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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 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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Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA Hanifa Prahastami Pambayun; Endah Retnowati
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (707.887 KB) | DOI: 10.21831/jrpm.v5i1.12149

Abstract

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.
IMPLEMENTASI TEKNIK JIGSAW DALAM PEMBELAJARAN GEOMETRI SEBAGAI UPAYAMENINGKATKAN HASILBELAJAR DAN KEMANDIRIAN BELAJAR SISWA KELAS IX SMU NEGERI 1 DEPOKYOGYAKARTA Endah Retnowati; Jailani Jailani
Jurnal Pijar Mipa Vol. 4 No. 1 (2009): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.729 KB) | DOI: 10.29303/jpm.v4i1.181

Abstract

Abstrak. 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 Negeri1 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 terdiridari 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 penelitianmenunjukkan 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 visualisasimateri 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 belajarAbstract. The classroom action research has been done to improve performance and self-regulated learning through a jigsaw learning technique. The subject was 36 grade 11 students majoring in Natural Science; at a publichigh school namely SMU Negeri 1 Depok, Yogyakarta, Indonesia. The classroom action research followed the model introduced by Kemmis and McTaggart, in which a cycle consist four steps: planning, action, observationand reflection. The instruments to collect the data were observation sheets of learning activity and students’ participation during learning, quizzes, questionnaire of self-regulated learning and attitude, as well as interviewsheet. There were two cycles of learning in the research. The result indicated that the geometry lesson implementing the jigsaw technique 78.13% students master the learning competence after the second cycle. Specifically, the actions were visualization to be learnt material using CABRI application, giving guidance or hint to activate students’ cognitive process while understanding material, using interactive pictures when presenting aconcept and involved students when marking the quizzes’ results. The percentage of students who had selfregulated learning on high level in the first and second cycles were 32.26% and 37.93% respectively. The improvement of self-regulated learning was mostly in self learning motivation, defining learning goals and selflearning evaluation.Keywords: jigsaw, mathematics learning performance, self-regulated learning
KESEPIAN DAN HARGA DIRI SEBAGAI PREDIKSI DARI KECANDUAN INTERNET PADA REMAJA Nurulsani S Abd Latief; Endah Retnowati
Jurnal Ecopsy Vol 5, No 3 (2018): JURNAL ECOPSY
Publisher : Psychology Study Program, Faculty of Medicine, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (56.549 KB) | DOI: 10.20527/ecopsy.v5i3.5593

Abstract

Tingginya prevalensi penggunaan internet pada remaja disebabkan oleh beberapa faktor diantaranya adalah kesepian dan harga diri. Oleh karena itu, penelitian ini bertujuan untuk mengkaji prediksi kesepian dan harga diri terhadap kecanduan internet pada remaja. Sampel penelitian didapatkan secara purposive sampling sebanyak 377 orang remaja (213 remaja perempuan dan 164 remaja laki-laki) pada jenjang Sekolah Menengah Atas (SMA) di Kota Yogyakarta berusia 15-17 tahun yang mengisi 3 angket penelitian yaitu angket kecanduan internet, angket kesepian dan angket harga diri. Angket dinyatakan valid oleh para ahli pengukuran psikologi dan reliabel dengan koefisien Alpha Cronbach dari variabel kecanduan internet, kesepian dan harga diri adalah 0.802, 0.898, 0.682. Data dianalisis menggunakan analisis regresi berganda dengan taraf signifikansi 0.05. Hasil penelitian menunjukkan bahwa kesepian dan harga diri dapat menjadi prediktor terhadap kecanduan internet pada remaja.
Pengaruh regulasi diri terhadap aspirasi karier pada remaja Rezky Graha Pratiwi; Endah Retnowati
Jurnal Ecopsy Vol 6, No 2 (2019): JURNAL ECOPSY
Publisher : Psychology Study Program, Faculty of Medicine, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/ecopsy.v6i2.6065

Abstract

Aspirasi karier adalah  suatu pencapaian atau cita-cita yang mereka inginkan pada posisi tertentu. Teori Bandura digunakan untuk menghipotesiskan aspirasi karier yang dipengaruhi oleh regulasi diri pada siswa remaja. Diperkirakan bahwa siswa remaja yang memiliki regulasi diri yang tinggi akan meningkatkan aspirasi karier mereka. Jika siswa tidak memilih karier yang tepat, siswa tidak akan mengalami pengangguran. Untuk menguji ini, 118 siswa kelas 11 Indonesia dengan usia rata-rata 17,3 tahun berpartisipasi dalam penelitian ini. Penelitian ini merupakan penelitian populasi. Mereka menggunakan teori Bandura untuk skala regulasi diri yaitu observasi diri, penilaian proses, reaksi diri dan skala aspirasi karir menggunakan teori O’brien yaitu cita-cita, keinginan di bidang karir, ketetapan hasil). Hasilnya terbukti secara positif dan signifikan aspirasi karier dipengaruhi oleh regulasi diri. Kesimpulannya bahwa regulasi diri dapat memprediksi aspirasi karier.
Exploring Mathematical Critical Thinking Skills of Yogyakarta Junior Secondary School Students Elsa Susanti; Endah Retnowati
Southeast Asian Mathematics Education Journal Vol 8, No 1 (2018)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.634 KB) | DOI: 10.46517/seamej.v8i1.61

Abstract

This article explores the skills and difficulties in critical thinking of junior Indonesian high school students in mathematics learning. Fifty students of grade IX who were purposive randomly selected from state junior secondary schools in Yogyakarta City were involved as the research subjects. The data were obtained from the test of mathematical critical thinking on the material of geometry. The test consisted of four items that describe each aspect of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The analysis was done by showing the steps of the students ‘answers. The result indicated that the average of the aspects of mathematical critical thinking of students were on the high criteria with students’ greatest difficulties being in the analysis standard. Meanwhile,the average student success in the interpretation standard was 82%, the standard of the analysis was 46.25%, the evaluation standard was 78.25%, and the inference standard was 77%. Furthermore, from the results of the sample students’ exploration answers, it is expected that future teaching should not only focus on fluency in calculation but also on training the students in how to explain the solution steps of the problem solving process as this is important part in critical thinking.
How Indonesian Students Use the Polya’s General Problem Solving Steps Hari Pratikno; Endah Retnowati
Southeast Asian Mathematics Education Journal Vol 8, No 1 (2018)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (625.065 KB) | DOI: 10.46517/seamej.v8i1.62

Abstract

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.
The Transferability Level of Junior High School Students in Solving Geometry Problems Anisa Agustin; Endah Retnowati; Khar Thoe Ng
Journal of Innovation in Educational and Cultural Research Vol 3, No 1 (2022)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (670.331 KB) | DOI: 10.46843/jiecr.v3i1.57

Abstract

Transferability indicates that learners are able to use their knowledge to solve advanced problems. This study aimed to elaborate in detail the level of transferability both near and  far transferability of junior high school students in solving geometry problems, and to reveal some factors causing errors in doing the transfer test. Geometry in this study covered solid prism and pyramid. This qualitative descriptive study involved as many as 157 Grade VIII students in one of the junior high schools in Sleman Regency, Indonesia. The data were collected through a written test taken by all participants and interviews with 16 students selected based on the category of the transfer test results. This results of the study showed that (1) based on the average test scores, all students acquired fair transferability, (2) based on the near transfer test item, all students could be categorized as having high transferability, (3) based on the far transfer test items, all students could be categorized as having low transferability, (4) The factors that caused student errors were: (i) difficulties in showing information of what is known in the given context of the transfer problem; (ii) difficulties in stating what is asked in the given problems; (iii) difficulties in using conceptual, procedural, and technical knowledge in executing the strategy of solution; (iv) difficulties in drawing correct conclusions. This result of this study have raised concerns regarding the importance of learning strategy that facilitate transferability.
Pelatihan Penyusunan Lembar Kegiatan Siswa (LKS) Matematika Berbantuan Geogebra Training to Create Mathematics Student Activity Sheet Using Geogebra Atmini Dhoruri; Sugiyono Sugiyono; Endah Retnowati; Dwi Lestari; Eminugroho Ratna Sari
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 2, No 1 (2018)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.591 KB) | DOI: 10.21831/jpmmp.v2i1.18688

Abstract

Student Activity Sheet (LKS) is one of the teaching materials that should be prepared by the teacher to improve the quality of learning. Especially for math teachers, LKS which is completed with graphical visualization can improve students' enthusiasm. Software that is quite easy but with a complete feature is Geogebra. Therefore, the purpose of the training is for the preparation of Geogebra-assisted LKS.This training is in the form of demonstration activity of Geogebra both 2D and 3D for material of geometry, algebra, and calculus. The activity continued with the assistance to the participants by first forming the participants into several groups. Activities are inserted with evaluation and reflection so that participants' needs can be accommodated. Apart from the technical use of Geogebra, the participants are also equipped with theory and motivation for the development of teaching materials.Based on the questionnaire results, a total of 65.38% of participants considered that the training activities are very motivating in improving the implementation of learning in schools. Participants also respond very well in terms of the usefulness of this training and expect continued activities. 
A Ruppert’s framework: How do prospective teachers develop analogical reasoning in solving algebraic problems? Siti Lailiyah; Kusaeri Kusaeri; Endah Retnowati; Erman Erman
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17527

Abstract

It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is important. Some problem solving is domain specific and require particular ways of analogical reasoning skill, therefore this study aims to reveal the development of analogical reasoning and strategies used by prospective teachers. The research design use a qualitative method. As many as 69 mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used the Ruppert’s framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined strategy of multiplication and addition. Their strategies varied according to the subjects’ general ability. The more strategies employed in solving problems, the better their analogical reasoning becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided by many solving strategies in problem solving to develop students’ analogical reasoning.
EFEKTIVITAS PEMBELAJARAN KOLABORATIF DENGAN STRATEGI GOAL-FREE PROBLEMS DITINJAU DARI KEMAMPUAN TRANSFER, REASONING, DAN COGNITIVE LOAD SISWA Sity Rahmy Maulida; Endah Retnowati; Fitria Mardika; Rozi Fitriza
Math Educa Journal Vol 6, No 2 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v6i2.4564

Abstract

This research examined: (1) the effectiveness of learning through a goal-free problem strategy compared with learning through a goal-given problem strategy with regard to transfer ability, reasoning, or cognitive load; (2) the effectiveness of learning collaboratively compared with learning individually with regard to transfer ability, reasoning, or cognitive load; and (3) interaction between learning strategy (goal-free or goal-given) and setting (collaborative or Individual) in terms of transfer ability, reasoning, or cognitive load. The experiment was conducted using a 2 (setting: collaborative vs. Individual) x 2 (strategy: goal-free vs. goal-given) factorial design; posttest-only control-group. The results of the data analysis supported hypothesis that the students who learned by goal-free problems strategy led to be better in terms of near and far transfer scores than students who learned by the goal-given strategy. The goal-free problems strategy was also proved to be more effective in terms of students' reasoning in near and far transfer tests rather than the goal-given problems strategy. Collaborative learning more effectively minimizes cognitive load during acquisition and near transfer test phase than students learn individually, also effectively facilitating students in terms of the near transfer only than students in individual learning. There was a significant interaction effect between the learning setting factor and strategy factor in terms of near transfer ability and reasoning in the near transfer test. Simple effect test showed that learning collaboratively by goal-given strategy was significantly more effective in terms of near transfer ability and students’ reasoning in the near transfer test, and learning individually by goal-free strategy was significantly more effective in terms of near transfer ability and students’ reasoning in near transfer test.
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 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 Ivah Nur Ardiana Jailani Jailani Jailani Jailani Jannah, Nita Maghfiratul 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 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