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<![CDATA[MATEMATIKA DALAM BUDAYA PAGARALAM ]]>
<![CDATA[Chika Rahayu]]>;
<![CDATA[Somakim Somakim]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.1985
<![CDATA[Pagaralam is a major tourist destination in the area of South Sumatera Province, Indonesia. In addition to having a beautiful nature, the air is so cool, there is something very interesting to study the culture. Pagaralam has a culture potenstial based on mathematics. This article contains an overview of the relationship between mathematics and Pagaralam culture, in terms of the time division and division system. The existence of several customs or customs has been carried out continously in the culture of society without realizing it is an idea related to mathematics known as ethnomathematics. Matematics learning in school using cultural contexts can lead to the interest and curiousity of learners to learn math and can help learners to achieve a character education as well as to continue a good culture to the next generation and motivate learners to connect math to the real world.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR PPKN MELALUI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) BERBASIS KURIKULUM 2013 ]]>
<![CDATA[Leydhi Andhita Aprilia]]>;
<![CDATA[Slameto Slameto]]>;
<![CDATA[Elvira Hoesein Radia]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2530
<![CDATA[Rendahnya hasil belajar siswa telah menjadi masalah di SD Negeri Salatiga kelas 4. Itulah sebabnya penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan cara mempresentasikan Numbered Heads Together sebagai model pembelajaran berdasarkan kurikulum 2013. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas melalui dua siklus pembelajaran. Setiap siklus terdiri dari tiga pertemuan. Sebelum model diimplementasikan hanya ada 17 siswa yang mencapai KKM atau hanya 54,84%. Setelah model dilaksanakan pada siklus pertama ada 23 siswa yang mencapai KKM atau 74,19%. Pada siklus kedua ada 27 siswa yang mencapai KKM atau 87,10%. Jelas terlihat bahwa ada peningkatan yang signifikan pada hasil belajar siswa. Ini membuktikan bahwa dengan menerapkan Nomor Kepala Bersama berdasarkan kurikulum 2013 dapat membantu meningkatkan hasil belajar siswa dalam studi PPKn.]]>
<![CDATA[PENGARUH PENGGUNAAN LEMBAR KERJA MAHASISWA BERBASIS KONSEP DALAM PERKULIAHAN ANALISIS VEKTOR PROGRAM STUDI PENDIDIKAN MATEMATIKA ]]>
<![CDATA[Puguh Wahyu Prasetyo]]>;
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Sumargiyani Sumargiyani]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.1986
<![CDATA[Vector analysis is one of the cource listed in the curriculum of the Mathematics Education Department, Faculty of Education and Teacher Traning, Universitas Ahmad Dahlan. One of the factors which cause any difficulties and problems in learning Vector Analysis is the student literature used by almost all of the students. That student literature explained a ressume of materials in a brief way completed with many practises., that’s why, the student literature seems too mechanistics. Many student can not use it by theirselves, they need guidances to read that book. In order to solve that problem, teacher designed a student worksheet which is used by the students of the Vector Analysis course when the class is runing. The design of the student worksheet is a concept-based designed. The students can investigate some formulas during the learning of Vector Analysis by theirselves. On the other hand, students can solve some practises contained in the student worksheet easier since the practises is completed with the intructions step by step. During the cource of Vector Analysis, the given student worksheet has a positive response from the student based on the quetionnaire taken from the students. Around 69,2% of the students give their positive response to the student worksheet. The mean of the students score also increased from 60,3 to 80,1. This shows that using the student worksheet in Vector Analysis cource was very useful. ]]>
<![CDATA[PELAKSANAAN PENDIDIKAN INKLUSI DI SD TUMBUH 2 YOGYAKARTA ]]>
<![CDATA[Siti Anafiah]]>;
<![CDATA[Dinar Westri Andini]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2479
<![CDATA[Penelitian ini bertujuan untuk mengetahui pelaksanaan pendidikan inklusi di SD Tumbuh 2 Yogyakarta. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data menggunakan observasi berperan serta (participant observation), wawancara, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil penelitian menunjukkan bahwa SD Tumbuh 2 sudah tidak mengenal terminologi ABK dimana anak tidak dilihat dari hambatannya tetapi potensi yang bisa dikembangkan dari diri anak tersebut. Aktivitas kelas direncanakan dengan mempertimbangkan keadaan latar belakang peserta didik. Aktivitas kelas mendorong peserta didik untuk saling berkomunikasi. Guru selalu mendukung semua aktivitas siswa dengan tegas dan secara terarah. Meskipun terdapat beberapa siswa yang berkebutuhan khusus, guru tidak pernah melabel siswa sebagai seseorang yang merepotkan. Semua peserta didik diberikan kesempatan yang sama untuk ambil bagian dalam kegiatan khusus di kelas.Kata kunci: Pendidikan, inklusi, pelaksanaan]]>
<![CDATA[Pengembangan Media Pembelajaran Interaktif Pada Konsep Monera Berbasis Smartphone Android ]]>
<![CDATA[Gufron Amirullah]]>;
<![CDATA[Susilo Susilo]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2555
<![CDATA[This study aims to develop media learning of Android-based mobile for students of Senior High School class X, and to know the quality of mobile media learningproducts on the concept of monera. The research was done through 2 stages, namely Preliminary and Formative Evaluation. Formative Evaluation Phase was divided into 3 stages namely, Self-Evaluation, Prototyping and Field Test. Validation was done by material experts and media experts. The developed media was tested to 100 students of class X IPA SMAN 5 Bekasi. Data analysis techniques were used the feasibility and quality of media obtained with the instrument in the form of a questionnaire. The results showed that the value of media-based learning feasibility of Android-based monera of 93.92% with Excellent category and material expert judgment of 97% with Excellent category. Trial on students at SMAN 5 Bekasi school obtained the quality of media learning is 91.40% with Excellent category. Based on the results of data acquisition shows that learning media based on Android mobile learning on the concept of monera worthy of use as a source of learning class X high school students.]]>
<![CDATA[Pengaruh Model Teams Games Tournament Terhadap Kemampuan Pemahaman Matematik Siswa Kelas XI SMK di Kota Cimahi Pada Materi Fungsi Eksponen ]]>
<![CDATA[Senja Noviani Dewi]]>;
<![CDATA[Tommy Tanu Wijaya]]>;
<![CDATA[Ayu Budianti]]>;
<![CDATA[Euis Eti Rohaeti]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2570
<![CDATA[Education is a conscious and planned effort organized by school institutions to guide and train learners to grow awareness about the existence of life and the ability to solve every problem of life that always arises. It is reminded that teaching and learning activities are held in order to provide students with learning experiences. Selection of learning models used by teachers in delivering taught material can affect learning outcomes. One model of cooperative learning is Teams Games Tournament (TGT) model. The TGT learning model is a group learning model that involves student activity with an exchange of thoughts or ideas constructing knowledge amongst students in groups when getting assigned. This research is a Classroom Action Research (PTK) or Classroom Action Research is a research that is intended to provide information on how appropriate action to improve teachers' ability and student activeness. The results of the implementation of the first cycle of action I have achieved the classical indicator that has reached 62.5% students score above 70 and the results in cycle II reach 92% students score above 70.]]>
<![CDATA[Pengaruh Model Pembelajaran Laps (Logan Avenue Problem Solving)-Heuristik Terhadap Kemampuan Pemecahan Masalah ]]>
<![CDATA[Ira Silviana Rahman]]>;
<![CDATA[Nerru Pranuta Murnaka]]>;
<![CDATA[Wiwik Wiyanti]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2556
<![CDATA[The background of this research is the mathematics problem solving skill of students that had not been developed optimally. One of the learning models that’s expected to increase problem solving skills is LAPS (Logan Avenue Problem Solving)-Heuristic. The aim of this research is to compare the increase of mathematics problem solving skill between students who were taught by using LAPS-Heuristic model and conventional method. The kind of this research was quasi experimental by using nonequivalent control group design. Sample selection method used was cluster sampling that was obtained from grade VIII.3 as the experimental group learning using LAPS-Heuristic and VIII.2 as control group learning using conventional learning in SMPN 9 Tangerang. Instrument that was used in this research were test of mathematics problem solving and worksheet. The n-gain acquired from the experimental class amounted to 0.379 and 0.261 for the control class. Based on test results obtained by the hypothesis the t-value is greater than t'. The result of this research shows that the increase of mathematics problem solving skill of students who were taught by using LAPS-Heuristic model was higher than those taught with conventional method. ]]>
<![CDATA[TEORI DAN KEMAMPUAN MATEMATIS DALAM PERMAINAN KARTU GAPLE: KAJIAN ETNOMATEMATIKA ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Aloisius Loka Son]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.1984
<![CDATA[This study was created for the purpose to know that in gaple card game had used a mathematics knowledge and ability. Gaple card is a domino card which was usually played two pairs of player, sit in arranged circularly so the paired of player will be on the face. Each player will handle some card which was drawn randomly. The purpose player of the gaple game is to be a winner games by points collection which was accumulated from each games session where are collecting of points based on the rules of play that be known and agreed. This ethnomathematics study is the one of example that a tradition not only contained the community social aspect but also it would utilize the probability theory. Playing gaple card as a vehicle for training of counting ability to high order thinking actually. The integration of the probability theory and high order thinking ability have been utilized a pair player to directed and then created a game session for finished with resulting many of points where are the game's pattern was done through a setting systematically]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR IPA DENGAN PENERAPAN MODEL PEMBELAJARAN JIGSAW BERBASIS KURIKULUM 2013 ]]>
<![CDATA[Lindha Andhita Aprilia]]>;
<![CDATA[Eunice Widyanti Setyaningtyas]]>;
<![CDATA[Slameto Slameto]]>
<![CDATA[ WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/wa.v2i1.2529
<![CDATA[Proses pembelajaran pada Kurikulum 2013 masih membutuhkan perbaikan kualitas yang ditunjukkan dari rendahnya hasil belajar siswa di salah satu SD di Salatiga. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan cara menerapkan model pembelajaran Jigsaw berbasis kurikulum 2013. Jenis penelitian yang digunakan yaitu penelitian tindakan kelas melalui dua siklus pembelajaran. Setiap siklus terdiri dari 3 pertemuan. Hasil belajar sebelum diadakan tindakan pra siklus siswa yang sudah mencapai KKM dengan presentase 42,86%, sedangkan setelah dilaksanakan siklus I jumlah siswa yang sudah mencapai KKM meningkat dengan presentase 71,42% dan setelah dilaksanakan siklus II jumlah yang sudah mencapai KKM meningkat dengan presentase 85,71%. Hal tersebut membuktikkan dengan menerapkan model pembelajaran Jigsaw dapat meningkatkan hasil belajar IPA.]]>
