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All Journal Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN
P. Sarjiman P. Sarjiman, P. Sarjiman
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Decision Sciences, Operations Research & Management Education

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KEMAMPUAN MAHASISWA PGSD DALAM MENYELESAIKAN SQAL-SOAL MATEMATLKA SD P. Sarjiman, P. Sarjiman
Jurnal Cakrawala Pendidikan No 3 (2002): CAKRAWALA PENDIDIKAN, EDISI NOVEMBER 2002, TH. XXI, NO. 3
Publisher : LPPMP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.053 KB) | DOI: 10.21831/cp.v3i3.8736

Abstract

This article is based on a research conducted to find out (1)D-II PGSD students' levelofability in solving elementary schoolmathematical problems (D-II PGSD is a course program train­ing elementary school teachersof mathematics), (2) the func­tional correlation between their motivation for achievement aswell as their experience (which covers former high school, lengthof time in teaching at elementary school, and frequency in at­tending upgrading sessions) and their levelofability in solvingelementary school mathematical problems, and (3) the contribu­tiongiven bytheir motivation for achievement together with theirexperience to their levelofability in solving elementary schoolmathematical problems.From the total populationof 135 students ofD-II PGSD inthe academic year of2000/2001, a sample consisting ofsixty-sixstudents was taken by meansofsimple random sampling. A ques­tionnaire and a test were administered to obtain the data, on whichzero order correlation, partial correlation, and multiple regres­.sion analyses were conducted It was found that they w(lre able to solve 73.4% of all theelementary schoolmatheplatical problems presented, an achieve­ment categorized poor because they were formally consideredelementary schooI teacher candidates. The percentage found fortheir motivation for achievement was 70.5%, which was catego­rized good. They were categorized low in experience in the aca­demic yearof2000/200I and the average percentage oftheir ex­perience was 59.06%. The resultsof the zero order and partialcorrelation analyses showed that there was a positive and sig­nificant correlation between their motivation for achievement aswell as their experience and their levelof ability in solvingelementary school mathematical problems(r"" = 0.6415, r",l.x2 =0.5047, ryx2 =0.7356, and ryx2=0.6472). The multiple regres­sion analysis showed that there was a positive and significant.X1correlation between their motivation for achievement and their.. experience simultaneously and their level of ability in solvingelementary school mathematical problemsc:r = 3.0345 + 0.182X1+ 0.35 X2). The two independent variables could explain65.80%of the variance of their level of ability in solvingelementary school mathematical problems and the effectivecontributions were respectively 22.23% and43.56:Yo
PEMBELAJARAN OPERASI HITUNG BILANGAN CACAH DENGAN PENDEKATAN REALISTIK PADA MATA KULIAH PEMBELAJARAN PEMECAHAN MASALAH MATEMATIKA P. Sarjiman, P. Sarjiman
Jurnal Penelitian Ilmu Pendidikan Vol. 3 No. 1 (2010): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (853.242 KB) | DOI: 10.21831/jpipfip.v0i0.4627

Abstract

The aim of this research were : (1) to raise the students' understanding in learning the counting operation concept of the whole number and the method of learning process by realistic approach; (2) to know how the process of learning by realistic approach and students' response towards the learning model. The method of research used was the classroom action research with the qualitative atmosphere. The research steps consisted of planning, action, observation and reflection. The data were analized by interpretative qualitative for the qualitative data and by descriptive statistics for the quantitative data. The learning by realistic approach in this research was carried out in two cycles; the first cycle was only one occurance and also for the second cycle. In the first cycle the result was not satisfying; the mean score of the test after the action carried out was only 51,52, though at the previous condition the mean score was only 40,611; where as the second cycle the result of the test after the action carried out had been 75,55. In the first cycle, the students'response and the class management had not been in accordance with the researchers'hope and the criteria stated. It was different from the second cycle; the process of the learning had been running well in accordance with the criteria stated. So is the case with the students'response; it showed that everything was good and positive. Key Words:  The Concept of Whole Number and the Learning by Realistic Approach
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