scholarly journals Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

2021 ◽  
Vol 6 (2) ◽  
pp. 989-996
Author(s):  
Sri Sumarni ◽  
Ratu Ilma Indra Putri ◽  
Windi Dwi Andika
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Lesson Study ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Math Skills ◽  
Mathematical Abilities ◽  
Group B ◽  
Learning Projects

There is a gap in the learning approach applied by the teacher in stimulating early childhood math skills. This study aims to describe the Lesson Study for Learning Community (LSLC) application based on Project Based Learning (PBL) in the implementation of learning to stimulate children's mathematical abilities. The method used is descriptive qualitative in group B children in IT Fathul Ilmi Kindergarten Palembang. The result is that PBL-based LSLC has learning stages; plan, do, see, and redesign mathematics learning projects. These stages facilitate children to optimally master early mathematical abilities and develop interaction, communication, and cooperation, as well as the development of caring characters and empathy for friends in completing math projects together. The application of PBL-based LSLC makes learning in Fathul Ilmi Kindergarten active and interactive, so the PBL-based LSLC is recommended to teachers and stakeholders in early childhood mathematics learning.

scholarly journals Komparasi pendekatan matematika realistik dengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berfikir kritis, dan prestasi belajar

2018 ◽  
Vol 13 (1) ◽  
pp. 99-109
Author(s):  
Ida Trisnadati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
T Test ◽  
Learning Approach ◽  
Multivariate Test ◽  
Group Design ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Special Region

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan matematika realistik dengan model Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) serta mendes­kripsikan manakah yang lebih efektif antara pendekatan matematika realistikdengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar matematika pada sis­wa SMP Negeri 1 Samigaluh, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Instrumen yang digunakan untuk mengumpulkan data adalah angket kemampuan interpersonal, tes kemampuan berpikir kritis dan tes prestasi belajar. Pengujian keefektifan pendekatan pembelajaran matematika realistik dengan model PBL dan model PjBL dilakukan dengan uji one sample t-test. Pengujian untuk menentukan manakah yang lebih efektif antara pendekatan matematika realistik dengan model PBL dan PjBL dilakukan dengan uji analisis varians multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik dengan model PBL dan PjBL efektif ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar serta tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran matematika realistik dengan model PBL dengan pendekatan pembelajaran matematika realistik dengan model PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi. Realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking, and students’ achievement AbstractThis study aimed to describe the effectiveness of the realistic mathematics approach with Pro­blem-Based Learning (PBL) and Project-Based Learning (PjBL) and describe which one was more effective between realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking and students’ mathematics achievements in SMP Negeri 1 Samigaluh, Kulon Progo Regency, Special Region of Yogyakarta. This study was a quasi-experimental research with non-equivalent pretest-posttest group design. The instruments used to collect data were an inter­per­sonal skills questionnaire, a test to examine the ability of critical thinking, and a learning achieve­ment test. One sample t-test was conducted to examine the effectiveness of realistic mathe­matics approach with PBL and PjBL models. Meanwhile multivariate test (MANOVA) was carried out in order to determine which one was more effective between realistic mathematics approach with PBL and PjBL model. The results showed that realistic mathematics approach with PBL and PjBL was effective in terms of interpersonal ability, critical thinking and learning achievement, and there was no difference in effectiveness between realistic mathematics learning approach with PBL model and realistic mathematics learning approach with PjBL model in terms of interpersonal ability, critical thinking and students’ achievement.

scholarly journals MODEL PERMAINAN KINESTETIK UNTUK MENINGKATKAN KEMAMPUAN MATEMATIKA AWAL PADA ANAK USIA DINI

2017 ◽  
Vol 11 (2) ◽  
pp. 323-332
Author(s):  
SETIYO UTOYO ◽  
IRVIN NOVITA ARIFIN
Keyword(s):  
Early Childhood ◽  
Model Test ◽  
Model Development ◽  
Second Phase ◽  
Requirement Analysis ◽  
Early Mathematics ◽  
Mathematical Abilities ◽  
Analysis Phase ◽  
Group B ◽  
Phase Trial

Abstract: the purpose of this research is to develop a model play kinesthetic in improving earlymathematical ability in group B TK Damhil Gorontalo.The research of method used is the development of a model (R & D) developed by Borg & Gall. The design of model development is done through the requirement analysis phase, productdevelopment and testing. The first phase trial was conducted in TK Damhil Gorontalo with anumber of students 20. The second phase trial was conducted in TK Al Murqi Gorontalo with anumber of students 20. The effectiveness of the model test showed a significant increase in theprocess of assisting children with early mathematical abilities in early childhood. The results ofthis study generally illustrate that the kinesthetic play model is easy and practical to use. Thekinesthetic play model can improve early mathematical abilities in early childhood Keywords: Early Mathematics, Kinesthetic PlayAbstrak: Tujuan penelitian ini untuk mengembangkan model permainan kinestetik dalammeningkatkan kemampuan matematika awal pada kelompok B TK Damhil Gorontalo.Metode penelitian yang digunakan adalah pengembangan model (R & D) yang dikembangkan olehBorg & Gall. Disain pengembangan model dilakukan melalui tahap analisis kebutuhan,pengembangan dan pengujian produk. Uji coba tahap pertama dilakukan di TK Damhil Gorontalodengan sejumlah murid 20. Uji coba tahap ke dua dilakukan di TK Al Murqi Gorontalo dengansejumlah murid 20.Efektivitas uji model menunjukkan adanya peningkatan yang signifikan dalamproses membantu anak-anak dengan kemampuan matematika awal pada anak usia dini. Hasilpenelitian ini secara umum menggambarkan bahwa model permainan kinestetik mudah dan praktisdigunakan. Model permainan kinestetik dapat meningkatkan kemampuan matematika awal padaanak usia dini. Kata kunci: Matematika awal, Permainan Kinestetik

scholarly journals Ethnomatematics of South Bengkulu in Mathematical Learning Community

2019 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Ginta Octizasari ◽  
Saleh Haji
Keyword(s):  
Learning Community ◽  
Mathematics Teachers ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Learning Approach ◽  
Mathematical Learning ◽  
Cultural Contexts ◽  
Research Activities ◽  
Learning Mathematics

The purpose of this study was to Determine the implications of the results of this study on learning mathematics. The research of data were Obtained from observations, interviews with traditional South Bengkulu cake sellers, and interviews with mathematics teachers. The results Showed that various research activities Showed that the elements of mathematics in cultured activities could be implicated in mathematics learning items, namely looking for Certain patterns to Determine the elements in the circle and activities by using cultured Contexts students could find concepts in finding the circle area circle. Students' activities in finding concepts can develop critical and creative thinking and can improve the character of love in the local culture. So that teaching materials using cultural Contexts can be practiced and developed in mathematics learning in junior high schools (SMP) in the 2013 curriculum. This study produces a mathematical syntax with ethnomatematics learning approach.

scholarly journals Implementation of Mathematics Learning Through Media Arrange Smart Dice to Improve Counting Ability in Early Childhood

2019 ◽  
Vol 13 (1) ◽  
pp. 158-171
Author(s):  
Yelva Nofriyanti ◽  
Heni Meila Sari
Keyword(s):  
Early Childhood ◽  
Qualitative Data ◽  
Mathematics Learning ◽  
Policy Research ◽  
Washington Dc ◽  
Math Skills ◽  
Learning Mathematics ◽  
Descriptive Approach ◽  
The City ◽  
Simple Summation

The implementation of mathematics learning in some kindergartens in the city of Padang has not developed optimally. While in Rahmah Abadi Kindergarten that learning mathematics, especially numeracy has been well developed. The purpose of this study was to describe the implementation of mathematical learning using smart dice media for children's numeracy in Rahmah Abadi Kindergarten. The research method used was descriptive approach qualitative. Data collection techniques used are observation, interviews, and documentation. The results showed that the implementation of mathematics learning using smart dice stacking media in kindergarten Rahmah Abadi was a child who was able to recognize numbers, count numbers 1-10 and simple summation. Keywords: Media Arrange Smart Dice, Counting Ability References Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Azhar Arsyad. (2013). Media Pembelajaran. Jakarta: Rajawali. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Darmadi, H. (2014). Metode Penelitian Pendidikan Sosial. Bandung: Alfabeta. E Sovia. (2015). Buat Anak Anda Jago Eksakta (Rahasia Membuka Kecerdasan Eksakta Sejak Dini). Yogyakarta: Diva Press. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Kustandi. (2013). Media Pembelajaran Manual dan Digital. Jakarta: Ghalia Indonesia. Mashar, R. (2011). Emosional Anak Usia Dini dan Strategi Pengembangannya. Jakarta: Kencana. Mulyani, N. (2016). Dasar-dasar Pendidikan Anak Usia Dini. Yogyakarta: Kalimedia. Newzealand, G. (2013). Number: Early Learning Progression. Oktriyani, N. (2017). Peningkatan Kemampuan Berhitung Anak Usia Dini Melalui Permainan Lingkaran Angka Di Taman Kanak-Kanak Qatrinnada Kecamatan Koto Tangah Padang. Lectura: Jurnal Pendidikan Anak Usia Dini, 1(1), 82–96. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction Media in Early Childhood Setting. Indonesian Journal of Early Childhood, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rutherford, K. (2015). Why Play Math Games? US. Smith, S. S. (2009). Early Childhood Mathematics. USA: Pearson. Sudarna. (2014). Pendidikan Anak Usia Dini Berkarakter. Jakarta: Perpustakaan Nasional RI. Sugiyono. (2016). MetodePenelitianPendidikan:PendekatanKuantitatif,Kualitatif, dan R&D. Bandung: Alfabeta. Sujiono, Y. N. (2008). Metode Pengembangan Kognitif. Jakarta: Universitas Terbuka. Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susanto, A. (2017). Pendidikan Anak Usia Dini (Konsep dan Teori). Jakarta: Bumi Aksara. Suyanto, S. (2003). Konsep Dasar Pendidikan Anak Usia Dini. Yogyakarta: UNY Press. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Jakarta: Kencana Prenada Media Group. Triharso, A. (2013). Permainan Kreatif dan Edukatif untuk Anak Usia Dini. Jakarta: Gaung Persada Press Group. Ulfah., S. dan M. (2013). Konsep Dasar PAUD. Bandung: PT Remaja Rosdakarya.

scholarly journals Pendampingan Kegiatan Lesson Study for Learning Community (LSLC) Guru Matematika MTS-MA-SMK Pondok Pesantren Darussholihin NW Kalijaga Lombok Timur

2021 ◽  
Vol 1 (2) ◽  
pp. 177-190
Author(s):  
Sripatmi Sripatmi ◽  
Ratih Ayu Apsari ◽  
Nourma Pramestie Wulandari ◽  
Ulfa Lu’luilmaknun ◽  
Nilza Humaira Salsabila
Keyword(s):  
Learning Community ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Mathematics Learning ◽  
Teaching Profession ◽  
Learning Assessment ◽  
Mathematical Concepts ◽  
Questions And Answers ◽  
Design Activities

As an effort to develop the teaching profession, Lesson Study for Learning Community (LSLC) emphasizes the importance of collaborative and continuous learning assessment based on the principles of collegiality and mutual learning to build a learning community. Based on discussions with the head of Darussholihin Islamic Boarding School (Ponpes) NW Kalijaga, East Lombok, principals of MTs-SMP, MA-SMA, and Vocational Schools fostered by Ponpes Darussholihin NW Kalijaga, it was revealed that: mathematics is one of the subjects that most students are less interested in. MTs-SMP, MA-SMA, SMK fostered by Ponpes Darussholihin NW Kalijaga, as well as most mathematics teachers still have difficulty planning and implementing learning strategies that can guide students in finding mathematical concepts, principles, and problem solving. To solve these problems, assistance is needed, through LSLC activities for school mathematics teachers at Ponpes Darussholihin NW Kalijaga, in order to resolve problems related to the implementation of mathematics learning. This service activity is carried out by utilizing several methods, namely: lectures, questions and answers, discussions, and providing assistance when mathematics teachers carry out the LSLC steps, including Plan, Do, See, and Re-design activities. Through mentoring activities carried out from September 18 to October 2, 2021, it was concluded that mentoring activities could: i) improve the understanding and skills of Mathematics teachers in schools at Ponpes Darussholihin NW Kalijaga in designing (plan), implementing (do), reflecting (see), and re-design of learning as regulated in the 2013 curriculum; ii) increasing collegiality among mathematics teachers at the Darussholihin Islamic Boarding School's fostered schools, NW Kalijaga.

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