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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Abdi Insani
Melkior Wewe
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 Instrumen Tes Berbasis High Order Thinking Skill (HOTS) Pada Materi Sistem Persamaan Linear Dua Variabel Melkior Wewe; Maria Carmelita Tali Wangge
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 (625.759 KB)

Abstract

Tujuan dari penelitian, untuk menghasilkan instrumen test berbasis HOTS pada materi Sistem Persamaan linear Dua Variabel (SPLDV) kelas VIII pada siswa kelas VIII SMP Swasata Bataraende yang berjumlah 30 orang. Penelitian ini merupakan penelitian pengembangan dengan desain yang digunakan adalah Analysis, Desaign, Development, Implemnetation, dan Evaluation (ADDIE). Teknik pengumpulan data kevalidan isi dengan menggunakan angket, sedangkan untuk mmengukur kevalidan konstruk menggunakan tes, yang diujicobakan pada siswa kelas VIII SMPS PGRI Bajawa sebanyak 20 orang, sedangkan untuk mengumpulkan data kepraktisan menggunkana angket respon guru dan siswa. Teknik analisis data untuk mengukur kualitas kevalidan instrumen menggunakan rumus korelasi point biserial, sedangkan untuk keparktisan menggunakan rata-rata skor dari setiap subjek yang diujicoba. Hasil pengembangan instrumen tes berbasis HOTS pada materi sistem persamaan linear dua variabel disimpulkan bahwa instrumen tes yang dikembangkan sudah memenuhi kriteria kualitas instrumen yaitu sudah memenuhi unsur validitas, reliabilitas, daya pembeda, dan tingkat kesukaran soal. Aspek kepraktisan diperoleh kriteria kepraktisan dengan rata-rata 77,33. Karena instrumen tes yang dikembangkan sudah memneuhi unsur kualitas instrumen tes dan kepraktisan maka soal tersebut dapat di gunkan untuk mengukur hasil belajar matematika siswa.
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 Katarina Kedhi Maria Carmelita Tali Wangge Wilibaldus Bhoke