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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Negara, Habib Ratu Perwira; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect.Â

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (588.161 KB)

Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect.Â

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect.

Design GUI of simulation and numerical solution of equation and non linier equation systems Negara, Habib Ratu Perwira; RAK, Kiki; Saparwadi, Saparwadi
JARTIKA: Jurnal Riset Teknologi dan Inovasi Pendidikan Vol 1 No 2 (2018): Vol. 1 No. 2 (Juli) 2018
Publisher : Pusat Penelitian dan Pengembangan REKARTA

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Abstrak: Penelitian ini bertujuan untuk mengembangkan aplikasi project GUI Matlab dalam mensimulasi dan menentukan solusi persamaan dan sistem persamaan non linier dengan menggunakan metode terbuka, metode tertutup, Jacobian, Gauss Seidel, dan  Newton Raphson. Pengembangan aplikasi ini menggunakan metode desain pengembangan 4-D yang dilakukan melalui 4 tahap yakni: Define, Design, Develop, dan Diseminate. Hasil uji coba terbatas dan lapangan rata-rata mahasiswa memberikan respon yang sangat baik. Aplikasi ini dapat membantu mahasiswa dalam memahami dan menguasai materi kuliah metode numerik, karena aplikasi dibangun dengan desain yang sesuai kebutuhan mahasiswa khususnya pada langkah-langkah penyelesaian dari persamalahan yang disajikan tanpa harus menyusun ulang scribs di m-file dan Command Windows. Abstract:This research aims to develop GUI matlab project application in simulating and determining equation solution and nonlinear equation system using open, closed method method, Jacobian, Gauss Seidel, and Newton Raphson. The development of this application using 4-D development design method that was done through 4 stages namely: Define, Design, Develop, and Diseminate. The results of the trial were limited and the average field of students gave a very good response. This application can assist students in understanding and mastering the numerical course material, because the application was built with the design that suits the needs of the students especially on the steps of completion of the presented problems without having to reorder scribs in m-file and Windows Command.

Determination of the Optimum Wavelet Basis Function for Indonesian Vowel Voice Recognition Hidayat, Syahroni; P. N., Habib Ratu; Kumoro, Danang Tejo
Jurnal Elektronika dan Telekomunikasi Vol 17, No 2 (2017)
Publisher : Indonesian Institute of Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14203/jet.v17.42-47

Nowadays, wavelet has been widely applied in extracting features of the signal for automatic speech recognition system. Wavelets have many families that are determined by their mother function and order. The use of different wavelets to analyze the same signal would bring different results. In many cases, a trial and error procedure is used to select the optimal wavelet family. That is because there are no particular wavelet basis functions that can be applied to the entire speech signals. Therefore, it is necessary to analyze the similarity between the speech signal and the wavelet base function. One of the methods that can be used is cross-correlation. In this study, the degree of correlation is determined between wavelet base function and Indonesian vowels. The influence of gender and consistencies of the results are also used in the analysis. The results show that db45 and db44 are most similar to male and female vowels utterance, respectively. For consistencies, only vowel e gives a consistent result. Overall, db44 is most similar to all Indonesian vowels utterance.

PEMBELAJARAN PERKALIAN DENGAN AKTIVITAS PERMAINAN MELALUI PENDEKATAN MATEMATIKA REALISTIK DI SDN 43 AMPENAN Etmy, Desventri; Negara, Habib Ratu Perwira
Jurnal Visionary : Penelitian dan Pengembangan dibidang Administrasi Pendidikan Volume 4 Nomor 2 Oktoberl 2017
Publisher : Jurnal Visionary : Penelitian dan Pengembangan dibidang Administrasi Pendidikan

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Berdasarkan Permendikbud Nomor 21 tahun 2016 tentang standar isi menyebutkansalah satu kompetensi dalam matematika di Sekolah Dasar adalah memahami penjumlahan,pengurangan, perkalian dan pembagian bilangan bulat dan pecahan. Tetapi aplikasi di kelas,pembelajaran perkalian masih menggunakan metode konvensional yaitu menghafal.Hendaknya mengajarkan perkalian, bukan dengan paradigm mengajar melainkan denganparadigm belajar. Di mana dengan paradigm belajar siswa diposisikan sebagai subjek, yangmemperoleh pengetahuan dengan suatu proses yang mereka alami, yang mereka pikirkan, danyang mereka konstruksi sendiri melalui pengetahuan mereka. Salah satu pembelajaran yangmenekankan pada akvitas siswa dalam belajar adalah pendekatan Matematika Realistik, yangmenggunakan model gunung es Moerlands yang memuat 4 aktivitas dalam prosespembelajaran yaitu: (1) orientasi lingkungan secara matematis; (2) model alat peraga; (3)pembuatan pondasi; dan matematika formal. Tujuan penulisan ini adalah bagaimanapembelajaran perkalian dengan aktivitas bermain melalui pendekatan Matematika Realistikyang dilaksanakan di SDN 43 Ampenan Mataram. Pendekatan yang dilakukan adalahpendekatan kualitatif dengan pendekatan deskriptif. Intrumen yang digunakan adalahwawancara, Lembar Kerja siswa dan Tes. Hasil yang didapatkan adalah pembelajaranperkalian dasar 1-10 yang diberikan dengan aktivitas bermain berbantuan alat peraga denganpendekatan Matematika Realistik menggunakan model Gunung es Moerlands memberikandampak positif terhadap pemahaman siswa terhadap perkalian dasar 1-10. Selain itu, terjadiinteraksi antara siswa dengan siswa maupun dengan penulis dan pembelajaran lebih bermaknadan menyenangkan untuk siswa di kelas.Kata Kunci: Pembelajaran Perkalian Dengan Aktivitas Permainan, PendekatanMatematika Realistik

KOMPARASI KEMAMPUAN PENALARAN MATEMATIS MAHASISWA DITINJAU DARI GAYA KOGNITIF Santosa, Farah Heniati; Negara, Habib Ratu Perwira; Indrawati; Bahri, Samsul; Samsuriadi
Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) Vol 2 No 2 (2019): Edisi November
Publisher : Pusat Penelitian dan Pengembangan Reka Karya Amerta (REKARTA)

This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with independent field cognitive styles have better mathematical reasoning abilities compared to students with field dependent cognitive styles.

IMPLEMENTASI INTERPOLASI NEWTON GREGORY PADA MODEL MATEMATIKA PENYEBARAN VIRUS CORONA DI INDONESIA Aulia , Rahmawati; Sazlin, Ririn Atika; Ismayani , Liana; Sukiman , Maman; Perwira Negara, Habib Ratu; Ayu Kurniawati, Kiki Riska
Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) Vol 3 No 1 (2020): Edisi Mei
Publisher : Pusat Penelitian dan Pengembangan Reka Karya Amerta (REKARTA)

Abstrak: Tujuan penelitian ini adalah untuk menganalisa perkembangan pandemik di seluruh Wilayah Indonesia. Metode yang digunakan adalah Metode interpolasi Newthon Rapshon, untuk menentukkan persentase perkembangan penyebaran virus corona di Indonesia. Metode penelitan ini menggunakan metode kualitatif dengan menganalisis dan deskripsi data yang telah disimulasikan. Hasil yang diperoleh adalah prediksi dari kasus covid-19 yang terjadi pada bulai mei, juni, juli sampai dengan bulan agustus yaitu pada bulan-bulan tersebut akan terjadi peningkatan dari semua kasus yang terjadi tentang pandemik ini yaitu pasien positif, sembuh dan meninggal akan terus meningkat dengan kesimpulan akhir positif> sembuh = meninggal dan diperoleh nilai pn(x) =2 untuk pasien sembuh, pn(x) =0 untuk pasien sembuh dan meninggal, dalam penelitiaan ini ditemukan pn(x) =0 karena vaksin untuk pandemik ini belum ditemukan sehingga kemungkinan sembuh dan meninggal belum diperoleh nilai MAPE nya namun peningkatan kasus sembuh diprediksi akan terus terjadi begitu pula dengan kasus meninggal. Abstract: The purpose of this study is to analyze the development of pandemics in all regions of Indonesia. the method used is the Newthon Rapshon interpolation method, to determine the percentage of the development of the corona virus spread in Indonesia and the method using a qualitative method by analyzing and describing data that has been simulated. The results obtained are predictions of covid-19 cases that occur in May, June, July until August, ie in those months there will be an increase in all cases that occur about this pandemic namely positive patients, recovered and died will continue to increase with a positive final conclusion> cured = died and obtained pn (x) = 2 for patients cured, pn(x) = 0 for cured and dead patients, in this study found pn(x) = 0 because the vaccine for this pandemic has not been found so the possibility of recovery and death has not been obtained its MAPE value, but an increase in cases of recovery is predicted to continue to occur as well as cases of death.

Meningkatkan Motivasi Dan Prestasi Belajar Matematika Siswa Melalui Kegitan Bimbingan Belajar Ahmad, Ahmad; Habib Ratu Perwira Negara; Kiki Riska Ayu Kurniawati; Farah Heniati Santosa
JPMB : Jurnal Pemberdayaan Masyarakat Berkarakter Vol 2 No 2 (2019): Agustus-Desember
Publisher : Pusat Penelitian dan Pengembangan Rekarta Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36765/jpmb.v2i2.14

Abstrak: Adapun tujuan dari bimbingan belajar ini adalah untuk meningkatkan motivasi dan pemahaman siswa dalam proses pembelajaran matematika. Adapun langkah-langkah yang dilakukan dalam bimbingan pembelajaran ini adalah pertama Melakukan pembelajaran yang aktif dan menyenangkan dengan melibatkan siswa secara langsung, kedua Memberikan materi dasar bangun ruang secara bertahap dan man faatnya dalam kehidupan sehari-hari kepada siswa, ketiga Melakukan bimbingan kepada siswa terhadap materi yang kurang dipahami, keempat Memberkan kesempatan kepada siswa untuk berdiskusi dan bertanya, kelima Memberikan latihan soal kepada siswa untuk didiskusikan dan keenam Menganalisa Permasalahan yang dihadapi siswa dalam mempelajari Matematika. Berdasarkan hasil dan pembahasan dapat di lihat bahwa setelah dilakukan bimbingan belajar siswa terlihat termotivasi dalam mempelajari matematika hal ini terlihat dari antusiasnya siswa dalam berdiskusi dan bertanya. Abstarct: The purpose of this tutoring is to increase student motivation and understanding in the process of learning mathematics. The steps taken in this tutoring are firstly Doing active and fun learning by involving students directly, secondly Providing basic material to build space gradually and using it in daily life to students, thirdly Conducting guidance to students of the material the less understood, the fourth Gives the opportunity to students to discuss and ask questions, the fifth Provides exercises for students to discuss and the sixth Analyzes Problems faced by students in learning Mathematics. Based on the results and discussion, it can be seen that after the student's tutoring is done, it seems that students are motivated to learn mathematics, it can be seen from the students' enthusiasm in discussing and asking questions.

Peningkatan Global Media and Information Literacy Professional Network (GMILPN) MGMP Matematika di NTB Abdillah, Abdillah; Pramita, Dewi; Perwira Negara, Habib Ratu
JPMB : Jurnal Pemberdayaan Masyarakat Berkarakter Vol 1 No 1 (2018): Agustus-Desember
Publisher : Pusat Penelitian dan Pengembangan Rekarta Mataram

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Abstrak: Kegiatan ini dilaksanakan melalui kerjasama dengan MGMP Matematika SMP dan SMA Lombok Barat. Adapun tujuannya adalah untuk menyelesaikan permasalahan yang dihadapi oleh para guru anggota MGMP seperti belum optimal dalam penggunaan media pembelajaran, kurangnya pemahanan dan kemampuan guru di bidang IT, dan kurangnya sarana informasi yang bisa diakses oleh para siswa dan guru terkait informasi mata pelajaran. Berdasarkan hasil pelaksanaan kemampuan guru dalam membuat perangkat pembelajaran berbasis ICT, mengoperasikan media pembelajaran berbasis ICT, dan kemampuan mengembangkan media pembelajaran sudah baik. Namun kemampuan guru matematika SMA lebih tinggi daripada kemampuan guru matematika SMP. Abstract: This activity was carried out in collaboration with the West Lombok Middle and High School Mathematics Teacher Consultation Group. The aim is to solve the problems faced by TCG member teachers such as not optimal in the use of instructional media, lack of understanding and ability of teachers in the ICT field, and lack of information facilities that can be accessed by students and teachers regarding subject information. Based on the results of the implementation of the teacher's ability to make ICT-based learning devices, operate ICT-based learning media, and the ability to develop learning media is good. However, the ability of high school mathematics teachers is higher than the ability of junior high school mathematics teachers.

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