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Pendidikan di Abad 21 HOTS (Higher Order Thingking Skills) dalam Litetasi Matematika Mega Achdisty Noordyan; Deddy Sofyan; Iyam Maryati; Teni Sritresna; Dian Mardiani; Basuki Basuki; Cici Nurulhaq
Jurnal Pekemas Vol 3 No 1 (2020): Jurnal Pekemas Tahun 2020
Publisher : Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut

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“Pengabdian Kepada Masyarakat” is one of the higher education tridharma that must be implemented by higher education functional institutions by involving lecturers both individually and in groups. The purpose of this Community Service activity is as a means of delivering information in the fields of Science, Technology and Arts (IPTEKS), findings from research, creation, development and dissemination of science and technology based on current educational developments. This study aims to identify the level of knowledge and practice in the implementation of higher order skills or Higher Order Thingking Skills (HOTS) to improve mathematical literacy. The quantitative approach uses Pearson's correlation to see the closeness of the relationship between the Higher Order Thingking Skills (HOTS) ability of mathematics literacy

Pelatihan Aplikasi Jotform untuk Pembuatan Form Kuesioner dan Presensi Ekasatya Aldila Afriansyah; Sukanto Sukandar Madio; Tina Sri Sumartini; Dian Mardiani; Cici Nurulhaq; Teni Sritresna; Reni Nuraeni
Jurnal Pekemas Vol 3 No 2 (2020): Jurnal Pekemas Tahun 2020
Publisher : Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut

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The problem of teacher weakness in using software applications to support the online learning process is the theme raised in this training. The solution offered from this training is the Jotform application. The purpose of this training activity is to introduce the Jotform application to teachers in Garut. The research implementation method consists of five stages, namely: introduction, socialization, training, practice, and monitoring. The object of this training activity is the teachers in the Garut region. The training was conducted in two sessions, namely: presentation of material and practice. The benefit of the Jotform application training is evident from the commitment of the training participants about the plan to implement the Jotform application in their learning class. The results of the evaluation of the implementation of this training indicate that this training is useful to support the teaching and learning process carried out in schools. The training method is able to improve the skills of teachers in using the Jotform application. The conclusion of this training is the knowledge in using the Jotform application for teachers so that it is hoped that in the future teachers in Garut will use the Jotform application in making attendance forms and questionnaires/assignments/quizzes

MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE SISWA MELALUI MODEL PEMBELAJARAN CYCLE 7E Teni Sritresna
Mosharafa: Jurnal Pendidikan Matematika Vol 6, No 3 (2017)
Publisher : Institut Pendidikan Indonesia

AbstrakPenelitian ini dilatarbelakangi oleh hasil penelitian-penelitian terdahulu yang menunjukkan masih rendahnya kemampuan komunikasi matematis dan self-confidence siswa dalam belajar matematika. Learning Cycle 7E merupakan salah satu model pembelajaran yang diharapkan dapat meningkatkan kemampuan komunikasi matematis dan self-confidence siswa. Tujuan dari penelitian ini untuk mengetahui peningkatan kemampuan komunikasi matematis dan self-confidence siswa yang mendapatkan model pembelajaran learning cycle 7E dengan yang mendapatkan model pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan populasi siswa di salah satu SMP di Kabupaten Garut. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini berupas tes kemampuan komunikasi matematis dan skala sikap self-confidence siswa. Hasil analisis data menunjukkan bahwa peningkatan kemampuan komunikasi matematis dan self-confidence siswa yang mendapatkan model pembelajaran learning cycle 7E lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. AbstractThis research is motivated by the results of previous studies which indicates the low ability of mathematical communication and self-confidence of students in learning mathematics. Learning Cycle 7E is one of the learning model that is expected to improve the ability of mathematical communication and self-confidence of students. The purpose of this study to determine the improvement of mathematical communication skills and self-confidence of students who get learning model of learning cycle 7E with which get the conventional learning model. This research is a quasi-experiment research with student population in one of junior high school in Garut. Sampling is done by using purposive sampling technique. The instrument used in this study examined the ability of mathematical communication and the scale of student self-confidence attitude. The result of data analysis shows that the improvement of mathematical communication ability and self-confidence of students who get the learning model of learning cycle 7E is better than students who get conventional learning.

Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving Samsul Nurdiansyah; Rostina Sundayana; Teni Sritresna
Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : Institut Pendidikan Indonesia

AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN COOPERATIVE-MEANINGFUL INSTRUCTIONAL DESIGN (C-MID) Teni Sritresna
Mosharafa: Jurnal Pendidikan Matematika Vol 4, No 1 (2015)
Publisher : Institut Pendidikan Indonesia

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Penelitian ini didasarkan pada permasalahan rendahnya kemampuan koneksi matematis siswa dalam belajar matematika. Cooperative-Meaningful Instructional Design (C-MID) merupakan salah satu model pembelajaran yang diharapkan dapat meningkatkan kemampuan koneksi matematis siswa. Penelitian ini bertujuan untuk mengkaji peningkatan kemampuan koneksi matematis siswa yang mendapatkan model pembelajaran Cooperative-Meaningful Instructional Design (C-MID) dengan yang mendapatkan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi dalam penelitian ini adalah siswa di salah satu SMP di Kabupaten Garut. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan koneksi matematis. Analisis data dilakukan secara kuantitatif. Analisis koneksi matematis dilakukan dengan uji nonparametrik Mann-Whitney U untuk pretes dan uji t untuk N-gain. Hasil penelitian menunjukkan bahwa peningkatan kemampuan koneksi matematis siswa yang mendapatkan model pembelajaran CooperativeMeaningful Instructional Design (C-MID) lebih baik daripada siswa yang mendapatkan pembelajaran konvensional.

Kemampuan Koneksi Matematis ditinjau dari Self Efficacy Siswa SMP pada Materi Pola Bilangan Riri Indriani; Teni Sritresna
Plusminus: Jurnal Pendidikan Matematika Vol 2, No 1 (2022)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v2i1.1584

Kemampuan koneksi matematis siswa di indonesia masih tergolong rendah. Salah satu faktor yang berpengaruh adalah self efficacy siswa. Penelitian ini bertujuan mengetahui kemampuan koneksi matematis siswa ditinjau dari self efficacy siswa pada materi pola bilangan. Jenis penelitian ini yaitu kualitatif dengan metode analisis deskriptif. Subjek penelitian dipilih dengan teknik purposive sampling, yaitu siswa kelas IX beberapa SMP di Garut yang berjumlah 3 orang. Teknik pengumpulan data yang digunakan adalah angket self efficacy, tes kemampuan koneksi matematis, wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan self efficacy rendah memiliki kemampuan koneksi matematis tinggi, siswa yang memiliki self efficacy sedang memiliki kemampuan koneksi matematis sangat tinggi, dan siswa yang memiliki self efficacy tinggi memiliki kemampuan koneksi matematis sangat tinggi. Dengan demikian kemampuan koneksi matematis secara umum tergolong baik jika ditinjau dari self efficacy.The mathematical connection ability of students in Indonesia is still relatively low. One of the influencing factors is students' self-efficacy. This study aims to determine students' mathematical connection abilities in terms of students' self-efficacy in number pattern material. This type of research is qualitative with a descriptive analysis method. The research subjects were selected by purposive sampling technique, namely the 3rd-grade students of some of the junior high schools in Garut. Data collection techniques used are self-efficacy questionnaires, mathematical connection ability tests, interviews, and documentation. The data analysis technique used is data reduction, data presentation, and conclusion drawing. The results showed that students with low self-efficacy had high mathematical connection abilities, students with moderate self-efficacy had very high mathematical connection abilities, and students with high self-efficacy had very high mathematical connection abilities. Thus, the mathematical connection ability is generally classified as good in terms of self-efficacy.

Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing Euis Nurozakiyah Fadilah Rizky; Teni Sritresna
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i1.1024

Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan berpikir kritis dan disposisi matematis antara yang mendapatkan model pembelajaran Guided Inquiry dan model pembelajaran Problem Posing. Metode penelitian ini adalah eksperimen semu. Instrumen yang digunakan adalah tes kemampuan berpikir kritis matematis, angket skala likert, dan lembar observasi. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIPA di salah satu SMA Negeri di Garut. Sampelnya adalah kelas X MIPA 6 model pembelajaran Guided Inquiry dan kelas X MIPA 1 sebagai kelas model pembelajaran Problem Posing. Pengambilan sampel secara purposif dipilih dalam menentukan sampel. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan kemampuan berpikir kritis dan disposisi berpikir kritis matematis siswa antara yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. Peningkatan kemampuan berpikir kritis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing diartikan mengalami peningkatan yang tinggi, sedangkan disposisi berpikir kritis keduanya mengalami peningkatan yang rendah. Tidak ada hubungan antara peningkatan kemampuan berpikir kritis melalui disposisi berpikir kritis matematis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.

Kemampuan Pemahaman Konsep Matematis ditinjau dari Self-Confidence Siswa pada Materi Aljabar dengan Menggunakan Pembelajaran Daring Rd. Rina Rosmawati; Teni Sritresna
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i2.1261

Penelitian ini bertujuan untuk mengetahui bagaimanakah kemampuan dalam memahami konsep matematis pada materi aljabar dengan menggunakan pembelajaran daring di Kecamatan Malangbong. Sumber data diambil 6 orang untuk meneliti self-confidence siswa dan 3 sampel di ambil berdasarkan teknik purposive sampling yaitu teknik pengambilan sampel dengan menentukan kriteria-kriteria tertentu yaitu berdasarkan kategori self-confidence tinggi, sedang, dan rendah. Analisis data pada penelitian ini menggunakan metode kualitatif dengan pendekatan analisis studi kasus. Sumber data yang digunakan dalam penelitian ini yaitu siswa kelas VII dan VIII yang sudah mempelajari materi aljabar. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu menggunakan angket, tes tertulis, dan wawancara yang dibutuhkan untuk memperoleh data pendukung. Dari hasil penelitian ini didapatkan bahwa siswa dengan self-confidence tinggi lebih baik di bandingkan dengan self confidence sedang atau rendah dalam memahami konsep matematis. This study aims to determine how the ability to understand mathematical concepts in algebraic material using online learning in Malangbong District. 6 people are taken to examine students’ self-confidence. And 3 samples were taken based on the purposive sampling technique, namely the sampling technique by determining certain criteria, namely based on the high, medium, and low self-confidence categories. Data analysis in this study used a qualitative method with a case study analysis approach. Sources of data used in this study are students of class VII and VIII who have studied algebraic material. The data collection technique used in this study is to use a self-confidence questionnaire, a written test, and interviews needed to obtain supporting data. From the results of this study, it was found that students with high self-confidence were better than those with moderate or low self-confidence in understanding mathematical concepts.

Kemampuan Komunikasi Matematis Ditinjau dari Self-Efficacy Siswa Dikri Maulana Rapsanjani; Teni Sritresna
Plusminus: Jurnal Pendidikan Matematika Vol 1, No 3 (2021)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i3.1453

Kemampuan komunikasi matematis penting dmiliki oleh siswa. Namun, pencapaiannya masih tergolong rendah. Hal ini terkait dengan self eficacy siswa. Penelitian ini dilakukan untukmenganalisiskemampuan komunikasi matematis siswa ditinjau dari self efficacy. Jenis penelitian yang digunakan adalah penelitian kualitatif. Penelitian ini dilakukan di sebuah desa di kabupaten Garutdengan subjek penelitian yaitu tiga orang siswa SMP kelas IX yang dipilih secara acak. Teknik pengumpulan data dalam penelitian ini adalah data hasil tes, angket, dan wawancara. Hasil penelitian menunjukkan bahwa terdapat hubungan antara kemampuan komunikasi matematis dan self eficacy siswa. Siswa dengan self efficacy tinggi lebih baik di bandingkan dengan self efficacy sedang dan rendah dalam penguasaaan kemampuan komunikasi matematis.Mathematical communication skills need to be owned by students. However, the achievement is still relatively low. That is related to students' self-efficacy. This study was conducted to analyze students' mathematical communication skills in terms of self-efficacy. The type of research used is qualitative research. This research was conducted in a village in Garut district with the research subjects being three grade IX junior high school students who were randomly selected. Data collection techniques in this study were test results data, questionnaires, and interviews. The results showed that there was a relationship between mathematical communication skills and students' self-efficacy. Students with high self-efficacy are better than those with moderate and low self-efficacy in mastering mathematical communication skills.

Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing Rizky, Euis Nurozakiyah Fadilah; Sritresna, Teni
Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2021): Maret
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i1.866

Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan berpikir kritis dan disposisi matematis antara yang mendapatkan model pembelajaran Guided Inquiry dan model pembelajaran Problem Posing. Metode penelitian ini adalah eksperimen semu. Instrumen yang digunakan adalah tes kemampuan berpikir kritis matematis, angket skala likert, dan lembar observasi. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIPA di salah satu SMA Negeri di Garut. Sampelnya adalah kelas X MIPA 6 model pembelajaran Guided Inquiry dan kelas X MIPA 1 sebagai kelas model pembelajaran Problem Posing. Pengambilan sampel secara purposif dipilih dalam menentukan sampel. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan kemampuan berpikir kritis dan disposisi berpikir kritis matematis siswa antara yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. Peningkatan kemampuan berpikir kritis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing diartikan mengalami peningkatan yang tinggi, sedangkan disposisi berpikir kritis keduanya mengalami peningkatan yang rendah. Tidak ada hubungan antara peningkatan kemampuan berpikir kritis melalui disposisi berpikir kritis matematis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.

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