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Andi Pujo Rahadi
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Departemen Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Advent Indonesia, Jalan Kolonel Masturi 288 Parongpong, Bandung Barat, Indonesia
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INDONESIA
Jurnal Padegogik
Published by Universitas Advent Indonesia
ISSN : 26143267     EISSN : 27151069     DOI : 10.35974/jpd
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
Jurnal Padegogik is an online (e-ISSN 2715-1069) and printed (p-ISSN 2614-3267) journal, managed by the Mathematics Education Study Program, Faculty of Teacher Training and Education, Adventist University of Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 94 Documents
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Kemampuan Matematika Siswa Indonesia Berdasarkan TIMSS Prastyo, Hendri
Jurnal Padegogik Vol 3 No 2 (2020): Jurnal Padegogik: Juli 2020
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v3i2.2367

Abstract

TIMSS stands for Trends in International Mathematics and Science Study. This activity aims to measure the mathematic and scient abilities of students in some countries. Indonesia is one of the TIMSS participating countries. This paper aims to determine the mathematic abilities of students in Indonesia as well as several factors that can improve students' mathematical abilities. The method used is a descriptive study of TIMSS results from 1999 to 2015. The results of this study indicate that the ability of Indonesian students is still at a low level (Indonesian students are only able to solve simple math problems) and there are several factors that need to be considered by the government, schools, and parents in order to improve the mathematical abilities of Indonesian students.
Meningkatkan Kemampuan Koneksi Matematis Siswa Smp Melalui Model Pembelajaran Accelerated Learning Cycle (ALC) Dan Probing Prompting Sahensolar, Jeklyn Aprilya; Susilowaty, Nora
Jurnal Padegogik Vol 3 No 2 (2020): Jurnal Padegogik: Juli 2020
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v3i2.2368

Abstract

Abstract. This research aimed to see how student’ mathematical connection ability, whether there are significant differences in improving students' mathematical connection ability, and how students respond to the Accelerated Learning Cycle (ALC) learning model and students who obtain the Probing Prompting learning model. This research used a comparative study design, which is a study that compares the ability of mathematical connections of two classes with different learning, namely the Accelerated Learning Cycle (ALC) learning model and Students who obtain the Probing Prompting learning model. This research involved two classes, they are 28 students from class VIII-E and 27 students from class VIII-A SMPN 2 Parongpong, Bandung Barat. The instrument used in this research are a description test of mathematical connections capability on the subject of the circle and student response questionnaire. The results showed that the improvement in mathematical connections capability who obtained the Accelerated Learning Cycle (ALC) learning model and the Probing Prompting model were relative hight. Based on the statistical tests, there was no significant difference between students who obtained the Accelerated Learning Cycle (ALC) learning model and Probing Prompting learning model. Students give responses that are "really like" of the Accelerated Learning Cycle (ALC) learning model and the Probing Prompting learning model.
Peningkatan Kemampuan Komunikasi Matematis Siswa SMP Melalui Pembelajaran CORE Dan SQ4R Putri, Venta Christy Sabta; Tauran, Sonya Fanny
Jurnal Padegogik Vol 3 No 2 (2020): Jurnal Padegogik: Juli 2020
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v3i2.2369

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi matematis siswa SMP melalui pembelajaran Connecting, Organizing, Reflecting and Extending (CORE) dan pembelajaran Survey, Question, Read, Recite, Review, and Reflect (SQ4R). Subjek pada penelitian ini adalah siswa-siswa dari dua kelas, yaitu kelas VIII-F dan VIII-D SMPN 26 Bandung. Intstrumen tes kemampuan komunikasi matematis pada pokok bahasan persamaan garis lurus. Hasil dari penelitian menunjukkan bahwa: 1) Kemampuan komunikasi matematis siswa sebelum memperoleh pembelajaran CORE dan pembelajaran SQ4R tidak berbeda dan berada pada kategori rendah. Setelah perlakuan kemampuan komunikasi matematis mengalami peningkatan. Peningkatan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran CORE dan pembelajaran SQ4R berada pada kategori sedang, 2) Tidak terdapat perbedaan yang signifikan pada peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh model pembelajaran CORE dan pembelajaran SQ4R.
PENDEKATAN MATEMATIKA REALISTIK DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DI MADRASAH IBTIDAIYAH Uvi Karmila; Khamida Siti Nur Atiqoh
Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i1.2387

Abstract

This study aims to improve students' mathematical communication skills by using a realistic mathematics approach. This research was conducted at one of the private MI in South Jakarta. The research method used was a quasi-experimental design in the form of a posttest only control group design. The samples of this research were students of class IV-B as the experimental class and students of class IV-C as the control class which were obtained by using purposive sampling technique on the fourth grade students with the subject of the circumference and area of ​​a flat shape. The test given is in the form of a description test with 8 items. The results of the calculation of the T-test using the Independent Sample T-Test get a significance of 0.008, meaning 0.008 <0.05, then H0 is rejected and H1 is accepted. This is also reinforced by the average value of the posttest results of the experimental class of 75.94, while the average value of the posttest results of the control class is 63.22. This shows that the mathematical communication skills of students who use the realistic mathematics approach are higher than the mathematical communication skills of students who do not use the realistic mathematics approach.
PEMBELAJARAN NUMBER HEAD TOGETHER DAN ING NGARSA SUNG TULADHA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS Eko Kristianto; Louise M Saija
Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i1.2460

Abstract

Mathematical communication ability is important because it can train students thinking and reasoning, develop creative activities, develop problem solving skills and develop ability to convey information. But previous researchs shows that mathematical communication skill still not high, so it still needs to be improved. The purpose of this study is to know the Junior High School students' mathematical communication improvements, and whether there are different improvement between students who acquire Number Head Together cooperative learning model and Ing Ngarsa Sung Tuladha. This comparative designed study used 7 essay mathematical communication problems and response questionaire as the research instruments. The sample of this study were students in two grades VII of SMP Negeri 3 Parongpong, West Bandung. The result shows that the students’ mathematical communication improvement of those who acquire Number Head Together cooperative learning model and Ing Ngarsa Sung Tuladha are both in the moderate category, and they are not different statistically. Another result shows that students really like to learn using Number Head Together or Ing Ngarsa Sung Tuladha cooperative learning model.
MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN TALKING STICK UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIKA SISWA SMP Yuni Arta Rahmawati; Nora Susilowaty
Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i1.2463

Abstract

Mathematical reasoning is one of the important abilities in mathematical learning. This study aims to determine whether there are differences in increasing mathematical reasoning abilities of junior high school students who obtain the Student Teams Achievement Division and students who receive the Talking Stick. This research was conducted on students in class VII-I obtained the Student Teams Achievement Division learning model while students in class VII-J obtained the Talking Stick learning model. The research sample consisted of 36 students of class VII-I and 36 students in class VII-J. The instrument used in this study was a test of mathematical reasoning ability on the subject of Social Arithmetic. Based on the results of the study concluded that: 1) Mathematical reasoning ability of students in the class who obtained the cooperative learning model type Student Teams Achievement Division and Talking Stick included in the medium category, 2) There was no difference in increasing mathematical reasoning ability between students who obtained learning with the Student model Teams Achievement Division and students who obtain learning with the Talking Stick model.
PEMBELAJARAN KOOPERATIF SFAE DAN CIRC UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP Gemita Lumunon; Sonya Tauran
Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i1.2464

Abstract

This comparative design study aims to find out how to improve student’s mathematical communication skills using cooperative learning models and Student Facilitator and Explaining (SFAE) and Cooperative Integrated Reading and Composition (CIRC) type, and to find out whether there are differences between the two. The sample in this study were students of class VIII C and VIII D in SMP Negeri 3 Parongpong, Bandung Barat. The instrument used in this study was a mathematical communication ability test instrument and a non-test instrument in the form of a response questionnaire. The results showed that increasing mathematical communication skills of students who obtained the cooperative learning model SFAE type and CIRC were categorized as moderate. Statistically, there is no significant difference on mathematical communication ability between students who obtained the SFAE and the CIRC . The results of the questionnaire showed that student’s really liked the cooperative learning model type of SFAE and liked the type of CIRC.
Pengembangan Alat Model Pembelajaran Inkuiri pada Mata Kuliah Kalkulus Lanjut La Moma; H Tamalene; Widya Putri Ramadhani
Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i1.2466

Abstract

This study aims to develop learning tools that are relevant to the characteristics of students in the Mathematics Education Study Program. The development of the tools in this study used the Inquiry learning model in advanced calculus courses. Given the current situation in which the world and even Indonesia are being hit by the COVID-19 pandemic, all learning activities are carried out offline or online (in a network). These learning tools are designed to be used in online and offline learning situations. This type of research is development research, namely product development in the form of learning tools. There are 3 learning tools developed, namely Teaching Materials (BA), Student Worksheets (LKM) and Semester Learning Plans (RPS) which will be used in the teaching and learning process. The resulting learning tools are expected to help students in the learning process to improve their critical thinking, creative and problem-solving skills. The development of this learning tool consists of several phases, namely: (1) Difine, (2) Design, (3) Develop. This research has reached the definition and design stage.
Peningkatan Hasil Belajar Siswa Kelas VII Dengan Model Pembelajaran Missouri Mathematics Project (MMP) Hasrul Kole; Christina Nely Laamena; Magy Gaspersz
Jurnal Padegogik Vol 4 No 2 (2021): Jurnal Padegogik: Juli 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i2.2518

Abstract

Learning model Missouri Mathematics Project (MMP) is a structured learning to assist the teacher in an effectiveness of exercises use  in groups or individuals for students to reach the improvement of learning result. Syntax learning of Missouri Mathematics Project (MMP) has five steps, namely: (1) introduction/review;(2)development;(3controlled exercise; (4)seatwork/independent work; and (5) Assignment or homework. This study was aimed to improve learning result of grade VII students of SMP Negeri 20 Ambon on equality and inequality materials of linear one variable using Missouri Mathematics Project (MMP) learning model. The Subjects of this study was grade VII students of SMP Negeri 20 Ambon consist of 24 students in academic year 2018-2019. The data of this study were qualitative and quantitative data. To measure the students’ learning level of grade VII students of SMP Negeri 20 Ambon, the analysis used is quantitative data analysis (Minimal Mastery Criteria) and qualitative data (Reduction, exposure and deduction). The result of this study showed that there are the improvement of students’ lerning result. It can be seen from the final test of cycle I to cycle II that the students who achieved minimal mastery criteria (MMC) were 13 students with a percentage 45,83%, meanwhile 13 students had not achieved minimal mastery criteria (MMC) with a percentage 54,17%. Thus, in cycle II, 19 students had achieved minimal mastery criteria (MMC) with a percentage 79,17% and 5 students had not achieved minimal mastery criteria (MMC) with a percentage 20,83%. From the percentage accomplishment of cycle I and cycle II, it is obtained an improvement from cycle I to cycle II by 33,34%. Based on the result of study, it can be concluded that the students’ learning result on the equality and inequality materials of linear one variable can be improved by using Missouri Mathematics Project (MMP) learning model at the grade VII students of SMP Negeri 20 Ambon.
Meta Analisis: Pengaruh Model Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Bettri Yustinaningrum
Jurnal Padegogik Vol 4 No 2 (2021): Jurnal Padegogik: Juli 2021
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v4i2.2519

Abstract

To be able to improve students' problem solving abilities, one way is to choose the right mathematics learning model. One of the learning models that can be used is the problem based learning model. The purpose of this study was to re-analyze the effect of the problem-based learning model on students' mathematical problem solving abilities by reviewing, summarizing data and analyzing some of the research results that have been published on Google Scholar as many as 14 articles by means of statistics. The type of research in this article is a type of meta-analysis research. The research steps included data collection, coding, calculating the increase in problem-solving abilities and the effect size, identifying whether there were differences in the average, and drawing conclusions. Based on the results of the study, the average effect size was 2.02 with a very large category. Meanwhile, based on the paired sample t-test, the value of sig (2 tailed) = 0.000 <α = 0.05, which means that there is a difference in the average problem-solving ability before and after being treated with the problem based learning model. Based on the average effect size and paired sample t-test results, it can be concluded that the problem-based learning model has an effect on students' mathematical problem solving abilities.

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