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Mengembangkan kemampuan penalaran statistik dan berpikir kreatif matematis mahasiswa di Kota Cimahi melalui pendekatan open-ended Ratna Sariningsih; Indri Herdiman
Jurnal Riset Pendidikan Matematika Vol 4, No 2: November 2017
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan menelaah peranan pembelajaran open-ended dan tingkat kemampuan awal statistik matematis mahasiswa terhadap pencapaian kemampuan penalaran statistik dan kemampuan berpikir kreatif matematis ditinjau secara keseluruhan dan pada tingkat kemampuan awal statistik matematik siswa (Tinggi, Sedang, Rendah). Berdasarkan hasil temuan dicari asosiasi kemampuan penalaran statistik matematis dan kemampuan berpikir kreatif matematis mahasiswa jurusan matematika di kota Cimahi. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol dan postes. Populasi dalam penelitian ini adalah seluruh mahasiswa jurusan matematika di Kota Cimahi, sampelnya adalah mahasiswa semester dua dari salah satu perguruan tinggi di Kota Cimahi dan dipilih dua kelas mahasiswa semester dua secara acak kelas yang ada. Tes kemampuan penalaran statistik, berpikir kreatif dan reflektif matematis mahasiswa masing-masing disusun mengacu pada kemampuan penalaran statistik matematis dan berpikir kreatif matematis serta pedoman penyususunan tes yang baik. Hasil penelitian menunjukkan bahwa (1) Kemampuan penalaran statistik matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (2) Terdapat perbedaan yang signifikan kemampuan penalaran statistik matematis mahasiswa pada ketiga kategori TKASM (baik, sedang dan kurang) pada taraf signifikansi 5%. (3) Kemampuan berpikir kreatif matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (4) Terdapat perbedaan yang signifikan antara kemampuan berpikir kreatif matematis mahasiswa pada TKASM Tinggi terhadap TKASM Sedang pada taraf signifikansi 5%. A Comparison of Statistics Learning Through CTL and Problem-Posing Approach in Terms of Learning Achievement and Interest in Learning Mathematics AbstractThis research aim s to describe the effectiveness of statistics learning through the CTL approach and problem posing approach in terms of learning achievement and interest in learning mathematics and to investigate which approach is more effective in learning mathematics for Vocational School students. This research is a quasi-experimental research using the pretest-posttest non-equivalent group design. The research population comprised all year XI students of SMK Negeri 5 Yogyakarta. From the population, two classes were randomly selected as the research sample. To test the effectiveness of statistics learning through the CTL and problem-posing approach, one sample t-test was used in the aspect of learning achievement and a proportion test on the aspect of interest in learning. The data were analyzed using the T2Hotelling’s test to compare the effectiveness of the CTL approach and problem-posing approach. If differences in effectiveness were found, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results show that: (1) statistics learning through the CTL approach is effective in terms of learning achievement; (2) There is a significant difference of students' mathematical statistical reasoning ability in the three categories of TKASM (good, medium and low) at significance level of 5%. (3) The ability of students' mathematical creative thinking to get an open-ended learning approach is better than those who get regular learning. (4) There is a significant difference between students' mathematical creative thinking ability in TKASM Tinggi to TKASM Sedang at the level of significance of 5%.

Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa Isnaini Nur Azizah; Djamilah Bondan Widjajanti
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.15927

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidenceAbstractThe purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

Kualitas butir bank soal statistika (Studi kasus: Instrumen ujian akhir mata kuliah statistika Universitas Terbuka) Agus Santoso; Kartianom Kartianom; Gulzhaina K. Kassymova
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.28900

Penelitian ini bertujuan untuk mendeksripsikan kualitas butir soal ujian akhir semester mata kuliah statistika ekonomi yang dikembangkan oleh Universitas Terbuka (UT) sebagai dasar dalam mengembangkan bank soal yang terkalibrasi menggunakan pendekatan Teori Respons Butir. Penelitian ini merupakan penelitian deskriptif kuantitatif. Sumber data penelitian ini adalah pola jawaban mahasiswa UT yang telah mengikuti ujian akhir semester (UAS) mata kuliah statistika ekonomi selama enam masa ujian, dengan ukuran sampel sebanyak 23334 mahasiswa. Hasil penelitian ini menunjukkan bahwa butir-butir soal ujian akhir semester mata kuliah statistika ekonomi yang dikembangkan UT: (1) terbukti valid secara konstruk, yakni hanya mengukur satu faktor dominan, yaitu kemampuan statistika ekonomi; (2) memiliki kehandalan yang baik dengan nilai koefisien reliabilitas empiris lebih dari 0,70 (koefisien reliabilitas empiris = 0,7335); (3) dari 140 butir soal yang dikalibrasi terdapat 108 butir soal (25 butir soal berkualitas baik atau tanpa revisi dan 83 butir soal berkualitas kurang baik atau perlu revisi) yang layak disimpan dalam bank soal, sedangkan 32 butir soal berkualitas tidak baik; dan (4) mampu memberikan informasi akurat terkait kemampuan statistika ekonomi mahasiswa pada level kemampuan yang tinggi (-1,3 sampai +4,0). Quality of statistical test bank items (Case study: Final exam instrument of statistics courses in Universitas Terbuka) AbstractThis study aims to determine the quality of final semester test items of economic statistics course that was developed by Universitas Terbuka (UT) as a basis for developing calibrated item banks using Item Response Theory. This research uses a quantitative descriptive approach. The researcher investigates the answer pattern of the final semester exam (UAS) in the economic statistics course during six periods of the final exams. The sample size in this study was 23334 students. The results of this study indicate that the final semester exam items of economic statistics courses developed by UT: (1) proved to construct valid, i.e. only measure one dominant factor, namely the ability of economic statistics; (2) has good reliability with empirical reliability coefficient values more than 0.70 (empirical reliability coefficient = 0.7335); (3) of the 140 items calibrated there are 108 items (25 items of good quality or without revision and 83 items of poor quality or need to be revised) that are worth keeping in the question bank, while 32 items of quality are not good; and (4) able to provide accurate information related to students' economic statistical abilities at a high level of ability (-1.3 to +4.0)

What the high school students say about mathematics homework Fransiskus Magnis Pastoriko; Kana Hidayati; Rasmuin Rasmuin
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.29216

Homework had become a tradition in teaching and learning mathematics in school. Even so, in Indonesia, there is not enough research on homework. Our research is conducted to investigate high school students’ views on homework and to provide the basis for further research on homework in Indonesia. In this research, we use exploratory-descriptive qualitative to explore and describe the students’ view of homework. We collected the data from 124 high school students by using the structured interview conducted via online form. The data were analyzed by using the thematic analysis. Based on our results, we found that (1) students know that mathematics homework can help them with their academic achievement and their attitudes toward their studies, (2) mathematics homework is not high on their priority, (3) it makes them tired physically and mentally, and (4) students argue that mathematics problems are better to be solved in the class where they can ask the teacher. We also found their difficulties in doing their homework, such as (1) lack of knowledge (2) their teachers do not give them the necessary ‘tools’ to solve the problems, (3) they can’t ask for helping hands if they can’t solve the problems (4) some emotional problems such as motivation, and (5) other priorities are higher on their list.

Level penalaran proporsional siswa dalam memecahkan missing value problem Anton Prayitno; Alvia Rossa; Febi Dwi Widayanti
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.19728

Tujuan penelitian deskriptif kualitatif ini adalah untuk mendeskripsikan level penalaran proporsional siswa kelas VIII SMP dalam memecahkan masalah satu nilai yang tidak diketahui (missing value problem). Instrumen penelitian ini berupa lembar tugas tentang masalah satu nilai yang tidak diketahui yang telah di validasi. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kalipare Malang dengan jumlah 33 siswa. Prosedur pengambilan data diawali dengan siswa diminta mengerjakan instrumen penelitian. Setelah mendapat data hasil pekerjaan siswa, dipilih tiga siswa sebagai subjek penelitian untuk dilakukan wawancara dengan tingkat penalaran proporsional yang berbeda. Hasil penelitian menunjukkan bahwa penalaran proporsional siswa berada pada level 0, level transisi 0 ke 2, dan level 4. Pada level 0, siswa memecahkan masalah satu nilai yang tidak diketahui menggunakan selisih dan sembarang operasi. Pada level transisi dari 0 ke 2, siswa memecahkan masalah satu nilai yang tidak diketahui menggunakan selisih kemudian beralih menggunakan cara membangun kedua ukuran (building both measure). Pada level 4, siswa memecahkan masalah satu nilai yang tidak diketahui hanya menggunakan aturan perkalian silang. Level of student’s proportional reasoning in solving missing value problemAbstractThe purpose of this qualitative descriptive study was to describe the level of proportional reasoning eighth-grade students in solving the problem of the unknown values. This research instrument was an assignment sheet about a missing value problem that validated. The subjects of this research were students of class VIII of SMP Negeri 1 (State Junior High School) Kalipare, Malang, Indonesia, with a total of 33 students. Data collection procedures begin with students being asked to do research instruments. After obtaining data on student work, three students selected as research subjects for interviews with different proportional levels of reasoning. The results showed that students' proportional reasoning was at level 0, transition level 0 to 2, and level 4. At level 0, students solved the problem of missing value problem using differences and arbitrary operations. At the transition level from 0 to 2, students solve the problem of missing value problem using the difference and then switch to using building both measure methods. At level 4, students solve the problem of one unknown value using only the rules of cross multiplication.

Pembelajaran model creative problem-solving untuk mendukung higher-order thinking skills berdasarkan tingkat disposisi matematis Rezky Agung Herutomo; Masrianingsih Masrianingsih
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26352

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model creative problem solving terhadap higher-order thinking skills ditinjau dari tingkat disposisi matematis siswa. Jenis penelitian ini adalah kuasi eksperimen menggunakan posttest only non-equivalent control group design. Populasi penelitian ini adalah seluruh siswa kelas XI MIPA di salah satu SMA Negeri di Kendari. Dua kelas dipilih secara purposive sampling sebagai sampel penelitian, yaitu kelas XI-MIPA 1 sebagai kelas eksperimen dan XI-MIPA 3 sebagai kelas kontrol. Instrumen penelitian yang digunakan pada penelitian ini adalah tes higher-order thinking skills dan angket disposisi matematis. Hasil penelitian menunjukkan bahwa rata-rata higher-order thinking skills siswa yang belajar dengan model creative problem solving lebih baik dari siswa yang belajar dengan pendekatan saintifik, sedangkan jika ditinjau dari tingkat disposisi matematis, siswa yang tingkat disposisi matematisnya tinggi memiliki rata-rata higher-order thinking skills yang lebih baik dibanding siswa yang tingkat disposisinya sedang dan rendah. Namun, tidak terdapat pengaruh interaksi antara model pembelajaran dan tingkat disposisi matematis terhadap rata-rata higher-order thinking skills siswa. Creative problem-solving learning model to promote higher-order thinking skills based on the level of mathematical dispositionAbstractThis study aims to describe the effect of the creative problem-solving model on higher-order thinking skills in terms of students' mathematical disposition levels. This research was a quasi-experimental study using a posttest only non-equivalent control group design. The population of this research was all students of 11th grade in one of public senior higher school in Kendari, Indonesia. Two classes were chosen by purposive sampling as the samples of this study that is XI-MIPA 1 as the experimental class and XI-MIPA 3 as the control class. The instruments used in this study were a higher-order thinking skills test and a mathematical disposition questionnaire. The results of this study show that the mean of higher-order thinking skills of students who studied with creative problem-solving models was better than students who studied with a scientific approach, while from the level of mathematical disposition, students with higher-level mathematical dispositions have better mean higher-order thinking skills than students with moderate and low disposition level. However, there is no effect of interaction between learning models and the level of mathematical disposition to the average higher-order thinking skills of students.

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive Asih Miatun; Nurafni Nurafni
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26094

Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kreatif matematis mahasiswa calon guru dalam menyelesaikan masalah open-ended ditinjau dari gaya kognitif reflective dan impulsive. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa calon guru pada Program Studi Pendidikan matematika, Universitas Muhammadiyah Prof. DR. HAMKA yang diambil menggunakan teknik purposive sampling. Validasi data menggunakan teknik triangulasi waktu. Data dianalisis menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi, (2) penyajian data; dan (3) penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dari empat indikator kemampuan berpikir kreatif matematis, mahasiswa dengan gaya kognitif reflective mampu memenuhi aspek kelancaran dan keterincian, yaitu menjawab soal dengan lebih lancar, mampu menjelaskan hubungan sebab akibat antar konsep yang digunakan, serta lebih rinci dan runtut dalam menjawab dan menjelaskan jawaban tertulisnya, dibandingkan dengan mahasiswa dengan gaya kognitif impulsive. Indikator aspek keluwesan dan kebaruan masih belum bisa terpenuhi karena mahasiswa dengan gaya kognitif reflective dan impulsive baru mampu menjawab pertanyaan menggunakan satu cara saja dan belum menggunakan strategi baru. Profile of mathematical creative thinking ability viewed from reflective and impulsive cognitive style AbstractThe study aimed to describe mathematical creative thinking ability profiles of prospective students in solving open-ended problems in terms of reflective and impulsive cognitive styles. The research classified as a qualitative descriptive study. The subjects of this study were prospective students of the Mathematics Education Department, Universitas Muhammadiyah Prof. DR. HAMKA and selected using a purposive sampling technique. For data validation, we used time triangulation techniques. Data were analyzed using the constant comparison method with steps (1) data reduction and categorization; (2) data presentation; and (3) conclusions and verification. The results showed that from the four indicators of mathematical creative thinking, students with reflective cognitive style were able to fulfill fluency and detail aspects in answering questions, explain causal relationships between concepts used, and more detail in written answers, compared to students with impulsive cognitive style. The indicators of flexibility and originality aspects of both students with the reflective and impulsive cognitive style are still cannot be fulfilled because they only answer questions using one method without using a new strategy.

Hubungan kemampuan koneksi matematika, rasa ingin tahu dan self-efficacy dengan kemampuan penalaran matematika Hanifah Latifah Hadiat; Karyati Karyati
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26552

Penelitian ini bertujuan untuk mendeskripsikan hubungan kemampuan koneksi matematika, rasa ingin tahu, dan self-efficacy dengan kemampuan penalaran matematis siswa SMA. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian ex post facto. Populasi penelitian mencakup seluruh siswa kelas X di Kabupaten Brebes. Sampel adalah 362 siswa yang berasal dari enam sekolah di Kabupaten Brebes ditentukan dengan stratified propotional random sampling technique. Pengumpulan data dilakukan menggunakan tes dan angket dengan skala likert. Teknik analisis data yang digunakan adalah analisis linier ganda dan analisis korelasi parsial. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematis, rasa ingin tahu, dan self-efficacy secara bersama-sama berhubungan dengan kemampuan penalaran matematika siswa SMA, dimana kontribusi yang diberikan sebesar 46,3%, serta persamaan regresi yang diperoleh yaitu Y = 0,97 + 0,422X1 + 0,059 X2 + 0,041 X3. Hubungan antara kemampuan koneksi matematis (X1) dengan kemampuan penalaran (Y) dengan kontribusi sebesar 23,27%. Hubungan antara rasa ingin tahu (X2) dengan kemampuan penalaran dengan kontribusi sebesar 3,59%. Hubungan antara self-efficacy (X3) dengan kemampuan penalaran dengan kontribusi sebesar 1,81%. Relationship between mathematical connection ability, curiosity, and self-efficacy with mathematical reasoning abilityAbstractThis study aimed to describe the relationship between mathematical connection ability, curiosity, and self-efficacy and the mathematical reasoning ability of senior high school students. This study was a quantitative ex post facto study. The population comprised all tenth-grade students of senior high school in Brebes District, Indonesia. The sample was 362 students from six schools that were established using the stratified proportional random sampling technique. The data were collected through a test and Likert-scale questionnaires. The data were analyzed using multiple regression and partial correlation analysis. The results showed that mathematical connection ability, curiosity, and self-efficacy, as an aggregate correlated with mathematical reasoning ability, with a contribution of 46,3% obtained by the regression model Y = 0.97 + 0.422X1 + 0.059 X2 + 0.041 X3. The relationship between mathematical connection and mathematical reasoning ability with the contribution of 23.27%. The relationship between curiosity and mathematical reasoning ability with the contribution of 3.59%. The relationship between self-efficacy and mathematical reasoning ability with the contribution of 1.81%.

Bagaimana hasil penyetaraan paket tes USBN pada mata pelajaran matematika dengan teori respon butir? Eri Yusron; Heri Retnawati; Ibnu Rafi
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.31221

Dalam melakukan standarisasi pendidikan di Indonesia maka dilakukan Ujian Sekolah Berstandar Nasional (USBN).Karena perangkat tes yang digunakan dalam USBN tersebut sebagian besar butir tesnya dikembangkan oleh guru, perangkat tes yang diujikan kepada siswa di daerah yang satu akan berbeda dengan daerah yang lainnya meskipun sama-sama mengacu pada kisi-kisi dari pemerintah. Oleh karena itu perlu dilakukan penyetaraan perangkat tersebut. Penelitian deskriptif eksploratif dengan pendekatan kuantitif ini bertujuan untuk mendeskripsikan kesetaraan perangkat USBN tahun 2018/2019 pada mata pelajaran matematika wajib. Pengumpulan data dilakukan melalui dokumentasi respon siswa pada USBN 2018/2019 untuk mata pelajaran matematika wajib. Respon siswa tersebut berasal dari lima paket soal dari empat sekolah menengah atas di Provinsi D.I. Yogyakarta dan Kalimantan Selatan. Data yang terkumpul dianalisis menggunakan teknik equating berdasarkan teori respon butir dengan metode mean-mean, mean-sigma, Haebara, dan Stocking Lord. Estimasi parameter butir dan equating dilakukan dengan bantuan program R. Hasil penyetaraan menggunakan empat metode menunjukkan bahwa lima paket tes USBN 2018/2019 untuk mata pelajaran matematika wajib cenderung setara satu sama lain dan penyetaraan menggunakan metode Haebara menghasilkan kesetaraan yang lebih baik dibandingkan dengan tiga metode equating lainnya. Dalam artikel ini juga disajikan contoh butir sulit beserta peluangnya untuk digunakan sebagai referensi dalam meningkatkan kualitas pembelajaran matematika. How are the results of the equating of test packages of mathematics USBN with item response theory?AbstractIn standardizing education in Indonesia, then Ujian Sekolah Berstandar Nasional (USBN) or National-Standardized School Examination was conducted. Because most of the test items contained in the test packages which were used in USBN were developed by the teachers, the test packages which were administered to students in a region would be different from other regions. Therefore, there was a need to do equating towards those test packages. This exploratory descriptive research with a quantitative approach was focused on describing the equality of test packages of USBN year 2018/2019 for compulsory mathematics subject. Data collection was done through documentation of students’ responses to the USBN 2018/2019 for compulsory mathematics subject. These students’ responses were collected from five test packages from four senior high schools in Province of Special Region of Yogyakarta and South Kalimantan, Indonesia. The collected data were analyzed by using an equating technique based on the item response theory with the methods of mean-mean, mean-sigma, Haebara, and Stocking Lord. The item parameter estimation and equating were conducted with the aid of the R program. The results of equating showed that the five test packages of the USBN 2018/2019 for compulsory mathematics subject tend to be equal to each other and the equating through Haebara method yields better equality than the other three equating methods. This article also presents the example of a difficult item as well as its opportunity to be used as a reference for enhancing the quality of mathematics learning.

Keefektifan model pembelajaran berbasis inkuiri ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa SMP Lintuman, Aryadi; Wijaya, Ariyadi
Jurnal Riset Pendidikan Matematika Vol. 7 No. 1: May 2020
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.17878

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran berbasis inkuiri ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa SMP. Penelitian ini adalah penelitian kuasi eksperimen dengan desain one-group posttest-only. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 8 Yogyakarta yang terdiri dari 10 kelas. Penelitian ini menggunakan satu kelas yang terdiri dari 32 orang siswa sebagai sampel yang dipilih secara acak. Teknik pengumpulan data menggunakan teknik tes dan non tes. Instrumen pengumpulan data yang digunakan yaitu tes prestasi belajar dan angket kepercayaan diri dalam belajar matematika. Uji asumsi normalitas data menggunakan uji Kolmogorov-Smirnov satu sampel pada taraf signifikan Î± = 5%. Teknik analisis data untuk menguji keefektifan model pembelajaran ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika masing-masing menggunakan uji-t satu sampel pada taraf signifikan Î± = 5%. Hasil penelitian ini menunjukkan bahwa model pembelajaran berbasis inkuiri efektif ditinjau dari prestasi belajar dan kepercayaan diri dalam belajar matematika siswa. The effectiveness of the inquiry-based learning model in term learning achievement and self-confidence in learning mathematics of junior high school studentsAbstractThis research aimed to describe the effectiveness of the inquiry-based learning model in terms of learning achievement and self-confidence in learning mathematics of junior high school students. This study was a quasi-experimental with one-group posttest-only design. The population of this study was all students of 7th-grade of SMP Negeri 8 (Yogyakarta State Junior High School Number 8) consisted of ten classrooms. The research used a class consisted of 32 students as the sample that was randomly selected. The data was collected by using test and non-test techniques. The instruments to collect the data were an achievement test and a questionnaire about self-confidence in learning mathematics. The assumption test of data normality used the one-sample Kolmogorov-Smirnov test at 5% significant level. Data analysis techniques for the effectiveness of the learning model in terms of learning achievement and self-confidence in learning mathematics used the one-sample t-test at 5% significant level. The results of this study indicate that the inquiry-based learning model was effective in terms of students' learning achievement and self-confidence in learning mathematics.

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA