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Jurnal Pendidikan Matematika
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Articles 176 Documents
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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBANTUAN GEOGEBRA TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS XII SMA N 1 ABIANSEMAL ., I WAYAN GEDE WARDIKA; ., PROF.DR. SARIYASA, M.Sc.,P.hD; ., PROF. DR. I MADE ARDANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2420

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian 2 x 2. Populasi pada penelitian ini adalah seluruh siswa kelas XII IPA SMA N 1 Abiansemal. Pengambilan sampel dilakukan dengan teknik cluster random sampling dimana sampel yang diperoleh berjumlah 76 siswa. Data motivasi belajar dikumpulkan melalui kuisioner motivasi belajar dan data hasil belajar matematika dikumpulkan melalui tes hasil belajar matematika pada ranah kognitif. Data yang telah diperoleh dianalisis menggunakan analisis varians (ANAVA) dua jalur dengan bantuan program SPSS 20.0 for Windows pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra lebih baik daripada hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional, (2) ada interaksi antara model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra dan motivasi belajar terhadap hasil belajar matematika siswa. Hasil belajar siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran konvensional bagi siswa yang memiliki motivasi belajar tinggi dan hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional lebih baik daripada siswa yang dibelajarkan dengan model pembelajaran Kooperatif tipe Think Pair Share berbantuan GeoGebra bagi siswa yang memiliki motivasi belajar rendah.Kata Kunci : Model pembelajaran Kooperatif, Think Pair Share, Motivasi Belajar, Hasil Belajar Matematika, GeoGebra. The aim of this study is to describe the effect of Cooperative Learning Model Think Pair Share Type aided by GeoGebra towards mathematics learning outcomes in terms of student motivation. This research was a quasi-experiment with 2x2 research design. The population in this study was all students of twelfth grade students of science class in SMA N 1 Abiansemal. Cluster random sampling technique was used in this research in which the samples obtained were 76 students. Learning motivation data were collected through learning motivation questionnaires, and mathematics learning outcome data were collected through cognitive field of mathematics achievement test. The data were analyzed using Two-Way Analysis of Variance (ANOVA) with SPSS 20.0 for Windows with 5% error significance level. The results showed that: (1) the learning outcomes of students who learned using Cooperative Learning Think Pair Share Type aided by GeoGebra achieved better result on learning outcome than the students who learned with conventional learning models, (2) there were students? interactions between Cooperative Learning Model Think Pair Share Type aided by GeoGebra with students? learning motivation on the math learning result. In addition, the data also showed that highly motivated students who learned using Cooperative Learning Think Pair Share aided by GeoGebra achieved better result on learning outcome than those low motivated students who learned with conventional learning model. Moreover, students who had low learning motivation achieved better result on learning outcomes than those students who learned using Cooperative Learning Think Pair Share aided by GeoGebra.keyword : Cooperative Learning Model Think Pair Share, Motivation, Mathematics Learning Outcomes, GeoGebra.
PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILLS UNTUK PENGKATEGORIAN KEMAMPUAN PEMECAHAN MASALAH GEOMETRI SISWA SMP Widhiyani, I.A. N. T; Sukajaya, I. N; Suweken, G
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 8, No 2 (2019)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.58 KB) | DOI: 10.23887/jppm.v8i2.2854

Abstract

AbstrakPenelitian ini merupakan penelitian pengembangan yang menghasilkan suatu produk berupa soal Higher Order Thinking Skills (HOTS) berbentuk uraian untuk materi bangun ruang sisi datar. Tujuan dari penelitian ini adalah untuk mengetahui: (1) karakteristik soal yang dapat dikategorikan sebagai soal HOTS, dan (2) prosedur pengembangan kategori soal HOTS. Pemenuhan soal untuk dapat dikategoriakan sebagai soal HOTS dilihat dari karakteristik, indikator, dan langkah-langah penyusunan soal. Prosedur penelitian pengembangan ini dilaksanakan melalui beberapa tahapan yaitu tahap preliminary, self evaluation, prototyping (Validasi, Evaluasi, dan Revisi), dan uji coba lapangan (field test). Teknik analisis data pada penelitian ini meliputi uji validitas, uji reliabilitas, analisis daya beda, dan uji taraf kesukaran butir tes. Berdasarkan validasi pakar dan uji coba instrumen ke siswa diperoleh hasil : (1) 8 dari 10 soal sudah memenuhi kategori valid, (2) reliabilitas soal memiliki nilai 0,60 yang menunjukkan bahwa reliabilitas soal tinggi. (3) 50% soal termasuk kategori sedang dan 50% soal termasuk kategori sukar, dan (4) indeks daya beda soal  dimana soal memiliki daya beda sangat baik. Hasil ini menunjukkan bahwa soal yang dikembangkan sudah baik dan memenuhi kategori soal HOTS, sehingga soal yang telah disusun dapat digunakan untuk mengukur kemampuan siswa ketika mengerjakan soal-soal HOTS.Kata Kunci: HOTS,Kemampuan Pemecahan Masalah, Bangun Ruang Sisi Datar. AbstractThis study is a development research which is intended to produce HOTS essay problems for solid geometry with plane surfaces. The purpose of this study is toknow : (1) the characteristics of problems which could be categorized as HOTS problems, and (2) procedures for developing the category of HOTS problems. The condition of problems in order to be categorized as HOTS problems can be viewed from the characteristics, indicators, and steps in developing the problems. The research was done through several stages, namely the preliminary stage, self evaluation, prototyping (Validation, Evaluation, and Revision), and field test. Data analysis techniques for this study consists of the validity test, reliability test, desriminating power analysis, and difficulty level of test items. Based on expert validation and field testing to students, the results are: (1) 8 of the 10 problems have met the valid category, (2) the reliability of the problems have a value of 0.60 indicating that the reliability of the problems is high. (3) 50% of the problems included in the medium category and 50% of the problems included in the difficult category, and (4) the index of descriminating power is different from the problems0.40 where the problems had a good descriminating power. These results indicate that the developed problems are good and fulfill the HOTS problem category, so that the problems that have been prepared can be used to measure students' abilities when they were working on HOTS problems.Keywords: HOTS, Problem Solving Ability, Solid Geometry with Plane Surface. 
Analisis Hubungan Jenis Kelamin, Literasi Matematika, dan Disposisi Matematika Terhadap Prestasi Belajar Matematika Peserta Didik SMA Negeri di Denpasar ., MADE WIDYA SURYAPRANI; ., PROF. DR. I NENGAH SUPARTA, M.Si.; ., PROF.DR.I GUSTI PUTU SUHARTA,M.Si
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2470

Abstract

Pembelajaran matematika bertujuan untuk mempersiapkan peserta didik agar dapat menggunakan matematika dan pola pikir matematika dalam kehidupan sehari-hari. Terdapat pandangan di masyarakat bahwa perbedaan jenis kelamin berakibat pada perbedaan kemampuan dalam belajar matematika. Secara spesifik dipercaya bahwa perempuan tidak cukup berhasil mempelajari matematika dibandingkan dengan laki-laki terutama dalam bidang geometri. Selain itu diyakini pula perempuan lebih tertarik pada masalah praktis dan hampir tidak pernah mempunyai ketertarikan yang menyeluruh pada soal-soal teoritis seperti halnya laki-laki. Akan tetapi kenyataan di lapangan menunjukkan bahwa tidak sedikit wanita yang sukses dalam belajar matematika. Penelitian ini bertujuan untuk mengetahui : 1) hubungan antara jenis kelamin dengan kemampuan literasi matematika peserta didik, 2) hubungan antara jenis kelamin dengan disposisi matematika peserta didik, 3) hubungan jenis kelamin, kemampuan literasi matematika, dan disposisi matematika peserta didik dengan prestasi belajar peserta didik. Penelitian ini merupakan penelitian expost facto dengan populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 2931 dan diambil sampel dengan teknik multistage random sampling yaitu perwakilan siswa kelas X SMA Negeri di Kota Denpasar tahun ajaran 2016/2017 sebanyak 312 siswa yang terdiri dari 39 siswa di tiap sekolah. Data jenis kelamin diperoleh dari dokumen sekolah, data literasi matematika diperoleh dari tes literasi matematika, data disposisi matematika siswa diperoleh dari pengisian kuisioner, dan data prestasi diambil dari skor UAS semester ganjil 2016/2017 siswa. Data dianalisis menggunakan path analysis dengan menentukan besar koefisien jalur dari model yang dibuat. Hasil analisis data menunjukkan bahwa : 1) Jenis kelamin berkontribusi secara signifikan terhadap literasi matematika siswa dengan besar kontrribusi 30%, 2) jenis kelamin berkontribusi secara signifikan terhadap disposisi matematika siswa dengan besar kontribusi 34%, 3) jenis kelamin, literasi matematika, dan disposisi matematika berkontribusi secara simultan dan signifikan terhadap prestasi belajar matematika siswa dengan besar kontribusi 33,5%.%.Kata Kunci : Jenis Kelamin, Literasi, Disposisi , Prestasi Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.Mathematics learning aim to prepare students to be able to use mathematics and mathematical mindset in everyday life. Gender differences result in differences gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. This study aims to determine at : 1) The relationship between gender and students mathematic literacy skill, 2) the relationship between gender and students mathematic disposition, 3) the relationship between gender, mathematic literacy skill, and mathematic disposition with students mathematics learning achievement of students. This research is expost facto research with population in this research is all students of class X SMA Negeri in Denpasar academic year 2016/2017 as much as 2931 and take sample with multi stage random sampling technique that is representation of student of class X SMA Negeri in Denpasar year 2016 / 2017 as many as 312 students consisting of 39 students in each school. Gender data were collected from school documents, the mathematic literacy data were collected using mathematic literacy skill tests, the disposition mathematic data were collected using observation sheet, and mathematics learning achievement data taken from UAS in odd semester 2016/2017. Analized data using path analysis with determine the path coefficient of the model. The results of the research showed that: 1) Gender contributes significantly to students mathematic literacy by 30%, 2) Gender contributes significantly to students mathematic disposition by 34%, and 3) Gender, mathematic literacy, and mathematic dispositon, simultaneously and significantly on student's mathematics learning achievement with 33.5% contribution.keyword : Gender, Literacy, Disposition, Achievement
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII B SMP N 7 SINGARAJA P. N. Periandani, P. N; Gita, I. N; ., Sariyasa
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 8, No 2 (2019)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.711 KB) | DOI: 10.23887/jppm.v8i2.2847

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui: (1) peningkatan motivasi belajar matematika siswa kelas VIII B SMPN 7 Singaraja melalui penerapan model pembelajaran berbasis masalah, (2) peningkatan prestasi belajar matematika siswa kelas VIII B SMPN 7 Singaraja melalui penerapan model pembelajaran berbasis masalah, dan (3) tanggapan siswa kelas VIII B SMPN 7 Singaraja terhadap model pembelajaran berbasis masalah. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam tiga siklus dengan subjek penelitian adalah siswa kelas VIII B SMPN 7 Singaraja sebanyak 32 orang siswa.Data motivasi siswa dikumpulkan menggunakan angket motivasi, data prestasi belajar siswa dikumpulkan dengan menggunakan tes prestasi belajar, dan tanggapan siswa dikumpulkan menggunakan angket tanggapan siswa. Data yang telah terkumpul selanjutnya dianalisis secara deskriptif.Hasil penelitian menunjukkan bahwa motivasi dan prestasi belajar matematika siswa mengalami peningkatan dan rata-rata skor tanggapan siswa telah berada dalam katagori positif.Kata kunci:       Model Pembelajaran Berbasis Masalah, Motivasi Belajar   Matematika, Prestasi Belajar Matematika AbstractThis study aims to find out: (1) an increase in mathematics learning motivation of VIII B class students of Singaraja 7 Junior High School through the application of problem-based learning models, (2) improvement of mathematics learning achievement of VIII B class students of Singaraja 7 Junior High School through the application of problem-based learning models, and ( 3) responses of students of class VIII B of SMPN 7 Singaraja to problem-based learning models. This research is a classroom action research which is carried out in three cycles with the research subjects being students of class VIII B of SMPN 7 Singaraja as many as 32 students. Student motivation data was collected using motivation questionnaire, student achievement data were collected using learning achievement tests, and student responses were collected using student response questionnaires. The data that has been collected is then analyzed descriptively. The results showed that the motivation and achievement of students' mathematics learning had increased and the average response score of students had been in the positive category.Keywords: Problem Based Learning Model, Mathematics Learning Motivation, Mathematics Learning Achievement 
ETNOMATEMATIKA DALAM TARI BALI DITINJAU DARI KLASIFIKASI TARI BALI Intan Puspa Dewi, L.; Yudi Hartawan, I.G.N.; Sukajaya, I.N.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 8, No 1 (2019)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (170.344 KB) | DOI: 10.23887/jppm.v8i1.2842

Abstract

 AbstrakPada penelitian sudah dilakukan pengkajian etnomatematika terhadap tari Bali ditinjau dalam klasifikasi tari Bali. Terdapat tiga klasifikasi tari Bali yaitu tari wali (sakral), tari bebali (upacara), dan tari balih-balihan (hiburan). Dari ketiga klasifikasi tari, akan diteliti dua klasifikasi yaitu tari wali (sakral) dan tari balih-balihan (hiburan). Pada tari wali (sakral) yang dikaji adalah tari Rejang Dewa, tari Rejang Renteng, dan tari Rejang Sari. Pada tari balih-balihan (hiburan) yang dikaji adalah tari Puspanjali, tari Pendet, dan tari Sekar Jagat. Fokus penelitian terletak pada gerakan tari dari unsur pemeson, pengawak, pengecet, dan pekaad. Dalam tari Bali terdapat unsur matematika yaitu basis bilangan dan transformasi geometri yang diimplementasikan pada gerakan tari. Setelah diteliti ditemukan pola umum dalam masing-masing tarian dan pola khusus dalam klasifikasi tari Bali (tari wali dan tari balih-balihan). Jika dibandingkan pola umum dari klasifikasi tari Bali tidak ditemukan pola yang sama, karena masing-masing tari memiliki ciri khas yang berbeda tergantung dari pencipta tarian tersebut. Untuk gerakan tari terdapat unsur refleksi (pencerminan) pada agem kanan dan kiri tari Pendet, agem kanan dan kiri tari Puspanjali, ngayab kanan dan kiri tari Rejang Dewa, diagonal kanan dan kiri pada tari Rejang Dewa. Kata kunci: Etnomatematika, tari Bali, basis bilangan, transformasi geometri.  AbstractIn the study, ethnomatematics of Balinese dance have been carried out in Balinese dance classifications. There are three classifications of Balinese dance, namely wali dance (sacred) , bebali dance (ceremony), and balih-balih dance (entertainment) . From those the three dance classifications, two classifications will be examined, namely the wali dance (sacred) and the balih-balihan dance (entertainment). Wali dance (sacred) are Rejang Dewa, Rejang Renteng, and Rejang Sari. In the balih-balihan dance (entertainment) which is studied is Puspanjali, Pendet, and Sekar Jagat. This research focused on movements from the elements of pemeson, pengawak, pengecet and pekaad. In Balinese dance, there is a mathematical element, namely the number base and geometry transformation that is implemented in the dance movement. After being examined, a common pattern was found in each of the dances and patterns specifically in the classification of Balinese dance (wali dance and balih-balih dance). Compared to the general pattern of Balinese dance classification, the same pattern is not found, because each dance has different characteristics depending on the creator of the dance. For the dance movement there is an element of reflection on the right and left agem of Pendet dance, agem right and left Puspanjali dance, ngayab right and left Rejang Dewa dance, diagonally right and left on Rejang Dewa dance.  Keywords: Ethnomatematics, Balinese dance, number basis, geometry transformation.  
PENINGKATAN PRESTASI BELAJAR MATEMATIKA SISWA MELALUI PEMBELAJARAN ARIAS BERBANTUAN GEOGEBRA Indrawan, I.K.M.A.; Parwati, N.N.; Suryawan, I.P.P.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 8, No 1 (2019)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.002 KB) | DOI: 10.23887/jppm.v8i1.2838

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan peningkatan prestasi belajar matematika siswa melalui penerapan Model ARIAS berbantuan geogebra dan mengetahui tanggapan siswa tentang model pembelajaran tersebut. Penelitian tindakan kelas ini terdiri dari tiga siklus, masing-masing siklus terdiri dari perencanaan, pelaksanaan, obervasi dan evaluasi dan refleksi. Subjek penelitian adalah siswa SMA kelas X BABUD semester genap tahun ajaran 2017/2018, sebanyak 35 orang. Data penelitian ini adalah data prestasi belajar dan tanggapan siswa. Data prestasi belajar matematika siswa diukur menggunakan tes prestasi belajar tipe uraian. Data tanggapan siswa diukur menggunakan angket. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata tanggapan siswa terhadap model pembelajaran ARIAS berbantuan geogebra dalam kategori positif. Rata-rata nilai tes prestasi belajar matematika pada siklus I sebesar 54,28 dengan persentase siswa di atas KKM sebesar 22,85%, kemudian pada siklus II terjadi peningkatan rata-rata nilai tes prestasi belajar matematika menjadi 64,28, dengan persentase siswa di atas KKM sebesar 62,85%. Pada siklus III terjadi peningkatan rata-rata nilai tes prestasi belajar matematika menjadi 75,71 dengan persentase siswa di atas KKM sebesar 82,85%. Hal tersebut terjadi karena langkah?langkah pada model ARIAS yakni yakni (1) Assurance, membangkitkan rasa percaya diri dan memotivasi siswa. (2)  Relevance, menyampaikan tujuan pembelajaran dan manfaat materi yang dipelajari dalam kehidupan sehari-hari. (3) Interest, dalam tahap ini siswa diajak memelihara ketertarikan siswa terhadap pembelajaran dan melakukan eksplorasi konsep yang mereka pelajari dengan bantuan media geogebra. (4) Assessment, menguji sejauh mana siswa memahami konsep yang telah dipelajari. (5) Satisfaction, memberikan penguatan dan penghargaan bagi siswa. Kata kunci: ARIAS, prestasi belajar, software geogebra, tanggapan siswa. Abstract This study aims to describe the improvement of students' mathematics learning achievement and student responses through the application of the ARIAS Model assisted by Geogebra App. This classroom action research consists of three cycles, each cycle consist of planning, implementation, observation and reflection. The subjects were 35 high school students of class X BABUD in even semester school year 2017/2018. The data of this study were data on student achievement and student responses. The data of students' mathematics learning achievement was measured using a description type learning achievement test. Student response data was measured using a questionnaire. The data obtained were analyzed descriptively. The results showed an average student response of 53.28 in the positive category. The average score of the mathematics learning achievement test in the first cycle was 54.28 with the percentage of students above the minimum criteria of mastery of 22.85%, and then in the second cycle there was an increase in the average score of mathematics learning achievement test to 64.28, with the percentage of students in the minimum criteria of mastery was 62.85%. In the third cycle there was an increase in the average value of the mathematics learning achievement test to 75.71 with the percentage of students above the minimum criteria of mastery of 82.85%. This happens because of the steps in the ARIAS model which called (1) Assurance, (2) Relevance, (3) Interest, (4) Assessment, (5) Satisfaction are able to improve the two factors that influence students' mathematics learning process, the internal factors and the external factors. By improving the confidence and interest of the students which called the internal factors and improve the atmosphere of the classroom which called the external factor of the students. Keywords: ARIAS, Geogebra software, learning achievement, students? response
PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP PGRI 2 DENPASAR Eka Sucipta D, N. P.; Candiasa, I. M.; Sukajaya, I. N.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 7, No 2 (2018)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.777 KB) | DOI: 10.23887/jppm.v7i2.2833

Abstract

 AbstrakPenelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan model pembelajaran berbasis proyek berbantuan GeoGebra. Jenis penelitian ini adalah eksperimen semu dengan desain post test only control group. Populasi penelitian ini adalah seluruh siswa Kelas VIII SMP PGRI 2 Denpasar Tahun Ajaran 2016/2017 yang terdistribusi ke dalam 11 kelas. Penentuan sampel dilakukan dengan teknik cluster random sampling untuk memperoleh 3 kelas sebagai sampel penelitian. Data kemapuan pemecahan masalah matematika siswa dikumpulkan dengan tes uraian. Hasil uji hipotesis dengan uji ANAVA menunjukkan bahwa lebih dari . Artinya terdapat perbedaan kemampuan pemecahan masalah matematika antara siswa yang mengikuti pembelajaran dengan model pembelajaran berbasis proyek berbantuan GeoGebra, model pembelajaran berbasis proyek saja dan model 5M. Sehingga dilakukan uji lanjut dengan menggunakan uji Scheffe. Berdasarkan uji Scheffe dan rata-rata skor masing-masing kelompok sampel diperoleh temuan bahwa kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran berbasis proyek berbantuan GeoGebra lebih baik dibandingkan siswa yang mengikuti pembelajaran dengan model berbasis proyek saja dengan siswa yang mengikuti pembelajaran dengan model 5M. Selanjutnya ditemukan bahwa kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran dengan model pembelajaran berbasis proyek lebih baik dibandingkan siswa yang mengikuti pembelajaran dengan model 5M. Jadi dapat disimpulkan bahwa model pembelajaran berbasis proyek berbantuan GeoGebra lebih baik dari model pembelajaran berbasis proyek saja dan model pembelajaran 5M guna meningkatkan kemampuan pemecahan masalah matematika siswa.           Kata kunci: Pembelajaran berbasis proyek, GeoGebra, kemampuan pemecahan masalah AbstractThe purpose of this study was to describe the improvement of problem solving ability of mathematics students who were taught by project-based learning model assisted by GeoGebra. This type of research was a quasi experiment with post test only control group design. The population of this study were all students of Class VIII SMP PGRI 2 Denpasar Academic Year 2016/2017 which was distributed into 11 classes. Sampling was determinated by cluster random sampling technique to obtain 3 classes as research sample. The students' mathematical problem solving data was obtained using a essay test. Hypothesis test results with ANAVA test show that  more than . It means that them had different student?s problem solving ability result between students were taught by project-based learning model assited by GeoGebra, project-based learning only and 5M model. Hypothesis test will be continued by Scheffe test. Based on Sceffe test and average of each group, it found that student?s mathematics problem solving ability who were taught by project-based learning model assisted by GeoGebra is more better of students who were taught by project-based learning model only and 5M model. Then it found too that student?s mathematical problem solving ability who were taught by project-based learning model is more better of students who were taught by 5M model. So the conclution is project-based learning model assisted by GeoGebra most better than project-based learning model and 5M model to improve student?s mathematical problem solving ability. Key words: Project-based learning , GeoGebra, problem solving
PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER BERBANTUAN LKS TERSTRUKTUR UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMK NEGERI 2 SERIRIT Teguh Tresnahadi, D.P.; Suparta, I N.; Sri Mertasari, N. M.
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 7, No 2 (2018)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.278 KB) | DOI: 10.23887/jppm.v7i2.2831

Abstract

AbstrakPenelitian ini bertujuan untuk meningkatkan proses pembelajaran di kelasdengan model pembelajaran Advance Organizer berbantuan LKS terstruktur untuk meningkatkan pemahaman konsep matematika siswa. Jenis penelitian ini adalah penelitian tindakan kelas yang melibatkan subjek sebanyak 29 siswa kelas XI TKJ 2 SMK Negeri 2 Seririt pada semester ganjil tahun ajaran 2017/2018. Penelitian ini dilaksanakan dalam tiga siklus. Data hasil tes pemahaman konsep matematika siswa yang diukur dengan tes pemahaman konsep dan data respon siswa terhadap model pembelajaran yang diukur dengan angket, selanjutnya dikumpulkan dan dianalisis secara deskriptif. Pada siklus I rata-rata skor pemahaman konsep siswa adalah 64,53 dengan persentase ketuntasan belajar siswa adalah 24,14%. Pada siklus II rata-rata skor pemahaman konsep siswa adalah 71,63 dengan persentase ketuntasan belajar siswa adalah 55,17%. Pada siklus III rata-rata skor pemahaman konsep siswa adalah 75,33 dengan persentase ketuntasan belajar siswa adalah 75,66%. Selain itu, siswa juga memberikan respon positif terhadap penerapan model pembelajaran Advance Organizer berbantuan LKS terstruktur. Hasil tersebut telah memenuhi indikator keberhasilan yang ditetapkan yaitu rata-rata skor pemahaman konsep siswa Kelas XI TKJ 2 SMK Negeri 2 Seririt berada pada kategori tuntas dan persentase ketuntasan bejalar siswa mencapai 70% pada siklus III. Serta respon siswa terhadap model pembelajaran Advance Organizer berbantuan LKS terstruktur berada pada kategori positif. Oleh karena itu, penerapan model pembelajaran Advance Organizer berbantuan LKS terstruktur dapat meningkatkan pemahaman konsep matematika siswa. Kata kunci: model pembelajaran Advance Organizer, LKS terstruktur, pemahaman konsep matematika siswa. AbstractThis research aimed to improve the learning process in the classwith Advance Organizer learning model with structured worksheet to improve students? mathematics concept understanding. This type of research is classroom action research that involved subject 29 students of XI TKJ 2 class in SMK Negeri 1 Seririt at odd semester of 2017/2018 academic year. This research was acted in three cycle. Data of students? mathematics concept understanding measured by understanding concept test and student respose data about learning model measured by questionaire response, then gathered and analysed. In first cycle the average of student concept understanding is 64,53 with percent of student learning completition is 24,14%. In second cycle the average of student concept understanding is 71,63 with percent of student learning completition is 55,17%. In third cycle the average of student concept understanding is 75,33 with percent of student learning completition is 75,66%. Beside that, students also gave positive response about implementation of Advance Organizer model with structured worksheet. That result fulfilled the success indicator that decided which the average of student?s mathematics understanding score at complete category and the student?s learning completition at 70% at cycle III. Then students? response about Advance Organizer model with structured worksheet at positive category. So that, the implementation of Advance Organizer model with structured worksheet can improve students? mathematics concept understanding. Keywords: Advance Organizer model, structured worksheet, students? mathematics concept understanding 
PENGARUH STRATEGI CONCRETE REPRESENTATIONAL ABSTRACT (CRA) TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP NEGERI 3 DAWAN Lestari, N. K. S. W.; Suweken, G.; Astawa, I W. P
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 7, No 2 (2018)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.409 KB) | DOI: 10.23887/jppm.v7i2.2830

Abstract

 AbstrakPenelitian ini bertujuan untuk mengetahui apakah pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan strategi Concrete Representational Abstract (CRA) lebih baik daripada pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan strategi pembelajaran konvensional. Populasi pada penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Dawan tahun 2017/2018. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Sampel dalam penelitian ini  adalah siswa kelas VII A  sebagai kelompok eksperimen dan siswa kelas VII C sebagai kelompok kontrol. Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Data tes pemahaman konsep matematika siswa dianalisis dengan menggunakan uji-t satu arah dengan taraf signifikansi 5%. Hasil uji hipotesis menunjukkan bahwa pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan strategi Concrete Representational Abstract (CRA)  lebih baik daripada pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan strategi pembelajaran konvensional (thitung  (2,9418) > ttabel (1,9996)). Dengan demikian, penerapan strategi Concrete Representational Abstract (CRA) memberikan pengaruh positif terhadap pemahaman konsep matematika siswa. Kata kunci: Concrete Representational Abstract (CRA), pemahaman konsep matematika AbstractThis research aims to find out  whether the students? conceptual understanding of mathematics who learned with Concrete Representational Abstract (CRA) learning strategy is higher than students? conceptual understanding of mathematics who learned with conventional learning strategy. The population of this reasearch were all the students of grade VII at SMP Negeri 3 Dawan in academic year 2017/2018. The sample was taken by using cluster random sampling technique. Sample of this research were the students in VII A class as the experimental group and VII C as control group. The design of research that used in this research is the Post-test Only Control Group Design. The data of students? conceptual understanding of mathematics was analyzed by using one tail t-test with 5% significance level. The result of hypothesis test showed that the students? conceptual understanding of mathematics who learned with Concrete Representational Abstract (CRA) learning strategy is better than students? conceptual understanding of mathematics who learned with conventional learning strategy (tcount  (2,9418) > ttable (1,9996)). Thus, the implementation of Concrete Representational Abstract (CRA) learning strategy gives a postive influence on the students? conceptual understanding of mathematics. Keywords: Concrete Representational Abstract (CRA), Conceptual understanding of mathematics
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS KOMPUTER DENGAN MICROSOFT EXCEL YANG BERORIENTASI TEORI VAN HIELE PADA BAHASAN TRIGONOMETRI KELAS X SMA UNTUK MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MATEMATIKA SISWA SEMADIARTHA, I KADEK SEMBAH
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 1, No 2 (2012)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1121.523 KB) | DOI: 10.23887/jppm.v1i2.445

Abstract

ABSTRAK   Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis komputer dengan Microsoft Excel yang berorientasi teori Van Hiele pada Bahasan Trigonometri kelas X SMA. Media pembelajaran dikembangkan sesuai dengan prosedur pengembangan produk dari Plomp yang meliputi lima fase yaitu: (1) investigasi awal, (2) desain, (3) realisasi/konstruksi, (4) tes, evaluasi, dan revisi, dan (5) implementasi. Namun, penelitian ini dilaksanakan sampai fase tes, evaluasi, dan revisi sehingga hasilnya berupa prototipe final dari media pembelajaran yang siap diujicobakan lebih luas. Hasil penelitian menunjukkan sebagai berikut. (1) Media pembelajaran merupakan media yang memperhatikan tingkat berpikir siswa dan membantu siswa dalam memecahkan masalah matematika. (2) Media pembelajaran dikembangkan melalui prosedur berikut, investigasi awal; desain;  realisasi/konstruksi; tes, evaluasi, dan revisi. (3) Media pembelajaran adalah valid, praktis, dan efektif. (4) Pengembangan media pembelajaran meningkatkan prestasi dan motivasi belajar matematika siswa. Berdasarkan hasil penelitian ini, disarankan agar pembelajaran matematika di Kelas X SMA khususnya bahasan Trigonometri menggunakan media pembelajaran berbasis komputer dengan Microsoft Excel yang berorientasi teori Van Hiele pada Bahasan Trigonometri kelas X SMA. Selain itu, media pembelajaran yang berhasil dikembangkan dalam penelitian ini dapat dijadikan pedoman bagi praktisi dan guru, dalam mengembangkan media pembelajaran sesuai dengan karakteristik pembelajaran yang diterapkan, baik dari segi prosedur pengembangan maupun proses untuk mendapatkan kualitas media pembelajaran. Kata kunci:   media pembelajaran berbasis komputer, media pembelajaran dengan Microsoft Excel, dan pembelajaran berorientasi teori Van Hiele.   ABSTRACT   This research was aimed to develope computer assisted learning by using Microsoft Excel based on Van Hiele theory in Trigonometry of Senior High School grade X. The development of this learning media followed the procedure proposed by Plomp which has five phases: (1) preliminary investigation; (2) design; (3) realization/construction; (4) test, evaluation and revision; (5) implementation. As a matter of fact, this research was conducted until phase test, evaluation and revision so that the result was until in the form of final prototype and ready to be implemented in wider area. The results showed as follows. (1) Learning Media is the media attention to the level of student thinking and help students in solving mathematical problems. (2) Media learning developed through the following phases, preliminary investigation; design; realization/construction; test, evaluation, and revision. (3) Learning media is valid, practical, and effective. (4) Development of learning media to improve achievement and student motivation to learn mathematics. Based on the result of this research, it was suggested that the teaching and learning math in Senior High School grade X, especially Trigonometry material to use assisted learning media by using Microsoft Excel based on Van Hiele theory. Moreover, the developing media in this research could be used as an example for practitioner and teacher in developing their learning media which is in line with the characteristics and the process for obtaining good quality of the media.   Key words: computer assisted learning, learning media by using Microsoft Excel, and learning based on Van Hiele theory.

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