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Showing papers in "Unnes Journal of Mathematics Education Research in 2014"


Journal Article
TL;DR: In this article, a project based learning (PjBL) model was used to evaluate the validity and effectiveness of learning mathematics, and a valid learning tool was developed for each learner.
Abstract: Abstrak Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematikamodel Project Based Learning (PjBL) bermuatan etnomatematika untuk menin-gkatkan kemampuan koneksi matematika yang valid, praktis, dan efektif. Model pengembangan pembelajaran mengacu pada model Plomp mencakup kegiatan investigasiawal,perancangan, realisasi/ konstruksi,pengujian,evaluasi,dan revisi. Hasilpenelitian menunjukkanperangkatpembelajaran yangdikembangkan valid; yangmeliputi validitassilabusdenganrata-rata 4,26 (sangatbaik);RPP denganrata-rata4,26 (sangatbaik); LKSdengan rata-rata 4,26 (sangatbaik); buku ajar siswadengan rata-rata 4,27 (sangatbaik)); dan TKKM dengan rata-rata4,42 (sangat baik). Perangkatpembelajaran yangdikembangkan implementasinya dinyatakan praktis,yaitu:(1)mengelolapembelajaran baik, skorrata-rata 4,48, 2),respon siswa positif mempunyai rata-rata 87,71. Penerapan pembelajaran matematika dinyatakanefektif, denganindikator (1)kemampuan koneksi metematikamencapai ketuntasandengannilairataan80, kemampuankoneksimetematikamencapaiketuntasanklasikal dengan ketuntasan mencapai85%,(2) Kelasmodel PjBLbermuatan etnomatematikalebih baikdari pada kelas ekspositori; 3)Karakter cinta budaya lokaldanketerampilanprosesberpengaruhpositif terhadap kemampuan koneksimetematika; dan 4) Adanya peningkatan proses pembentukan kemampuan koneksimetematika pada kelas model PjBL bermuatan etnomatematika. Abstract This study aims to determine the validity, analyze the practicality, analyze the effectivenessof the application of the learning mathematics. The research that used is instructional developmentmodel whichreferstoa Plomp’smodel. Theresultsof the development of learningas follows: (1) develop a valid learning tool; Syllabus is 4.26 (very good); RPP is 4.26 (very good); LKS is 4.26 (very good); Textbook students is 4.27 (very good)); and TKKM is 4.42 (very good).; (2) learning specified practice, namely: 1) abilityto manage classroom teacheisverygoodhasan average 4.48, 2) the positive student response to learning has an average 87.71;(3) learning mathematics effective, with indicator: 1) connection mathematics ability reachthe mastery standard both individually and classically; 2) class that learn use project basedlearning model contained etnomatematics better than expoxitory; 3) character source localcultureand Process Skill spositive influence on the connection of mathematics ability as largeas 0.918; and 4) an increasing in the connection of mathematics ability formation proccess of class project based learning model contained etnomatematics.

11 citations


Journal Article
TL;DR: In this article, the learning devices were tested in grade VIII of the SMP N 5 Semarang of the academic year 2013/2014 by using non-randomized pretest-posttest control group design.
Abstract: AbstrakLiterasi matematika adalah kapasitas individu dalam merumuskan, menerapkan, dan menafsirkan matematika dalam berbagai konteks kehidupan sehari-hari. Peneli-tian ini merupakan penelitian R&D yang bertujuan untuk mengembangkan perangkatPBL dengan pendekatan realistik-saintifikdanasesmen berorientasi PISAyangvaliddan praktis untukmeningkatkankemampuanliterasi matematikasiswaSMPsecaraefektif.Perangkatpembelajaran yangdikembangkan meliputi:silabus,RPP,LKS,bukusiswa,dan tes kemampuanliterasi matematikasiswaberorientasi PISA.Prosespengembanganperangkat merujukpadamodel Plomp yangmeliputi: investigasiawal,desain, konstruksi,tes,evaluasidan revisi.Ujicobaperangkat pembelajaranmelibatkan siswakelas VIII SMPN 5 Semarang tahunakademik2013/2014denganmenggunakan desain penelitiannon-randomizedpretest-posttest controlgroupdesign.Hasilpenelitianmenunjukkanbahwaperangkat pembelajarandinilaivalidoleh paraahli dengankategori sangatbaik. Perangkatpembelajaran dapatdikategorikanpraktis denganmerujukpadasiswadan gurumerespon positif, sertakemampuangurudalammengelolapembelajaran dikategorikan tinggi.Pembelajaranjuga efektif meningkatkan kemampuan literasi matematika siswa.AbstractMathematics literacy is an individual capacity to formulate, to employ, and to interpret mathematicsin variouscontextsof daily life. This study is an R&D which aims to develop validand practical learning devices of PBL with realistic-scientific approach and PISA-adaptedassessment in order to effectively improve mathematics literacy capability of Junior HighSchool students. The learning devices includes: syllabus, lesson plans, student worksheet, studentbook,andPISA-adaptedtestof mathematics literacy. The development model followsthe Plomp model: initial investigation, design, construction, test, evaluation, and revision.The learning devices testing was done in grade VIII of SMP N 5 Semarang of academic year2013/2014 by using non-randomized pretest-posttest control group design. The result suggeststhat: the learning devices are considered valid by referring that the experts’ judgement consideredthat the learningdevicesareverygood.Thelearningdevicesareconsideredpracticalbyreferringthe positiveresponseof the students and teacher, as well as the teacher’s capabilityto organize learning was in high category. The learning is considered effective in improvingstudents’ mathematics literacy.

8 citations


Journal Article
TL;DR: In this paper, the authors developed a learning developed device valid with average skor 4.14; the learning mathematics effective result because average results of ǫexperimental class problem solving abilities is 77,33 exceedKKM 70, average experimental grade higher than control, and there is positive effect between independence learning and problem solving skills to problem solving ability.
Abstract: Abstrak Pada kurikulum 2013 pelajaran TIK dihilangkan dan terintegrasi pada setiap matapelajaran.Ini menjadi tantangan bagi guru matematika supaya kompetensi TIK siswa tetap ditanamkan di sekolah meskipun pelajaran TIK telah dihilangkan.Skenario model MMPterpadu dengan TIK yaitu siswa diberi tugas terstrukturdengan memanfaatkan TIK pada setiap pertemuan.Tujuan penelitian ini adalahmenghasilkan perangkat pembelajaran yang valid, praktis, dan efektif. Penelitian inimerupakan penelitian pengembangan dengan menggunakan model Borg and Gall.Perangkat pembelajaran yang dikembangkan adalah Silabus, RPP, Buku Siswa,LKS, dan TKPM.Cara pengambilan data dengan dokumen, angket, observasi,wawancara, dan tes. Pengolahan data uji efektifitas dengan uji ketuntasan, ujipengaruh, uji banding, dan uji peningkatan. Hasil penelitian menunjukkan:perangkat pembelajaran yang dikembangkan valid dengan skor rataan 4.14;perangkat pembelajaran yang dikembangkan praktis karena respon positif siswa83,10 % dan skor kemampuan guru mengelola kelas 4,26; pembelajaran matematikaefektif karena rataan hasil TKPM kelas eksperimen 77,33 melebihi KKM = 70,rataan kelas ekperimen lebih tinggi daripada kelas kontrol, ada pengaruh positif kemandirian belajar dan keterampilan pemecahan masalah terhadap kemampuanpemecahan masalah sebesar 79%; serta terdapat peningkatan kemandirian,keterampilan pemecahan masalah, dan kemampuan pemecahan masalah. Abstract In 2013 curriculum eliminated and integrated ICT lessons in each subject. It’s a challenge formathematics teachers ICT competencies that students stay in school despite the lessons instilledICT has removed.MMP Scenario models integrated with ICT that students are given structuredtasks with the use ICT at each meeting.The purpose this research to producemathematicallearningvalid, practical and effective. This research is development of model Borg and Gall. Learning device was developed syllabus, lesson plans, Student Book, worksheets, and TKPM.Obtaining data based on collecting documents, questionnaire, observation, interview, and tests.The data processing effectiveness test included test completeness, effect of test, test differenceand improvement test. The results showed: learning developed device valid with average skor4.14;learning developed device is practical based on 83,10% positive response of students andscore of the ability teachers to manage the class is 4.26; the learning mathematics effectiveresult because average results of experimental class problem solving abilities is 77,33 exceedKKM 70, average experimental grade higher than control, and there is positive effect betweenindependence learningand problem solving skills to problem solving ability many 79%; therean increase independence learning, problem solving skills, and problem solving ability.

4 citations


Journal Article
TL;DR: In this article, the authors presented a learning equipment for mathematics learning using Plomp's model, which is valid, praktis, and efektif, with a valid and proven practical and effective learning equipment.
Abstract: Abstrak Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran matema-tika yang valid, praktis dan pembelajaran yang efektif. Model pengembangan pemb-elajaran mengacu pada model Plomp. Hasil pengembangan perangkat pembelajaransebagaiberikut: (1)perangkat pembelajaranyangdikembangkan valid;silabus adalah4,32 (sangatbaik); RPPadalah 4,42 (sangatbaik); LKSadalah4,28 (sangat baik);bukusiswaadalah 4,32 (sangatbaik)); danTKBKadalah4,40 (sangatbaik);(2)perangkat pembelajaran dinyatakanpraktis,yaitu:a)kemampuangurumengelolakelas rata-ratanya4,10 (baik);danb)responsiswapositif denganrata-rata85,5%; (3) pembelajaran matematika dinyatakan efektif yaitu: a) KBK siswa secaraindividu minimal mencapai kriteria 75, serta proporsi siswa mendapatkan nilaiminimal KBKsama dengan 75 melebihi 75%; b) adanya pengaruh positif disposisimatematis dan keterampilan berpikir kritis terhadap KBKsebesar 95,5%; c) berdasarkanuji banding KBK kelas LearningCycle5E dengan pendekatan Scientific lebihbaikdari pada kelas ekspositori;dan d) adanyapeningkatan disposisimatematissebesar0,47,keterampilanberpikirkritissebesar0,35dankemampuan berpikir kritis sebesar 0,47. Hasilpenelitianperangkat pembelajaran dengan LearningCycle 5Edengan pendekatan Scientifictelah valid dan terbukti praktis dan efektif. Abstract The purpose of this study was to produce a valid mathematics learning equipment, practical,and to determine the effectiveness of learning. The research that used is instructional developmentmodelwhichrefersto a Plomp’smodel. Theresultof learning equipment development asfollows: (1) learning equipment developed is valid: syllabus 4,32 (very good); RPP4,42 (verygood); LKS4, 28(very good); student books 4,32(very good); and TKBK 4,40 (very good);(2) learning tool use specified practice: a) ability to manage classroom teacheris an average4,10 (verygood), b) the positive student response to learning has an average 85,5%;(3) learningmathematicseffective:a) the proportionof students who learn a minimum value criticalthinking abilities equal by 75 by 75%; b) the existence of a positive influence of dispositionmathematics and skill softhe critical thinking ability as large as 95,5%; c) class that learn use5E Learning Cycle Model with a Scientific Approach better than expository; and d) an increasinginthedisposition mathematics as 0,47,theskills of the critical thinking as 0,35 and theKBK formation proccess of experimental class as 0,604. The results have a valid and provenpractical and effective.

4 citations


Journal Article
TL;DR: In this paper, the authors presented a model IKRARberpendekatan RME, which refers to a Plomp's model, and developed learning equipment for mathematics learning.
Abstract: Abstrak Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran Penelitianini bertujuan menghasilkan perangkat pembelajaran matematika Model IKRARberpendekatan RME yang valid, praktis dan efektif. Model pengembangan mengacupada model Plomp. Hasil penelitian ini adalah: (1)perangkatpembelajaran yangdikembangkan valid: Silabus 3,99 (baik); RPP3,93 (baik); bukusiswa 3,86 (baik);LKS 3,84 (baik); dan TKRM 4,03 (sangat baik) untuk rentang 1-5; (2) Perangkatpembelajaran dinyatakan praktis: a) rata-rata kemampuan guru mengelola kelas4,27 (sangat baik) untuk rentang 1-5; danb)rata-rata respon siswa positif 83,64%;(3) Pembelajaran matematika dinyatakan efektif: a) rata-rata KRM kelas uji cobaperangkat lebih besar dari 70, proporsi siswa dengan nilai minimal 70 melebihi75%; b) KRM siswa kelas IKRAR dengan rata-rata sebesar 81,95 lebih baik daripada kelas ekspositori sebesar 68,91; c) KRM siswa dipengaruhi secara bersamasamaoleh kemandiriandanketerampilansebesar73,2%;d)peningkatan KRM kelasIKRARsebesar 0,62 (sedang).Dalam pembelajaan matematika, hendaknya gurumemperhatikankemampuanrepresentasimatematikasiswa,khususnya dalammerepresentasikansoaldari bentuk teksmenjadibentuksimbolmatematika. Abstract The purposeof this studywas toproduce amathematics learning equipment is valid, practice,and effectiven. The research that used is instructional development model which refers toa Plomp’s model.Theresult of learning equipment development as follows: (1) learningequipment developed isvalid: syllabusis 3,99 (good); RPPis3,93(good); student book is3,86 (good); LKSis3,84 (good); and testthe KRM is 4,03 (very good) for 1 to 5 scale; (2)learningtooluse specified practice, namely: a) abilityto manage classroom teacher is very goodhas an average 4,27, b) the positive student response to learning hasan average 83,64%;(3)learningmathematicseffective: a) KRM average grade test device is greater than 73, aswell as the proportion of students who learn a minimum value equal by 70 by 75 %; b)the existence of a positive influence of independent learning and skill of the matematicalrepresentationabilityas large as 81,95; c) class that learn use IKRAR Models better thanexpoxitory; and d) an increasing intheKRM formation proccess ofIKRAR class is 0,62(medium). In mathematics learning, teacher should pay attention to student’s mathematicalrepresentation ability, specialy to representate text form to mathematics symbol.

3 citations


Journal Article
TL;DR: In this article, a mathematic learning device model Cycle 7E integrated with school program to improve curiosity character and problem solving was developed, and the learning deviced which was developed was stated valid with 4.42 of ǫ 5.
Abstract: Abstrak Penelitian ini bertujuan mengembangkan perangkat pembelajaran matematika model Cycle 7E terpadu program sekolah untuk peningkatan karakter rasa ingin tahu dan pemecahan masalah. Penelitian ini merupakan penelitian pengembangandengan menggunakan model Borg and Gall (1987). Perangkat pembelajaranyang dikembangkan adalah Silabus, RPP, LKPD, Buku Ajar Peserta Didik, CDPembelajaran, dan TKPM. Subjek uji coba dalam penelitian ini adalah pesertadidik kelas X SMA PL Don Bosko. Teknik analisis data dengan analisis deskriptif,uji t, uji z, uji regresi, dan uji normalitas gain. Hasil penelitian menunjukkan (1)perangkat pembelajaran yang dikembangkan dinyatakan valid dengan skor silabus4.51, RPP 4.34, LKPD 4.48, Buku Ajar Peserta Didik 4.41, CD Pembelajaran 4.54,dengan skor tertinggi 5 sedangkan TKPM memenuhi kriteria valid; 2) perangkatpembelajaran yang dikembangkan dinyatakan praktis karena respon positif pesertadidik 91,98 % dan skor kemampuan guru mengajar 4.42 dari skor tertinggi 5; (3) ujicoba perangkat pembelajaran efektif karena rata-rata hasil kemampuan pemecahanmasalah kelas eksperimen 81,07 melebihi KKM=73, rataan kelas ekperimen lebihtinggi daripada kelas kontrol, serta ada pengaruh positif antara rasa ingin tahu danketerampilan pemecahan masalah terhadap kemampuan pemecahan masalah yangditunjukkan dengan persamaan regresi y =31,735 + 7,689x_1+ 7,207x_2 dengannilai pengaruh 64,6 %. Abstract This research was aiming at developing mathematic learning device model Cycle 7E integratedwith school program to improve curiosity character and problem solving. The learning devicedeveloped covered Syllabus, Lesson Plan, Students Worksheet, Students Text Book, CD onLearning and Problem Solving Competence test. Technique of data analysis was descriptiveanalysis ,t-test, z-test, regression test, and normality gain test. The result of the researchshowed (1) learning deviced which was developed was stated valid with 4.51 for the syllabus,4.34 for lesson plan, 4.48 for students worksheet, 4.41 for Students Textbook, 4.54 for CDLearning, with maximum score 5 while Test on Problem Solving Competence fulfilled validcriteria; 2)Learning device which was developed was said practical due to the positive responsefrom the students 91,98 % and teacher’s teaching competence score was 4.42 of 5; (3) try outof learning device was effective because the average result of problem solving in experimentalclass 81,07 which was more than minimum requirements=73, average of experimental classwas higher than control class, and there was positive correlation between curiosity and problemsolving skill on the ability of problem solving shown by regression equation y =31,735 +7,689x_1+ 7,207x_2 with the correlation score 64,6 %.

2 citations


Journal Article
TL;DR: In this article, the authors presented the results of mathematical learning DLPS models with PMRI approachment charged with a learning model that is valid, pratical and effective, and the learning instruments which are developed include syllabus, lesson plan, student book, student work sheets, and problem solving abilities test.
Abstract: AbstrakTujuan dari penelitian ini adalah untuk memperoleh hasil perangkat pembelajaran matematika model DLPS dengan pendekatan PMRI yang valid, praktis dan efektif. Perangkat pembelajaran yang dikembangkan meliputi Silabus, RPP, Buku Peserta didik, LKPD dan test kemampuan pemecahan masalah. Subyek uji coba dalam penelitian ini adalah peserta didik kelas X semester genap SMAN 4 Semarang. Variabel penelitian meliputi keaktivan (X1) dan sikap peserta didik (X2) dan kemampuan pemecahan masalah (Y). Pengembangan perangkat pembelajaran mengacu pada model Plomp, yaitu: (1) investigasi awal (prelimenary investigation), (2) perancangan (design); (3) realisasi/ kontruksi (realization/construction), (4) pengujian, evaluasi dan revisi (test, evaluation and revision), dan (5) implementasi (implementation). Hasil Penelitian menunjukkan: (1) perangkat pembelajaran yang dikembangkan telah dinyatakan valid dan (2) uji coba perangkat menghasilkan (a) secara signifikan prestasi belajar peserta didik melebihi KKM = 70 dan lebih dari 80% peserta didik mencapai KKM yaitu 93,75%. Simpulan dari penelitian ini adalah model DLPS dengan Pendekatan PMRI bermuatan karakter untuk meningkatkan kemampuan pemecahan masalah materi trigonometri kelas X merupakan model pembelajaran yang valid dan efektif, dan praktis.AbstractThe purpose of this study is to obtain the results of mathematical learning DLPS models with PMRI approachment charged character that is valid, pratical and effective. The learning instruments which are developed include syllabus, lesson plan, student book, student work sheets, and problem solving abilities test. The subject of this study are the students of Senior High School 4 Semarang. The variable of this research include the activity as (X1) and the student’s attitudes as (X2). while the dependent variable is the problem solving abilities as (Y). The learning development refers to a model of Plomp i.e : (1) prelimenary investigation, (2) design, (3) realization/construction, (4) test, evaluation and revision, and (5) implementation. The result of the study shows: (1) The learning instruments that is developed is valid, (2) the result of experimental instrument shows : (a) the individual problem solving abilities exceed the KKM value = 70 and 93,75 % of the students can achieve above the standard of 80%. The conclusions of this study is the model of Double Loop Problem Solving Learning with PMRI to enhance the Problem Solving Abilities is a Learning Model that is valid, practical and effective.

1 citations


Journal Article
TL;DR: In this paper, a study was conducted to determine the ability of junior high school math teacher in making the problem solving exercises used in the Mathematics Olympics, the method used is qualitative.
Abstract: AbstrakPenelitian ini untuk mengetahui kemampuan guru matematika SMP dalam membuat soal pemecahan masalah yang digunakan dalam latihan soal olimpiade. Metode yang digunakan adalah kualitatif. Proses pengambilan data dilakukan dua kali, analisis data tahap pertama dan kedua menunjukkan bahwa guru matematika SMP dalam membuat soal pemecahan masalah kategori berpikir tingkat tinggi masih kurang. Karena dari empat materi matematika yaitu kombinatorika, aljabar, geometri dan teori bilangan masih terdapat soal-soal yang masuk kategori berpikir tingkat rendah. Terutama pada materi geometri mengalami kesulitan dalam membuat soal pemecahan masalah. Dalam hal ini guru telah mengetahui tentang soal pemecahan masalah meskipun didefiniskan secara berbeda. Sehingga sebenarnya soal pemecahan masalah bukan merupakan hal yang baru bagi guru matematika SMP.AbstractThis study was to determine the ability of junior high school math teacher in making the problem solving exercises used in the Mathematics Olympics. The method used is qualitative. The process of data collection is done twice, the first stage of data analysis and the second shows that the teachers in the junior high school mathematics problem solving to make higher order thinking category is still lacking. Because of the four materials, namely combinatorics math, algebra, geometry and number theory, there are still problems in the category of lower order thinking. Mainly on the geometry of the material have difficulty in making the matter of solving the problem. In this case the teacher has to know about the matter of solving the problem though defined differently. So the actual problem solving is not a new thing for the junior high school math teacher.

1 citations