KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA  MELALUI METODE MOORE

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i5.6123 ◽

2018 ◽

Vol 2 (5) ◽

pp. 744

Author(s):

Zainur Zainur

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Research Instrument ◽

The Difference ◽

Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

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PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF TEKNIK PEMESINAN BUBUT

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v6i2.16960 ◽

2020 ◽

Vol 6 (2) ◽

pp. 169

Author(s):

Philip Nababan ◽

Efendi Napitupulu ◽

R Mursid

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Interactive Learning ◽

Descriptive Analysis ◽

Student Learning Outcomes ◽

Field Trials ◽

Student Responses ◽

Analysis Techniques ◽

Qualitative Descriptive

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui tanggapan siswa terhadap kualitas media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut. (2) Mengetahui keefektifan media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut pada siswa program keahlian Teknik Pemesinan. Jenis penelitian ini adalah penelitian pengembangan. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket dan dianalisis dengan teknik analisis deskriptif kualiatatif. Hasil penelitian menunjukkan bahwa; (1) uji ahli materi pelajaran Teknik Pemesinan Bubut berada pada kualifikasi sangat baik (88,92%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,21%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (84,03%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,75%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (91,35%) dan (5) uji coba lapangan berada pada kualifikasi sangat baik (88,31%). Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan antara hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan hasil belajar siswa yang menggunakan buku teks. Hal ini ditunjukkan dengan hasil pengolahan data diperoleh thitung sebesar 4,68 dan ttabel sebesar 1,67 pada taraf kepercayaan 95 persen. Maka diperoleh bahwa thitung> ttabel. Disimpulkan bahwa hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan efektifitas sebesar 72,77 %. lebih tinggi dari hasil belajar siswa yang diajar dengan pembelajaran menggunakan buku teks dengan efektifitas sebesar 62,13%. Kata Kunci: media pembelajaran interaktif, teknik pemesinan bubut Abstract: This study aims to: (1) Determine student responses to the quality of interactive learning media on learning Lathe Machining Techniques. (2) Knowing the effectiveness of interactive learning media on learning of Machining Lathe in students of Machining Engineering expertise program. This type of research is development research. Data about the quality of this development product was collected by a questionnaire and analyzed by qualitative descriptive analysis techniques. The results showed that; (1) Lathe machining engineering subject matter expert test is in very good qualification (88.92%), (2) learning design expert test is in very good qualification (85.21%), (3) software engineering expert test is in in very good qualifications (84.03%), (4) individual trials were in very good qualifications (88.75%), (5) small group trials were in very good qualifications (91.35%) and (5 ) field trials are in very good qualifications (88.31%). Hypothesis testing results prove that there are differences between student learning outcomes using interactive learning media with student learning outcomes using textbooks. This is indicated by the results of data processing obtained by tcount of 4.68 and ttable of 1.67 at a confidence level of 95 percent. Then it is obtained that tcount> ttable. It was concluded that student learning outcomes using interactive learning media with an effectiveness of 72.77%. higher than student learning outcomes taught by learning to use textbooks with an effectiveness of 62.13%. Keywords: interactive learning media, lathe machining techniques

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The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.1336 ◽

2021 ◽

Vol 12 (3) ◽

pp. 3020-3027

Author(s):

Juniman Silalahi Et.al

Keyword(s):

Vocational Education ◽

Learning Outcomes ◽

Research Method ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Simple Random Sample ◽

Control Group ◽

Conventional Models ◽

Experimental Group ◽

Better Than

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

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PENERAPAN STRATEGI RECIPROCAL TEACHING PADA PEMBELAJARAN KIMIA UNSUR DENGAN SISWA SEBAGAI MODEL DALAM UPAYA PENINGKATAN HASIL BELAJAR KELAS XII-IA SMA NEGERI 3 SURABAYA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v1n2.p90-93 ◽

2017 ◽

Vol 1 (2) ◽

pp. 90

Author(s):

Slamet H.Purwanto ◽

Muslimin Ibrahim ◽

Sri Poedjiastoeti

Keyword(s):

Data Analysis ◽

Student Learning ◽

Learning Outcomes ◽

Teaching Strategies ◽

Chemical Elements ◽

Student Learning Outcomes ◽

Reciprocal Teaching ◽

Learning Tools ◽

Student Responses ◽

Group Design

This research to implemented of reciprocal teaching strategies with student as a model in the chemical elements to improved student learning outcomes. This research used pretest-postest group design, as the researched target was a XII-iA grade SMA Negeri 3 Surabaya. The instrument used is a sheet implemented plan, tests, and questionnaires. Techniques of data analysis was used to learn the application of the device by calculating the percentage and analysis of student learning outcomes, if student responses used student percentage opinion. The results on this research (1) includes complex plan-oriented learning tools to students reciprocal teaching as a model for 88,95% and categorized well, (2) average student learning outcomes of both groups was 79.47, (3) the results of student responses showed 64% agreed and 32% most agreed if the reciprocal teaching strategies used in the study of chemical elements. Based on the above results the strategy of reciprocal teaching well performed, the results of both groups increased student learning, and as well as the students had a good response on reciprocal teaching strategies in the teaching of chemical elements. Penelitian ini bertujuan menerapkan strategi reciprocal teaching dengan siswa sebagai model dalam materi kimia unsur untuk meningkatkan hasil belajar. Desain yang digunakan dalam penelitian ini adalah pretest postest group design, sasaran penelitian adalah siswa kelas XII-iA SMA Negeri 3 Surabaya. Instrumen yang digunakan terdiri atas lembar keterlaksanaan perangkat, tes, dan angket. Teknik analisis data yang digunakan yaitu menghitung persentase keterlaksanaan, analisis hasil belajar siswa, dan menghitung persentase pendapat siswa. Hasil-hasil dari penelitian ini adalah (1)keterlaksanaan perangkat pembelajaran berorientasi reciprocal teaching sebesar 87,38% dan berkategori baik, (2) rata-rata hasil belajar siswa pada pembelajaran kimia unsur sebesar 79,47, (3) respon siswa sebesar 64% setuju dan 32% sangat setuju jika strategi reciprocal teaching digunakan dalam pembelajaran kimia unsur. Simpulan dalam penelitian ini adalah keterlaksanaan perangkat strategi reciprocal teaching terlaksana dengan baik, hasil belajar siswa meningkat dan siswa memiliki respon yang baik mengenai penerapan strategi reciprocal teaching dalam pembelajaran kimia unsur.

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Pengembangan Android Apps Berbasis Discovery Learning Untuk Meningkatkan Pemahaman Konsep Matematis Siswa Kelas VII

Edumatika Jurnal Riset Pendidikan Matematika ◽

10.32939/ejrpm.v2i1.355 ◽

2019 ◽

Vol 2 (1) ◽

pp. 40

Author(s):

Lilik Ariyanto ◽

Derisna Aditya ◽

Ida Dwijayanti

Keyword(s):

Learning Outcomes ◽

Student Learning Outcomes ◽

Discovery Learning ◽

Student Response ◽

Design Development ◽

Mathematical Concepts ◽

Android Apps ◽

Innovative Learning ◽

Analysis Design ◽

Better Than

Lack of innovative learning media that is interesting, practical and easy to use in learning such as listening to lesson modules or seeing powerpoint shows used by teachers, thus causing learning to be ineffective, unattractive, and slow to understand, this results in a lack of understanding of mathematical concepts. Because of this, researchers are trying to develop an interesting and interactive learning media. This type of research is development research that aims to produce learning media on Android-based discovery learning apps that are feasible to use and to improve understanding of mathematical concepts of seventh-grade students. The method used is the ADDIE method. Which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. Data analysis was carried out by normality, homogeneity, n-gain test, and right-sided t test. The results of this study can be concluded that (1) the results of the percentage of media expert validation amounted to 80.26%, material experts 86.36% and student response responses of 87.16% with the criteria of each very good. (2) the results of the n-gain test obtained that there is an increase in understanding of mathematical concepts of students who use learning media on Android-based discovery learning applications. (3) data from the field shows that student learning outcomes that obtain learning media android apps based on discovery learning are better than students who use conventional learning

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THE DEVELOPMENT OF AUDIO VISUAL AS LEARNING MEDIA WITH THE THEME OF MY RESIDENCE AREA ON THE 4TH GRADE STUDENTS AT SDN KEPATIHAN 01 JEMBER

DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar ◽

10.21831/didaktika.v3i1.28134 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Eris Oktaria ◽

Chumi Fitriyah ◽

Zetty Finnaly

Keyword(s):

Data Analysis ◽

Student Learning ◽

Learning Outcomes ◽

Visual Learning ◽

Student Learning Outcomes ◽

Design Development ◽

Research Subjects ◽

Student Responses ◽

Learning Outcomes Assessment ◽

Addie Model

AbstractThis research was conducted in class IV of Kepatihan Elementary School 01 Jember with 38 research subjects. The purpose of this study is to describe the process and find out the results of the development of audio visual as learning media with the theme of my residence area on the 4th grade students at SDN Kepatihan 01 Jember. This type of research is research and development. This development research uses ADDIE model type (Analyze, Design, Development, Implementation, Evaluation). The data analysis technique in this study used a validation sheet of audio visual learning media by the media expert validator and the material expert validator, and student learning outcomes assessment sheets and student responses. The results of the research data analysis showed the effectiveness of the results of the validation carried out by the two validators obtained results of 81,7 while the results obtained from the student learning outcomes test were 94,7% and student responses amounted to 73,7% so that it can be concluded that the audio visual learning media has very fasible and effective criteria try out. Keywords: audio visual media, effectiveness of learning outcomes and responses

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Efektivitas Penerapan Model Pembelajaran Kooperatif Quick on The Draw

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.js.2020.v10.i3.p187-197 ◽

2020 ◽

Vol 10 (3) ◽

pp. 187-197

Author(s):

Wayan Mahardika Prasetya Wiratama

Keyword(s):

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Student Response ◽

Subject Group ◽

Vocational High School ◽

Student Responses ◽

Student Activity ◽

School Study ◽

Teachers And Students

This research is expected to provide an overview and information on the effectiveness of the ‘Quick on the Draw’ cooperative learning model implementation, so that it can be used as a reference material and develop it in a vocational high school study. This research is a classroom action research, aiming to improve the quality or solving problems occurring in a subject group that is researched and observed as a level of success or impact of his actions. The effectiveness of the model is assessed by student activity, student learning outcomes, and student response to the use of the model. The total score of the student activity observation is 87.5% (85% < RA ≤ 100%) in ‘very active’ category. The percentage of students that are collectively completed is 100%, which means that the criteria for the effectiveness of learning devices are met. The interval of the student responses received from the average from student response poll became the class response, where the response of this class is at the range of 3.2 (͞R ≥ 3), meaning the average of overall response is positive and meet the criteria of the learning device effectiveness. The use of this learning model is expected to address the problems often faced by both teachers and students.

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Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i09.11858 ◽

2020 ◽

Vol 14 (09) ◽

pp. 110 ◽

Cited By ~ 1

Author(s):

Cecep Kustandi ◽

Hirmana Wargahadibrata ◽

Dini Nur Fadhillah ◽

Suprayekti Suprayekti ◽

Kunto Imbar Nursetyo

Keyword(s):

Learning Outcomes ◽

Mixed Method ◽

Flipped Classroom ◽

Self Regulated Learning ◽

Self Confidence ◽

Regulated Learning ◽

Study Programs ◽

E Learning ◽

Faculty Of Education ◽

Education Science

This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) > ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive.

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Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p60 ◽

2019 ◽

Vol 9 (1) ◽

pp. 60

Author(s):

Sri Wahyu Widyaningsih ◽

Irfan Yusuf

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Lesson Study ◽

Student Learning Outcomes ◽

Project Based Learning ◽

Student Responses ◽

Physics Learning ◽

Quality Of Learning ◽

E Learning

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

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Linking learning styles and learning on mobile Facebook

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i2.2038 ◽

2015 ◽

Vol 16 (2) ◽

Cited By ~ 13

Author(s):

Yu-ching Chen

Keyword(s):

Learning Styles ◽

Social Networking ◽

Learning Outcomes ◽

Learning Style ◽

Social Networking Sites ◽

Student Learning Outcomes ◽

Future Research ◽

Font Size ◽

And Gender ◽

Better Than

With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.

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