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All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pendidikan MIPA
Gumpanat Boriboon
Srinakharinwirot University
Education

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ANDRAGOGY-BASED APPROACH LEARNING IMPLEMENTATION IN OPEN HIGH SCHOOL Ecep Cacam; Sri Nurhayati; Ansori Ansori; Gumpanat Boriboon; Shomedran Shomedran
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 14, No 4 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v14i4.16650

Abstract

Abstrak: Tujuan penelitian untuk mengkaji implementasi pendekatan pembelajaran berbasis andragogi di SMA Terbuka di Kabupaten Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data yang digunakan meliputi wawancara, observasi, dan studi dokumentasi. Analisis data yang digunakan adalah teknik triangulasi. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran andragogi di SMA Terbuka memerlukan perencanaan yang matang, persiapan mental siswa, penguatan dan motivasi, serta proses pengkondisian. Namun, kesulitan seperti instruksi yang berpusat pada guru dan partisipasi siswa yang minimal tetap ada. Selain itu, penelitian ini menekankan pentingnya strategi pengajaran yang efektif, evaluasi berkelanjutan, dan upaya untuk meningkatkan hasil belajar. Temuan ini berkontribusi pada pemahaman yang lebih baik tentang tantangan dan solusi potensial untuk menerapkan andragogi dalam pengaturan pendidikan non-tradisional, sehingga memberikan praktisi pendidikan dan pembuat kebijakan wawasan untuk meningkatkan kualitas pendidikan di lembaga serupa.Abstract:  The purpose of the study was to examine the implementation of andragogy-based learning approaches in Open High School in Bandung Regency. This research uses a qualitative approach with a case study method. Data collection used includes interviews, observations, and documentation studies. The data analysis used is a triangulation technique. The findings indicate that the implementation of andragogy learning in the Open High School requires meticulous planning, mental preparation of students, reinforcement and motivation, and a conditioning process. However, difficulties such as teacher-centered instruction and minimal student participation persist. Additionally, the study emphasizes the significance of effective teaching strategies, ongoing evaluation, and efforts to enhance learning outcomes. These findings contribute to a better comprehension of the challenges and potential solutions to implementing andragogy in non-traditional educational settings, thereby providing educational practitioners and policymakers with insights to improve the quality of education in similar institutions.
Learning Mathematics through Students’ Worksheets with Open-Ended Approach: A Students’ Errors Analysis on Mathematical Problem-Solving Ability Melania Eva Wulanningtyas; Arfin Arfin; Yudiani Linling; Dafid Slamet Setiana; Gumpanat Boriboon
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Open-ended approach has a valuable impact in supporting students’ mathematical problem solving ability. This approach allows students’ to explore different ways in solving mathematical problems, not only focusing on one solution but also considering other alternatives. However, students inevitably make mistakes in solving the problems in their learning process. Therefore, it is important to analyze the errors made by students in mathematics learning using student worksheets with an open-ended approach. This research is a descriptive qualitative study conducted in 6 Private National Junior High Schools in Yogyakarta. These schools were randomly selected using a spinning wheel from 13 schools in the third quartile. The subjects of this study were 384 students selected from 12 classes out of 22 classes in all the research schools. Data were collected using a problem-solving ability test on the subject of systems of linear equations in two variables and interviews. Student errors were categorized based on Newman's Error Analysis, which includes: (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skill errors, and (5) encoding errors. The results of this study show that the dominant error sequence made by students is process skill errors, reading errors, comprehension errors, transformation errors, and encoding errors. These errors are caused by students' inaccuracy in calculations, difficulties in calculations, errors in reading the questions, comprehension errors in understanding the given mathematical problems, errors in translating the information provided in the questions, and errors in concluding the problem-solving results due to students not understanding the question instructions properly, and the given mathematical problems being unfamiliar to the students         Keywords: student errors, student worksheet, open-ended approach, problem-solving skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp468-485
Co-Authors Ansori Ansori Arfin Arfin Dafid Slamet Setiana Ecep Cacam Melania Eva Wulanningtyas Shomedran Shomedran Sri Nurhayati Yudiani Linling