Henny Ekana Chrisnawati
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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MODIFIKASI PEMBELAJARAN STATISTIK MATEMATIKA DENGAN METODE PETA KONSEP MELALUI PENDEKATAN ANALOGI

Paedagogia Vol 15, No 2 (2012)
Publisher : Paedagogia

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Abstract

The purpose of this study was to develop and implement model and the learning of Mathematics Statistics I through modification method of learning with concept maps through analogy approach, with expectations of the quality of learning can be improved, In line with the objectives of this research study it is research and development with 4-D models. While in practice, This research uses descriptive quantitative methods investigate the effect of concept map of learning through analogy approach (developed) to the learning achievement of students in the course of Mathematics Statistics I. The populations in this study were all students of study program Mathematics Education, Faculty of Teacher Training and Education, University of Eleven March Surakarta. While the sample used in this study were 70 students randomly from the students who took the eye Mathematical Statistics I lectures the academic year 2010/2011.Of samples 35 students placed in the experimental class and 35 other students placed in the control class. The results of this study were: (1) has developed the learning in the form of teaching materials and lesson plans for Mathematical Statistics I course is refers to a concept map of learning through analogy approach; (2) There is positive influence on our concept of learning through the eyes of the analogy approach Mathematical Statistics I lectures in the Faculty of Mathematics Education Study Program Teacher Training and Education Sebelas Maret University of Surakarta.

MODIFIKASI PEMBELAJARAN STATISTIK MATEMATIKA DENGAN METODE PETA KONSEP MELALUI PENDEKATAN ANALOGI

Paedagogia, Jurnal Penelitian Pendidikan Vol 15, No 2 (2012)
Publisher : Paedagogia, Jurnal Penelitian Pendidikan

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Abstract

The purpose of this study was to develop and implement model and the learning of Mathematics Statistics I through modification method of learning with concept maps through analogy approach, with expectations of the quality of learning can be improved, In line with the objectives of this research study it is research and development with 4-D models. While in practice, This research uses descriptive quantitative methods investigate the effect of concept map of learning through analogy approach (developed) to the learning achievement of students in the course of Mathematics Statistics I. The populations in this study were all students of study program Mathematics Education, Faculty of Teacher Training and Education, University of Eleven March Surakarta. While the sample used in this study were 70 students randomly from the students who took the eye Mathematical Statistics I lectures the academic year 2010/2011.Of samples 35 students placed in the experimental class and 35 other students placed in the control class. The results of this study were: (1) has developed the learning in the form of teaching materials and lesson plans for Mathematical Statistics I course is refers to a concept map of learning through analogy approach; (2) There is positive influence on our concept of learning through the eyes of the analogy approach Mathematical Statistics I lectures in the Faculty of Mathematics Education Study Program Teacher Training and Education Sebelas Maret University of Surakarta.

PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR

Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT                                                                                                       This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCS’s strategy with giving scaffolding. Mathematics foundation which has abstract’s characteristic and necessary from understanding ability both computational also fungtional become priority of researcher’s thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.  Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016  as a subject. Technique of collecting data uses test and observation while learning and research’s instrument is developed by validation of professional judgment. The result from application of ARCS’s strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding ability’s test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the test’s result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCS’s strategy also increased the affectionate learning’s result. It showed by the results of observation in first and second cycle which showed that the mean percentage of    character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means that   used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCS’s strategy, scaffolding