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Jurnal Varidika
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 24603953     DOI : https://doi.org/10.23917/varidika.v29i2.5637
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Jurnal Varidika is an open access and peer-reviewed scholarly international journal published by Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, and publishes twice a year (June and December). The journal focuses on publishing research article in the scope of digital technology in education, distance learning, character and culture-based education, STEAM-based education, and HOTS-based education. Before submission, the author(s) must adhere to the author guidelines.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Volume 34, No. 1 June 2022" : 5 Documents clear
A Specific Kind of Representation: How Systematics May Ease Cognitive Overload Özlem Cezikturk
Jurnal VARIDIKA Volume 34, No. 1 June 2022
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i1.17556

Abstract

Multiple representations are beneficial for meaningful understanding. However, three or more representations may add to the cognitive overload of students, if not in interactive diagrams and dynamic geometry. How a well-known representation consisting of more than 3 or more representational registers may overcome the problem of cognitive overload without being too complicated. In this study, an old but well-structured representation that was used even over 40 years was analyzed. The critical points of a function, asymptotes, x / y-intercepts, inflection points, and graphing can be identified easily. It is prepared in the form of a table and the factors of the first derivative of the function and the second derivative and their roots indicate the function’s increasing and decreasing intervals and its graph. This representation is very systematic and it acts like a method to draw the function’s graph with no-fault possible. Yet, besides being used for many years, is still used for courses like Calculus, etc. We argue that cognitive overload theory cannot alter this representation due to its systematic nature. In content analysis, some examples of this representation are shared via the reader, and some qualitative aspects about it are analyzed. Finally, its systematicity, well-structured nature, and nature in reducing extraneous cognitive load are emphasized. The important thing here is that it is very strategic not to lose some representations for the sake of new ones if their value is already known but not discussed too much.
The Quality of Mathematics Teaching Aids Developed by Mathematics Pre-Service Teachers in Indonesia Naufal Ishartono; Ikhsan Dwi Setyono; Ade Risma Maharani; Suliadi Firdaus Bin Sufahani
Jurnal VARIDIKA Volume 34, No. 1 June 2022
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i1.18034

Abstract

Mathematics teaching aids play an essential role in the learning process, where these aids become a bridge in the transfer of knowledge between teachers and students. The good of mathematics learning media will affect the process of transfer of knowledge from teacher to student. Therefore, this study aims to analyze and describe the quality of mathematics teaching aids developed by pre-service mathematics teachers in Indonesia, specifically from pre-service mathematics teachers in the Mathematics Education Department of Universitas Muhammadiyah Surakarta. This study uses descriptive analytical studies in which the data obtained is analyzed quantitatively and described qualitatively. This study concludes that, in general, the quality of mathematical teaching aids developed has been categorized as at least "good enough" both in pedagogical and conceptual aspects, as well as in physical aspects. However, some points need notable improvement and attention by the teaching lecturers at the point of the level of quality of safety and the quality of the teaching's ability aids in providing stimulus to students.
The Comparison of Using Think Pair Share (TPS) and Note Taking Pairs Techniques Toward Students’ Writing Ability In Term of Descriptive Text Soifah Latifah
Jurnal VARIDIKA Volume 34, No. 1 June 2022
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i1.16936

Abstract

The objective of this research is to identify whether there is a significant difference between using Think Pair Share and Note-Taking Pairs techniques toward students' writing ability in terms of descriptive text at tenth grade of SMA Muhammadiyah 1 Metro academic year 2013/2014. There are four hypotheses in this research, those are; (1) The student's score of using the Think Pair Share technique is high seen by the result of the post-test, (2) The student's score of using the Note-Taking Pairs technique is high seen by the result of the post-test, (3) The student's score of students' writing ability in term of descriptive text high far seen by the result of the post-test, (4) The student's result of the comparison of using Think Pair Share and Note-Taking Pairs techniques toward student's writing ability in term of descriptive text is high seen by the result of the post-test. The subjects of the research were the tenth grade. The population of this research was the students in the tenth grade of SMA Muhammadiyah 1 Metro. The researcher took two classes. The first class is X3 as the experimental class. The second class is X4 as the control class. The samples of subjects were 40 students. The method of investigation is held through quantitative research. The design in this research is True Experimental design. In this experiment, the researcher applies Pre-Test Post-Test Control Group Design. The researcher uses cluster stratified random sampling as a technique sampling.
Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics Emmanuel Edoja Achor; Barnabas Obiaje Ellah; Joy Okache Omaga
Jurnal VARIDIKA Volume 34, No. 1 June 2022
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i1.17660

Abstract

The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement and retention. The study adopted a correlational survey research design. The population comprised 3148 science students in Benue State. The sample was 650 science students. Six research questions were answered and six null hypotheses were tested. The instruments for data collection were Physics Difficult Concepts Retention Test (PDCRT), Physics Academic Engagement Scale (PAES), and Physics Students’ Misconceptions Identification (PSMI). The PDCRT, PAES, and PSMI were faces validated and PDCRT was also content validated. An estimate of internal consistency was obtained through Cronbach’s Alpha for PAES and Kuder-Richardson (K-R21) for PDCRT. The coefficient of internal consistency was 0.73 for PAES and 0.88 for PDCRT. Regression analysis was used for data analysis. It was spotlighted that students’ misconceptions, as well as difficulty levels in Physics, significantly predicted academic engagement. However, students’ misconceptions, as well as difficulty levels, do not significantly predict retention in Physics. It was also found that students’ misconceptions and difficulty levels jointly significantly predicted students’ academic engagement in Physics. Similarly, the combination of students’ misconceptions and difficulty levels significantly predicted retention in physics. It was recommended among others that Physics teachers should use instructional strategies that allow self-directed learning that could give emotional safety, reduce misconceptions and enhance academic engagement. Physics teachers should guide students using systematic procedures so that they acquire relevant skills essential for successful learning interplay to reduce the level of difficulty in understanding Physics concepts and enhance retention.
The Effect of Prior Knowledge and ASSURE Model on Simulation and Digital Communication Learning Outcomes in Vocational High School Yudha Aditya Fiandra; Nizwardi Jalinus; Ridwan Ridwan; Rijal Abdullah
Jurnal VARIDIKA Volume 34, No. 1 June 2022
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v1i1.18283

Abstract

This research is in the form of experimental research. The purpose of this study was to examine and see the effect of applying the ASSURE model and prior knowledge on the results of Simulation and Digital Communication subjects at the SMK. The population involved in this study were students majoring in Computer and Network Engineering class X SMKN 3 Pariaman, where class A was the experimental class and class B was the control class. These two classes were also divided into two groups, high and low prior knowledge. This study uses a 2x2 factorial design. Hypothesis testing using two-way ANOVA test. The results obtained are that (1) the learning model has a significant effect on learning outcomes, the ASSURE model gets a higher score than the conventional learning model, (2) prior knowledge has a significant effect on learning outcomes, higher prior knowledge gets a higher score than the conventional learning model. which is low, and (3) there is no interaction between the learning model and prior knowledge on learning outcomes. The N-Gain test showed that high prior knowledge in the ASSURE learning model got the highest improvement results and low prior knowledge from conventional classes got the lowest results.

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