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MODEL VEKTOR AUTOREGRESSIVE UNTUK PERAMALAN CURAH HUJAN DI INDRAMAYU (Vector Autoregressive Model for Forecast Rainfall In Indramayu )

FORUM STATISTIKA DAN KOMPUTASI Vol 16, No 2 (2011)
Publisher : FORUM STATISTIKA DAN KOMPUTASI

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Abstract

There  are  three  regions  of  rainfall  that  has  been  formed,  each  rainfall  regions has a variety of homogeneous and there is a correlation between rainfall stations. In  each  region  can  be determined  rainfall  prediction  model simultaneously.  The model  is  a  model  of  Vector Autoregressive  (VAR)  which  is  an extension  of  the autoregressive  model  (AR).  Based  on  this  research,  we  can  determine  the  VAR model by lag 1 or VAR (1) for each region. Region 1 (Anjatan and Sumurwatu), region  2  (Salamdarma  and  Gantar)  and  region  3  (Kedokan  Bunder  and Sudimampir), each of which has a Root Mean Square Error Prediction (RMSEP) of  3.93;  5:03;  4:48;  5.3;  2:18  and  3:53.  Correlation  value  of  observations  with predictions of rainfall respectively, 0.71; 0.62; 0:57; 0:59; 0.89, and 0.91.  Keywords: AR, VAR, RMSEP, correlation

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER DITINJAU DARI KECERDASAN INTERPERSONAL SISWA PADA POKOK BAHASAN BANGUN RUANG SISI DATAR

Jurnal Pendidikan Matematika Vol 11, No 1 (2017)
Publisher : Universitas Sriwijaya

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Abstract

The current research intends to investigate the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model. Keywords:  Jigsaw, NHT, interpersonal intelligence

THE COMPARISON OF GROUP INVESTIGATION AND THINK PAIR SHARE WITH ASSESSMENT FOR LEARNING VIEWED FROM STUDENTS’ SELF CONFIDENCE OF EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This research was a quasi-experimental research with a factorial design 2×3 aims to determine the comparison of Group Investigation (GI) with Assessment for Learning (AfL) through peer-assessment (GI-AfL-Peer) and TPS with AfL through peer-assessment (TPS-AfL-Peer) viewed from self confidence for student’s achievement in mathematics. The population of this research were all of Junior High School students 8th grade in Karanganyar Regency schools in academic year 2016/2017. Research samples obtained by stratified cluster random sampling. The data was collected by using methods of documentation, students’ self confidence questionnaires, and mathematics achievement test. Data analysis technique used two way analysis of variance (ANOVA) with unequal cell. According to research result, it could be concluded that: (1) students’ mathematics achievement which applied GI-AfL-Peer better than TPS-AfL-Peer, (2) mathematics achievement of students with high self confidence better than students’ with medium and low self confidence, and mathematics achievement of students’ with medium self confidence as good as students with low self confidence, (3) in each category of self confidence, students’ mathematics achievement which applied GI-AfL-Peer better than TPS-AfL-Peer, (4) in each learning model, mathematics achievement of students with high self confidence better than students’ with medium and low self confidence, and mathematics achievement of students’ with medium self confidence as good as students with low self confidence.Keywords: AfL, GI, peer-assessment, self confidence, students’ mathematics achievement, TPS

The mathematics teachers' understanding of learning process based on 2013 curriculum 2017 revision

Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Institute of Advanced Engineering and Science

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Abstract

This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.