Articles
<![CDATA[Pelatihan Ketrampilan Dasar Mengajar (KDM) Bagi Calon Guru Sebagai Upaya Penguatan Penguasaan Dasar Mengajar ]]>
<![CDATA[Nur Farida]]>;
<![CDATA[Tatik Retno Murniasih]]>;
<![CDATA[Rahaju Rahaju]]>;
<![CDATA[Vivi Suwanti]]>;
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Udik Yudiono]]>;
<![CDATA[Fauzan Fauzan]]>
<![CDATA[ J-ADIMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[(STKIP) PGRI Tulungagung ]]>
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DOI: 10.29100/j-adimas.v10i1.3050
<![CDATA[Keterampilan Dasar Mengajar (KDM) merupakan modal awal yang penting untuk dimiliki caln guru sebelum melaksanakan magang di sekolah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan KDM calon guru sebagai upaya penguatan penguasaan dasar mengajar sebelum terjun sebagai calon guru magang di sekolah. Metode pelaksaanan pelatihan yang digunakan berupa 1) presentasi materi dan 2) praktik mengajar sejawat. Dari kedua kegiatan tersebut dilakukan evaluasi berdasarkan observasi lapangan tentang pengetahuan dan keterampilan dasar mengajar calon guru. Berdasarkan hasil evaluasi diketahui bahwa 1) pemberian materi dapat meningkatkan pengetahuan calon guru tentang KDM tetapi masih kurang efektif untuk membuat calon guru merancang langkah-langkah pembelajaran yang relevan pada RPP dan 2) praktik mengajar sejawat/demonstrasi dapat meningkatkan KDM calon guru lebih baik karena calon guru bisa menghubungkan bentuk praktik dengan teori yang diberikan pada sesi materi.]]>
<![CDATA[Assessment Instruments of STEM Project-Based Learning on Statistical Materials ]]>
<![CDATA[Rosita Dwi Ferdiani]]>
<![CDATA[ Indonesian Journal Of Educational Research and Review Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijerr.v5i2.50014
<![CDATA[Most students do not have the skills to use information, so the information is less applicable in everyday life, and can even hurt students. This is a challenge for teachers in this era. One of the learning models that can be used to face challenges in the era of the industrial revolution 4.0 is Project-Based Learning. Therefore the purpose of this study was to analyse the feasibility, practicality, and effectiveness of the STEM project-based learning assessment instrument. The research development model used in this research is ADDIE model. The subjects of this research are two class of junior high school namely class VIII A and class VIII B which will be doing a broad field test. The data collected consists of two kinds, Qualitative and Quantitative. The data collection instrument to be carried out is divided into three category including, 1) product feasibility assessment instrument, 2) product practicality instrument 3) product effectiveness instrument. The result concluded that the STEM Project Based Learning-based learning assessment instrument developed by the researcher was declared "very feasible" category. The STEM project based learning assessment instrument developed by the researcher included in the "Very Practical" category and the large group test questionnaire score for 27 students of class VIIIB were included in the "Very Practical" category. The STEM Project-Based Learning assessment instrument developed by the researchers obtained the results of small group trials including in the "Very Effective" category.]]>
<![CDATA[Development Of Web-Based E-Learning Media On Equation Materials And Quadratic Function: Pengembangan Media Pembelajaran E-Learning Berbasis Website pada Materi Persamaan dan Fungsi Kuadrat ]]>
<![CDATA[Orlando Nguru Armando Gianfrancho]]>;
<![CDATA[Dwi Ferdiani Rosita]]>
<![CDATA[ Emasains : Jurnal Edukasi Matematika dan Sains Vol. 9 No. 1 (2020): Maret 2020 ]]>
Publisher : <![CDATA[FPMIPA IKIP PGRI Bali ]]>
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DOI: 10.5281/zenodo.3742848
<![CDATA[Abstract: This study aims to develop website-based e-learning media. This media is an online or online learning media created by using the PHP (Personal Home Page) programming language and can be accessed via a PC (Personal Computer) or Mobile via a browser. The addition of the latex feature makes it easier for users to use symbols and mathematical formulas. While the chat feature makes it easy for students to consult the material with the teacher by online. The main purpose of the study is to determine the level of validity, feasibility and effectiveness of website-based e-learning media on the subject matter of equations and quadratic functions. This study uses a Research and Development (R&D) with a 4D model. The stages of the 4D development model are as follows: (1) Define, (2) Design, (3) Development, and (4) Dissemination. The validity level is based on the validator of media, materials and learning experts getting successively 4.50 media experts, 4.58 materials experts, and 4.36 learning experts. These results indicate that the media is very valid to be used as a learning media. In a small group trial with subjects as many as six students of Class XI Vocational School, students obtained 4,34 of the feasibility results and categorized as very feasible. In a large group trial with a trial subject of 20 students of Class XI Vocational School, the effectiveness of the media was obtained through the test with a percentage value of 95 %. Key Words : E-learning, Website, Research and Development]]>
<![CDATA[Effectiveness of E - Module Implementation Using STEM Project-Based Learning on Statistics Materials ]]>
<![CDATA[Rosita Dwi Ferdiani Ferdiani]]>
<![CDATA[ Jurnal Inspirasi Pendidikan Vol 12 No 2 (2022): Agustus 2022 ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jip.v12i2.7299
<![CDATA[The purpose of this study was to determine the effectiveness of implementing e-modules based on STEM Project-based learning on statistical material. This research is qualitative and quantitative. The types of data in this study are qualitative and quantitative data. Qualitative data is generated from the input and suggestions of teachers (learning experts) and respondents. Quantitative data in the form of scores from the questionnaire and test results done by students. The instruments used in this study were e-modules based on STEM Project-Based Learning, tests, and questionnaires. The subjects of this study were students of class VIII SMP Al Inayah. Based on the results of the study, it was found that: 1). Assessment of effectiveness based on the results of test scores obtained by students during limited field trials (small groups) showed that students' completeness scores were 80% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < ð‘‹Ì… ≤ 100%, so the test results show that the e-module developed is in the "very effective" category. 2). Assessment of effectiveness based on the results of test scores obtained by students during large field trials (large groups) showed that the student's completeness score was 90% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < ð‘‹Ì… ≤ 100% so the test results show that the e-module based on STEM Project Based Learning developed is in the "very effective" category. The difference between this study and previous research is that this research focuses on the effectiveness of implementing the STEM Project Based Learning e-module on junior high school statistics which discusses data distribution, average value, median, mode, and distribution of data to conclude, make decisions, and make predictions. The e-module contains exercises that help students think creatively and implement material on real-life projects and their relationship to the STEM]]>
<![CDATA[E – MODUL BERBASIS STEM PBjL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SELAMA PANDEMI COVID -19 ]]>
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Yuniar Pranyata]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i3.5141
<![CDATA[Tujuan dari penelitian ini adalah mendeskripsikan penggunaan E-modul berbasis STEM PjBL untuk meningkatkan kemampuan berpikir kreatif pada masa pandemi covid -19 di perguruan tinggi di Malang, Indonesia. Penelitian ini menggunakan desain penelitian tindakan kelas. Subjek penelitian ini adalah 28 mahasiswa Jurusan Pendidikan Matematika pada salah satu perguruan tinggi di Malang. Kriteria keberhasilan yang ditetapkan peneliti adalah 75% dari jumlah siswa yang dapat mencapai Kriteria Ketuntasan Minimum (KKM) yaitu 65. Penelitian ini menunjukkan bahwa penerapan pembelajaran dengan menggunakan E-modul berbasis STEM-PjBL dapat meningkatkan kemampuan berpikir kreatif siswa. Hal ini dibuktikan dengan peningkatan nilai tes I dan tes II berupa nilai rata-rata dari 74,10 menjadi 79,07 dan peningkatan ketuntasan klasikal sebesar 18,28%, dari 71% menjadi 89%.]]>
<![CDATA[PEMBELAJARAN MELALUI MEDIA GEOGEBRA DALAM MENGKONSTRUKSI GRAFIK GEOMETRI DENGAN PENEMUAN TERBIMBING ]]>
<![CDATA[Nur Farida]]>;
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Tatik Retno Murniasih]]>
<![CDATA[ INSPIRAMATIKA Vol 8 No 1 (2022): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, June 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum ]]>
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DOI: 10.52166/inspiramatika.v8i1.2990
<![CDATA[The purpose of this research is to increase students' understanding in constructing geometric graphs through GeoGebra media with the guided discovery method. The guided discovery method is more often used in learning mathematics because it is teacher oriented so that students are passive and less able to construct mathematical ideas independently. Students only memorize so they are confused about using mathematical concepts. This study uses the type of experimental research. The instrument in this study used student activity observation sheets and learning outcomes tests, while the research sample was students. The application of the guided discovery method using GeoGebra media based on research results can increase student activity and learning outcomes. Student activity increased through GeoGebra media to construct graphs. Based on the results of the student's final test, it was 83.33%. This shows that learning through the GeoGebra media with guided discovery is very effective in constructing student geometry charts on geometry material.]]>
<![CDATA[ANALISIS PEMAHAMAN KONSEP SISWA PADA MATERI TEOREMA PYTHAGORAS DITINJAU DARI TEORI APOS SISWA KELAS VIII ]]>
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Riski Nur Istiqomah Dinullah]]>;
<![CDATA[Risa Cahyani]]>
<![CDATA[ Pi: Mathematics Education Journal Vol. 3 No. 1 (2020): April ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/pmej.v3i1.3669
<![CDATA[Abstrak: Berdasarkan hasil observasi yang dilakukan peneliti pada salah satu SMP yang ada di Kabupaten Malang yaitu SMPN 1 Wonosari, peneliti mendapatkan beberapa siswa yang kurang dalam memahami konsep matematika. Hal itu menunjukkan bahwa siswa harus mempunyai pemahaman konsep dalam memahami soal yang diberikan. Tujuan dari penelitian ini adalah untuk menganalisis pemahaman konsep siswa pada materi teorema pythagoras ditinjau dari teori APOS. Penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif dengan metode tes dan wawancara. Subyek penelitian ini adalah dua siswa dengan kategori baik, dua siswa dengan kategori sedang dan dua siswa dengan kategori kurang yang dilakukan di kelas VIII SMPN 1 Wonosari. Hasil penelitian ini menunjukkan bahwa 10 siswa mampu mengerjakan pada tahap aksi, 7 siswa mampu mengerjakan pada tahap proses, 4 siswa mampu mengerjakan pada tahap objek dan 3 siswa mampu mengerjakan pada tahap skema. Dari hasil penelitian ini, disampaikan bahwa rata-rata kemampuan pemahaman konsep siswa yaitu pada tahap aksi dan proses. Saran dari penelitian ini adalah guru diharapkan dapat memberikan metode pembelajaran yang bisa meningkatkan pemahaman konsep siswa ataupun guru juga bisa memberikan latihan-latihan secara rutin dengan berbagai jenis soal yang dapat meningkatkan pemahaman konsep siswa.]]>
<![CDATA[Pengembangan Media Pembelajaran Matematika Berbasis Android Menggunakan Adobe Flash CS 6 Pada Materi Trigonometri ]]>
<![CDATA[Indah Pujiarti]]>;
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Trija Fayeldi]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 2 (2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jrpm.2022.7.2.147-158
<![CDATA[In the era of industrial revolution 4.0 and community technology 5.0, smartphones are currently very widely used by educational practitioners as a medium for learning mathematics. It aims to attract students' interest in learning mathematics that is considered difficult by students such as trigonometry material. A lot of software is used to make android-based learning media for smartphones, one of which is Adobe Flash CS 6. This research is ADDIE version development research which includes five levels, specifically: Analysis, Design, Development, Implementation, and Evaluation. The instruments used are professional validation questionnaires and scholar response questionnaires. The validation expert concludes that Android-based mathematics learning media using Adobe Flash CS 6 on trigonometry material is included in the category "very feasible and can be used with a little revision." While the results of the student response questionnaire obtained a very good percentage of student responses and got the "very practical" category.]]>
<![CDATA[Pengembangan Media Pembelajaran Matematika Berbasis Smartphone ]]>
<![CDATA[Muchmad Iksan]]>;
<![CDATA[Nur Farida]]>;
<![CDATA[Rosita Dwi Ferdiani]]>
<![CDATA[ Jurnal sosial dan sains Vol. 3 No. 3 (2023): Jurnal Sosial dan Sains ]]>
Publisher : <![CDATA[Green Publisher Indonesia ]]>
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DOI: 10.59188/jurnalsosains.v3i3.716
<![CDATA[Latar Beakang : Media pembelajaran matematika berbasis smartphone ini memuat materi Sistem Persamaan Linier Dua Variabel. Tujuan : Penelitian ini bertujuan mengembangkan media yang dapat membantu guru untuk melaksanakan pembelajaran. Metode : Penelitian ini dilakukan melalui lima tahap sebagai berikut : (1) Assume, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. Peninalian yang dilakukan kepada ahli media mendapatkan persentase 88,0%. Penilaian yang dilakukan oleh ahli pembelajaran mendapatkan persentase 80,83%. Penilaian yang dilakukan oleh ahli materi mendapatkan persentase 73,5%. Kepraktisan media pembelajaran ini diperoleh dari hasil angket uji coba kelompok kecil yang mendapat persentase 73,8%. Kepraktisan di uji coba kelompok besar mendapat nilai persentase 88,08%. Hasil : Hasil keefektifan media pembelajaran ini diambil dari tes soal yang dilakukan pada uji coba kelompok kecil mendapatkan persentase 61,3%. Hasil tes soal yang diperoleh dari uji coba kelompok besar mendapatkan persentase 85,75%. Penelitian media pembelajaran ini sudah memenuhi kriteria kelayakan, kepraktisan dan keefektifan. Media pembelajaran ini masih perlu dikembangkan lagi untuk mendapatkan media yang lebih baik untuk digunakan dalam pembelajaran. Kesimpulan: Kesimpluan pengembangan media pembelajaran matematika berbasis smartphone yang berkualitas untuk digunakan pada pembelajaran menggunakan beberapa kriteria. untuk menilai. Penilaian kelayakan,kepraktisan dan keefektifan media dilakukan oleh dosen dan guru serta uji coba kelompok kecil dan uji coba kelompok besar yang diterapkan kepada peserta didik.]]>
<![CDATA[Animation Video using Adobe Animate CC Application Based on Problem-based Learning ]]>
<![CDATA[Rosita Dwi Ferdiani]]>;
<![CDATA[Trija Fayeldi]]>;
<![CDATA[Triayuningsih Permata Suci]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 12 No 2 (2023): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpiundiksha.v12i2.49843
<![CDATA[So far learning has only used lecture and discussion methods, and has not implemented problem-based learning. Learning has not used learning media, especially animated video media so that students tend to get bored and less interested. Based on the analysis of student learning outcomes on sequences and series material, as many as 56% of students scored below the KKM. This study aims to develop learning media based on video animation to improve student learning outcomes that are valid, feasible, and effective. This media is a mathematics learning media made using Adobe Animate which can be accessed via computers, laptops, or cellphones. This study uses the ADDIE model which is carried out through several stages as follows: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. This research involved students of vocational high school consisting of 6 students of Class XI Fashion Design as a small group test subject and 20 students of Class XI Computer and Network Engineering as a significant test group. Based on research that has been done on the development of animated videos using the Adobe Animate CC application based on problem based learning, it can be concluded that the media is stated to be very valid, very feasible and very effective in improving students' abilities. Animated videos using the Adobe Animate CC application based on Problem Based Learning have an impact on increasing student learning abilities.]]>
