswa lintas prodi. Adapun hasil yang ditemukan adalah sebagai berikut: 1) Dari segi konten materi, mahasiswa mendapat banyak ilmu setelah mengikuti program pertukaran mahasiswa. Ilmu yang dterima pun bervariasi tergantung jenis matakuliah yang diambil. 2) Dari segi lingkungan belajar ditemukan bahwa masih terdapat metode pembelajaran yang monoton dan tidak variatif serta kolaborasi yang minim antar sesama mahasiswa dan dosen menyebabkan hilangnya minat untuk belajar. 3) Dari segi ketersediaan fasilitas belajar yang memadai ditemukan ketidakmerataan penyediaan fasilitas mengajar.]]>
