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Formatif: Jurnal Ilmiah Pendidikan MIPA
Published by Universitas Indraprasta PGRI
ISSN : 2088351X     EISSN : 25025457     DOI : http://dx.doi.org/10.30998/formatif
Core Subject : Education,
Education Mathematics Other
Formatif: Jurnal Ilmiah Pendidikan MIPA (ISSN 2502 5457 for the electronic version and ISSN 2088 351X for the print version) first published in April 2011 is a double-blind peer-reviewed scientific open access journal. The journal is dedicated to publishing articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science (Physic, Biology, and Chemistry) Education. The journal is published by Universitas Indraprasta PGRI.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 384 Documents
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Perbandingan Efektifitas Metode Resource Based Learning dengan Metode Diskusi terhadap Hasil Belajar Biologi Netty Demak H. Sitanggang
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 2 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.3 KB) | DOI: 10.30998/formatif.v3i2.123

Abstract

Research methods used to analyze the experimental method, whereas hypothesis testing using t-test for mean difference test, which had previously been carried out using test Liliefors normality test and homogeneity test using Fisher's exact test. Based on experimental data normality test class using test formula obtained Liliefors Lo < Ltable (0:08 <0.19), while the control class Lo < Ltable (0.109 <0.19), of the data can be expressed both classes are normally distributed, whereas the F value obtained for test of homogeneity < Ftable (1.13 < 2.165) is homogeneous. Based on the hypothesis test for the difference of the average grade is performed using the t-test showed tcount > ttable (4,647 > 2,093), then the hypothesis H0 is rejected and H1 is accepted. The findings of this study concluded that the results of a study conducted by the Biological Resource Based Learning method for the material being taught Ecosystem differences with discussion on lesson using materials Ecosystems Biology class X MA Al-Khairiyah.
Analysis of Mathematical Reasoning Ability of Pre-Service Mathematics Teachers in Solving Algebra Problem Based on Reflective and Impulsive Cognitive Style Ayu Faradillah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 2 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.486 KB) | DOI: 10.30998/formatif.v8i2.2333

Abstract

The purpose of this research was to describe preservice teachers’ mathematical reasoning ability in solving algebra problem based on reflective and impulsive cognitive style. Therefore, the total subject of this research is two pre-service teacher who has the cognitive style different from each other. It means that the subject of this research is one pre-service teacher who has reflective cognitive style and one pre-service teacher who has an impulsive cognitive style. In addition, the category of research method used is explorative research with the qualitative approach where researchers tried to describe the mathematical reasoning ability of pre-service teachers in solving the mathematical problem according to cognitive style. As for the components of mathematical reasoning ability in this research are analysis, generalization, synthesis, justifying and non-routine problem-solving. According to the components, there was one subject who could analyze the given problem while the others subjects could not. Moreover, all of the subjects have a difficulty in another component.
Problematika Pembelajaran Matematika pada Pokok Bahasan Eksponen dan Alternatif Pemecahannya Ek Ajeng Rahmi Pinahayu
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 3 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.631 KB) | DOI: 10.30998/formatif.v5i3.642

Abstract

. The aims of writing this article are to analyze the presumption regarding on exponent learning difficulty as well as to give alternative solution to resolve this problem. There are several presumptions of students’ difficulties in exponent learning difficulty, i.e. difficulty in comprehending concept, doing arithmetical operation, and students’ carelessness to do the tasks. Alternative solutions which teacher can provide to minimize the difficulties in doing  exponent task are re-emphasizing the evidences and explications of the nature of exponent, relating concept with students’ daily experience taken from their natural environment to create more meaningful learning, using parables or easily accessible and inexpensive props which are represented the situation, training students to make concept mapping to assist them in arranging concept and to avoid misconception, giving more variety task, re-emphasizing the arithmetical operation of fraction, always giving information of mistakes made by the students in doing the exponent task. A lot of practice in doing task will make students have more opportunity to develop their mathematics skills. However, in order not to make students bored in taking task of exponent problem, teacher can apply games during the leaning process. One of games that can be used is Domino for learning exponent. The aims of this game are to train students’ accuracy, intelligence, creativity, as well as to enrich students’ knowledge in mathematics.  
Penerapan Model Pembelajaran Team Assisted Individualization Berbantuan Lembar Kerja Siswa dalam Upaya Meningkatkan Kualitas Proses dan Hasil Belajar Matematika Siswa MTs Agus Susilo; Supardi U.S.
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 3 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (318.462 KB) | DOI: 10.30998/formatif.v1i3.78

Abstract

Penelitian bertujuan untuk meningkatkan kualitas proses dan hasil belajar matematika siswa kelas VIII MTs melalui penerapan model pembelajaran Team Assisted Individualization. Metode penelitian yang digunakan adalah metode penelitian tindakan kelas (PTK) sebanyak tiga sikulus. Alur pelaksanaan setiap siklus yaitu perencanaan, pelaksanaan, pengamatan, refleksi dan dilanjutkan perencanaan tindakan berikutnya. Subyek penelitian terdiri atas 30 siswa kelas VIII. Instrumen penelitian berupa lembar pengamatan keterlibatan siswa dalam pembelajaran, aktivitas diskusi kelompok, kinerja guru, serta skala penilaian sikap siswa pada pembelajaran matematika dan tes hasil belajar matematika. Hasil penelitian dengan menerapkan model pembelajaran Team Assisted Individualization, diperoleh temuan tentang kualitas proses dan hasil belajar matematika siswa sebagai berikut: (1) Rata-rata hasil pengamatan keterlibatan siswa dalam belajar pada siklus I 52,5%, siklus II 65% dan siklus III 75%; (2) Rata-rata hasil pengamatan aktivitas diskusi kelompok pada siklus I 46.78%, siklus II 59,12% dan siklus III 60%; (3) Rata-rata hasil pengamatan kinerja guru pada siklus I 41,87%, siklus II 60% dan siklus III 68,75%; (4) Rata-rata sikap siswa pada pembelajaran matematika mengalami peningkatan yaitu pada siklus I 73%, siklus II 76% dan siklus III 73,67%; (5) Rata-rata hasil belajar atematika mengalami peningkatan yaitu pada siklus I 51,5%, siklus II 74,44%, siklus III 83,33%. Berdasarkan hasil temuan tersebut, dapat disimpulkan bahwa enerapan model pembelajaran Team Assisted Individualization dapat meningkatkan kualitas proses dan hasil belajar matematika siswa untuk materi aljabar. 
Pembelajaran Matematika Realistik pada Materi Operasi Aljabar di Kelas VII MTs Daarussa’adah Ciganjur Jakarta Selatan Rahmawati Yuliyani
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 6, No 3 (2016): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.299 KB) | DOI: 10.30998/formatif.v6i3.997

Abstract

Pembelajaran matematika realistik (PMR) adalah salah satu pendekatan pembelajaran yang dapat mengaktifkan siswa dalam mengkonstruk pengetahuannya sendiri dengan bantuan dan arahan guru. Diawali dengan penelitian pengembangan perangkat pembelajaran yang bertujuan menghasilkan perangkat yang baik untuk materi operasi aljabar dan berorientasi pada pembelajaran matematika realistik (PMR). Penelitian juga bertujuan mendeskripsikan keefektifan pembelajaran dengan pendekatan Pembelajaran Matematika Realistik (PMR)serta mengetahui apakah hasil belajar siswa yang mengikuti pembelajaran dengan PMR lebih baik daripada siswa yang mengikuti pembelajaran matematika secara konvensional untuk materi operasi aljabar. Perangkat pembelajaran dikatakan baik jika setelah divalidasi dan diujicobakan di lapangan memenuhi syarat berikut: kemampuan guru mengelola pembelajaran minimal baik, aktivitas siswa dalam pembelajaran efektif, respon siswa terhadap perangkat pembelajaran positif dan tes hasil belajar valid, reliabel dan peka. Selanjutnya PMR dikatakan efektif jika memenuhi 3 dari 4 indikator berikut yaitu hasil belajar secara klasikal tuntas, kemampuan guru mengelola pembelajaran minimal baik, aktifitas siswa dalam pembelajaran efektif dan respon siswa terhadap kegiatan pembelajaran positif dengan syarat indikator ketuntasan hasil belajar terpenuhi.Populasi dalam penelitian ini diambil dari satu sekolah yang mempunyai banyak kelas pararel supaya ada kehomogenan dalam kognitif dan sebagai sampelnya diambil tiga kelas secara acak, yaitu VII-satu, VII-tiga dan VII-empat dimana masing-masing sebagai kelas uji coba, kontrol dan eksperimen.Untuk kelas eksperimen dan kelas uji coba diberikan pembelajaran dengan PMR sedangkan untuk kelas kontrol diberikan pembelajaran matematika secara konvensional.Pengembangan perangkat pembelajaran dilakukan menggunakan model 4-D thiagarajan, dkk yang telah di modifikasi, yang terdiri dari tahap pendefinisian, perancangan dan pengembangan. Data penelitian dianalisis secara deskriptif, selain itu pada tahap eksperimen digunakan analisis inferensial ANAKOVA.Keyword. PMR, pengembangan perangkat, keefektifan pembelajaran, hasil belajar.
Analisis Kesulitan Belajar Kalkulus 1 Mahasiswa Teknik Informatika Tatan Zaenal Mutakin
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 3, No 1 (2013): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.479 KB) | DOI: 10.30998/formatif.v3i1.113

Abstract

This research aims to determine the factors that couse Information Technology Student difficulties in taking the course of Calculus 1. The method used was a survey with a sample of 160 research students. Data collection used was a questionnaire, questions that have been validated, and the score of final exams. All the said data were analyzed by using descriptive analysis, factor analysis, and multiple regressions. The results of the research are: 1) There are many factors that cause students difficulties in taking the course calculus 1; especially for students of Information Engineering University Indraprasta PGRI Jakarta. In addition there are two factors that cause students difficulties in attending in calculus 1, namely: both interest in learning and basic calculus skills are low. Of these two factors, the ability of the most dominant basic calculus that led to student learning outcomes calculus 1 low, 2) the results of factor analysis states that among the indicators that cause students difficulty in following the course calculus 1 are: (1) the student’s assumption that Calculus 1 has nothing to do with study of Information Engineering program, (2) less able to function in a reduction operation, (3) less capable of operating similar fractional rates, (4) less interest of calculus lesson 1, (5) less capable of normal operation of similar parts, (6) less capable in mixed fractional operations, (7) and less able to function in the addition operation. 
Peran Penguasaan Dasar Matematika dan Persepsi Mahasiswa Terhadap Kemampuan Pemahaman Konsep Mata Kuliah Kalkulus I Farah Indrawati; Leny Hartati
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 7, No 2 (2017): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.918 KB) | DOI: 10.30998/formatif.v7i2.2226

Abstract

Penelitian ini dilatar-belakangi oleh adanya penguasaan dasar matematika yang kurang, persepsi negatif mahasiswa terhadap mata kuliah kalkulus, kemampuan pemahaman konsep mata kuliah kalkulus yang kurang, serta adanya kenyataan nilai mata kuliah kalkulus yang tidak maksimal pada setiap tahunnya. Tujuan penelitian ini dilakukan adalah untuk mengetahui besar pengaruh penguasaan dasar matematika dan persepsi mahasiswa secara bersama terhadap kemampuan pemahaman konsep mata kuliah kalkulus. Penelitian dilakukan terhadap mahasiswa program studi pendidikan matematika UNINDRA semester 3, tahun ajaran 2016 / 2017, dengan jumlah sampel 92 orang mahasiswa dari jumlah populasi 119 orang mahasiswa. Jumlah sampel penelitian diperoleh dari rumus Slovin dan diambil dengan menggunakan teknik random sampling. Pengolahan data penelitian dilakukan dengan komputer menggunakan program SPSS 20 - regresi ganda. Jenis instrumen yang digunakan dalam penelitian ini adalah instrumen tes untuk penguasaan dasar matematika yang berjumlah 15 butir, tes kemampuan pemahaman konsep mata kuliah kalkulus 1 berjumlah 5 butir, serta instrumen non-tes berupa pernyataan untuk instrumen persepsi mahasiswa yang berjumlah 30 butir. Tes penguasaan dasar matematika yang berjumlah 15 butir tersebut terdiri dari 5 butir instrumen tes aljabar, 5 butir instrumen tes trigonometri dan 5 butir instrumen tes geometri. Hasil pengolahan data menghasilkan persamaan regresi ganda Y = - 4,313 + 0,086 X1 + 0,145 X2. Kesimpulan dari penelitian ini adalah tidak terdapat pengaruh yang signifikan dari penguasaan dasar matematika dan persepsi mahasiswa terhadap kemampuan pemahaman konsep mata kuliah kalkulus 1. Hal tersebut dapat dikatakan juga bahwa penguasaan dasar matematika dan persepsi mahasiswa tidak berperan dalam kemampuan pemahaman konsep mata kuliah kalkulus 1.
Pengaruh Strategi Pembelajaran Berbasis Multimedia Interaktif Terhadap Hasil Belajar Fisika pada Materi Optika Geometri Selli Mariko
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 4, No 2 (2014): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.281 KB) | DOI: 10.30998/formatif.v4i2.147

Abstract

This research aims to identifying differences in learning outcomes between students who were taught with multimedia-based learning strategy and learning outcomes of students who are taught with strategies based learning modules. The study was quasi experimental with pretest-posttest kontrol group design. Population are students of class XI SMK Muhammadiyah 1 Temon. Samples were selected by random sampling techniques to determine the experimental class and kontrol class. While to know the results of higher learning between the kontrol and experimental groups were tested with Scheffe test.
Upaya Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam (IPA) dengan Metode Pembelajaran Mind Map Heri Riswanto; Dasmo Dasmo
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 5, No 2 (2015): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.928 KB) | DOI: 10.30998/formatif.v5i2.330

Abstract

. The purpose of this research to analize the influence mind map method concerning the result of studying science with controling the student’s ability in the beginning. This research used experiment method with analize ANAKOVA. The sample which is used for this research are the students in VIII SMP with 60 students which spread in VIII.E and VIII.F class of SMPN 275 Jakarta. The results of this research are: First, controlling influence the students’  ability in the beginning, there is difference result of studying science which is significant between the students who study by using mind map method and using conventional method. (Fhitung = 12,01 > Ftabel = 4,01) Second, controlling influence the students’  ability in the beginning, the result of study science, The students who study by using mind map method is better than using conventional method (thitung = 3,345 > ttabel = 1,672).
Menggagas Paradigma Baru Pendidikan Matematika Kontemporer Mailizar Mailizar
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 1, No 2 (2011): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (59.607 KB) | DOI: 10.30998/formatif.v1i2.69

Abstract

Mathematics education in our country is currently experiencing a paradigm shift. There was a strong anxiety and awareness, especially among policy makers, to renew mathematics education. The aim is that the learning of mathematics more meaningful for students and can provide adequate supplies of competence both to further study or for entering the workforce. This paper describes the new paradigm. The outline will be elaborated on some new approaches in learning mathematics, such as kontruktivis, contextual (contextual teaching and learning or CTL), and in particular will be described on realistic mathematics education approach (MEA).

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