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Janu Pinardi
Universitas Palangka Raya
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan Pembelajaran Berdasarkan Masalah Pada Materi Penjumlahan Dan Pengurangan Pecahan Murid Kelas IV Madrasah Ibtidaiyah NU (MIS Nu) Palangka Raya Janu Pinardi
JURNAL PENDIDIKAN Vol 20 No 2 (2019): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v20i2.879

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berdasarkan masalah dengan mengambil murid kelas IVc Madrasah Ibtidaiyah NU (MIS NU) Palangkaraya sebagai subjek penelitian. Penelitian ini dilakukan pada bulan Maret-April 2019 dengan melaksanakan 2 tindakan pembelajaran. Tindakan I memberikan materi tentang konsep dasar pecahan dan tindakan II memberikan materi tentang operasi penjumlahan dan pengurangan pecahan yang berpenyebut sama. Setiap tindakan yang dilakukan mengikuti alur pelaksanaan penelitian tindakan kelas model kemmis dan Mc.Taggart yang meliputi pernyataan, pelaksanaan, observasi dan refleksi. Data yang terkumpul dari hasil observasi dan evaluasi terhadap proses belajar dianalisis secara kualitatif dengan mendeskripsikan penerapan pembelajaran berdasarkan masalah. Sedangkan data tesm dianalisis secara kuantitatif degan perhitungan menggunakan skor. Hasil yang diperoleh dari penelitian ini menunjukkan bahwa: (1) sebagian besar (79,3%) murid menguasai konsep pecahan dan operasi pecahan yang berpenyebut sama; (2) dengan penerapan pembelajaran berdasrkan masalah dapat meningkatkan keaktifan murid.
Pembelajaran Konstruktivis Pada Ssistem Persamaan Linear Dua Peubah Janu Pinardi
JURNAL PENDIDIKAN Vol 19 No 1 (2018): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v19i1.930

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan penguasaan sistem materi persamaan linear dua peubah antara siswa yang diajarkan secara konvensional dengan siswa yang diajarkan dengan pendekatan konstruktivis. Pengumpulan data melalui tes uraian bentuk cerita yang dilanjutkan dengan kegiatan penyuntingan, pengkodean, penyekoran dan tabulasi. Instrumen yang digunakan untuk keperluan pengumpulan data terdiri dari 10 butir soal dengan materi sistem persamaan linear dua peubah. Populasi penelitian tersebar dalam enam kelas. Pengambilan sampel kelas dilakukan dengan teknik random dengan cara undian kelas dan diperoleh dua kelas sampel, dimana satu kelas diajar dengan cara konvensional dan satu kelas diajar dengan pendekatan konstruktivis. Sebagai variabel bebas adalah cara mengajar konvensional (X1) dan cara mengajar dengan pendekatan konstruktivis (X2), sedangkan sebagai variabel tak bebas adalah prestasi belajar matematika (Y). Analisis data untuk uji hipotesis penelitian ini digunakan uji beda mean t. yang terlebih dahulu telah memenuhi uji persyaratan analisis yakni uji homogenitas. Selanjutnya penelitian menyimpulkan bahwa (1) kemampuan siswa dalam menyelesaikan soal-soal sistem persamaan linear dengan dua peubah yang diajar dengan pendekatan konstruktivis lebih tinggi daripada kemampuan siswa yang diajar dengan pendekatan konvensional biasa, (2) berdasarkan data hasil penelitian, persentase kesalahan terbesar dalam menyelesaikan soal-soal sistem persamaan linear dengan dua peubah, terjadi pada kemampuan siswa dalam merumuskan masalah dalam kalimat matematika yang tepat (modeling)
IDENTIFICATION OF STUDENT ERRORS IN SOLVING DERIVATIVE PROBLEMS IN SMA NEGERI 3 PALANGKA RAYA Janu Pinardi; Walter Punding; Suparman; Ardo Subagjo
JURNAL PENDIDIKAN Vol 22 No 1 (2021): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v22i1.2793

Abstract

This study aims to find out: (1) students' mistakes in solving problems derived from algebraic functions, and (2) the causes of studenterrors. This research is qualitative descriptive research, conducted in October until November 2020. The subjects in this study were 37 students of grade XI MIPA 3 SMA Negeri 3 Palangka Raya. Next, 3 students are selected for the interview, to find out why the student made a mistake. The instrument in this study consists of 5 test questions in the form of descriptions used to determine the type of mistakes made by students. Based on the results of the study, the types of mistakes made by students solve the problem of AlgebraIc Function Derivatives are: errors in facts, concepts, operations and principles Factors that cause students to make mistakes in solving problems derived from algebraic functions based on aspects of errors in understanding facts, concepts, operations and principles that contain students' knowledge of materials that have been learned from simple to difficult then students' memories of the concept of limits, root concepts and concepts of inverse , lack of ability to understand students to the material that has been studied such as understanding the concept of limit, root concept and concept of inverse. lack of ability to decipher material or apply material that has been studied in new situations and concerns the use of rules or principles such as applying the concept of limit, root concept, inverse concept and operating numbers.
The Students’ Misconception on Mixed Arithmetic Operations in SDN 8 Pahandut Palangka Raya Janu Pinardi; Abdul Rahman Azahari; Bejo Basuki
JURNAL PENDIDIKAN Vol 22 No 2 (2021): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v22i2.3843

Abstract

Abstract The study aims to determine: (1) the kinds of student misconceptions, and (2) the causes of student misconceptions The results showed that the kinds of misconceptions were: (1) translation misconceptions, which were caused by a lack of understanding changing the language in the questions into the correct mathematical language, (2) conceptual misconceptions, which is caused by students not understanding the definition of basic arithmetic operations, (3) strategic misconceptions, which are caused by students not correctly selecting and determining procedures and properties, arithmetic operations correctly, (4) systematic misconceptions, which are caused because students experience errors or are incomplete and precise in writing down the steps to solve the problem (5) sign misconceptions, which are caused by students not knowing which arithmetic operations to do first, (6) misconceptions of counting, that is as a result of students making mistakes in performing mixed arithmetic operations.
Pengaruh Persepsi Mahasiswa tentang Program PPG dan Profesi Guru Terhadap Minatnya Menjadi Guru Janu Pinardi; Abd Rahman Azahari; Bejo Basuki
Jurnal Ilmiah Kanderang Tingang Vol 14 No 2 (2023): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v14i2.280

Abstract

The purpose of this study was to determine the effect of student perceptions of the PPG program and the teaching profession on interest in becoming a teacher in students of mathematics education at the University of Palangka Raya. This research is a causal associative study conducted in the Mathematics Education Study Program, FKIP UPR. The research instrument used was a questionnaire. The classical assumption tests are: normality test with Kolmogorov Smirnov, multicollinearity test with variance inflation factor (VIF) and heteroscedasticity test using scatter plot method. Data analysis used linear regression, namely t test, F test and R-Square (coefficient of determination) with Minitab 16 application. The results showed that; (1) there is a positive and significant effect between the perception of mathematics students about the PPG program and their interest in becoming a teacher, with a regression coefficient of 0.0495 and a value of > (6.50 > 1.99) and p-value = 0.000 <0.05. (2) there is no significant positive effect between student perceptions of the teaching profession on interest in becoming a teacher, with a regression coefficient of 0.0495 and a value of > (1.04 > 1.66) and p-value = 0.299 > 0.05. (3) there is a significant positive effect on the perception of mathematics students towards the PPG program and the teaching profession on interest in becoming a teacher, the value of > (35.62 > 3.09) and p-value = 0.000 <0.05. (4) The R-Square value of 0.404 or 40.4% means that the influence given by the combination of perceptions of mathematics students about the PPG program and the teaching profession on interest in becoming a teacher is 40.4% while the remaining 59.6% is influenced by other variables.
Co-Authors Abd Rahman Azahari Abdul Rahman Azahari Ardo Subagjo Bejo Basuki Suparman Walter Punding