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IMPLEMENTASI TEKNIK JIGSAW DALAM PEMBELAJARAN GEOMETRI SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR DAN KEMANDIRIAN BELAJAR SISWA KELAS IX SMU NEGERI 1 DEPOK YOGYAKARTA Retnowati, Endah; Jailani, Jailani
Jurnal PIJAR Vol 4, No 1 (2009)
Publisher : Jurnal PIJAR

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Abstrak. Â Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan kemandirian belajar siswa melalui teknik pembelajaran jigsaw. Subjek penelitian ini adalah 36 siswa kelas XI Jurusan IPA SMU Negeri 1 Depok, Yogyakarta. Langkah-langkah penelitian tindakan kelas mengacu pada model Kemmis dan McTaggart dimana setiap siklus tindakan meliputi perencanaan, tindakan, observasi, dan refleksi. Instrumen penelitian terdiri dari lembar pengamatan pelaksanaan pembelajaran dan pengamatan terhadap partisipasi siswa, kuis, angket kemandirian belajar, angket sikap siswa dan wawancara. Penelitian ini terlaksana dalam 2 siklus. Hasil penelitian menunjukkan bahwa pembelajaran geometri dengan menerapkan teknik jigsaw dapat meningkatkan hasil belajar siswa, yaitu sebanyak 78.13% siswa tuntas belajar pada siklus 2 dengan adanya tindakan antara lain visualisasi materi dengan software CABRI, pemberian bimbingan atau petunjuk dalam mengaktifkan proses kognitif siswa untuk memahami materi, memvisualisasikan konsep melalui gambar yang menarik menggunakan presentasi dengan software CABRI dan melibatkan siswa dalam penilaian kuis. Sebelum siklus 1, sebanyak 32.26% siswa mampunyai kemandirian belajar kualifikasi atas dan setelah siklus 2 meningkat menjadi 37.93% siswa. Peningkatan kemandirian belajar terlihat menonjol terutama dalam hal menumbuhkan motivasi belajar, merumuskan tujuan belajar dan mengevaluasi hasil belajarnya.Kata Kunci: Jigsaw, hasil belajar matematika, kemandirian belajar

The effectiveness of goal-free problems for studying triangle similarity in collaborative groups Purnama, Pratama Wahyu; Retnowati, Endah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11198

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.

Mathematics problem solving skill acquisition: Learning by Problem Posing or by Problem Solving? Retnowati, Endah; Fathoni, Yazid; Chen, Ouhao
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v37i1.18787

Abstract:Problem posing is an instructional method where students are asked to create problems based on the given information, then solve them. While in an instructional method of problem solving, students learn by solving given problems. The aim of this study was to test: (1) the differences of efficacy between learning by problem posing and the problemsolving method of individual and small group instruction strategies; (2) the interaction effect of learning methods and grouping strategies.With regard to the independent variables, problemsolving skill or cognitive load, a quasi experiment with post-test-only-non-equivalent control group designwas used. Year 7 contextual mathematics problems were tested in this experiment, and one hundreds students, who had sufficient prior knowledge, participated. A 2 by 2 anova was employed for data analysis. The results showed that: (1) problem posing method was significantly more effective than problem-solving method; (2) there was no significant difference in efficacy between individualized instruction and small group instruction strategies; (3) the interaction between learning methods and grouping strategies, where it is more likely that learning problem posing was better than problem solving for individual instruction.Â Keywords: cognitive load, individual, mathematics, problem posing, problem solving, small groupÂ PENGUASAAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA: BELAJAR MELALUI PROBLEM POSING ATAU PROBLEM SOLVINGÂ Abstrak: Problem posing adalah suatu metode pembelajaran dimana siswa diminta untuk menciptakan masalah-masalah berdasarkan informasi yang diberikan, kemudian siswa diminta menyelesaikan masalah tersebut. Sedangkan dalam metode pembelajaran problem solving, siswa belajar melalui penyelesaian masalah yang telah ditentukan. Tujuan penelitian ini adalah untuk menguji: (1) perbedaan efektivitas metode pembelajaran problem posing dan problem soving secara individual atau kelompok; (2) Efek interaksi antara metode pembelajaran dan strategi pengelompokan belajar. Dengan meninjau pada variabel terikat, keterampilan pemecahan masalah dan muatan kognitif, kuasi eksperimen dirancang dengan desain post-test-only-non-equivalent control groups. Materi pembelajaran dalam eksperimen adalah masalah matematika kontekstual untuk kelas 7, dengan sampel sejumlah 100 siswa yang telah mempunyai pengetahuan awal yang memadai. Anova dua jalur digunakan untuk analisis data. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan dari kedua metode pembelajaran, dimana problem posing lebih efektif daripada problem solving; (2) tidak ada perbedaan yang signifikan antara strategi belajar individu atau kelompok; (3) ada efek interaksi antara metode pembelajaran dengan strategi pengelompokan, dimana dalam strategi belajar individu, menggunakan problem posing lebih baik daripada menggunakan problem solving, tetapi ada kecenderungan sebaliknya untuk strategi belajar kelompok.Â Kata kunci: muatan kognitif, individual, matematika, problem posing, problem solving, kelompok kecil

The Response Patterns of the Career Interest Instrument Based on Holland’s Theory Farida Agus Setiawati; Yulia Ayriza; Endah Retnowati; Rizki Nor Amelia
ANIMA Indonesian Psychological Journal Vol. 32 No. 3 (2017): ANIMA Indonesian Psychological Journal (Vol. 32, No. 3, 2017)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

This study aims to identify: patterns of responses, the item parameters, and the possibility of gender bias in the career interest instrument developed by the authors based on the Holland’s theory. The sample of this study was 576 elementary students in Daerah Istimewa Yogyakarta who were recruited using the cluster random sampling method. Two parameters were employed to analyze the response patterns using BILOG program. The results were: (1) three items have inappropriate response patterns to the model; (2) all items of the career interest instrument showed good item parameter criteria; and (3) ten items were identified containing Differential Item Functioning (DIF) in relation to gender bias as shown by the Item Characteristic Curve (ICC). The implications of this study are this instrument can be used in assesing career interest of students and the information of biased items may be considered in the selection of careers for male and female students, including in scoring and interpretation.

EFEKTIVITAS STRATEGI PENGELOMPOKAN BERPASANGAN DALAM PEMBELAJARAN MATEMATIKA MODEL CORE Endah Retnowati; Aqiila Aqiila
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk menguji keefektifan pembelajaran CORE (Connect, Organize, Reflect, Extend) pada pembelajaran geometri transformasi dengan strategi pengelompokan yang berbeda ditinjau dari kemampuan penalaran, prestasi, dan self efficacy. Penelitian ini merupakan penelitian eksperimen semu dengan populasi siswa kelas XI IPA SMA yang baru pertama kali mempelajari materi geometri transformasi. Sampel penelitian sebanyak dua kelas masing-masing terdiri atas 40 siswa. Siswa belajar dengan dikelompokkan secara berpasangan atau kelompok kecil. Data dikumpulkan dengan teknik tes dan nontes serta dianalisis dengan teknik statistik deskriptif dan inferensial (Manova). Hasil penelitian menunjukkan bahwa pembelajaran CORE strategi berpasangan maupun kelompok kecil efektif ditinjau dari Kriteria Ketuntasan Minimum kemampuan penalaran, prestasi dan self efficacy yang ditetapkan, tetapi tidak terdapat perbedaan yang signifikan di antara kedua strategi pengelompokan tersebut. Repeated measures analysis of variance menunjukkan bahwa kompleksitas materi pembelajaran memengaruhi prestasi belajar secara signifikan. Semakin kompleks materi pembelajaran, penggunaan strategi kelompok kecil lebih baik daripada berpasangan. Kata kunci: CORE, kemampuan penalaran, prestasi belajar, self efficacy THE EFFECTIVENESS OF DYAD STRATEGY DURING MATHEMATICS LEARNING BASED ON CORE MODEL Abstract: The purpose of this study is to test the effectiveness of an instruction, namely CORE (Connect, Organize, Reflect, Extend) model, for learning geometry transformation in different grouping strategies (by dyads and small-group work), in terms of reasoning ability, achievement, and self-efficacy. This study was a quasi-experimental research with the entire population of science 11th graders who were novices in geometry transformation. The research samples were two classes which respectively consist of 40 students. Students learned all material either in dyads or small groups.The results showed that CORE instruction model with dyads or small-group work strategies was effective in relation to students’reasoning ability, achievement, and self-efficacy. There was no significant difference between the two grouping strategies. The following repeated measured analysis of variance showed that complexity of learning material significantly affected learning achievement. It is concluded that when the learning material is high in complexity, learning it in small group is better than doing it in dyads. Keywords: CORE, reasoning ability, achievement, self-efficacy

LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? Sugiman Sugiman; Endah Retnowati; Paul Ayres; Murdanu Murdanu
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v38i3.26914

Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence.

Pengembangan perangkat pembelajaran geometri berbasis kecerdasan majemuk siswa SMP kelas VIII Pasttita Ayu Laksmiwati; Endah Retnowati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 1: June 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan proses pengembangan dan kualitas perangkat pembelajaran geometri berbasis konsep kecerdasan majemuk dari Howard Gardner. Penelitian pengembangan ini mengadopsi model pengembangan Plomp terdiri dari tahapan penelitian awal, pengembangan, dan evaluasi. Perangkat pembelajaran geometri yang dikembangkan meliputi rencana pelaksanaan pembelajaran, buku, dan lembar kerja siswa untuk materi Geometri Kelas VIII Semester 2 berbasis kecerdasan majemuk. Kualitas hasil pengembangan ditinjau dari tiga aspek yaitu kevalidan, keefektifan, dan kepraktisan. Berdasarkan penilaian kualitas kevalidan, diperoleh bahwa perangkat mendapatkan kriteria sangat baik. Hal ini terjadi karena perangkat yang dikembangkan sesuai dengan indikator pembelajaran dan prinsip pembelajaran berbasis kecerdasan majemuk. Aspek keefektifan didasarkan pada pencapaian prestasi belajar siswa dan self-esteem. Keefektifan produk berdasarkan prestasi belajar diperoleh dari persentase banyaknya siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) sebesar 75, dimana diketahui terdapat 82,05% siswa mencapai KKM. Keefektifan juga ditinjau dari self-esteem siswa, dimana setelah pembelajaran self-esteem siswa berada pada level tinggi. Sementara itu, respon siswa dan guru terhadap kepraktisan penggunaan perangkat masing-masing adalah sebesar 4,175 (diklasifikasikan praktis) dan 4,625 (diklasifikasikan sangat praktis). Berdasarkan hasil observasi terhadap pembelajaran diketahui bahwa keterlaksanaan pembelajaran adalah sebesar 96,82% (di kelas A) dan 97,61% (di kelas B), sehingga pembelajaran terlaksana dengan baik sesuai dengan rencana. Oleh karena itu, berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa perangkat pembelajaran geometri yang dikembangkan layak untuk digunakan. The Development of Geometry Learning Kit Based on Multiple Intelligences for 8th Grade Students of Junior High SchoolAbstractThis study aimed to produce and describe the development process and quality of geometry learning kit based on multiple intelligences from Howard Gardner. This study adopted Plomp’s model of research design, consisting of preliminary research, developing, and evaluation. As a result, this research was developed learning kit, which includes lesson plans, a handbook, and worksheets of geometry for 8th graders 2nd semester. The quality of the developed instructions was described by its validity, effectiveness, and practicality aspect. The effectiveness of the product based on learning achievement was obtained from the percentage of the number of students who reach the Minimum Completeness Criteria (MCC), which was 75, where it was known that there were 82.05% of students achieving the MCC. The other effectiveness result can be seen from students’ self-esteem, after following the learning designed, it has a mean score with high classification. The students’ and teacher’s response was 4.175 (can be categorized practical) and 4.625 (categorized very practical), respectively. The result of learning observations showed that the percentage of the implementation learning was 96.82% (class A) and 97.61% (class B), so it can be seen that the learning process was taking place. Thus, the result of the study shows the learning kit was appropriate to be used.

Pengembangan bahan ajar geometri SMP berbasis cognitive load theory berorientasi pada prestasi belajar siswa Fitraning Tyas Puji Pangesti; Endah Retnowati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 12, No 1: June 2017
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan bahan ajar geometri SMP berbasis Cognitive Load Theory (CLT) serta mendeskripsikan kualitas kevalidan, kepraktisan dan keefektifan bahan ajar tersebut. Bahan ajar yang dikembangkan berupa buku pengayaan geometri untuk SMP kelas VII dan VIII sesuai dengan Kurikulum 2006. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan model penelitian desain dari Plomp yang terdiri atas tiga tahap: preliminary research, prototyping phase, dan assessment phase. Subjek coba terdiri dari 32 siswa kelas VII dan 32 siswa kelas VIII dari dua SMP Negeri di Kabupaten Wonosobo, beserta masing-masing satu guru matematika dari sekolah tersebut. Subjek coba yang menggunakan bahan ajar ini telah menguasai kompetensi dasar pembelajaran. Penelitian ini menghasilkan bahan ajar geometri SMP berbasis CLT yang memenuhi aspek kevalidan, kepraktisan dan keefektifan. Hasil evaluasi formatif 1 menyatakan bahwa bahan ajar yang dikembangkan memenuhi kriteria valid. Hasil evaluasi formatif 2 dan evaluasi sumatif menyatakan bahwa bahan ajar memenuhi kriteria praktis. Keefektifan bahan ajar terlihat dari hasil penilaian prestasi belajar yang menunjukkan bahwa persentase siswa kelas VII yang mencapai KKM adalah 78% dengan rata-rata nilai klasikal 78 dan persentase siswa kelas VIII yang mencapai KKM adalah 75% dengan rata-rata nilai klasikal 80. Secara keseluruhan, hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan layak digunakan.Kata Kunci: bahan ajar, pengayaan, geometri SMP, Cognitive Load Theory. Developing Geometry Learning Materials for Junior High School Based on Cognitive Load Theory with Regard to Student’s Achievement AbstractThis study was aimed to develop a geometry learning materials for junior high school based on Cognitive Load Theory (CLT) and to describe the quality with respect to the validity, practicality, and effectiveness of the developed learning materials consisting of advanced geometry for seventh and eighth graders referring to the Curriculum of 2006. The research was a qualitative study using design research model suggested by Plomp, involving three phases: preliminary research, prototyping, and assessment. Research participants were 32 seventh and 32 eighth grade students at two public junior high schools in Wonosobo, as well as their mathematics teachers. These students had acquired minimum competencies to use the learning materials. This research resulted in junior high school geometry learning materials based on CLT, which satisfies the validity, practicality, and effectiveness aspects. The result of first formative evaluation informed that learning materials were categorized valid. The results of second formative evaluation and summative evaluation revealed that the learning materials were categorized practical. The effectiveness of learning materials could be seen from the results of the achievement test which showed that the percentage of seventh graders who passed the minimum criteria was 78%, with an average test score was 78; and the percentage of eighth graders who passed the minimum criteria was 75%, with an average test score was 80. Overall, the results showed that the developed learning materials can be used widely.Keywords: learning materials, advance, geometry SMP, Cognitive Load Theory.

The effectiveness of goal-free problems for studying triangle similarity in collaborative groups Pratama Wahyu Purnama; Endah Retnowati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11198

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.

Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load Muhammad Ferry Irwansyah; Endah Retnowati
Jurnal Riset Pendidikan Matematika Vol 6, No 1: May 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Pada penelitian ini bertujuan untuk mendeskripsikan dan membandingkan efektivitas strategi pembelajaran worked example dan problem solving dengan strategi pengelompokan siswa (kolaboratif dan individual) ditinjau dari kemampuan pemecahan masalah dan cognitive load. Penelitian ini melibatkan 64 siswa kelas 8 sebagai partisipan penelitian yang dibagi menjadi empat kelompok secara acak dengan menggunakan desain eksperimen 2 × 2 (worked example vs. problem solving) × kolaboratif vs. individual). Hasil penelitian ini mengindikasikan bahwa tidak terdapat perbedaan signifikan penerapan strategi worked example dengan pengelompokan kolaboratif dan individual ditinjau dari kemampuan pemecahan masalah. Ditinjau dari cognitive load, strategi worked example efektif ketika siswa belajar individual, namun tidak efektif ketika siswa belajar secara kolaboratif. Ketika siswa belajar secara individual, strategi worked example dapat mengaktifkan cognitive load lebih rendah daripada strategi problem solving, sedangkan ketika siswa belajar secara kolaboratif, strategi worked example dan problem solving tidak berbeda dalam mereduksi cognitive load. The effectiveness of worked example with students’ grouping strategy viewed from problem-solving abilities and cognitive load AbstractThe study aimed to describe and compare the effectiveness of learning strategies (worked example and problem-solving) with the strategy of grouping students (collaborative and individual) viewed from problem-solving abilities and cognitive load. There were 64 of 8th-grade students as study participants divided into four groups randomly using experimental design 2 × 2 (worked example vs. problem-solving × collaborative vs. individual). The results of the study indicate that there is no significant difference implementation of worked example strategy between the collaborative strategies and individuals viewed from problem-solving abilities. Viewed from the cognitive load, the worked example strategy was effective when students learn individually, but it was not effective when students learn collaboratively. When students learn individually, worked example strategies could activate cognitive load lower than problem-solving strategies, whereas when students learn collaboratively, worked example strategies and problem-solving were no different in reducing cognitive load.

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