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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains Jurnal Elemen PENDIPA Journal of Science Education Jurnal Pendidikan Matematika Raflesia Jurnal Basicedu JKPM (Jurnal Kajian Pendidikan Matematika) Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS FARABI: Jurnal Matematika dan Pendidikan Matematika
Nurul Astuty Yensy
Universitas Bengkulu, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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THE EFFECTIVENESS OF PROJECT-BASED LEARNING MODELS IN IMPROVING UNDERSTANDING OF STATISTICAL CONCEPTS Nurul Astuty Yensy; Rambat Nur Sasongko; Muhammad Kristiawan; Dina Apryani; Hidayatulloh Hidayatulloh
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (318.65 KB) | DOI: 10.24127/ajpm.v11i2.5102

Abstract

Every student in higher education will learn about statistics. Statistics is knowledge about data collection, data classification, presentation, processing, drawing conclusions, and making decisions based on certain problems. Because statistics are related to sample data, it is necessary the ability to interpret, understand, and make good decisions on the data. Project-Based Learning is very suitable to be applied to solve complex problems in a creative, collaborative, and independent way like in this course. This research is to analyze the effectiveness of PjBL learning in improving the understanding of statistical concepts. The research subjects were seventy students who took statistics courses at the Mathematics Education Study Program, Bengkulu University in 2021. This type of research is a quasi-experimental design using a one-group pretest-posttest design. The research instrument was a test sheet for understanding the concept of statistics, including the ability to choose statistical analysis, the ability to process data, and the ability to interpret the results. The data were analyzed using the t-paired sample test and the N-Gain score. Based on the results of the study, it can be concluded that the application of Project-Based Learning is quite effective in increasing students' understanding of concepts in statistics courses at Bengkulu University, especially in the mathematics education study program. Students' understanding of concepts after the PjBL model is applied is higher than before PjBL is applied.Setiap mahasiswa di perguruan tinggi pasti akan mempelajari tentang statistika. Statistika merupakan pengetahuan mengenai pengumpulan data, klasifikasi data, penyajian, pengolahan, penarikan kesimpulan, dan pengambilan keputusan berdasarkan masalah tertentu. Dikarenakan statistik berkaitan dengan data sampel maka diperlukan kemampuan pemahaman dalam menafsirkan, memahami serta membuat keputusan yang baik terhadap data tersebut. Model Project Based Learning sangat cocok diterapkan untuk memecahkan masalah kompleks dengan cara yang kreatif, kolaboratif, dan mandiri seperti pada mata kuliah ini. Penelitian ini dilakukan untuk menganalisis efektifitas model pembelajaran PjBL dalam meningkatkan pemahaman konsep statistika. Subjek penelitian yaitu tujuh puluh mahasiswa yang mengambil mata kuliah statistika di Program Studi Pendidikan Matematika Universitas Bengkulu tahun 2021. Jenis penelitian adalah quasi eksperiment dengan menggunakan rancangan one group pretest-postest design. Instrumen penelitian berupa lembar tes pemahaman konsep tentang statistika, meliputi kemampuan memilih analisis statistika, kemampuan pengolahan data dan kemampuan menginterpretasikan hasilnya. Data dianalisis dengan menggunakan uji t-paired sample dan skor N-Gain. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning cukup efektif untuk meningkatkan pemahaman konsep mahasiswa pada mata kuliah statistika di Universitas Bengkulu khususnya di program studi pendidikan matematika. Pemahaman konsep mahasiswa setelah diterapkan model PjBL lebih tinggi dibandingkan sebelum diterapkan PjBL. 
A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding Dina Apryani; Rambat Nur Sasongko; Muhammad Kristiawan; Nurul Astuty Yensy B.; Hidayatulloh Hidayatulloh
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5461

Abstract

This study is intended to result in instruction that will help pupils improve their mathematics understanding skills. The similarity of strategies in both the scientific and reciprocal teaching approaches makes it difficult to choose which approach is better. This investigation aims to investigate and explain (1) Improving pupils' mathematical understanding through comparison of scientific approaches and Reciprocal Teaching based on PAM; (2) The impact of the interaction between learning approaches with pupils' PAM on enriching pupils' mathematics understanding ability. It is a quasi-experimental research project that uses two experimental classes. The results of this study are (1) Pupils who learn through the scientific approach and pupils who learn through reciprocal teaching strategies based on PAM pupils have different mathematical thinking abilities, with the average value of improvement in the scientific approach class being more significant than the reciprocal teaching approach class; (2) Learning and pupils' PAM have no interaction effect. It means that learning in both experimental classes applies to all pupils overall in improving pupils' mathematical understanding ability. Based on the results of this study, this study implies that teachers can employ learning using a scientific approach as one of the learning options for pupils to increase their mathematical understanding abilities.
Workshop Pembelajaran Matematika Berbasis STEAM (Science, Teknologi, Engineering, Art and Matematics) bagi Guru SD Pondok Kelapa Nurul Astuty Yensy
DHARMA RAFLESIA Vol 20, No 1 (2022): JUNI (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v20i1.20891

Abstract

Mayoritas guru-guru di SD N 10 dan SD N 2 Pondok Kelapa Kabupaten Bengkulu Tengah masih mengalami kesulitan bagaimana menyelenggarakan pembelajaran yang efektif, khususnya pembelajaran matematika. Sangat jarang mereka merencanakan pembelajaran matematika dengan pendekatan nyata yang mengaktifkan siswa, karena mereka menganggap bahwa pembelajaran yang demikian tidak bermanfaat, membingungkan dan menyita banyak waktu. Berdasarkan survei awal ditemukan bahwa di SD N 10 Pondok Kelapa, pembelajaran yang diselenggarakan oleh guru-guru matematika masih bersifat konvensional yaitu metode ceramah. Guru-guru sangat jarang menggunakan metode pembelajaran menyenangkan seperti pembelajaran berbasis STEAM dengan bantuan alat peraga, sehingga dalam kegiatan ini dilakukan kegiatan “Workshop Pembelajaran Matematika Berbasis STEAM (Science, Teknologi, Engineering, Art and Matematics) bagi Guru SD Pondok Kelapa. Metode yang digunakan dalam kegiatan ini meli?uti: Seminar, Demonstrasi, tanya jawab, diskusi, pemberian tugas terbimbing serta monitoring dan evaluasi. Guru-guru SD N Pondok kelapa Kabupaten Bengkulu Tengah pada awalnya sebanyak 100% belum memiliki pengetahuan pembelajaran STEAM dalam mata pelajaran matematika SD. Setelah workshop/seminar  dilaksanakan dan setelah selesai kegiatan praktek pembuatan alat peraga pendukung STEAM, maka semua guru-guru sudah memiliki pengetahuan dan pemahaman yang baik tentang pembelajaran STEAM, secara umum  respon guru terhadap kegiatan ini sangat baik (positif) serta motivasi mereka sangat tinggi. Mereka sangat antusias untuk menerapkan pembelajaran STEAM di sekolah.
PELATIHAN PEMBELAJARAN AKTIF BERBANTUAN “BLOK ALJABAR” BAGI GURU SMP N 1 PONDOK KELAPA Nurul Astuty Yensy
DHARMA RAFLESIA Vol 16, No 1 (2018): JUNI (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v16i1.4828

Abstract

The majority of teacher in SMP N 1 Pondok Kelapa Central Bengkulu still have difficulty how to organize the effective learning. Very rarely do they plan mathematic learning with a real-life approach that enable the student, because they assume that such learning was useless, confusing and time-consuming. Based on the preliminary survey found that in SMP N 1 Pondok Kelapa, the teacher in there still used a conventional method in learning. The teacher rarely used the prop as learning media, as in the matter of quadratic equation. Whereas making innovative and creative mathematical tool was so easy to be created, so that in this activity  have done "The training of active learning by using block of algebra for teacher of high school in SMP N 1 Pondok Kelapa. Block of Algebra was a learning tool of matter of quadratic equation. The method used in this activity include: workshop, demonstration, discussion, and Monitoring and Evaluation. Before the activity was done, All of teacher did not have knowledge how to make prop "algebra block". After the workshop was conducted and after completing the practice of making the prop in school, about 84% (5 groups from 6 groups of teacher) produced better and applicable prop. While the other group had not finished completing the "algebra block" prop because of technical error, but in general (about 95%) the teacher' response to this activity was excellent and their knowledge of the making of algebra block prop increased. Keywords: Block of Algebra, active learning
PELATIHAN PAKEM MATEMATIKA SD DENGAN MENGGUNAKAN KOTAK KPK DAN FPB BAGI GURU SD DI KECAMATAN PONDOK KELAPA Nurul Astuty Yensy
DHARMA RAFLESIA Vol 15, No 1 (2017): JUNI
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v15i1.4231

Abstract

This activity aims to provide knowledge to teacher of elementary school about learning of mathematic PAKEM by using tool kit of KPK and FPB box in district of Pondok Kelapa and the manufacture technique, to motivate the teacher in order to create an innovative and creative mathematic learning media for the students. The training used the various methods such as workshop, demonstration, question and answer, discussion, guiding duties, monitoring and evaluation. The audiences in this activity were the teachers of SD N 10 Pondok Kelapa and SD N 2 Pondok Kelapa Central Bengkulu. Before the activity, the teacher knowledge about mathematic PAKEM was relatively less that only 9,1% know it, After the activity the ability and skill of the teacher in making the teaching toolbox of  KPK and FPB is good (83%), They produced this props with good results and can be applied to mathematic subject. The teacher's motivation to participate in this training is good (positive responses of participants in questionnaire by 95%). Keywords: learning of mathematic PAKEM, KPK and FPB box, elementary school. 
PELATIHAN METODE PERKALIAN ALTERNATIF BAGI GURU SD N 10 PONDOK KELAPA Nurul Astuty Yensy
DHARMA RAFLESIA Vol 18, No 1 (2020): JUNI (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v18i1.11080

Abstract

Sebagian besar guru di SD N 10 Pondok Kelapa, Bengkulu Tengah masih kesulitan mengatur keberhasilan pembelajaran, terutama pembelajaran matematika. Berdasarkan studi awal, ditemukan bahwa pembelajaran yang diselenggarakan oleh guru matematika di SD 10 Pondok Kelapa masih bersifat tradisional, yaitu metode ceramah. Guru jarang menggunakan strategi pembelajaran alternatif, khususnya dalam subjek operasi multiplikasi bilangan bulat. Meskipun banyak metode alternatif perkalian yang menyenangkan, seperti metode multiplikasi latis, jadi dalam kegiatan ini "Pelatihan metode beragam alternatif untuk guru di SD N 10 Pondok Kelapa" meliputi: Seminar, Demonstrasi, pertanyaan dan jawaban, diskusi, tugas terpandu , pemantauan dan penilaian. Para guru di SD N 10 Pondok kelapa awalnya tidak memiliki pengetahuan tentang metode multiplikasi latis dalam mata pelajaran matematika dasar (100 persen). Setelah lokakarya diadakan dan setelah kegiatan praktis menyelesaikan pertanyaan penggandaan ratusan dan ribuan angka asli selesai, para guru sudah memiliki pengetahuan yang baik dan pemahaman tentang metode multiplikasi latis, secara umum respons guru terhadap kegiatan ini sangat baik. (positif) dan pengetahuan serta keterampilan mereka tentang metode multiplikasi latis sebagai metode multiplikasi alternatif semakin meningkat.
SOSIALISASI ACTIVE LEARNING MATEMATIKA MELALUI PERMAINAN KARTU BAGI GURU-GURU SD N 69 KOTA BENGKULU Nurul Astuty Yensy
DHARMA RAFLESIA Vol 17, No 1 (2019): JUNI (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v17i1.7566

Abstract

 The majority of teacher in SD N 69 Bengkulu city still have difficulty how to organize the effective learning. Very rarely do they plan mathematic learning with a real-life approach that enable the student, because they assume that such learning was useless, confusing and time-consuming. Based on the preliminary survey found that in SD N 69 Bengkulu city, the teacher in there still used a conventional method in learning. The teacher rarely used the prop as learning media, as in the matter of multiplication of integers. Whereas making innovative and creative mathematical tool was so easy to be created, so that in this activity  have done "Socialization of active learning of mathematics. Through card game for teachers in SD N 69 Bengkulu city. The method used in this activity include: workshop, demonstration,  discussion, and Monitoring and Evaluation. Before the activity was done, All of teacher did not have knowledge how to make prop "card game". After the workshop was conducted and after completing the practice of making the prop in school, about 84% were produced better and applicable prop. While the other group had not finished completing the "card game" prop because of technical error, but in general (about 99%) the teacher' response to this activity was excellent and their knowledge of the making of card game prop increased.  
ANALYSIS OF STUDENT'S MISCONCEPTIONS IN SOLVING MATHEMATIC LOGIC PROBLEMS Nurul Astuty Yensy; Agus Susanta; Dina Apryani; Hidayatulloh Hidayatulloh
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1044.237 KB) | DOI: 10.24127/ajpm.v12i1.6831

Abstract

AbstrakKarakter matematika bersifat hirarkis yaitu adanya keterkaitan antar satu konsep dengan konsep lainnya, sehingga akan sangat fatal jika mengalami miskonsepsi seperti keliru membuat sebuah generalisasi pada materi Logika Matematika dalam mata kuliah Matematika Dasar, sehingga jika terjadi miskonsepsi terus-menerus dapat menimbulkan kegagalan pemahaman konsep pada mata kuliah selanjutnya seperti Kalkulus dan Matematika Diskrit. Penelitian ini bertujuan mengidentifikasi miskonsepsi pada peserta mata kuliah Matematika Dasar di Program Studi Pendidikan Matematika Universitas Bengkulu pada tahun akademik 2021/2022 saat pembelajaran materi Logika Matematika. Metode yang digunakan yaitu pemberian tes diagnostik berbentuk essay, dan tingkat keyakinan dalam menjawab dengan menggunakan Certainty Response Index. Instrumen tes berupa tes diagnostik. Teknik pengumpulan data menggunakan lembar tes. Analisis data dilakukan terhadap uraian jawaban serta tingkat keyakinan dalam memberikan jawaban. Hasil penelitian menunjukkan bahwa pembelajaran Logika Matematika memberikan dampak miskonsepsi pada peserta mata kuliah Matematika Dasar berkisar 4 - 43% dengan identifikasi miskonsepsi tertinggi terjadi pada pokok bahasan tentang penyimpulan suatu pernyataan dan uji validitas argumen menggunakan hukum premis. Tingkat  miskonsepsi terendah terjadi pada uji argumen menggunakan tabel kebenaran. Rata-rata persentase tingkat miskonsepsi mahasiswa sebesar 21%. AbstractIt will be disastrous if there is a failure to comprehend the concepts or experience a misperception because mathematics has a hierarchical nature, so there is a relationship between one notion and another. One of the common errors making students in Mathematical Logic courses for Basic Mathematics is concluding or making erroneous generalizations. The University of Bengkulu's study program in mathematics education requires the completion of this course. Continuous misconceptions may make it difficult to understand the concept in later studies, including calculus and discrete mathematics.During the 2021–2022 academic year, participants in the Basic Mathematics course at Bengkulu University's Mathematics Education Study Program had misconceptions about the information they were learning about mathematical logic. A diagnostic test in the form of an essay is administered, and the Certainty Response Index is used to gauge the respondent's level of confidence. Test equipment in the form of a diagnostic test was the tool employed in this study. To collect data, test sheets that were distributed to students during the final semester exams were used. On the description of the answers and the degree of confidence in providing answers, data analysis was done. The findings indicated that learning mathematical logic had an impact on participants in the Basic Mathematics course in terms of misconceptions ranging from 4 to 43%, with the highest identification of misconceptions occurring on the topics of concluding a statement and determining the veracity of arguments using premise law. The argument test employing the truth table has the lowest level of misinterpretation. There were 21% average misconceptions among students.
Pengaruh Model Pembelajaran Search, Solve, Create, Share terhadap Kemampuan Pemecahan Masalah Matematika Mutiasari, Fitria; Agustinsa, Ringki; Yensy, Nurul Astuty
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 9, No 1 (2023): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v9i1.15152

Abstract

Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Search, Solve, Create, and Share terhadap kemampuan pemecahan masalah matematika siswa SMPN 6 Kota Bengkulu. Jenis penelitian yang dilakukan adalah penelitian eksperimen semu (quasi experiment research) dengan desain one group pre-test post-test design. Populasi pada penelitian ini adalah seluruh siswa kelas VII SMPN 6 Kota Bengkulu dan sampel satu kelas eksperimen yang dipilih secara nonprobability sampling yaitu kelas VII D yang terdiri dari 26 siswa. Pengumpulan data dilakukan dengan instrumen tes kemampuan pemecahan masalah matematika. Hasil penelitian menunjukkan bahwa rata-rata hasil pre-test siswa sebesar 30,27 dan rata-rata nilai post-test siswa sebesar 72,04. Kemampuan pemecahan masalah siswa ditinjau dari hasil pre-test dan post-test mengalami peningkatan sebesar 0,61 dengan kriteria peningkatan cukup efektif. Dari hasil di atas, dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari model pembelajaran Search, Solve, Create, and Share terhadap kemampuan pemecahan masalah matematika siswa SMPN 6 Kota Bengkulu.
Co-Authors Agus Susanta Agustinsa, Ringki Anak Agung Istri Sri Wiadnyani Bella Sinthya Dina Apryani Dina Apryani Fatikhah Nur Sella Hadiwinarto Hadiwinarto Hanifah Hanifah Hanifah Hanifah Hidayatulloh Hidayatulloh Holilaturrosyidah Holilaturrosyidah Jannah Alvina Melvi Khairani Muhammad Kristiawan Muhammad Kristiawan Mutiasari, Fitria Nur Aliyyah Irsal Rambat Nur Sasongko Ringki Agustinsa Sarnawiah, Sarnawiah Selly Selvia A.H Topan Agung Pinilih Rahmat Illahi Tri Wahyuni