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Dafid Slamet Setiana

Universitas Negeri Yogyakarta

Author-ID : 5982510

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KOMPARASI PENERAPAN METODE PEMBELAJARAN CTL DAN OPEN-ENDED DENGAN MEMPERHATIKAN GAYA BELAJAR DITINJAU DARI PRESTASI BELAJAR MATEMATIKA Dafid Slamet Setiana
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 2 No 2 (2016)
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

The purposes of this research are to: (1) describethe achievement in learning mathematics of the students taught using the CTL method and Open -Ended method, (2) compare the achievement in learning mathematics of the students taught using the CTL method and Open-Ended method,(3) compare the effect of studentâ€™ mathematics learning styles on their achievement, (4) describe the interaction of teaching methods and the studentsâ€™ mathematics learning styles on their achievement. This research used a quasi-experimental research design using two experimental groups, they are group of CTL and group of Open-Ended. The instrument using for collect data are test for collect the mathematics achievement data and questionnaire for collect the mathematics learning styles data. The analysis of the data used the multivariate analysis with a two-way analysis of variance with unequal cells, and the post-hoc test involving the Bonferroni procedure. The results of the research are as follows:(1)the achievement in learning mathematics of the students taught usingboth of the CTL and Open-Ended method are well, (2) the achievement in learning mathematics of the students taught using the CTL method are better than Open-Ended, (3) there is an effect of learning style on their achievement, with visual learning styles is better than auditorial learning styles, (4) there is no interaction of teaching method and studentsâ€™ mathematics learning styles on their achievement in mathematics in the material on opportunities.Â Keywords: CTL, Open-Ended, learning styles, achievement

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR MATEMATIKA Dafid Slamet Setiana
EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi Vol 5 No 2 (2020): Volume 05 No. 02 Januari 2020
Publisher : LPPM Universitas KH.A.Wahab Hasbullah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/eduscope.v5i2.815

The aim of this study was to find out that cooperative learning model type Student Teams Achievement Division (STAD) was more effective than the direct learning model toward learning outcomes in mathematic. Type of research was quasi-experimental. The sampling technique was done by using cluster random sampling technique. Data collection techniques performed with documentation and test techniques. Research instruments included test of validity, level of difficulty, discrimination power, and reliability. T-test was used to analyze the data. After doing the research, the researcher found that the average score of experimental class was higher than the control class. It represented through description of mathematics learning outcomes scores. T-test showed that the STAD type cooperative learning model was more effective than the direct learning model toward learning outcomes in mathematics. Keyword: effectiveness, student teams achievement division (STAD), learning outcomes, mathematics

Matematika kreatif sebagai upaya peningkatan kompetensi lulusan Program studi Pendidikan matematika Dafid Slamet Setiana
Jurnal Inovasi Pendidikan Matematika (JIPM) Vol. 2 No. 1 (2020)
Publisher : Universitas Muhammadiyah Purworejo

The Asean Economic Community (MEA) has both positive and negative impacts. To address this, the quality of Indonesian Human Resources is needed for competition in the race for jobs. Thus an effort should be made to provide students with a variety of knowledge to improve competence so as to improve the development of the times. In order to produce quality human resources, it also requires a quality education system. One effort that can be done is to increase the competence of the struggle of tertiary institutions. Mathematics education graduates will enter the workforce as educators. The demands of the world of work are very high in competence to have good competence. Complete mathematics consisting of interrelated concepts is not easily conveyed. All the explanations above, to complete the mathematics education that can be obtained through development and to improve competence in accordance with the KKNI, it is necessary to improve the quality of learning. Efforts to improve the quality of learning can be done in various ways, one of the way that can be done by learning mathematics through creative mathematics. Creative mathematics can be interpreted as learning mathematics with a variety of methods and using learning media that is in accordance with the learning material and in accordance with the level of student ability. Thus through creative mathematics learning, it is hoped that it will further enhance learning competence, especially for mathematics education programs.

PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS ETNOMATEMATIKA KRATON YOGYAKARTA Annis Deshinta Ayuningtyas; Dafid Slamet Setiana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 1 (2019)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Culture-based learning allows teachers and students to actively participate based on the culture they already know so that optimal learning outcomes can be obtained. One that can bridge between culture and education, especially mathematics is ethnomathematics. For this reason, it is necessary to plan teaching materials that are by the characteristics of mathematics learning based on the Yogyakarta Palace of Ethnomathematics. This study aims to develop a valid, practical, and effective ethnomathematics-based mathematics teaching material in Yogyakarta Palace. This research develops mathematics teaching materials based on the Ethnomathematics of Yogyakarta Palace. The product was developed using a 4-D development model developed by Thiagarajan, which consisted of the define, planning, develop and disseminate stages. The products produced are the ethnomathematics-based mathematics teaching materials in Yogyakarta in the form of Mathematics Modules and Student Activity Sheets. After going through the validation stage by experts, the products developed are included in the valid category. From the results of product trials, it is known that the products produced are included in practical and effective criteria

Komparasi Metode CTL dan Open-Ended dengan Gaya Belajar Ditinjau dari Prestasi dan Minat Belajar Dafid Slamet Setiana; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 2: December 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk (1) mendeskripsikan prestasi dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended, (2) membandingkan prestasi dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended, (3) membandingkan pengaruh gaya belajar ditinjau dari prestasi belajar siswa, (4) membandingkan pengaruh gaya belajar ditinjau dari minat belajar siswa, (5) mendeskripsikan ada tidaknya interaksi antara metode mengajar dengan gaya belajar matematika siswa terhadap prestasi dan minat belajar matematika pada materi peluang. Penelitian ini menggunakan desain penelitian eksperimen semu yang menggunakan dua kelompok eksperimen, yaitu kelompok CTL dan kelompok Open-Ended. Instrumen yang berupa instrumen tes untuk mengumpulkan data prestasi belajar siswa dan angket untuk mengumpulkan data gaya dan minat belajar siswa. Teknik analisis data yang digunakan adalah analisis multivariat desain faktorial dua jalan dengan sel tak sama, dan uji lanjut dengan prosedur Bonferroni. Hasil penelitian menunjukkan bahwa (1) prestasi belajar dan minat belajar matematika siswa yang mengikuti pembelajaran dengan metode CTL dan Open-Ended termasuk baik, (2) prestasi dan minat belajar matematika yang mengikuti pembelajaran dengan metode CTL lebih baik daripada Open-Ended, (3) gaya belajar berpengaruh belajar terhadap prestasi belajar siswa, dengan gaya belajar visual mempunyai prestasi belajar yang lebih baik dibandingkan dengan gaya belajar auditorial, (4) gaya belajar berpengaruh terhadap minat belajar siswa, dengan gaya belajar visual mempunyai minat belajar yang lebih baik dibandingkan gaya belajar auditorial, (5) tidak terdapat interaksi antara metode pembelajaran dan gaya belajar matematika siswa terhadap prestasi maupun minat belajar matematika siswa pada materi peluang.Kata kunci: CTL, Open-Ended, prestasi, minat, gaya belajar A Comparison of CTL Method and Open-Ended in Terms of the Learning Styles Viewed from the Students’ Learning Achievement and Interest AbstractThe purposes of this research are to: (1) describe the achievement and interest in learning mathematics of the students taught using the CTL method and Open-Ended method, (2) compare the achievement and interest in learning mathematics of the students taught using the CTL method and Open-Ended method, (3) compare the effect of student’ mathematics learning styles on their achievement, (4) compare the effect of students’ mathematics learning styles on their learning interest, (5) describe the interaction of teaching methods and the students’ mathematics learning styles on their achievement and interest. This research used a quasi-experimental research design using two experimental groups, they are group of CTL and group of Open-Ended. The instrument using for collect data are test for collect the mathematics achievement data and questionnaire for collect the mathematics achievement data. The analysis of the data used the multivariate analysis with a two-way analysis of variance with unequal cells, and the post-hoc test involving the Bonferroni procedure. The results of the research are as follows: (1) the achievement and interest in learning mathematics of the students taught usingboth of the CTL and Open-Ended method are well, (2) the achievement and interest in learning mathematics of the students taught using the CTL method are better than Open-Ended , (3) there is an effect of learning style on their achievement, with visual learning styles is better than auditorial learning styles, (4) there is an effect of learning style on their interest in learning mathematics of the students, with visual learning styles is better than auditorial learning styles, (5) there is no interaction of teaching method and students’ mathematics learning styles on their achievement and learning interest in mathematics in the material on opportunities.Keywords: CTL, Open-Ended, learning styles, achievement, learning interest

Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa Dafid Slamet Setiana; Riawan Yudi Purwoko
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34290

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XII SMA Negeri Punung, Kabupaten Pacitan. Subjek penelitian sebanyak enam siswa dengan masing-masing dua siswa untuk gaya belajar visual, auditorial, dan kinestetik. Data penelitian diambil melalui angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara. Data angket dianalisis untuk menentukan jenis gaya belajar siswa, sedangkan data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis yaitu FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kriteria sangat baik, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kriteria cukup, sedangkan siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kriteria baik. Namun demikian ketiganya mempunyai potensi kuat untuk mengembangkan kemampuan berpikir kritis dalam matematika melalui stimulasi dari guru. Analysis of critical thinking skills in terms of students' mathematics learning stylesAbstractThis study aimed to describe critical thinking skills in terms of students’ mathematics learning styles. It was a qualitative descriptive study. The study subjects were twelfth-grade students of SMA Negeri Punung (Public Senior High School), Pacitan Regency, Indonesia. The subjects were six students, with two students each for visual, auditory, and kinesthetic learning styles. The data were taken through learning style questionnaires, critical thinking skills tests, and interviews. The questionnaire data were analyzed to determine the type of student learning style, while the test result data were analyzed based on aspects of mathematical critical thinking skills, namely FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. The results showed that students’ critical thinking skills in each learning style had different levels. Students with visual learning styles have the critical thinking skills on very good criteria, students with auditory learning styles have the critical thinking skills on moderate criteria, while students with kinesthetic learning styles have the critical thinking skills on good criteria. However, all three have strong potential to develop critical thinking skills in mathematics through stimulation from the teacher.

Beteng Cepuri as ethnomathematics of elementary schools Aziz Murof Suharyanto; Dafid Slamet Setiana; Ana Fitrotun Nisa; Muhammad Irfan
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.46122

Ethnomathematics objects can be found in artifacts in the form of historical buildings. One of the historical buildings in Kotagede, Yogyakarta, Indonesia, is the Beteng Cepuri fortress. The purpose of this research is to conduct an exploration of any mathematical concepts contained in Beteng Cepuri that can be used as a source of learning mathematics as an effort to develop ethnomathematics for learning elementary school mathematics. The researchers invited the fifth-graders of an elementary school in Kotagede, nearby the Cepuri Beteng, to explore and learn mathematical concepts. The results show that there is a relationship between the construction of the fort building and the concept of geometry in several parts of the Cepuri Beteng. The sections are in the form of cuboids and rectangles. Taking the students to visualize the artifacts may assist them to build 3D shape recognition. It can be concluded that ethnomathematics is able to create a very good interest in learning followed by concept acquisition.

Eksplorasi etnomatematika Museum Kereta Kraton Yogyakarta dan pengintegrasiannya ke dalam pembelajaran matematika Dafid Slamet Setiana; Annis Deshinta Ayuningtyas; Zainnur Wijayanto; Betty Kusumaningrum
Ethnomathematics Journal Vol 2, No 1 (2021): March
Publisher : Universitas negeri Yogyakarta

Penelitian ini bertujuan untuk mengeksplorasi unsur etnomatematika Museum Kereta Kraton Yogyakarta dan mengintegrasikannya ke dalam pembelajaran matematika. Jenis penelitian ini yaitu penelitian eksploratif. Data yang diperoleh berupa data kualitatif, sumber data penelitian diperoleh melalui observasi, wawancara, dokumentasi, dan studi literatur yang berkaitan dengan Museum Kereta Kraton Yogyakarta. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data dalam penelitian ini menggunakan metode kualitatif-verifikatif, yaitu suatu metode induktif dalam penarikan kesimpulan dimana data dijadikan sebagai dasar untuk menyimpulkan gambaran umum keadaan objek kajian. Hasil penelitian menunjukkan bahwa unsur etnomatematika Museum Kereta Kraton Yogyakarta dapat diintegrasikan ke dalam pembelajaran matematika, diantaranya konsep luas bangun datar, volume bangun ruang, kesimetrisan, dan teselasi/pengubinan. Konsep-konsep tersebut dapat diterapkan dalam pembelajaran matematika sebagai masalah kontesktual sekaligus sebagai salah satu cara mengenalkan unsur budaya kepada siswa sebagai upaya mengembangkan pendidikan karakter siswa.Ethnomathematics exploration at Museum of Kereta Kraton Yogyakarta and its integration in mathematics instructionAbstractThis study aims to identify the potential for integrating ethnomathematics at Yogyakarta, particularly the Museum of Kereta Kraton (Kraton Railway Museum) into mathematics learning. This type of research was a qualitative descriptive study. The data obtained in the form of qualitative data, the source of research data obtained through observation, interviews, documentation, and study of literature related to Yogyakarta Kraton Railway Museum. The data collection technique was done by observing, interviewing, and documenting. The data analysis in this study used a qualitative-verification method, which is an inductive method of drawing conclusions where the data is used as a basis for concluding a general description of the state of the object of study. The results showed that the ethnomathematics of Yogyakarta Kraton Railway Museum has the potential to be integrated into mathematics learning. Ethnomathematics that can be integrated includes the concept of flat area, volume of space, symmetry, and tessellation /tiling. These concepts can be applied in mathematics learning as a contextual geometry problem as well as a way of introducing cultural elements to students.

Analisis Kemampuan Berpikir Kritis Matematis Ditinjau dari Aspek Overview Dafid Slamet Setiana; Nuryadi Nuryadi; Rusgianto Heri Santosa
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 6, No 1 (2020): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v6i1.6483

Penelitian ini bertujuan untuk mengetahui kemampuan berpikir kritis matematis siswa ditinjau dari aspek overview. Jenis penelitian ini adalah penelitian deskriptif kuantitatif, dengan populasi seluruh siswa kelas XII SMA Negeri di Kabupaten Pacitan dan sampel penelitian sebanyak 141 siswa yang ditentukan dengan teknik purposive sampling. Data penelitian diambil melalui tes kemampuan berpikir kritis, angket dan wawancara. Data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis (FRISCO). Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis matematis siswa pada aspek overview masih tergolong rendah. Hal tersebut dapat dijabarkan sebagai berikut: (1) berdasarkan analisis hasil tes, aspek overview termasuk pada pencapaian aspek yang paling rendah sebesar 72,6; (2) hasil analisis angket menunjukkan persentase rata-rata pada aspek overview sebesar 58,16% termasuk pada kategori sedang; (3) hasil wawancara menunjukkan sebagian besar siswa hanya memeriksa dan mengecek pekerjaan pada hasil akhir saja.

The Correlation between Reasoning and Emotional Intelligence in Social Interaction to Mathematics Achievement Dafid Slamet Setiana; Nuryadi Nuryadi; Rusgianto Heri Santoso
Hipotenusa : Journal of Mathematical Society Vol 2, No 1 (2020)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

The objective of the research was to determine the correlation between reasoning, and emotional intelligence in social interaction to mathematics achievement. The research was conducted at SMP 5 Yogyakarta, Indonesia with 90 respondents who were selected by random sampling. The research verified the hypothesis used a survey method with correlation and regression technique approach. The research involved 3 (three) variables such as; mathematics achievement as the dependent variable and two other variables as the independent variables. They were reasoning and emotional intelligence in social interaction. The study found that there was a positive correlation between (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement; and (c) there was a positive correlation between reasoning and emotional intelligence in the social interaction to mathematics achievement. This study is expected to be a consideration for developing mathematical achievement through student reasoning, developing mathematical achievement through emotional intelligence in social interactions, and developing mathematical achievement through reasoning and emotional intelligence in social interactions.

Co-Authors Adam Latuconsina Agus Supriyo Agustinus Eko Susety Agustinus Eko Susetyo Ana Fitrotun Nisa, Ana Fitrotun Anggit Prabowo Anggit Prabowo, Anggit Anifa Dwi Cahyani Annis Deshinta Ayuningtyas Annis Deshinta Ayuningtyas Annis Deshinta Ayuningtyas Annis Deshinta Ayuningtyas Annis Deshinta Ayuningtyas, Annis Deshinta Anwar Novianto, Anwar Arfin Arfin Arfin, Arfin AULIA RAHMAWATI Aziz Murof Suharyanto Benedictus Kusmanto, Benedictus Betris Maswekan Betty Kusumaningrum Betty Kusumaningrum Booribon, Gumpanat Boriboon, Gumpanat Denik Agustito Dhian Nuri Rahmawati Didi Supriyadi Didi Supriyadi Edi Subarkah Erma Kusumawardani Eva Herfy Widyas Fajarudin, Muhamad Gumpanat Boriboon Hadiana, Muhammad Rizqi Haris, Letizia Azarine Heru Wahyudi I Nyoman Arcana Ili, La Imam Najib Arrazzaq Irham Taufiq istiqomah istiqomah Jailani Jailani Julianti, Lisa Krida Singgih Kuncoro Kusumaningrum, Betty La Ili La Ili Latuconsina, Adam Linling, Yudiani Melania Eva Wulanningtyas Muhammad Irfan Muhammad Irfan Muhammad Irfan Muhammad Irfan Rumasoreng Muhammad Irfan Rumasoreng Muhammad Irsyad Nanang Khuzaini, Nanang Nurhidayah Wijayanti Nurotul Wafiroh Nurrohmah, Anisatul Insan Nuryadi Nuryadi Nuryadi Nuryadi Pardimin Pardimin Pardimin Pardimin Pardimin Pardimin Pardimin Pardimin, Pardimin Pardimin, P Puji Yanti Fauziah Purnomo, Ragil Joko Qurota `Aini Salsabila RB Suharta Riawan Yudi Purwoko Rusgianto Heri Santosa Rusgianto Heri Santosa, Rusgianto Heri Rusgianto Heri Santoso Rusgianto Heri Santoso s sugito, s Septian Rahman Hakim Serafin Wisni Septiarti Sigit Sujatmika Siti Hawa Siti Kholisoh Siti Susanti, Siti Sri Adi Widodo Sri Adi Widodo Sugito - Sugito Sugito Suharta, Robertus Belarminus Sujadi, A.A. Sujarwo Sujarwo Supriadi, Didi T. Tintia Wafiroh, Nurotul Wifna Yanis Syafira Yudiani Linling Yuli Setiyani Zainnur Wijayanto

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