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All Journal Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pedagogi Matematika
Murdanu Murdanu
Jurusan Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta
Education Mathematics

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Journal : Cakrawala Pendidikan

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PENDIDIKAN ORANG TUA DALAM UPAYA MENINGKATKAN MUTU PENDIDIKAN ANAK Dylmoon Hidayat Dylmoon Hidayat; Murdanu Murdanu
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.558 KB) | DOI: 10.21831/cp.v3i3.9136

Abstract

Pendidikan adalah langgung jawab bemma keluarga. masyarabt danpemerinlah. Sampai sanr ini peran hngrung keluarga (oranglua) klum nnmpak jelasdalanl proses pendidibn di sekolah, kecuali sekedar menaalang dana lambahanoperasional lewat BP3.Banyak kegialan alau aktivilas yang memberi peluang pada kcterlibatanorangtua dalam bidang pndidibn di sekolah. Tetapi aktivitas itu banyak mengalamikendala-kendala karena berbagai bktor yang ada dalam sistem pendidikan. masyarakalmaupun keluarga sendiri.Tuliwn ini benujuan menggaliikegialan-kcgiatan mana yang mcmberi peluangperan sena orangtua dalam pendidikan di sekolah, hambalan yang dihadapi. Janmenauvrhn program pendidibn oranglua sebagai allernatif pennnggulangannya.
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) ยด 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 Arif Nur Fitriyanti Atmini Dhoruri Dylmoon Hidayat Endah Retnowati Endang Listyani Himmawati Puji Lestari Nila Mareta Murdiyani Paul Ayres Sugiman Sugiman Sugiyono Sugiyono Sugiyono Sugiyono