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All Journal Plusminus: Jurnal Pendidikan Matematika Gemi: Jurnal Penelitian dan Pengabdian
Khasanah, Nur Dina Meylaila
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Jari Trigonometri: Alternatif Alat Peraga Pembelajaran Matematika Sarumaha, Yenny Anggreini; Khairiani, Dian; Khasanah, Nur Dina Meylaila; Sari, Nurma
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Maret
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i1.1496

Abstract

Penggunaan alat peraga dalam pembelajaran matematika bukanlah hal baru. Di tengah-tengah digitalisai yang berkembang, penelitian ini hadir memberikan pandangan penggunaan alat peraga dalam pembelajaran matematika. Tujuan penelitian ini adalah mengkaji lebih dalam pengalaman siswa dalam menggunakan alat peraga pada materi sudut istimewa trigonometri. Penelitian ini fokus pada 4 orang siswa kelas X SMA di Yogyakarta, yang terdiri dari 4 orang siswa. Metode yang digunakan adalah metode kualitatif dengan menggunakan triangulasi data untuk mendeskripsikan hasil temuan. Penelitian menunjukkan bahwa penggunaan Jari Trigonometri dalam memperlajari sudut-sudut istimewa memberikan pengalaman dan persepsi positif bagi siswa dalam memahami dan mengingat sudut istimewa. Selain itu, motivasi dan keterlibatan siswa dalam pembelajaran juga meningkat.  Meskipun mengalami tantangan dalam memahami penggunaan alat peraga, siswa menyatakan memperoleh manfaat yang signifikan dalam menggunakan Jari Trigonometri. The use of manipulation in learning mathematics is not a new thing. In the development of digitalization, this present study stands to open again perspective using hand on manipulative in teaching and learning mathematics. The purpose of this study was to understand deeply students’ experiences in utilizing manipulatives to learn special angles in trigonometry. This study focused on a small group of grade X senior high school in Yogyakarta, which consisted of 4 students. The method in this study was a qualitative method using data triangulation to describe the findings. The results show that using Jari Trigonometri in learning special angles gave positive experiences and perceptions for students to understand and remember special angles. Moreover, students’ motivation and participation in learning improved better. Albeit having obstacles in comprehending the use of Jari Trigonometri, students affirmed gaining benefits in utilizing this hands-on manipulative.
PELATIHAN PEMBUATAN VIDEO PEMBELAJARAN MATEMATIKA MENGGUNAKAN SOFTWARE FILMORA PADA MAHASISWA UNIVERSITAS COKROAMINOTO YOGYAKARTA Putra, Aji Permana; Sarumaha, Yenny Anggreini; Khasanah, Nur Dina Meylaila; Khairiani, Dian
Gemi: Jurnal Penelitian dan Pengabdian Vol. 3 No. 1 (2023): Gemi
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/gemi.v3i1.2170

Abstract

In today's learning process, we are required to be able to adapt to the digital world. One of the points to pay attention to is making learning videos. Students in the latest curriculum are required to be creative and produce learning videos. Therefore, it is necessary to carry out training in making learning videos on mathematics subjects with the help of Filmora video editing software to then upload them to the YouTube channel. The implementation of the service is aimed at final (seventh) semester students with the hope that when they graduate and finish studying and enter the world of work in the education sector, they will be equipped with optimal abilities, one of which is being able to produce learning videos. The first thing that the service lecturer does is observe students who will be given training, specifically students in the seventh semester of the Mathematics Education study program by giving pre-tests and post-tests. From the pre-test results, it is known that before the treatment (training) was carried out, the value of understanding learning videos was 30%, understanding the use of learning video software 20% and understanding channels for uploading learning videos on the internet 30%. After training and making learning videos, student understanding increased to 70% for learning videos, 60% for learning video software, and 70% for uploading learning videos on the internet. It is hoped that activities like this will be carried out regularly in order to provide education and enlightenment to parties who need it.
Co-Authors Aji Permana Putra Khairiani, Dian Nurma Sari, Nurma Yenny Anggreini Sarumaha