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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Abdi Insani
Wilibaldus Bhoke
Program Studi Pendidikan Matematika, STKIP Citra Bakti
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Pengembangan Lembar Kerja Siswa (LKS) Berbasis Pendekatan Penemuan Terbimbing Berbantuan Geogebra Untuk Membelajarkan Materi Trigonometri Pada Siswa Kelas X SMA Wilibaldus Bhoke; Florentina Elvin Bara
Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (669.4 KB)

Abstract

Salah satu bidang pendidikan yang turut mewujudkan tujuan pendidikan adalah pembelajaran matematika. Matematika merupakan salah satu ilmu pengetahuan. Sebagai ilmu pengetahuan, matematika menjadikan manusia untuk berpikir logis, rasional, dan percaya diri selain itu mathematics is the queen of science. Oleh karena itu matematika selalu berhubungan dengan disiplin ilmu yang lain. Matematika diajarkan pada semua jenjang pendidikan dari SD, SMP, SMA, hingga perguruan tinggi. Matematika adalah pola pikir, terorganisir, bukti logis, matematika adalah bahasa yang menggunakan istilah yang didefinisikan dengan cerrmat jelas dan akurat representasi dari simbol dan padat, lebih simbol dari sebuah ide dari pada kedengarannya dan juga matematika sebagai ratu ilmu. Ada banyak sekali aplikasi dari trigonometri seperti dalam bidang astronomi, teknik triangulasi digunakan untuk mengukur jarak ke bintang-bintang terdekat, dan sebagainya. Pemberian konsep awal untuk trigonometri pada siswa kelas X SMA sangat diperlukan sebagai pengetahuan awal untuk pembelajaran trigonometri di tingkat selanjutnya. Pembelajaran trigonometri dalam kaitan penanaman konsep yang telah diterapkan di sekolah pada umumnya adalah dengan penjelasan guru, diskusi siswa dengan guru serta latihan soal untuk memperdalam pengetahuan siswa tentang trigonometri.
PENDAMPINGAN BERBASIS COLLABORATIVE LEARNING UNTUK PENINGKATAN KETERAMPILAN REFLEKSI KRITIS GURU-GURU DI GUGUS 5 KECAMATAN BOAWAE Wilibaldus Bhoke; Melkior Wewe; Maria Carmelita Tali Wangge; Katarina Kedhi
Jurnal Abdi Insani Vol 10 No 4 (2023): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v10i4.1268

Abstract

A teacher's use of suitable methods is one way to ensure that a unit of instruction runs smoothly and students learn as intended. In other words, we should always reflect on our learning processes to identify where we went wrong and how to fix it. This way, we can make sure that our methods are effective. When it comes to collaborative learning, the teacher's stance should center on two things: modeling the necessary behaviors for effective collaboration and coming up with clear objectives for the class to work toward. The purpose of this study was to examine whether or not teachers in cluster 5 of the Boawae District were able to enhance their critical reflection skills through collaborative learning-based mentoring after taking part in all classroom activities. A qualitative descriptive method based on a case study approach was employed in this research. This study's data came from a combination of observation and joint discussion. Six educators from six different schools in cluster 5 of the Boawae District participated as subjects. Concerning teachers' ability to reflect on their own teaching practices, an issue has been brought up. Educators can discover answers or ways out of these problems by critically reflecting on themselves in light of these issues. Teachers' ability to critically reflect on their own practice improved after using collaborative learning strategies, according to this study. Teachers' ability to guide students through the learning process can be enhanced through the implementation of this collaborative learning strategy. The average percentage of results achieved by teachers after engaging in this mentoring activity is 70,0%, which proves it. The ability to effectively apply knowledge is exhibited by these educators. Educators that are adept at critical reflection can study their students' learning processes and use that knowledge to inform their own pedagogical decisions. Teachers' pedagogical choices have a significant impact on their students' achievement. As a result, 70,0% more teachers in Boawae District are now engaging in critical reflection thanks to mentoring activities based on Collaborative Learning.
Co-Authors Florentina Elvin Bara Katarina Kedhi Maria Carmelita Tali Wangge Melkior Wewe