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All Journal Teorema: Teori dan Riset Matematika Jurnal Pendidikan Amartha
Dewantara, Ki Hajar
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementasi Case Method Berbasis Pembelajaran Proyek Kolaboratif terhadap Kemampuan Kolaborasi Mahasiswa Pendidikan Matematika Dewi, Izwita; Siregar, Hasratuddin; Agustia, Anjelly; Dewantara, Ki Hajar
Teorema: Teori dan Riset Matematika Vol 9, No 2 (2024): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v9i2.16341

Abstract

Kemampuan kolaborasi sangat penting untuk dikembangkan agar mahasiswa dapat bekerjasama dalam perbedaan kelompok sebagai bekal untuk menghadapi era globalisasi abad ke-21. Sebagai calon guru abad 21 mahasiswa perlu mengembangkan kemampuan kolaborasi mereka agar dapat bekerja secara profesional. Salah satu metode pembelajaran,yang memungkinkan mahasiswa melakukan aktivitas kolaborasi yang dapat diintegrasikan dalam pembelajaran matematika adalah case method  sebab pemecahan kasus dilakukan dengan berpikir kritis secara ilmiah. Tujuan penelitian ini adalah untuk mengetahui pengaruh implementasi Case Method berbasis pembelajaran proyek kolaboratif terhadap kemampuan kolaboratif mahasiswa dan seberapa besar pengaruh tersebut. Jenis penelitian ini adalah quasi eksperiment dengan sampel penelitian mahasiswa semester 6 yang mengambil mata kuliah struktur sebanyak 34 mahasiswa di Program Studi Pendidikan matematika. Instrumen penelitian ini menggunakan angket kemampuan kolaboratif mahasiswa yang berjumlah 30 butir pernyataan dengan skala likert 1 sampai 4. Pemberian angket pada mahasiswa sebanyak dua kali yaitu pada saat sebelum dan sesudah pembelajaran menggunakan case method. Teknik analisis data pada penelitian ini yaitu statistic paired sample t test Sig. (2-talled) < 0,05. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh implementasi case method berbasis proyek kolaboratif terhadap kemampuan kolaboratif mahasiswa dengan efek size kriteria sedang. Berdasarkan temuan tersebut Case Method baik digunakan dalam pembelajaran matematika.
Improving the Conceptual Understanding Ability of Grade VIII Students Through the Guided Discovery Model Assisted by Interactive E-Modules Dewantara, Ki Hajar; Dewi, Izwita
Jurnal Pendidikan Amartha Vol 4, No 1 (2025): May 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v4i1.3809

Abstract

This research aims to: (1) To find out how the use of a guided discovery model assisted by interactive e-modules can increase students' understanding of concepts. (2) To determine the increase in students' understanding of concepts after using the guided discovery model assisted by interactive e-modules. The subjects of this research were all 33 students in class VIII-3. The first procedure of this research is to give an initial test to students, in order to see students' ability to understand initial concepts, the second is to carry out learning using a guided discovery model assisted by interactive e-modules with rectangular material. The research consisted of 2 cycles with a teaching process of 4 meetings, where after 2 meetings in each cycle a concept understanding test was given to see students' concept understanding abilities. The form of questions for each test is a description. Before the test is tested, it is first validated by a validator. In the initial test, students' conceptual understanding abilities were in the very poor category with an average of 29, where no students experienced the level of learning completeness. After the implementation of cycle I, the level of students' ability to understand concepts was in the poor category with an average of 57.93 and 5 students (15.15%) reached the level of learning completeness. In the implementation of cycle II, the level of students' ability to understand concepts was in the very good category with an average of 87.31 and 30 students (90.90%) reaching the criteria for completion. The G value on the gain index is 0.70035 in the high category, as well as the overall indicator criteria for understanding concepts and observations are in the good category (61-80%). Based on the research analysis, it is clear that the use of a guided discovery model assisted by interactive e-modules can improve the ability to understand concepts in class VIII students.
Improving the Conceptual Understanding Ability of Grade VIII Students Through the Guided Discovery Model Assisted by Interactive E-Modules Dewantara, Ki Hajar; Dewi, Izwita
Jurnal Pendidikan Amartha Vol 4, No 1 (2025): May 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v4i1.3809

Abstract

This research aims to: (1) To find out how the use of a guided discovery model assisted by interactive e-modules can increase students' understanding of concepts. (2) To determine the increase in students' understanding of concepts after using the guided discovery model assisted by interactive e-modules. The subjects of this research were all 33 students in class VIII-3. The first procedure of this research is to give an initial test to students, in order to see students' ability to understand initial concepts, the second is to carry out learning using a guided discovery model assisted by interactive e-modules with rectangular material. The research consisted of 2 cycles with a teaching process of 4 meetings, where after 2 meetings in each cycle a concept understanding test was given to see students' concept understanding abilities. The form of questions for each test is a description. Before the test is tested, it is first validated by a validator. In the initial test, students' conceptual understanding abilities were in the very poor category with an average of 29, where no students experienced the level of learning completeness. After the implementation of cycle I, the level of students' ability to understand concepts was in the poor category with an average of 57.93 and 5 students (15.15%) reached the level of learning completeness. In the implementation of cycle II, the level of students' ability to understand concepts was in the very good category with an average of 87.31 and 30 students (90.90%) reaching the criteria for completion. The G value on the gain index is 0.70035 in the high category, as well as the overall indicator criteria for understanding concepts and observations are in the good category (61-80%). Based on the research analysis, it is clear that the use of a guided discovery model assisted by interactive e-modules can improve the ability to understand concepts in class VIII students.
Co-Authors Agustia, Anjelly Hasratuddin Siregar Izwita Dewi