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All Journal FORUM STATISTIKA DAN KOMPUTASI Jurnal Pendidikan Matematika Media Statistika Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Proceedings Education and Language International Conference Journal of Mathematics and Mathematics Education (JMME) BAREKENG: Jurnal Ilmu Matematika dan Terapan Specta Journal of Technology Budimas : Jurnal Pengabdian Masyarakat NUCLEUS: Jurnal Sains dan Teknologi Journal of Multidisciplinary Applied Natural Science Jurnal Pengabdian Kepada Masyarakat Aptekmas : Jurnal Pengabdian Kepada Masyarakat Journal of Community Service Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Indonesian Journal of Advanced Research (IJAR) Equivalent: Jurnal Ilmiah Sosial Teknik Javanologi: International Journal of Javanese Studies Equiva Mathematics Education Journal
Dewi Retno Sari Saputro, Dewi Retno
Jurusan Matematika FMIPA UNS
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PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN CTL PADA MATERI TEOREMA PYTHAGORAS DI KELAS VIII SEKOLAH MENENGAH PERTAMA Mu’ti, Yafita Arfina; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20242

Abstract

Abstract: This study aimed to: (1) produce teaching and learning materials with CTL approach on Pythagorean theorem at VIII Grade of Junior High School that was valid, practical, and effective, (2) investigate the better achievement in mathematics, whether using teaching and learning materials of CTL approach than using conventional teaching and learning materials. This study was development research. The development model used in this research was a developmental  research by  Plomp that contained five phases, (1) preliminary investigation, (2) design, (3) realization/ construction, (4) test, evaluation, and revision, and (5) implementation.  Teaching and learning materials said have quality if fulfilled validity, practical, and effective criteria. Teaching and learning materials was categorized validity based on expert judgement. Taeching and Learning materials was categorized practical if based on theory, teaching and learning materials was able to use it without revision or little revision and had fulfilled criteria of a practical teaching and learning materials. Teaching and learning materials was categorized effective if it fulfilled the indicators for a effective learning, including students activity during studying, learning activities based on syntax, student response about the learning, and students learning result. The data in this research was collected using test, questionnaire, observation, documentation, and interview.  To investigate the better student achievement used t-test. The results of this study were as follows: teaching and learning materials of CTL approach that include lesson plans, worksheets, and test of learning outcome was said to be valid, practical, and effective. Besides  that, student achievement with teaching and learning materials of CTL approach was better than student achievement with teaching and learning materials of conventional approach.Keywords: Teaching and learning materials, CTL, Pythagorean theorem
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI), PROBLEM BASED LEARNING (PBL) DAN PEMBELAJARAN KLASIKAL DENGAN PENDEKATAN SAINTIFIK PADA MATERI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Suprapto, Suprapto; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10062

Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s leraning activity. The learning models compared were TAI with scientific approach, PBL with scientific approach, and classical with scientific approach.This experiment was quasi-experimental. It uses 3 x 3 factorial planning. The population was the entire 8th grade students of State Junior high School in Grobogan regency in the academic year 2014/2015. The sampling technique used was stratified cluster random sampling. The sample consisted of students of SMP N 2 Tegowanu, SMP N 3 Godong and SMP N 5 Purwodadi. Data collection instruments used were learning achievement test and student learning activity questionnaire. Hypothesis examination used was variance analysis (anava) with unequal cell.Conclusions acquired from this thesis are as follows: 1) PBL using scientific approach gives better mathematics learning achievement compared to TAI and classical Learning, TAI using scientific approach gives better mathematics learning achievement compared to classical learning. 2) student’s mathematics achievement with high learning activity is better than those with intermediate and poor learning activity, intermediate learning activity is better than those with poor learning activity. 3) on TAI using scientific approach, student’s mathematics achievement with high learning activity is as good as those with intermediate learning activity, high learning activity is better than those with poor learning activity, and intermediate learning activity is good as those with poor learning activity. Students which is given PBL using scientific approach, students with high learning activity have mathematics learning achievement as good as those with intermediate learning activity, high learning activity is better than those with poor learning activity, and intermediate learning activity is good as those with poor learning activity. 4) for students with high learning activity, PBL gives learning achievement as good as TAI, PBL gives learning achievement better than classical learning, and TAI gives learning achievement better than classical learning. For students with intermediate learning activity; TAI, PBL and classical learning gives the same good result. For students with poor learning activity; TAI, PBL and classical learning gives the same good result on student’s learning achievement. And student’s learning achievement on algebra which is given PBL is as good as those which is given classical learning.Keywords: TAI using scientific approach, PBL using scientific approach, classical learning, learning activity, learning achievement 
EKSPERIMENTASI MODEL PEMBELAJARAN PBL, JIGSAW DAN STAD TERHADAP PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Ariati, Lia; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10052

Abstract

Abstract: The aim of this research was to know the effect of the Problem Based Learning (PBL), Jigsaw, and Students Teams Achievement Divisions (STAD) to the mathematics conceptual understanding and problem solving viewed from students Adversity Quotient (AQ). The type of this research was quasi-experimental with factorial design 3x3. The population was all the students of grade XI IPS SMA/MA in Wonogiri on the second semester of 2014/2015 academic year. The sample of this research consisted of 224 students. The instruments that used to collect the data were early ability test, conceptual understanding test, problem solving test, and questionnaires Adversity Quotient of students. Data were analyzed using unbalanced two ways multivariate analysis of variance with a significance level α = 5%. The results of the research were as follows. (1)Students who were subjected to the PBL learning model have a better conceptual understanding than with the learning model of Jigsaw and STAD while students were subjected to the learning model of Jigsaw have a better conceptual understanding than with the learning model of STAD. (b) Students who were subjected to the PBL learning model have the same problem solving as students with the learning model of Jigsaw but it have better than with the learning model of STAD while students with Jigsaw learning models have the same problem solving as students with learning model of STAD (2)Students with high AQ have better conceptual understanding and problem solving than students with medium and low AQ, and the students with medium AQ were better than low AQ. (3)(a) In learning model of PBL and Jigsaw, students with high AQ have the same conceptual understanding as medium AQ but better than low AQ, and students with medium AQ have a better conceptual understanding than low AQ while in learning model of STAD, students with high AQ have a better conceptual understanding than students with medium and low AQ, and the students with medium AQ were better than low AQ. (b) In learning model of PBL, Jigsaw and STAD, students who have high AQ have better problem solving than students who have students with medium and low AQ, and students with medium AQ have a better problem solving than students with low AQ. (4)(a) For high and low AQ, students were subjected to the PBL learning model have the same conceptual understanding as students who were subjected to the learning model of Jigsaw and STAD while for medium AQ, students who were subjected to the learning model of PBL have the same conceptual understanding as students who were subjected to the learning model Jigsaw but better than STAD and students who were subjected to the learning model of Jigsaw have a better conceptual understanding than students who were subjected to the learning model of STAD. (b) In each AQ, students with the PBL learning model have the same problem solving as students with Jigsaw learning model but better than STAD learning model, and students with Jigsaw learning model have a better problem solving than students of  STAD learning model.Keywords : PBL, Jigsaw, STAD, AQ, conceptual understanding, problem solving. 
Javanese Batik Motifs and Ornamentation as Objects of Aesthetics and Generative Art with Pseudo-Algorithm Saputro, Dewi Retno Sari; Widyaningsih, Yekti; Wibowo, Antoni
Javanologi: International Journal of Javanese Studies Vol 6, No 1 (2022): Javanologi Volume 6 No. 1: December
Publisher : Pusat Unggulan Ipteks Javanologi Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/javanologi.v6i1.71586

Abstract

The batik patterns that are known to be fractal are the reality that there are alternative perspectives that exist among Indonesian society and civilization which are unique relative to the general modern perspective. This uniqueness is important considering that fractals are a form of understanding geometry and system complexity. Pseudo-algorithm in batik is an ornamentation process: klowongan-isenharmonization which starts from the smallest fractional elements of batik motifs (fractals), has selfsimilarity and is carried out through iterative computational methods. Batik as a patterned aesthetic object has pseudo-algorithmic depiction rules that can be treated as a generative art form. Batik that can be developed as fractal batik is batik with geometric motifs. Fractals have initiated a change and presented scientific creativity and progressivity in several fields in the form of interdisciplinary. All computational patterns growth to find fractal character in batik can turn into the sources of creativity to create new motifs.Keywords: Javanese batik, ornamentation, Aesthetic, pseudo algorithm
Co-Authors Ade Susanti Adhitama, Ria Puan Adzakie, Haabi Luckmanoor Agung Nugroho, Tri Wahyu Agung Nugroho, Tri Wahyu Ahmad Faqihi, Ahmad Aji Hamim Wigena Al Barra, Andre Fajry Alfa Lutfiananda, Immas Metika Anik Djuraidah Antoni Wibowo Antoni Wibowo Ariati, Lia Ariati, Lia Arif Rahman Arrazaq, Khamid Muhammad Astutiningsih, Tiyas ‘Aini, Addin Zuhrotul Baharum, Aslina Budi Usodo Budi Usodo BUDIYONO Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Cahyono, Heri Christy, Alexander Yonathan Dewi, Noviana Sukma Doni Susanto dwi hidayati Gustiasih, Restuning Harun Al Rasyid Heri Cahyono Ikawati, Nur Ikawati, Nur Ikhsan Abdul Latif Imam Sujadi Indriati, Sela Putri Joko Domas, Joko Kananta, Ghaitsa Shafa Cinta Khairina, Fadiah Khamsatul Faizati, Khamsatul Khayati, Fitrotul Khomariah, Nurul Kiki Riska Ayu Kurniawati, Kiki Riska Ayu Kusuma, Nunung Fajar Kusumo, Fahri Aimar M Mardiyana, M Maharani, Swasti Marchamah Ulfa, Marchamah Mardiyana Mardiyana Muhamad Safa’udin, Muhamad Muslikhah, Muslikhah Musmiratul Uyun Musta'in, Ghufron Mu’ti, Yafita Arfina Nanang Nabhar Fakhri Auliya, Nanang Nabhar Nanda Noor Fadjrin, Nanda Noor Ningrum, Hanifah Listya Ni’am, Dafi’ Ichsani Aysar Nughthoh Arfawi Kurdhi, Nughthoh Arfawi Nugroho Arif Sudibyo Nurul Khairiatin Nida Pambudi, Pangesti Arum Paryatun, Suji Paryatun, Suji Pradipta Annurwanda, Pradipta Prasetyo, Heri Pratama, Rizcka Indah Hani Prihastini Oktasari Putri Primasari, Dessy Marlinda Purnami Widyaningsih Purwaningsih, Tri Purwaningsih, Tri Putera Khano, Muhammad Nazhif Abda Putri, Diah Purwaning Putri, Matin Enggar Rahman, Arif Ramadhanti, Fajhria Budi Reyga Ferdiansyah Putra Ririn Setyowati Riyadi Riyadi Riyansyah, Husnun Nur Ghiffari Putri Rizky Anggar Kusuma Wardani Safa’udin, Muhamad Santika, Putri Aura Sena, Arya Bima Setiyowati, Ririn Sidiq, Krisna Sulistyaningsih Sulistyaningsih Suprapto Suprapto Suprapto, Suprapto Suryani, S Susanti, Ika Sutanto sutanto sutanto Sutanto Sutanto Tambunan, Nicolas Ray Amarco Tanjung, Andjani Ayu Cahaya Ummu Salamah Utami, Dwi Sari Utin Desy Susiaty Wahyu, Nugroho Lambang Wibowo, Gusti Ngurah Adhi Widiyaningsih, Purnami Winarno, Bowo YAFITA ARFINA MUTI Yekti Widyaningsih Yumaroh, Siti Roqhilu Zaidah Nurul Hasanah