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I Made Suarsana I Made Suarsana
Universitas Pendidikan Ganesha
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Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students I Made Suarsana; I Gde Wawan Sudatha; Gusti Ayu Mahayukti; I Wayan Edy Ari Suandana; I Gusti Putu Suharta
Jurnal Pendidikan dan Pengajaran Vol 54 No 3 (2021): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.918 KB) | DOI: 10.23887/jpp.v54i3.38700

Abstract

The implementation of cognitive theory in multimedia development for deaf students (students with visual channels only) would be re-examined for its effectiveness. This study aimed to develop mathematics-learning multimedia based on cognitive theory for deaf students on "measurement". This development study adopted the 4D (define, design, develop, disseminate) study design. This study focused on determining the media feasibility based on expert validation, practicality trials, and effectiveness in the first year. The subjects of this study were 4 experts (content expert, learning design expert, media expert, and linguist), 2 teachers, and 7 students. The media feasibility data were collected with validation sheets, questionnaires, and tests. Furthermore, the data were analyzed using descriptive statistics. Based on the results, the feasibility level based on material experts, media experts, learning design experts, and linguists were 93.3%, 96.7%, 90%, and 93.3%, so it could be said that the developed multimedia met validity criteria. Based totally on the consequences, the multimedia practicality test for teachers and students were 95% and 93% respectively so that it could be said that multimedia met the practical criteria and the average percentage of student material mastery was 80.1% with passing grade of 71.4% so it could be said that multimedia met the effective criteria. Since the multimedia met the valid, practical, and effective criteria, it could be said that multimedia is feasible for learning.
THE EFFECT OF BRAIN BASED LEARNING ON SECOND GRADE JUNIOR STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING ON POLYHEDRON I Made Suarsana; Ni Putu Santhi Widiasih; I Nengah Suparta
Journal on Mathematics Education Vol 9, No 1 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.176 KB) | DOI: 10.22342/jme.9.1.5005.145-156

Abstract

The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types. The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of Brain-Based Learning on second grade junior students’ conceptual understanding in polyhedron.DOI: http://dx.doi.org/10.22342/jme.9.1.5005.145-156
Pengembangan bahan ajar interaktif multi representasi pada materi geometri kelas VII SMPLB tunarungu I Kadek Yasa Sumalasia; I Made Suarsana; I Wayan Puja Astawa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.25851

Abstract

Penelitian ini merupakan penelitian pengembangan yang ditujukan untuk menghasilkan bahan ajar interaktif multi representasi pada materi geometri untuk siswa kelas VII Sekolah Menengah Pertama Luar Biasa (SMPLB) Tunarungu yang layak dalam hal kevalidan, kepraktisan, dan keefektifannya. Untuk menghasilkan bahan ajar tersebut, model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation) digunakan dalam penelitian ini. Subjek uji coba penelitian adalah 10 siswa kelas VII SMPLB di salah satu SLB Negeri di Kabupaten Buleleng, Bali. Instrumen yang digunakan dalam penelitian ini terdiri atas: (1) lembar validasi materi, kebahasaan, penyajian, dan kegrafikan untuk menilai kevalidan; (2) angket respons guru dan siswa untuk menilai kepraktisan; dan (3) tes hasil belajar untuk menilai keefektifan bahan ajar yang dikembangkan. Penelitian ini menghasilkan bahan ajar interaktif multi representasi yang valid, praktis, dan efektif. Hasil validasi menunjukkan bahwa bahan ajar yang dikembangkan berada pada kriteria valid. Hasil analisis angket respons guru dan siswa berturut-turut menunjukkan bahwa kepraktisan bahan ajar yang dikembangkan berada pada kriteria sangat tinggi dan tinggi. Bahan ajar yang dikembangkan juga memenuhi kriteria keefektifan, di mana sebanyak 90% subjek uji coba memperoleh skor tidak kurang dari 76 pada tes hasil belajar. Dengan demikian, dapat disimpulkan bahwa bahan ajar yang dikembangkan layak digunakan untuk mendukung dan memfasilitasi siswa tunarungu dalam belajar geometri. Development of interactive multi-representational teaching material on geometry topic for 7th-grade hearing-impaired students of special junior high schoolAbstractThis study was development research which was aimed to produce an interactive learning material with multi representation approach in the topic of geometry for the 7th-grade hearing-impaired students of Special Junior High School (Sekolah Menengah Pertama Luar Biasa or SMPLB), which was feasible in terms of its validity, practicality, and effectiveness. To produce interactive learning material, the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) was used. The trial subjects were ten 7th graders of SMPLB in one of the special public schools in Buleleng Regency, Bali, Indonesia. The instruments which were used comprised of: (1) validation sheet of content, language, layout, and graphical to assess the validity; (2) teacher and students response questionnaires to assess the practicality; and (3) test of learning achievement to assess the effectiveness of the developed learning material. This study yielded an interactive learning material that was valid, practical, and effective. The results of validation showed that the developed learning material at valid criteria. The results of the teacher and student response questionnaire consecutively showed that the practicality of developed lear­ning material at the very high and high practical criteria. The developed learning material also meets the effectiveness criteria, in which as many as 90% of the trial subjects got score not less than 76 on the test of learning achievement. Consequently, it can be concluded that the deve­loped learning material was feasible to use to support and facilitate the hearing-impaired stu­dents in learning geometry.
Pengaruh Model Quantum Learning Berbasis Masalah Kontekstual Terhadap Kemampuan Berpikir Kreatif Siswa SMA Ni Luh Putu Swandewi; I Nyoman Gita; I Made Suarsana
Jurnal Elemen Vol 5, No 1 (2019): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v5i1.932

Abstract

This study aims to determine whether students' mathematical creative thinking skills that are taught with a quantum learning model based on contextual problems are better than mathematical creative thinking abilities that are taught with conventional learning. The population of the study was students of class XII MIPA SMA 2 Singaraja in the first semester of 2018/2019 academic year. The research sample was determined by cluster random sampling technique. This research was categorized as quasi-experimental research with post-test only control-group design research design. Data about the ability of students' creative thinking skills were collected through tests of students' mathematical creative thinking skills. Furthermore, the test scores of the ability to think mathematically creative were analyzed using the t-test of one tail (right tail) at a significance level of 5%. The results of the analysis show that tcount = 1.80295 while the significance level of 5% is obtained ttable = 1.66864, so H0 is rejected. This statistical value means that students' mathematical creative thinking skills that are taught with contextual problem-based quantum learning models are better than students' creative thinking abilities that are taught with conventional learning. It can be concluded that the application of learning with contextual problem-based quantum learning models provides a positive influence on students' mathematical creative thinking skills.
PENGARUH BENTUK ASESMEN FORMATIF TERHADAP PENGETAHUAN METAKOGNITIF MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 SINGARAJA Ni Made Dewi Septiantari .; Dra.Ni Made Sri Mertasari, M.Pd .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.3984

Abstract

Penelitian ini bertujuan untuk mengetahui Apakah Pengetahuan Metakognitif siswa yang mengikuti pembelajaran dengan asesmen formatif kinerja lebih tinggi daripada siswa yang mengikuti pembelajaran dengan memberi asesmen formatif bentuk tes uraian. Penelitian ini merupakan penelitian eksperimen dengan populasi penelitian yaitu siswa kelas VIII SMP Negeri 2 Singaraja semester ganjil tahun pelajaran 2013/2014. Sampel penelitiannya ditentukan menggunakan random sampling, dipilih dua kelas kontrol dan dua kelas eksperimen. Pengetahuan metakognitif siswa diukur dengan kuisioner pengetahuan metakognitif. Desain eksperimen yang digunakan adalah post test only control group design. Uji hipotesis menggunakan uji t satu ekor dan sebelumnya dilakuan uji prasyarat yaitu uji homogenitas dan normalitas. Hasil penelitian menunjukkan bahwa Pengetahuan Metakognitif antara siswa yang mengikuti pembelajaran dengan asesmen formatif kinerja lebih tinggi daripada siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk tes uraianKata Kunci : Bentuk Asesmen Formatif, Pengetahuan Metakognitif Matematika This study was aimed to know wheather student metacognitive knowledge that follow the performance formative assessment was higher than who followed essay test form formative assessment. The research used experimental research with the research subject was the eighth grade students of SMP N 2 Singaraja in academic year 2013/2014. The research sample used random sampling which choosing two control classes and two experiment classes. Student metacognitive knowledge was measured by metacognitive questionnaire. The experiment design that used was post test only. The hypothesis tests using t test, before that firstly it should be done a prerequisite test is homogeneity and normality test. The results showed that the Metacognitive Knowledge among students who take the performance formative assessment was higher than the student in learning with essay test form formative assessment. keyword : Form Formative Assessment, Mathematics Metacognitive Knowledge
Analisis Pembelajaran Matematika di sekolah Dasar Luar Biasa (SDLB) B Negeri Singaraja Ni Luh Tia Rahmawati .; Prof. Dr. I Made Candiasa,MI.Kom .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.3985

Abstract

Penelitian ini bertujuan untuk mengetahui kualitas perencanaan pembelajaran, kualitas pelaksanaan pembelajaran, kualitas evaluasi pembelajaran, dan kendala-kendala yang dihadapi dalam pembelajaran matematika di Sekolah Luar Biasa (SLB) B Negeri Singaraja. Penelitian ini merupakan penelitian kualitatif. Pengambilan subjek penelitian dilakukan secara purposive sampling. Pengambilan data dilakukan dengan observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa: kemampuan guru dalam merencanakan pembelajaran terkategori baik dengan persentase skor perencanaan pembelajaran sebesar 87,5%, kemampuan guru dalam melaksanakan pembelajaran terkategorikan baik dengan persentase skor pelaksanaan pembelajaran sebesar 82,14%, kemampuan guru mengevaluasi pembelajaran terkategorikan cukup dengan persentase skor sebesar 75%, dan kendala yang dihadapi dalam pembelajaran matematika yaitu belum tersedianya buku pelajaran khusus untuk SLB B, kesulitan dalam berkomunikasi dengan siswa, belum adanya pengawas khusus SLB, kurangnya ketersediaan media pembelajaranKata Kunci : SDLB B, perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi pembelajaran The aim of this qualitative research are to thoroughly observe the qualities of lesson plans, implementations, evaluations and obstacles faced in the mathematics classroom of SDLB B N Singaraja. Purposive sampling was used to select the needed samples of the research. The data were gathered through observation, interview and document analysis. The data analysis showed that the teacher’s ability in order to construct the lesson plans was good (87,5%), the implementation of the lesson plan in the learning activities was good (82,14%) and the teacher’s ability to evaluate the instructional activities was enough (75%). Furthermore, it is found that some problems encountered in mathematics teaching-learning activities in SDLB B N Singaraja were caused by the lack of textbooks, the difficulties in teacher’s-students’ communication, the absent of supervisor specializing in special learning and the lack of media for learningkeyword : SDLB B, lesson plan, learning implementation, learning evaluation
PENERAPAN PEMBELAJARAN KOOPERATIF BERBASIS PORTOFOLIO UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMP Ni Luh Made Dwijayanti .; Prof. Dr.I Gusti Putu Suharta,M.Si .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.3993

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan motivasi belajar matematika dan pemahaman konsep matematika siswa melalui penerapan pembelajaran kooperatif berbasis portofolio. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Subjek penelitian adalah siswa kelas VIIA SMP Negeri 3 Singaraja pada semester genap Tahun Ajaran 2013/2014, sebanyak 39 orang. Pengumpulan data menggunakan metode (1) wawancara, (2) observasi, (3) pengumpulan dokumen, (4) angket, (5) tes. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan motivasi belajar matematika dan pemahaman konsep matematika siswa meningkat. Rata-rata skor motivasi belajar matematika siswa meningkat sebesar 20,69 dari refleksi awal. Rata-rata skor pemahaman konsep matematika meningkat sebesar 40,99 dari refleksi awal. Peningkatan optimal tercapai setelah siswa melalui tahapan-tahapan pembelajaran kooperatif berbasis portofolio dan didukung adanya: (1) sebelum pembelajaran di kelas, siswa diberikan permasalahan berupa bahan yang harus dikaji bersama kelompoknya, sehingga konsep-konsep yang terkait dengan materi yang dibahas diperoleh berdasarkan konstruksi siswa sendiri dengan mencari informasi dan sumber-sumber belajar, (2) siswa secara individu selalu menuliskan hasil kerja yang dilakukan bersama kelompoknya sehingga siswa terbiasa bertanggung jawab terhadap penguasaan materinya, (3) dengan adanya portofolio, siswa terbiasa untuk selalu mengumpulkan setiap hasil kerja yang dilakukannya berupa hasil kerja individu, latihan soal, pekerjaan rumah, sehingga akan muncul motivasi siswa untuk belajar, mengingat kembali konsep yang dipelajari, dan bagaimana mengaplikasikan konsep yang dimiliki dalam menyelesaiakan masalah. Kata Kunci : pembelajaran kooperatif, portofolio, motivasi belajar matematika, pemahaman konsep matematika This study aims at determining the improvement of students’ motivation in learning mathematics and (2) students' mathematics conceptual understanding through the implementation of cooperative learning based on portfolio. This study was categorized as classroom action research which was conducted within three cycles. The subject of this study was the seventh grade students of VIIA class of SMP Negeri 3 Singaraja in the academic year 2013/ 2014. The subjects of this study were consisted of 39 students. The method of data collection was done through conducting (1) interview, (2) observation, (3) collecting documents, (4) questionnaire, (5) test. The data collection was analyzed descriptively. The result of this study showed that students’ motivation and students’ understanding about the concept of mathematic had been improved. The average of the motivation score of students’ learning mathematic from primary reflection was increasing 20.69. The average of students’ understanding about mathematic was increasing around 40.99 from the primary reflection. The optimum improvement was achieved through the stages of cooperative learning based on portfolio and proved by: (1) Before the learning activity was conducted, the students were given problems. The students were asked to analyze the material with their group to make the students able to get the information and the sources of the material by themselves. (2) The students always wrote the result of their work with their group to make the students become responsible with the material. (3) Through portfolio, the students were costumed to collect the result of their work like the result of individual work, exercise, house work to improve students’ learning motivation, remembering the consept that had been learned, and applying the consept that students’ have to solve the problem.keyword : Cooperative learning, portfolio, mathematics learning motivation, mathematics conceptual understanding
PENGARUH MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN (POE) TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA SMP Made Dwi Aryani .; Prof. Dr.I Made Ardana,M.Pd .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.4000

Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model Predict-Observe-Explain (POE) dalam pembelajaran matematika terhadap kemampuan berpikir kritis matematika siswa. Jenis penelitian ini merupakan penelitian eksperimen semu. Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Adapun populasi pada penelitian ini adalah seluruh siswa Kelas VII SMP Negeri 2 Abiansemal tahun pelajaran 2013/2014, yaitu sebanyak 341 orang. Pengambilan sampel dilakukan dengan teknik random sampling. Data hasil tes kemampuan berpikir kritis matematika diuji normalitas dan homogenitasnya kemudian dianalisis menggunakan Uji-t dua jalur. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan antara pembelajaran matematika menggunakan model Predict-Observe-Explain (POE) dengan pembelajaran matematika menggunakan model konvensional terhadap kemampuan berpikir kritis matematika siswa. Lebih lanjut, diperoleh bahwa siswa yang dibelajarkan dengan model pembelajaran Predict-Observe-Explain (POE) menghasilkan nilai rata-rata kemampuan berpikir kritis matematika yang tidak sama dengan siswa yang dibelajarkan dengan model pembelajaran Konvensional. Dengan demikian dapat disimpulkan bahwa model pembelajaran Predict-Observe-Explain (POE) berpengaruh terhadap kemampuan berpikir kritis matematika siswa.Kata Kunci : model pembelajaran Predict-Observe-Explain (POE), kemampuan berpikir kritis matematika This research is aimed to know the effect of Predict-Observe-Explain (POE) model in the learning of mathematics to mathematics student's critical thinking ability. The research design used in this research is the Post-test Only Control Group Design. The population in this research was all seventh grade students of SMP Negeri 2 Abiansemal in the academic year 2013/2014, as many as 341 people. The process of selecting the sample was done by a random sampling technique. The result of critical thinking ability test were tested by two kind of testing first, namely testing for normal distribution and testing for homogeneity of variance then analyzed by using two-tailed t-test. The result of hypothesis testing showed that there was significant difference in the student’s critical thinking ability who were taught by using Predict-Observe-Explain (POE) model technique and students who are taught by using conventional model teaching technique. Furthermore, it was found that the mean score of experimental group was different with mean score of the control group. It can be concluded that Predict-Observe-Explain (POE) model technique is influential upon student’s critical thinking ability in mathematics.keyword : Predict-Observe-Explain (POE) learning model, student's critical thinking skill in mathematics
PENGARUH MODEL PROJECT BASED LEARNING(PjBL) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS X TIK SMK NEGERI 3 SINGARAJA TAHUN PELAJARAN 2013/2014 Putu Wisma Artha Diputra .; Drs. I Gusti Ngurah Pujawan,M.Kes .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.4007

Abstract

Penelitian ini merupakan penelitian eksperimen semu (quasi experiment), dengan tujuan untuk mengetahui ada tidaknya pengaruh dari model Project Based Learning terhadap kemampuan pemecahan masalah matematika siswa. Desain penelitian yang digunakan dalam penelitian ini adalah the posttest only control group design. Populasi penelitian ini adalah siswa Kelas X TIK semester genap SMK Negeri 3 Singaraja tahun ajaran 2013/2014 sebanyak 185 orang yang berdistribusi ke dalam 7 kelas dengan 4 kelas keahlian teknik komputer dan jaringan(TKJ) dan 3 kelas multimedia(MM). Sampel penelitian ditentukan dengan teknik simple random sampling dan diperoleh 2 kelas yaitu X TKJ 2 dan X MM2 satu. Dengan pengundian diperoleh kelas X MM2 Sebagai Kelas Eksperiment dan kelas X TKJ 2 sebagai kelas Kontrol. Data mengenai kemampuan pemecahan masalah matematika siswa dikumpulkan dengan menggunakan tes essay kemampuan pemecahan masalah matematika. Selanjutnya, data dianalisis dengan menggunakan uji-t satu ekor (ekor kanan) pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematika siswa yang diberi Model Project Based Learning lebih tinggi daripada kemampuan pemecahan masalah matematika siswa yang mendapat Model pembelajaran konvensional. Dengan kata lain ada pengaruh positif Model Project Based Learning terhadap kemampuan pemecahan masalah matematika siswa. Kata Kunci : Model Project Based Learning, pemecahan masalah matematika. This research is a quasy experiment which aims at describing the effect of Project Based Learning Model to students' mathematical problem solving ability. This research design used was posttest only control group design. Research population was the second semester students in grade X of SMK Negeri 3 Singaraja that consists of 185 students. This population research was distributed into 7 classes such as 4 classes of computer and network engineering expertise (TKJ) and 3 classes of multimedia (MM). Research sample was determined by simple random sampling technique. Based on the random sampling, it was got two classes; they are Class X MM2 as experiment class and class X TKJ 2 as control class. Data of research was collected using essay tests of mathematical problem solving ability. Furthermore, the data were analyzed using one tailed t-test (right tail) at significance level of 5%. The results shows that the mathematical problem-solving ability of students who learned through Project Based Learning model is higher than those who learned through conventional learning models. In other words, there is a positive effect of Model Project Based Learning on students' mathematical problem solving ability.keyword : Project Based Learning model, problems solving mathematical
PENGARUH PENERAPAN MODEL PEMBELAJARAN KUASAI TERHADAP PENGHARGAAN DIRI DAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP Putu Intan Rossitha .; Dr.I Wayan Sadra,M.Ed .; I Made Suarsana, S.Pd., M.Si. .
Jurnal Pendidikan Matematika Undiksha Vol. 2 No. 1 (2014)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v2i1.4028

Abstract

Penelitian ini adalah eksperimen semu dengan desain penelitian Post-test Only Control Group Design. Penelitian ini bertujuan untuk mengetahui (1) apakah penghargaan diri siswa yang dibelajarkan dengan model pembelajaran KUASAI lebih tinggi daripada penghargaan diri siswa yang dibelajarkan dengan pembelajaran konvensional dan (2) apakah kemampuan koneksi matematis siswa yang dibelajarkan dengan model pembelajaran KUASAI lebih tinggi daripada kemampuan koneksi matematis siswa yang dibelajarkan dengan pembelajaran konvensional. Populasi penelitian ini adalah siswa kelas VII SMP Negeri 5 Singaraja semester genap tahun ajaran 2013/2014 yang merupakan kelas non-unggulan. Pengambilan sampel dilakukan dengan teknik simple random sampling. Pengujian kedua hipotesis menggunakan uji-t satu ekor dengan taraf signifikansi 5%. Hasil pengujian hipotesis menunjukkan bahwa (1) penghargaan diri siswa yang dibelajarkan dengan model pembelajaran KUASAI lebih tinggi daripada penghargaan diri siswa yang dibelajarkan dengan pembelajaran konvensional (dengan t_hitung= 2,144 >t_tabel=1,672) dan (2) kemampuan koneksi matematis siswa yang dibelajarkan dengan model pembelajaran KUASAI lebih tinggi daripada kemampuan koneksi matematis siswa yang dibelajarkan dengan pembelajaran konvensional (dengan t_hitung= 3,760>t_tabel=1,672). Dengan demikian, model pembelajaran KUASAI berpengaruh positif terhadap penghargaan diri dan kemampuan koneksi matematis siswa.Kata Kunci : model pembelajaran KUASAI, penghargaan diri siswa, kemampuan koneksi matematis This research was a quasi-experimental research and the design research was Post-test Only Control Group Design. This research aimed at determining (1) whether the students’ self-esteem who learned with KUASAI learning model was higher than the students’ self-esteem who learned with conventional learning and (2) whether the students’ mathematical connection ability who learned with KUASAI learning model was higher than students’ mathematical connection ability who learned with conventional learning. The population was all regular 7th grade students of SMP Negeri Singaraja 5 in the academic year 2013/2014. Sampling was taken by simple random sampling technique. Hypotheses were tested with one tailed t-test with a significance level of 5%. The results of hypotheses testing showed that (1) the students’ self-esteem who learned with KUASAI learning model was higher than the students’ self-esteem who learned with conventional learning (with t_count= 2,144>t_table=1,672) and (2) the students’ mathematical connection ability who learned with KUASAI learning model was higher than the students’ mathematical connection ability who learned with conventional learning (with t_count=3,760>t_table=1,672). Thus, KUASAI learning model had a positive effect on students’ self-esteem and mathematical connection ability.keyword : KUASAI learning model, students' self-esteem, mathematical connection ability
Co-Authors ., Gusti Ngurah Yogi Maha Putra ., I Dewa Gede Wahyu Gitariana ., I Made Ari Purwadi ., Made Dwi Aryani ., Ni Luh Lita Frisdiana ., Ni Luh Made Dwijayanti ., Ni Luh Tia Rahmawati ., Ni Made Dewi Septiantari ., Ni Putu Diah Pita Loka ., Putu Intan Rossitha ., Putu Rini Handayani ., Putu Wisma Artha Diputra ., Surya Pujawan A. A. Gede Addriana Bulu Baan Ahadiyah Noer Hapsari . Ahzan, Zulkaidah Nur Arsita, Kadek Rika Asep Bayu Dani Nandiyanto Ayu Wikasari Cahyady, Fendy Anggara Dadang Juandi Damayanti, Ni Komang Ari Darhim Darhim Dewa Ayu Krisna Apriyanti Dewi, Kadek Anggi Indah Dwita Dewi, Ni Wayan Ina Suksma Dewi, Putu Kartika Didi Suryadi Dr. I Made Sugiarta, M.Si. . Dr.I Wayan Sadra,M.Ed . Dwiantara, I Kadek Dyah Maharani Pande Putu Dzulfikar, Ahmad Elah Nurlaelah Fendy Anggara Cahyady Feny Agustina Dewi Fitrianiayuningsih, Niputu Bela Gde Rama Isimunuartha Gede Pande Suarcita Gede Suweken Gusti Ayu Mahayukti Gusti Ngurah Yogi Maha Putra . Hidayat, Toni I Dewa Gede Purwa Diastra . I Dewa Gede Purwa Diastra ., I Dewa Gede Purwa Diastra I Dewa Gede Wahyu Gitariana . I Dewa Ketut Sastrawidana I G N Pujawan I Gst Agung Putu Wijaya I Gusti Ngurah Kade Angga Juliartawan I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Putu Suharta I Kadek Yasa Sumalasia I Komang Adi Agus Juana Putra I Made Ardana I Made Ari Purwadi . I Made Candiasa I Made Dion Permana I made Yudi Suardi I Nyoman Gita I PUTU PASEK SURYAWAN I Wayan Amperawan I Wayan Edy Ari Suandana I Wayan Puja Astawa Ida Ayu Dewi Wulandari Ida Ayu Dewi Wulandari Idham PA, Naurah Fakhirah Irianto Irianto Irianto Kadek Anggi Indah Dwita Dewi Kadek Pasek Budarsini Ketut Rendrayana M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Adi Cahya Dewi . Made Adi Cahya Dewi ., Made Adi Cahya Dewi Made Andi Laksana . Made Dwi Aryani . Made Juniantari Made Juniantari, Made Made Niken Novianti Maria Ni Made Ilia Yudi Rosita . Maria Ni Made Ilia Yudi Rosita ., Maria Ni Made Ilia Yudi Rosita Mertasari, Ni Made Muh. Isnanto, Muh. N. N. A. Partini Ni Kadek Ari Dama Yanti . Ni Kadek Ari Dama Yanti ., Ni Kadek Ari Dama Yanti Ni Kadek Dwi Utami Utami Ni Kadek Sri Damayanti Ni Komang Ari Damayanti Ni Luh Lita Frisdiana . Ni Luh Made Dwijayanti . Ni Luh Putu Swandewi Ni Luh Tia Rahmawati . Ni Made Dewi Septiantari . Ni Made Sri Mertasari Ni Nengah Ari Partini . Ni Nengah Ari Partini ., Ni Nengah Ari Partini Ni Nyoman Parwati Ni Putu Diah Pita Loka . Ni Putu Juliantari Ni Putu Santhi Widiasih Ni Wayan Ayu Kesumawati Ni Wayan Ayu Kesumawati Ni Wayan Ina Suksma Dewi Niputu Bela Fitrianiayuningsih Nurjanah Pacis, Estrella R. Partini, N. N. A. Prof. Dr.I Nengah Suparta,M.Si . Pujawan, I G N Putra, I Komang Adi Agus Juana Putra, I Made Dwiyana Putri Fitriasari, Putri Putu Gede Widhy Adnyana Putu Intan Rossitha . Putu Rini Handayani . Putu Supawidhiasih, Ni Putu Supawidhiasih, Ni Putu Wisma Artha Diputra . Rahmawati, Tia Ratih Ayu Apsari Rediasa, I Nyoman Rediasa, I Nyoman Riski Tiar Ananda Rohmat Romadhan Sariyasa . Satya Adi Wiryanata, I Komang Satyananda, I Made Suandana, I Wayan Edy Ari Suarcita, Gede Pande Suardi, I made Yudi Subair, Muh. Surya Pujawan A. A. Gede . Swandewi, Ni Luh Putu Tatang Herman, Tatang Tia Rahmawati UNDIKSHA . Utami, Eka Sulistya Widiasih, Ni Putu Santhi Wulandari, Ida Ayu Dewi Yundari, Yundari