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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2020): JUNE" : 8 Documents clear
THE IMPLEMENTATION OF RECEPTION-ORIENTED CAM WITH WORKSHEETS TO IMPROVE GRADE 10 STUDENTS’ CONCEPTUAL UNDERSTANDING OF QUADRATIC EQUATIONS AND FUNCTIONS IN A CHRISTIAN SCHOOL Astuti, Dea Dri; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.1578

Abstract

Based on observations and summative test results, the researcher identified that students' difficulties in learning quadratic equations and functions was conceptual understanding. Conceptual understanding enables students to analyze, integrate, and apply a concept in different situations. The purpose of the research was to see if the implementation of the Reception-Oriented CAM with worksheets improved students’ conceptual understanding and to find an effective way to implement the method. The researcher used a two-cycle Classroom Action Research of Pelton’s with seven grade 10 female students at a Christian school in Tangerang as the research subjects. Data was collected by test sheets, observation sheets, feedback sheets, and documentation. The result showed that the Reception-Oriented CAM with worksheets could improve students’ conceptual understanding in learning quadratic equations and functions. Another result showed that an effective way to implement Reception-Oriented CAM with worksheets was through implementing all the phases of the method thoroughly by giving more time in phase three and giving detailed instruction to the students. BAHASA INDONESIA ABSTRACT: Berdasarkan pengamatan dan hasil tes sumatif, peneliti mengidentifikasi bahwa kesulitan siswa dalam belajar persamaan dan fungsi kuadrat adalah dalam memahami konsep. Pemahaman konsep memungkinkan siswa untuk menganalisis, mengitegrasi, dan menerapkan konsep dalam berbagai situasi. Tujuan penelitian ini adalah untuk melihat manfaat penggunaan Reception Oriented CAM dengan lembar kerja untuk meningkatkan pemahaman konsep dan menemukan suatu cara yang efektif dalam penerapan metode tersebut. Penelitian tuindakan kelas dua siklus dengan model Pelton ini mengambil subyek tujuh siswi kelas 10 di suatu Sekolah Kristen di Tangerang. Data dikumpulkan dengan lembar tes, observasi, lembar umpan balik, dan dokumentasi. Hasil penelitian menunjukkan bahwa metode Reception Oriented CAM dengan lembar kerja dapat meningkatgkan pemahaman konsep siswa dalam pembelajaran persamaan dan fungsi kuadrat. Hasil penelitian juga menunjukkan bahwa cara yang efektif untuk menerapkan Reception Oriented CAM dengan lembar kerja adalah dengan cara memberikan waktu yang cukup pada langkah ke tiga dan memberikan instruksi dengan detail kepada siswa-siswa sebelum pembelajaran dimulai. 
PERAN GURU KRISTEN DALAM MENUMBUHKEMBANGKAN KEPERCAYAAN DIRI SISWA DALAM PEMBELAJARAN MATEMATIKA [THE ROLE OF CHRISTIAN TEACHERS IN DEVELOPING STUDENTS’ CONFIDENCE IN MATHEMATICS] Patandung, Arniati Bintan; Saragih, Melda J
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.1972

Abstract

Self-confidence is the ability of students to build positive energy that is useful for completing tasks or working optimally. However, the reality is that some students feel unsure of their abilities which results in them not doing given assignments. Students also tend to give up easily and are lazy when they are given problems that are more difficult than usual, the reason being they think they are unable to solve them. God calls every Christian teacher to develop a learning community where students feel cared for and able to use their abilities in the learning process. Therefore, the purpose of this paper is to look at the role of the teacher in developing students’ confidence in mathematics. The teacher's role is to pay attention to the factors that cause low student confidence and then to design learning strategies that suits students' needs. Teachers can develop self-concepts, motivation, encouragement, practice exercises, reviews, and assessments that enable students to be more confident in their ability to glorify God. Other suggestions for teachers are to provide questionnaires or interviews in advance to collect data on low student confidence rates so that teachers can determine the right strategy according to student needs.BAHASA INDONESIA ABSTRACT: Kepercayaan diri atau keyakinan akan kemampuan siswa dapat membangun energi positif yang berguna untuk menyelesaikan tugas ataupun pekerjaan secara maksimal. Akan tetapi kenyataan yang didapatkan di kelas yaitu beberapa siswa merasa tidak yakin akan kemampuannya yang mengakibatkan siswa tidak mengerjakan tugas yang diberikan. Siswa juga cenderung untuk mudah menyerah dan malas mencoba ketika diberikan soal yang lebih sulit daripada biasanya, alasannya karena mereka berpikir tidak mampu untuk menyelesaikannya. Tuhan memanggil setiap guru Kristen untuk mampu mengembangkan kelas menjadi sebuah komunitas untuk belajar agar siswa merasa berada dalam lingkungan yang peduli terhadapnya sehingga siswa mampu untuk menggunakan kemampuan yang dimiliki dalam proses pembelajaran.   Oleh karena itu, tujuan penulisan makalah ini yaitu melihat peran guru dalam menumbuhkembangkan kepercayaan diri siswa dalam pelajaran matematika. Peran guru dalam menumbuhkembangkan kepercayaan diri siswa dalam pembelajaran yaitu dengan memperhatikan faktor penyebab rendahnya kepercayaan diri siswa dan merancang pembelajaran yang sesuai dengan kebutuhan siswa. Guru dapat menumbuhkan konsep diri, memberikan motivasi serta dorongan, latihan soal, review dan evaluasi kepada siswa untuk lebih yakin akan kemampuannya untuk memuliakan Tuhan. Saran bagi guru lain yaitu sebaiknya memberikan kuesioner ataupun wawancara terlebih dahulu untuk mengumpulkan data rendahnya kepercayaan diri siswa sehingga guru dapat menentukan strategi yang tepat sesuai kebutuhan siswa.
PERAN GURU KRISTEN DALAM MENINGKATKAN KEAKTIFAN SISWA PADA PROSES PEMBELAJARAN MATEMATIKA DI SEKOLAH KRISTEN [THE ROLE OF CHRISTIAN TEACHERS IN IMPROVING ACTIVE LEARNING IN MATHEMATICS IN A CHRISTIAN SCHOOL] Sihaloho, Gifson Teodorus; Sitompul, Henni; Appulembang, Oce Datu
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.1988

Abstract

Teachers and students have very important roles in the learning process. The teacher's role is planning and conducting the learning process. Students are required to be actively involved in learning. The success of a teacher in teaching will be determined by how active students are in participating in learning. Students' active learning will show that they really follow the learning process. The results of field observations indicate that student activity is still very low. Students very rarely ask questions, are less enthusiastic, unfocused, and sleepy when the teacher teaches. The purpose of this study is to discuss the role of Christian teachers in increasing student activity in the learning process. The results showed that Christian teachers play a role in increasing student activity in the learning process. Teachers are advised to create learning that is fun and not boring by creating varied learning methods, making teaching aids, and using ice breakers or games.BAHASA INDONESIA ABSTRACT: Guru dan siswa memiliki peran yang sangat penting dalam proses pembelajaran. Guru berperan dalam merencanakan dan melakukan proses pembelajaran. Siswa dituntut untuk dapat terlibat aktif dalam belajar. Keberhasilan seorang guru dalam mengajar ditentukan seberapa aktif siswa dalam mengikuti pembelajaran. Siswa belajar aktif menunjukkan bahwa mereka sungguh-sungguh mengikuti proses pembelajaran. Hasil observasi di lapangan menunjukkan bahwa keaktifan siswa masih sangat rendah. Siswa sangat jarang mengajukan pertanyaan, kurang bersemangat, kurang antusias, tidak fokus, dan mengantuk ketika guru mengajar. Tujuan penulisan ini adalah membahas mengenai peran guru Kristen dalam meningkatkan keaktifan siswa dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa guru Kristen berperan dalam meningkatkan keaktifan siswa pada proses pembelajaran. Peran guru Kristen dalam proses pembelajaran adalah menggunakan metode pembelajaran yang bervariasi, membimbing siswa ketika mengalami kesulitan dalam memahami materi, dan membuat ice breaking. Guru-guru disarankan untuk menciptakan pembelajaran yang menyenangkan dan tidak membosankan dengan membuat metode pembelajaran yang bervariasi, membuat alat peraga, dan membuat ice breaking ataupun games. 
THE ING NGARSA SUNG TULADHA COOPERATIVE LEARNING MODEL AND STUDENTS' PROBLEM SOLVING ABILITIES Hutagaol, Kartini; Saija, Louise; Panjaitan, Maru M. J.
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2005

Abstract

This paper describes one way that teachers as educators can face the challenges of the industrial revolution 4.0, namely by instilling and preparing creative and character-based leaders. Education as character building can be implemented using Ki Hajar Dewantara's leadership concepts, namely Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. The concept of leadership was first adopted as a cooperative learning model which emphasized exemplariness in group learning. The group leader is called tuladha and is the facilitator of the group. Tuladha utilizes the Internet of Things. Before the teaching and learning process in class, information, concepts or ideas, and examples are posted by the teacher to the tuladha. This study is an experimental study with the sample used meeting the prerequisites of the statistical test used. The results showed that students' mathematical problem solving abilities increased significantly using the Ing Ngarsa Sung Tuladha cooperative learning model over the usual method. The category of improving students' mathematical problem solving abilities that obtain the Ing Ngarsa Sung Tuladha cooperative learning model is in the high category.
PENERAPAN DISIPLIN POSITIF DALAM PEMBELAJARAN DITINJAU MELALUI PERSPEKTIF KRISTEN [POSITIVE DISCIPLINE IN LEARNING REVIEWED THROUGH A CHRISTIAN PERSPECTIVE] Aji, Imanuela Praba; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2101

Abstract

Discipline is still a problem in the world of education. In addition, disciplinary enforcement still uses punishment. This deviant behavior of students is a result of humanity's fall into sin. Sin turns people away from God and they choose to become God's rebels. Therefore, humans become more likely to disobey. Having good discipline is the expectation that every teacher wants for their students. However, the teacher prefers to make his students obedient to him but it is not always accompanied by a growing awareness to be disciplined in the hearts of students. One form of application that encourages discipline with compliance is positive discipline. The author wants to analyze the application of positive discipline through a Christian perspective. Positive discipline is a disciplined approach based on trust between teachers and students. The analysis shows that the application of positive discipline in accordance with Christian principles has not been able to stop indiscipline. This is evident from the responses of students who are still repeating their actions even though positive discipline has been applied in learning. One of the forms of applying positive discipline that is in line with Christianity's view is one of the results of awareness and changes in student attitudes not because of dialogue but because of the touch of the Holy Spirit. In its application, it must always rely on the intervention of the Holy Spirit.BAHASA INDONESIA ABSTRACT: Ketidakdisiplinan masih menjadi permasalahan di dalam dunia pendidikan. Selain itu penegakkan kedisiplinan masih menggunakan hukuman. Perilaku menyimpang siswa ini merupakan akibat dari kejatuhan manusia ke dalam dosa. Dosa membuat manusia menjadi berpaling dan memilih untuk menjadi pemberontak Allah. Oleh sebab itu, manusia menjadi lebih menyukai melakukan ketidaktaatan. Memiliki kedisiplinan yang baik merupakan harapan yang setiap guru inginkan terhadap siswanya. Akan tetapi, guru lebih suka membuat siswanya patuh kepadanya tetapi tidak diiringi dengan menumbuhkan kesadaran untuk berdisiplin dalam hati siswa. Salah satu bentuk penerapan yang mendorong kedisiplinan dengan kepatuhan adalah disiplin positif. Tujuan penelitian ini adalah menganalisis penerapan disiplin positif melalui perspektif Kristen. Disiplin positif merupakan sebuah pendekatan disiplin yang berdasarkan kepada rasa kepercayaan antara guru dan siswa. Hasil analisis menunjukkan penerapan disiplin positif sudah sesuai dengan prinsip kekristenan namun belum dapat menghentikan ketidakdisiplinan. Hal ini terbukti dari respon siswa yang masih mengulangi perbuatannya meskipun telah diterapkan disiplin positif di dalam pembelajaran. Bentuk penerapan disiplin positif yang sesuai dengan pandangan Kekristenan salah satunya adalah hasil dari kesadaran dan perubahan sikap siswa bukan karena adanya dialog tetapi karena jamahan Roh Kudus. Seharusnya dalam penerapannya harus selalu mengandalkan campur tangan Roh Kudus.
UPAYA GURU DALAM MEMBANGUN INTERAKSI SISWA MELALUI METODE BELAJAR SAMBIL BERMAIN [TEACHER'S EFFORTS IN BUILDING STUDENT INTERACTION USING A GAME BASED LEARNING METHOD] Rosarian, Ananda Wini; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2332

Abstract

Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the "Snakes and Ladders" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing.BAHASA INDONESIA ABSTRACT: Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas shalom. Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil bermain merupakan salah satu metode pembelajaran yang inovatif, kreatif, dan bermanfaat untuk meningkatkan interaksi siswa serta menunjang tercapainya tujuan pembelajaran. Berdasarkan hasil survei terhadap siswa kelas X-IPA dan feedback mentor, metode belajar sambil bermain dengan menggunakan media permainan ular tangga terbukti dapat meningkatkan interaksi serta relasi antar siswa. Namun untuk melihat adanya peningkatan interaksi siswa secara konsisten, tidak dapat diukur melalui satu kali penerapan, namun membutuhkan waktu atau proses yang lebih lama. Dalam penerapannya, guru juga perlu memerhatikan jenis permainan edukatif yang digunakan untuk menerapkan metode belajar sambil bermain.
HUBUNGAN ANTARA CLASSROOM ENVIRONMENT, TEACHER-STUDENT INTERPERSONAL BEHAVIOR, SERTA PRESTASI BELAJAR MAHASISWA PROGRAM STUDI MATEMATIKA [THE RELATIONSHIP BETWEEN THE CLASSROOM ENVIRONMENT AND TEACHER-STUDENT INTERPERSONAL BEHAVIOR ON THE LEARNING ACHIEVEMENT OF MATHEMATICS DEPARTMENT STUDENTS] Ferdinand, Ferry Vincenttius; Lukas, Samuel
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2388

Abstract

Improving learning achievement is an activity that needs to be continuously carried out by an educational institution, and it is necessary to focus on certain areas because of the many things that affect learning achievement. This study focused on the area of the classroom environment and teacher-student interpersonal behavior to see the relationship between each variable with learning achievement, and the relationship between the two variables.  By using a sample of 160 X-university students majoring in mathematics and then using the Chi-Square test method with a contingency table to determine the relationship between each variable and learning achievement. Then using the  Pearson correlation method the relationship between classroom environment with the teacher-student interpersonal behavior was tested. Based on the analysis and calculation of the research conducted, it can be concluded that the classroom environment has a good relationship with learning achievement in the mathematics major and general subjects. Whereas the teacher-student interpersonal behavior shows a positive relationship with learning achievement in the dimensions of leadership, understanding, and friendly/helping but a  negative relationship in the dimensions of strictness and disatisfaction. In the mathematics major, the dimensions of uncertainty and admonishing are negatively related to learning achievement, but not for general subjects.BAHASA INDONESIA ABSTRACT: Meningkatkan prestasi belajar merupakan kegiatan yang masih terus dilakukan dan berkembang, sehingga diperlukan fokus pada area tertentu. Penelitian ini terfokus pada area classroom environment dan teacher-student interpersonal behavior untuk melihat hubungan antara masing-masing variabel dengan prestasi belajar, dan hubungan antara kedua variabel. Penulis mengambil 160 sampel mahasiswa program studi matematika universitas X, kemudian menggunakan metode uji Chi-Square dengan tabel kontingensi akan dilihat hubungan antara masing-masing variabel dengan prestasi belajar. Lalu akan diuji menggunakan metode korelasi r pearson untuk melihat hubungan antara kedua variabel. Dari hasil analisa dan perhitungan penelitian yang dilakukan, dapat diambil kesimpulan Classroom Environment memiliki hubungan dengan prestasi belajar dalam mata kuliah matematika maupun umum. Sedangkan teacher-student interpersonal behavior memperlihatkan hubungan positif dengan prestasi belajar dalam dimensi leadership, understanding, dan friendly/helping serta hubungan negatif dalam dimensi dissatisfied dan strict. Pada mata kuliah matematika, dimensi uncertain dan admonishing berhubungan negatif dengan prestasi belajar, tapi tidak untuk mata kuliah umum.
PENGARUH MODEL PEMBELAJARAN TTW TERHADAP KEMAMPUAN KOMUNIKASI TERTULIS DAN DISPOSISI MATEMATIS SISWA [THE EFFECT OF THE TTW TYPE COOPERATIVE LEARNING MODEL ON WRITTEN COMMUNICATION SKILLS AND MATHEMATICAL DISPOSITION] Radiusman, Radiusman; Simanjuntak, Maslina
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2392

Abstract

This quasi-experimental quantitative research aims to improve the written communication skills of mathematical disposition students of grade 10 social studies-track students at a public high school in Jakarta. The design of this study was one group pretest-post test design with a sample of 36 people. Based on the mathematical written communication test, results obtained showed that the average pretest value was 55.74  and the average posttest value was 79.39. The t-test results also showed that the study showed (0.00 <0.05), then is rejected. This means that the TTW type of cooperative learning influences mathematical written communication skills. The results of the mathematical disposition questionnaire also showed that the average mathematical disposition before treatment was 57.563 (medium category) and the average value of mathematical disposition after treatment was 63.382 (high category). This shows that the mean of using TTW type of cooperative learning influences mathematical disposition.BAHASA INDONESIA ABSTRACT: Penelitian kuantitatif quasi eksperiment ini bertujuan untuk meningkatkan kemampuan komunikasi tertulis dan disposisi matematis siswa kelas X IPS 4 SMAN 50 Jakarta. Desain penelitian ini adalah one group pretest-posttest design dengan sampel sebanyak 36 orang. Berdasarkan hasil tes kemampuan komunikasi tertulis matematis diperoleh bahwa rata-rata nilai pretest  adalah 55,74  dan rata-rata nilai posttest adalah  79,39. Hasil uji t juga menunjukkan bahwa penelitian menunjukkan (0,00<0,05), maka  ditolak. Hal ini berarti pembelajaran kooperatif tipe Think-Talk-Write berpengaruh terhadap kemampuan komunikasi tertulis matematis. Hasil angket disposisi matematis juga menunjukkan bahwa rata-rata disposisi matematis sebelum perlakuan adalah 57, 563 (kategori sedang)   dan rata-rata nilai disposisi matematis sesudah perlakuan adalah 63,362 (kategori tinggi). Hal ini menunjukkan bahwa berarti pembelajaran kooperatif tipe TTW berpengaruh terhadap disposisi matematis. 

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