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All Journal JURNAL PROFESI KEGURUAN Unnes Journal of Mathematics Education Research Journal of Primary Education
Isnarto, Isnarto
LP3 Universitas Negeri Semarang
Education Mathematics

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Kemampuan Penalaran Geometris Siswa pada Pembelajaran RME dengan Penekanan Handso on Activity Berdasarkan Aktivitas Belajar Fauziah, Isyatul; Mariani, Scolastika; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 6 No 1 (2017): Juni 2017
Publisher : Unnes Journal c.q. Pascasarjana Universitas Negeri Semarang

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Abstract

Tujuan penelitian untuk mengetahui (1) keefektifan pembelajaran menggunakan pendekatan RME pada penekanan hands on activity pada kemampuan penalaran geometris siswa materi kubus dan balok, (2) mendeskripsikan kemampuan penalaran geometris siswa berdasarkan aktivitas belajar. Penelitian ini menggunakan metode kombinasi. Analisis data dimulai dari analisis butir soal tes uji coba kemudian analisis uji prasyarat. Pengujian hipotesis menggunakan uji rara-rata (uji-t), kemudian uji banding proporsi (uji-z) untuk menghitung ketuntasan klasikal. Selanjutnya pengujian untuk mengetahui perbedaan antara 2 kelas menggunakan uji beda rata-rata (uji-t pihak kanan). Analisis data kualitatif menggunakan metode deskriptif kualitatif. Hasil penelitian kuantitatif menunjukkan bahwa kelas dengan pembelajaran berpendekatan RME dengan penekanan hands on activity mencapai tuntas individu dan tuntas klasikal mencapai 85%. Uji beda rata-rata menunjukkan hasil kelas dengan pembelajaran berpendekatan RME dengan penekanan hands on activity lebih baik dari kelas dengan pembelajaran metode ekspositori. Subyek yang memiliki kecenderungan pada akivitas visual, subyek mampu memenuhi semua indikator kemampuan penalaran geometris. Subyek yang memiliki kecenderungan pada aktivitas  lisan, subyek mampu memenuhi semua indikator kemampuan penalaran geometris.Subyek yang memiliki kecenderungan pada aktivitas motorik mampu memenuhi 6 indikator kemampuan penalaran geometris.
Analisis Kemampuan Representasi Matematis Ditinjau dari Self Efficacy Peserta Didik melalui Inductive Discovery Learning Najiha Nadia, Lana; Budi Waluyo, ST.; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 6 No 2 (2017): December 2017
Publisher : Universitas Negeri Semarang

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Abstract

Tujuan penelitian ini adalah (1) menguji kualitas Inductive Discovery Learning terhadap kemampuan representasi matematis peserta didik, (2) menganalisis kemampuan representasi matematis ditinjau dari self efficacy peserta didik pada Inductive Discovery Learning. Penelitian ini merupakan penelitian kombinasi (mixed method) tipe concurrent embedded, dimana metode penelitian kualitatif lebih ditekankan. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VII SMP Islam Sultan Agung 4 Semarang. Sampel penelitian adalah dua dari lima kelas yang ada pada kelas VII (dipilih kelas eksperimen dan kelas kontrol). Pada kelas eksperimen dilakukan pengkategorian ditinjau dari self efficacy masing-masing peserta didik (self efficacy tinggi, sedang, dan rendah). Setiap kategori self efficacy diambil dua peserta didik untuk dijadikan subjek penelitian kualitatif. Pengumpulan data dilakukan melalui (1) pengumpulan data kuantitatif dengan tes dan kuesioner, (2) pengumpulan data kualitatif dengan wawancara dan dokumentasi. Hasil penelitian menunjukkan: (1) tahap perencanaan pembelajaran dinyatakan dalam kategori baik dari perolehan skor penilaian perangkat pembelajaran 3,954; tahap pelaksanaan pembelajaran dinyatakan dalam kategori baik dari perolehan rata-rata penilaian aktivitas guru 4,108; dan tahap penilaian menggunakan uji ketuntasan klasikal (lebih dari 75% dari seluruh peserta didik kelas eksperimen tuntas secara klasikal) dan uji beda rata-rata (t hitung > t tabel dinyatakan rata-rata kemampuan kelas ekspeimen lebih dari rata-rata kemampuan representasi matematis kelas kontrol). Dari ketiga tahap tersebut dapat diperoleh kesimpulan kualitas pembelajaran melalui IDL terhadap kemampuan representasi peserta didik termasuk kategori baik, (2) Peserta didik dengan self efficacy tinggi dapat menggunakan semua indikator representasi matematis dengan maksimal dibandingkan dengan peserta didik dengan self efficacy sedang dan rendah. The purpose of this study are (1) Inductive Discovery Learning quality of voice to the ability of mathematical representation of learners, (2) the ability to represent themselves from self-learning. This research is a combination research (mixed method) type of concurent embedded, where qualitative research method is more emphasized. The population in this research is all students of class VII Islamic Junior High School Sultan Agung 4 Semarang. The study sample is two of the five classes that exist in class VII (selected experimental class and control class). In the experimental class, categorization is done in terms of self efficacy of each learner (self efficacy is high, medium, and low). Each category of self-efficacy is taken by two students to be the subject of qualitative research. Data collection was conducted by (1) completion of quantitative data with tests and questionnaires, (2) completion of qualitative data with interviews and documentation. The results showed: (1) learning planning stage in good category of score assessment appraisal tool 3.954; Stage of learning implementation in the category of both average work average 4,108; And the assessment stage uses classical exhaustiveness test (more than 75% of all classical experiments class experiments are classical) and average difference test (t count = 15.92> t table = 1.675 average ability of expeimen class higher than average The ability of the mathematical representation of the control class). From the three stages can be obtained through the quality of learning through IDL to the ability of student representation including good category, (2) learners with high self efficacy can use all indicators of mathematical representation with the maximum compared with learners with moderate and low self efficacy.
Students’ Mathematical Literacy Based on Self-Efficacy By Discovery Learning With Higher Order Thinking Skills-Oriented Martalyna, Wihdati; Isnarto, Isnarto; Asikin, Mohammad
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Purposes of this research are to describe the quality of Discovery Learning with higher order thinking skills-oriented to students’ mathematical literacy, to describe students’ mathematical literacy based on their self-efficacy, and to analyze the influence of self-efficacy towards students' mathematical literacy. This research uses mixed method by concurrent embedded design type. The subjects are the students of first grade of SMA Negeri 1 Slawi. Based on the three stages of learning quality, Discovery Learning with higher order thinking skills-oriented is qualified to student's mathematical literacy. In the case of aspect of the process of mathematical literacy, students with high self-efficacy are able to master the four aspects excellently, and they able to master the other three aspects well with some mistakes. Students with medium self-efficacy are mastering one aspect well, and cannot mastering the other six aspects well. Students with low self-efficacy cannot master five aspects maximally, and cannot master two other aspects. Mathematical literacy are influenced by self-efficacy about 34.6%.
Mathematical Reasoning Based on Belief in PBL with Dyadic Interaction Approach Kusumawardani, Dyah Retno; Isnarto, Isnarto; Junaedi, Iwan
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The purposes of this research were (1) to describe the learning quality of PBL through dyadic interaction approach to mathematical reasoning ability of grade X students of IT Al Irsyad Purwokerto High School (2) to find pattern of students reasoning ability based on mathematical belief. This study uses a mixed method. Data analysis started from the analysis of test items. The analysis uses the prerequisite test and then hypothesis testing uses rara average (t-test), then the proportion of comparative tests (test-z) is to calculate the classical completeness. Further testing of determining the difference between the two classes uses different test average (t-test right side). Qualitative data analysis uses qualitative description. The results of quantitative research shows that learning class with PBL and dyadic interaction approach reached classical total 80%. The average difference test showed class’ results with PBL dyadic interaction approach better than a class activity with PBL. Subjects with very low belief can only fulfill 1 reasoning indicator well. Subjects with low belief can fulfill 3 reasoning indicators well and have not been able to fulfill 1 other indicator. Subjects with high belief can fulfill 4 indicators where 1 indicator is imperfect and subject with very high belief can fulfill all the indicators of reasoning well and complete.
Mathematical Connection Abilities and Self-Esteem of Students on Model-Eliciting Activities Learning with a Realistic Approach Dinni, Husna Nur; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study has purpose to (1) find out the quality of Model-Eliciting Activities learning with a realistic approach, (2) describe the ability of mathematical connection based on student’s self-esteem. This research applied mixed method research type with sequential explanatory design, and sample in this study was students of grade VIII.1 and VIII.2 of SMP Negeri B. Srikaton in Musi Rawas District, South Sumatra. Data was done by observation, test, self-esteem scale, and interview. The results of the study showed that the quality of Model-Eliciting Activities learning with a realistic approach included in the good category, and students with high self-esteem had a very good mathematical connection abilities, then students with medium category of self-esteem had a good mathematical connection abilities, and one of subject with a low self-esteem has a poor mathematical connection abilities but there is one subject with a low self-esteem has a fairly good mathematical connection abilities.
Student Critical Thinking Viewed from Mathematical Self-efficacy in Means Ends Analysis Learning with the Realistic Mathematics Education Approach Taubah, Rofinda; Isnarto, Isnarto; Rochmad, Rochmad
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This research aimed to determine the effectiveness of learning by using the MEA model RME approach to the students’ critical thinking skills, and analyzedthe students’ critical thinking skills based on students’ mathematical self-efficacy.The research was conducted at SMP 1 Wedarijaksa, Pati, Central Java. Method used in this reaserch is mix method with concurrent embedded model. The sample in this research were the students ofVII I and VII C. Research findings showed learning by using the MEA model approach to the RME was effective to the students’ critical thinking skills. Critical thinking skills of mathematics towards mathematical self-efficacy, students with high mathematical self-efficacy were able to achieve the five aspects of critical thinking skills, namely drawing conclusions, assumptions, deductions, interpreting information and analyzing arguments. Students with mathematical self-efficacy have been able to achieve four aspects of critical thinking skills namely drawing conclusions, deductions, interpreting information and analyzing arguments. Students with low mathematical self-efficacy were only able to achieve two aspects of critical thinking skills, namely drawing conclusions and analyzing arguments.
Analysis of Mathematical Representation Skills Based on Student Learning Activities in Hands on Activity Assisted Pbl Learning Model Meilon, Beny; Mariani, Scolastika; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical representation is an important aspect in learning mathematics. Problem based learning, one of the learning models that can be applied to improve the ability of mathematical representation and student learning activities. The objectives of this study were (1) to test and analyze the effectiveness of PBL learning assisted by hands on activity on students 'mathematical representation abilities, (2) to describe the ability of students' mathematical representation based on learning activities. This research uses mixed method research with concurrent embedded design. Quantitative research and qualitative research go hand in hand with quantitative research as the primary method. The research subjects were class X students of SMA 1 Wonotunggal. The results of the study show that the class with PBL learning assisted by hands on activity achieves an average, and complete classics reaching more than 75%. The mean difference test shows the students' mathematical representation of classes with PBL learning assisted hands on activity better than classes with expository learning methods. Subjects who have high and moderate activities are able to fulfill all indicators of mathematical representation ability. Subjects who have less activity have not been able to meet the indicators of mathematical representation ability. Indicators that have not been fulfilled are symbolic and verbal representations.
IMPLEMENTASI PEMBELAJARAN SAINS DENGAN MEDIA FOTONOVELA UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA SD/MI Wijayanti, Sri; Isnarto, Isnarto; Masrukan, Masrukan
Journal of Primary Education Vol 5 No 1 (2016)
Publisher : Journal of Primary Education

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Abstract

Berdasarkan hasil observasi awal di kelas V SDN 3 Sedayu, Grobogan ditemukan permasalahan rendahnya kemampuan pemecahan masalah dan potensi kewirausahaan siswa. Tujuan penelitian ini yaitu mendesain perangkat pembelajaran matematika menggunakan model PjBL dengan pendekatan matematika realistik yang terdiri dari silabus, RPP, LKS, bahan ajar, dan soal TKPM yang memenuhi kriteria valid, praktis, dan efektif. Penelitian dan pengembangan ini mengacu pada model Borg and Gall yang secara garis besar meliputi: 1) studi pendahuluan, 2) perencanaan desain, and 3) pengembangan. Penelitian ini menghasilkan perangkat berupa silabus, RPP, bahan ajar, LKS, dan soal TKPM. Validasi terhadap perangkat pembelajaran menyatakan bahwa perangkat pembelajaran valid. Kepraktisan perangkat pembelajaran diperoleh dari pencapaian kemampuan guru dalam melaksanakan pembelajaran, respon guru terhadap perangkat, dan respon siswa terhadap pembelajaran tergolong ke dalam kategori sangat baik. Keefektifan pembelajaran ditunjukkan dengan ketuntasan belajar siswa mencapai 81,25% dan berdasarkan uji beda rata-rata menunjukkan bahwa kemampuan pemecahan masalah siswa kelas eksperimen lebih baik daripada kelas kontrol. Kemampuan pemecahan masalah siswa kelas eksperimen meningkat berdasarkan uji N-Gain sebesar 0,64 atau dengan kriteria sedang. Potensi kewirausahaan siswa kelas eksperimen meningkat berdasarkan skor rata-rata hasil pengamatan telah mencapai kriteria baik. Simpulan dari penelitian ini yaitu bahwa perangkat PjBL dengan pendekatan matematika realistik valid, praktis, dan efektif. Saran untuk peneliti selanjutnya yaitu perlu adanya penelitian lebih lanjut sebagai pengembangan dari penelitian ini pada materi pokok yang lain.
The Analysis of Mathematical Literacy on Realistic Problem-Based Learning with E-Edmodo Based on Student’s Self Efficacy Kuswidyanarko, Arief; Wardono, Wardono; Isnarto, Isnarto
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.298 KB) | DOI: 10.15294/jpe.v6i2.17556

Abstract

This study aims to: (a) analyze the effectiveness of the realistic approach of project-based learning with E-Edmodo as a media, which is proven if the mathematical literacy ability of the experimental class: (1) passes the classical completion as at least 75% of the students reach minimum score of 70; (2) is better than the control class; (3) is increasing, (b) analyze the mathematical literacy ability of the experimental class based on student’s self efficacy. The mixed method was used in this study. The subject of the qualitative study was the students of class VII C (experimental class) and class VII A (control class), while the subjects of the qualitative study were 6 selected students from class VII C consisting of two students each in high, medium, and low self-efficacy groups. The data collection techniques included observation, test, interview and documentation. Based on the data analysis, it can be concluded that: (1) Realistic project-based learning with E-Edmodo was effective, shown by the achievement of classical completion, the average mathematical literacy ability of the experiment class students was higher than the control class, and there was improvement of mathematical literacy ability on Realistic project-based learning with E-Edmodo by 62%. (2) Students with high self-efficacy achieved excellent level of mathematical literacy ability, while students with medium self-efficacy achieved good mathematical literacy ability, and students with low self-efficacy achieved sufficient degree of literacy mathematics ability.
Kemampuan Berpikir Kreatif dalam Pembelajaran Model Connecting Organizing Reflecting Extending Ditinjau dari Kecerdasan Emosional Maftukhah, Nur Ajeng; Nurhalim, Khomsun; Isnarto, Isnarto
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.723 KB) | DOI: 10.15294/jpe.v6i3.21141

Abstract

Penelitian ini bertujuan untuk: (1) mengetahui tingkat ketuntasan klasikal hasil belajar, mendeskripsikan perbedaan berpikir kreatif antara model CORE dengan model Ekspositori, dan mendeskripsikan pengaruh kecerdasan emosional terhadap berpikir kreatif; (2) menganalisis profil dan proses tahapan berpikir kreatif ditinjau dari kecerdasan emosional. Jenis penelitian ini adalah mixed method dengan desain penelitian concurrent embedded. Analisis kuantitatif menggunakan uji proporsi, independent sample t-test, dan uji regresi. Sedangkan analisis kualitatif meliputi data reduction, data display, dan conclusion drawing/verification. Hasil penelitian ini yaitu (1) Nilai kemampuan berpikir kreatif mencapai ketuntasan lebih dari 75%, kemampuan berpikir kreatif dengan model CORE lebih baik daripada dengan model ekspositori, dan terdapat pengaruh positif kecerdasan emosional terhadap kemampuan berpikir kreatif sebesar 80,2%. (2) Siswa dengan kecerdasan emosional tinggi mempunyai profil berpikir kreatif yaitu kreatif (TKBK 3), siswa dengan kecerdasan emosional sedang mempunyai profil berpikir kreatif yaitu cukup kreatif (TKBK 2), serta siswa dengan kecerdasan emosional rendah mempunyai profil berpikir kreatif yang berbeda kurang kreatif (TKBK 1), dan tidak kreatif (TKBK 0). (3) Siswa dengan kecerdasan emosional tinggi mampu melewati semua tahap berpikir kreatif dengan baik, siswa dengan kecerdasan emosional sedang mampu melewati tahapan berpikir kreatif, meskipun terdapat tahapan yang belum terlewati seperti tahap iluminasi, dan siswa dengan kecerdasan emosional rendah kurang mampu dalam melewati tahap kemampuan berpikir kreatif, hanya mampu melewati tahap persiapan.The purpose of this research are to (1) know the level of classical completeness of learning outcomes, describe the difference of creative thinking between CORE model with Expository model; and describe the influence of emotional intelligence on the creative thinking (2) analyze the profile and stage process of creative thinking viewed from emotional intelligence. Kind of this research is mixed method with concurrent embedded design. Quantitative analysis uses proportion test, independent sample t-test, and regression test. While the qualitative analysis includes data reduction, display data, and conclusion drawing/verification. The results of this research are (1) the value of creative thinking ability achieves completeness more than 75%, the creative thinking ability with learning CORE model is better than learning expository model, and there is a positive influence of emotional intelligence on creative thinking ability is 80.2%; (2) Students with high emotional intelligence have a profile of creative thinking ability is creative (TKBK 3), students with medium emotional intelligence have a profile of creative thinking ability is creative enough (TKBK 2), and students with low emotional intelligence have different a profile of creative thinking ability, less creative (TKBK 1) and not creative (TKBK 0); (3) Students with high emotional intelligence are able to pass through all stages of creative thinking ability well; students with medium emotional intelligence are able to pass through the stage of creative thinking ability, although there are several stages that have not been missed such as illumination stage; and students with low emotional intelligence are less able to pass through the stage of creative thinking ability, only able to pass the preparation stage
Co-Authors Budi Waluyo, ST. Dinni, Husna Nur Fathoni, Isna Muhammad Fauziah, Isyatul Indriani, Mikke Novia Iwan junaedi Khomsun Nurhalim, Khomsun Kusumawardani, Dyah Retno Kuswidyanarko, Arief Maftukhah, Nur Ajeng Martalyna, Wihdati Masrukan Masrukan Meilon, Beny Mohammad Asikin Mudinillah, Adam Najiha Nadia, Lana Rochmad - Scolastika Mariani Sri Haryani Sri Wijayanti Sugianto Sugianto Taubah, Rofinda Wardono Wardono