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All Journal Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL PIJAR Jurnal Riset Pendidikan Matematika Journal of Research and Advances in Mathematics Education Jurnal Ecopsy Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA JTAM (Jurnal Teori dan Aplikasi Matematika) Math Educa Journal ANIMA Indonesian Psychological Journal Al-Misbah : Jurnal Islamic Studies Southeast Asian Mathematics Education Journal Journal of Innovation in Educational and Cultural Research Ethnomathematics Journal Indonesian Journal of Teaching in Science Jurnal Pijar MIPA Cendekia: Jurnal Kependidikan dan Kemasyarakatan Edumatica: Jurnal Pendidikan Matematika JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pedagogi Matematika Jurnal Pengembangan Pembelajaran Matematika Hipotenusa: Journal of Mathematical Society Mathematics Education Journal
Endah Retnowati
Universitas Negeri Yogyakarta
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
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

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. Keywords: cognitive load, individual, mathematics, problem posing, problem solving, small group PENGUASAAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA: BELAJAR MELALUI PROBLEM POSING ATAU PROBLEM SOLVING 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. Kata kunci: muatan kognitif, individual, matematika, problem posing, problem solving, kelompok kecil
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1266.65 KB) | DOI: 10.21831/cp.v35i1.12628

Abstract

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

Abstract

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.
Co-Authors Aini, Rosita Nurul Anisa Agustin Anisa, Rizqi Aprillia, Fika Aqiila Aqiila Ashshidiqi, Muhamad Fahmi Atmini Dhoruri Borahima, Dea Qurrotaa'yun Putri Maharani Chen, Ouhao Duwie Kresno Wibowo Dwi Lestari Ellen Lee Elsa Susanti Eminugroho Ratna Sari Erman Erman ERMAN ERMAN Fadhlurrahman, Fadhlurrahman Fadlila, Nindy Farida Agus Setiawati Fathoni, Yazid Fitraning Tyas Puji Pangesti Fitria Mardika Hanham, Jose Hanifa Prahastami Pambayun Hari Pratikno Hidayah, Sendy Ivah Nur Ardiana Jailani Jailani Jailani Jailani Khar Thoe Ng Kirana Octaviola Kurniawan, Anriko Dimas Kusaeri Kusaeri Lia Yuliana Marsigit Marsigit Maryati, Wahyuni Eka Marzuki , Marzuki Meita Fitrianawati Muhammad Ferry Irwansyah Muhammad Nurrosyid Huda Setiawan Murdanu Murdanu Nita Maghfiratul Jannah Noka Setya Maharani Nur Hadi Waryanto Nuraida Lutfi Hastuti Nurulsani S. Abd. Latief Pasttita Ayu Laksmiwati Paul Ayres Pratama Wahyu Purnama Purwandani, Erina Septi Rafiah, Irda Rezky Graha Pratiwi Rizki Nor Amelia Rozi Fitriza Rozi, Fikria RR. Ella Evrita Hestiandari Sintawati, Mukti Siti Lailiyah Siti Lailiyah, Siti Sity Rahmy Maulida Sugiman Sugiman Sugiyono Sugiyono Sukmara, Ganda Thoe, Ng Khar Yanuar Hery Murtianto Yulia Ayriza