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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 32 Documents
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Search results for , issue "Vol. 4 No. 2: July 2020" : 32 Documents clear
Penyelenggaraan Praktikum Pola Blok 1 X 10 dan 10 X 1 sebagai Acuan Kebijakan Praktikum Laboratorium IPA Suhirman, S.
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 4 No. 2: July 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v4i2.251

Abstract

Salah satu rekomendasi asesor pada visitasi BAN PT dalam rangka Akreditasi Jurusan Tadris IPA Biologi, Fakultas Tarbiyah dan Keguruan UIN Mataram adalah praktikum Laboratorium IPA dilakukan dengan pola 10x1, sementara penyelenggaraan praktikum yang umum dilaksanakan adalah pola blok 1x10. Tujuan penelitian eksperimental ini adalah menguji efektivitas penyelenggaraan praktikum pola blok 1x10 dan 10x1 sebagai acuan kebijakan praktikum Laboratorium IPA. Efektivitas dilihat dari tiga komponen, yaitu: nilai tes praktikum, nilai laporan praktikum, dan preferensi praktikan dan co-asisten terhadap salah satu pola praktikum. Penelitian dilakukan pada mahasiswa Jurusan S1 PGMI Semester II, Jurusan Tadris IPA Biologi Semester IV, dan Co-Asisten. Rancangan penelitian adalah quasi eksperimental dengan tipe Pre-test–postest Non-Equivalen pada sampel yang diambil secara cluster random sampling. Data dikumpulkan dengan teknik tes, angket, dan wawancara untuk kemudian dianalisis dengan statistik inferensial pada taraf signifikansi 0,05. Hasil penelitian menunjukkan, bahwa nilai tes dan nilai laporan praktikum mahasiswa yang mengikuti praktikum pola blok 10 x 1 lebih tinggi dibanding 1 x 10, tetapi tidak berbeda secara signifikan. Berdasarkan analisis diperoleh 96% mahasiswa lebih menyukai pola praktikum 10 x 1. Dengan demikian, ditinjau dari hasil, salah satu pola praktikum tidak ada yang lebih efektif dibanding yang lain.Organizing Practicum of 1 X 10 and 10 X 1 Block Patterns as a Reference for Science Laboratory Practicum PolicyAbstractOne of the recommendations from BAN PT assessors during the visitation in the Accreditation of Department of Natural Sciences, Faculty of Education and Teacher Training is that practicum at Natural Science Laboratory should be administered in a 10x1 block pattern, while the general administration of practicum pattern is a 1x10 block pattern. This experiment aimed at investigating the effectiveness of the administration of the 1x10 and 10x1 block practicum patterns. The effectiveness was sought out by assessing three components, namely: practicum test scores, practicum report scores and the preferences of practicants and co-assistants to one of the practicum patterns. The participants of this study were the second year undergraduate students of elemetary Education Department and the fourh year undergraduate students of Natural Science Education Department, and co-sssistants. This study was of quasi-experiment using Non-Equivalent Pre-test-postest design and the sample was taken using cluster random sampling technique. The data were collected through test, questionnaire, and interview and then they were analyzed using inferential statistics at the 0.05. significance level. The findings showed that the test and practicum report scores of the students who joined the 10 x 1 block practicum pattern were higher than those who joined 1 x 10 block practicum pattern, yet they did not differ significantly. Based on the analysis, 96% of the students obviously preferred the 10 x 1 block practicum pattern. Thus, based on the results, no one practicum pattern was more effective than the other.
Bukti yang Membuktikan dan Bukti yang Menjelaskan dalam Kelas Matematika Hamdani, Deni; Junaidi, J.; Novitasari, Dwi; Salsabila, Nilza Humaira; Tyaningsih, Ratna Yulis
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 4 No. 2: July 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v4i2.253

Abstract

Tujuan penelitian ini adalah mendeskripsikan secara komprehensif perbedaan bukti yang membuktikan dan bukti yang menjelaskan berdasarkan pertimbangan implikasi kedua bukti tersebut sebagai dasar konstruksi penalaran dan bukti dalam matematika. Kajian dijalani dengan kegiatan menguraikan perbedaan spesifik antara keduanya serta memberikan contoh kasus kedua bukti, dan memberikan justifikasi atas pentingnya pengenalan kedua bukti dalam kelas matematika. Kedua bukti digambarkan dengan permasalahan konsep barisan bilangan ganjil. Bukti yang membuktikan hanya menunjukkan dengan menggunakan induksi matematis, sementara bukti yang menjelaskan menunjukkan dengan bukti Gauss, representasi geometrik bangun titik, dan garis zig-zag. Perbedaan antara keduanya tampak pada pemberian alasan yang berasal dari bukti itu sendiri. Hasil kajian mengindikasikan bahwa peran bukti dalam kelas matematika pada tingkat perguruan tinggi adalah membuktikan/meyakinkan, pada tingkat menengah atas adalah membuktikan dan menjelaskan, dan pada tingkat sekolah menengah pertama dan dasar peran utamanya adalah menjelaskan. Akibatnya bukti matematis tidak hanya membuktikan/menyakinkan, melainkan juga menjelaskan. Karenanya penting mempertimbangkan implikasi bukti dalam kurikulum matematika di sekolah, serta perlunya menyajikan bab materi kepada mahasiswa pendidikan matematika tidak hanya bukti yang membuktikan, melainkan juga bukti yang menjelaskan.Proofs that Prove and Proofs that Explain in Mathematics ClassroomAbstractThe purpose of this study was to comprehensively describe the differences of the proofs that prove and proofs that explain based on the consideration of the implications of the two proofs as the basis for the construction reasoning and proofs in mathematics. The study was undertaken with the activity of describing the specific differences between the two and providing examples of cases of both proofs; and provide justification for the importance of introducing both proofs in mathematics classrooms. Both proofs are illustrated by the problem of the odd number sequence concept. Proofs that prove is only shown using mathematical induction, while proofs that explain shows with Gaussian proof, a geometric representation of point shape, and zigzag line. The difference between the two appears to be the reasoning that comes from the proof itself. The results of the study indicate that the role of proof in mathematics classes at the tertiary level is proving/convincing, at the senior secondary level it is proving and explaining, and at the junior and elementary school level its main role is explaining. As a result, mathematical proof does not only prove/convince, but also explain. It is therefore important to consider the implications of proof in the mathematics curriculum in schools, as well as the need to present chapter materials to mathematics education students not only proofs that prove but also proof that explain.

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