หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Two speakers describe various methods to encourage creativity in the music classroom, also providing examples of creative activities that can be provided to students. The major contribution of an imaginative, skilled and trained music teacher in developing creativity in the classroom is highlighted.

Creativity in the Classroom

Higher Order Thinking Skills (HOTS) is a skill demanded in 21st century. HOTS is trained in mathematics learning which one of its execution uses teaching materials such as textbook. This article aims to describe the urgency of HOTS content analysis in mathematics textbook. The results of literature review show that HOTS is one of the main goals in education and become one of the top five variables that can improve student achievement. HOTS can be developed but cannot be automated and requires practice. Textbook is one of the learning media that can be used in training HOTS because the textbook is the main learning media for teachers and students. Teacher's decisions in selecting teaching materials and strategies are also directly influenced by textbook used by teachers. Some studies even mentioned that there is a strong relationship between textbook used with student achievement. Thus, it can be said that the more HOTS content in a textbook, the greater the probability of HOTS to be trained and taught to the students. Therefore, a mathematical textbook analysis is needed to find out how the HOTS content in textbook is used by teachers and students.

https://iopscience.iop.org/article/10.1088/1742-6596/1097/1/012147/pdf

Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook

The study was to describe the implementation of Problem-Based Learning (PBL) toward the improvement of students’ Higher Order Thinking Skill (HOTS) and characters and to describe the obstacles that had been encountered within the implementation. The study was a mixed research that made use of concurrent mixed method design. The population in the study was the students from eight junior high schools that had been selected from six provinces in Indonesia namely the Yogyakarta Special Region, Bengkulu, South Borneo, West Nusa Tenggara, Southeast Sulawesi and Papua. There were 648 students who had been selected randomly from these schools. The researchers conducted the PBL process within the experimental classes and the expository learning process within the eight control classes. The data gathering process was conducted through the test, the self-assessment and the open questionnaire. The quantitative data analysis was conducted inferentially using multivariate and univariate analysis, while the qualitative data analysis was conducted descriptively. The results of the study showed that: (1) the implementation of PBL had been more effective in comparison to the expository one in terms improving the students’ HOTS; (2) the implementation of PBL had not been more effective in comparison to the expository one in terms of improving the students’ characters; and (3) in overall the obstacles that had been encountered within the implementation of PBL process were related to the teachers’ unpreparedness, the time allocation, the unequal students’ input, the students’ learning habits and the difficult assessment.

/pdf/implementing-the-problem-based-learning-in-order-to-improve-p6h0wd0bzu.pdf

Implementing the problem-based learning in order to improve the students’ HOTS and characters

Mentoring model based on the levelling of probabilistic thinking to develop problem solving ability

Children with disabilities (CwD) have limitations in conceptual understanding of mathematics. Lack of numerical conceptual understanding will cause CwD to experience difficulty in counting. The purpose of this case study was to analyze the growth of numerical abilities of students with disabilities through the application of manipulative teaching aids. This research method used a qualitative approach. The subjects of this study were students of the seventh grade of the State Extraordinary School of Salatiga (SLBN) who had limited vision, mind, hearing, or speech impairment. After the results of the students' work were corrected, the qualitative data analysis was done by analyzing the results of the test, interview, and triangulation data. The results of this research: Through the use of Manipulative Teaching Aids, the numerical abilities of CwD could be improved and developed. It is recommended that teachers in ES should use Manipulative Teaching Aids so that the numerical abilities of CwD can be improved and developed.

Utilization of manipulative teaching aids to grow the numerical ability of students with disabilities

The purpose of this paper is to analyze the impact of the INNOMATTS (Innovative Mathematics Teaching Study) Model on content knowledge and impact on pedagogical content knowledge related to the role of teacher. The research design is an adaptation of research and development research design. Data and information were obtained from Semarang Junior High School (JHS) Mathematics Teachers as trainees. Used data collection tool is questionnaire and test. The data were analyzed descriptively narrative and quantitative calculation. The results of the study and discussion are as follows: (i) In relation to the perception, only 27% of the teachers who think that the government training programs that have been followed so far there is a post-training follow-up program; 60% of the teachers found that they only participated in training if there were programs from the government; (ii) The effectiveness of the overall training model from before to after the model implementation of teacher competence has increased. the magnitude of the normalized average gain effectiveness before and after the model implementation is 0.62 (62%) in the moderate category; while the average effectiveness of the overall model characteristic is 75.35 is included in either category. Taking into account the effectiveness of the empirical model of both process and product as a whole, the overall effectiveness of pretest and posttest, as well as the results of the RPP assessment and its implementation, it can be concluded that the implementation of the model contributes to the improvement of professional competence of JHS Mathematics teachers in Semarang City.

http://www.tused.org/index.php/tused/article/download/691/593

The INNOMATTS: A Model of Mathematics Teacher Training Management

This research aims to formulate the math learning tools using Cooperative Group Investigation involving character education class VII which is valid, practical, and effective. The development of learning material tools in math is executed and is referred to Thiagarajan development model, consisting phases. They are defining, designing, and developing. The dissemination phase is not applied. The materials cover Syllabus, RPP, BSS, LKS, and TKPM. The results of the research are (1) the result of the assessment of the validator shows that the material is valid and in a good category; (2) the result of the limited trial has a practical criteria; (3) the assessment of the character education is found to be effective. The indicators are: (1) the result of the validator assessment is found to be very excellent; (b) the students activities are considered good; (c) the result of TKPM reaches the mastery of KKM; (d) the result of TKPM at experimental class is found to be better than the controlled one. Therefore, it can be concluded that the developmento of the student material using the model of CGI covers the character education at class VII is valid, practical, and effective.

Pengembangan perangkat pembelajaran matematika model cooperative group investigation bermuatan pendidikan karakter untuk meningkatkan kemampuan pemecahan masalah materi himpunan siswa kelas vii

Karya seni karawitan baru berjudul “Aku dan Kamu bukan Kita”, ini bermakna pada penunjukan aku (penata), masyarakat penonton (kamu), (bukan kita) merupakan perbedaan interpretasi, apresiasi, dan pemahaman masing-masing individu yang menikmati karya ini.  Artinya bahwa dalam kehidupan ini kita harus menyadari adanya perbedaan prinsip, persepsi, cara pandang, perlakuan dalam kehidupan. Perbedaan itu indah dan tidak mesti diseragamkan. Kita harus saling menerima dan saling menghargai perbedaan, karena perbedaan adalah pengayaan yang dapat digunakan untuk saling melengkapi dan saling mengisi kekurangan satu sama lainnya. Penciptaan karya ini bertujuan untuk menampilkan warna baru dalam seni karawitan Bali yang selama ini selalu dimainkan secara berkelompok, dan masing-masing orang memainkan satu instrumen. Berbeda halnya dibandingkan dengan garapan baru ini, yang dalam penyajiannya menggunakan satu instrumen, dimainkan oleh satu orang pemain. Sajian musik solois ini dikembangkan dari instrumen tingklik dengan mengadopsi teknik permainan berbagai alat pukul instrumen tradisional Bali. Penciptaan karya seni karawitan baru “Aku dan Kamu bukan Kita”, ini dilakukan dengan menggunakan metode penciptaan yang dikemukakan oleh I Wayan Senen yaitu melalui proses rangsangan awal, kemudian dilanjutkan dengan proses implementasi gagasan dengan menggunakan proses penciptaan yang dikemukakan oleh Halma Hawkins, melalui tahapan eksplorasi, improvisasi, dan pembentukan. Inovasi karya seni karawitan baru yang dimainkan secara solois ini mengembangkan teknik permainan instrumen yang diadopsi dari berbagai macam teknik instrumen pukul di Bali.

/pdf/musical-creation-aku-dan-kamu-bukan-kita-kreasi-musik-aku-2e7p6it9.pdf

Iwan Junaedi

Papers

Mentoring model based on the levelling of probabilistic thinking to develop problem solving ability

Utilization of manipulative teaching aids to grow the numerical ability of students with disabilities

The INNOMATTS: A Model of Mathematics Teacher Training Management

Pengembangan perangkat pembelajaran matematika model cooperative group investigation bermuatan pendidikan karakter untuk meningkatkan kemampuan pemecahan masalah materi himpunan siswa kelas vii

Musical Creation: Aku dan Kamu Bukan Kita | Kreasi musik: Aku dan Kamu Bukan Kita