Farah Heniati Santosa, Farah Heniati
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EKSPERIMENTASI MODEL PROBLEM POSING TIPE WITHIN SOLUTION POSING, TIPE PRE SOLUTION POSING DAN TIPE POST SOLUTION POSING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KABUPATEN BANJARNEGARA Santosa, Farah Heniati; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This aims of the research were to determine the effect of the learning models on the learning achievement in mathematics viewed from reasoning ability of thr students. The learning models compared were the Problem Posing model type: Within Solution Posing, Pre Solution Posing, Post Solution Posing and the direct learning model. This research used the quasi experimental research method with the factorial design of 4x3. The population of the research was all students in Grade VIII of Junior Secondary Schools of Banjarnegara Regency. The samples of the research were chosen by using the stratified cluster random sampling technique and consisted of 316 students. The instruments used to collect the data were the test of mathematics achievement and test of reasoning ability. Pre-requisite tests used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data were examined by using one-way analysis of variance with unbalanced cells. Hypothesis was examined by using two-way analysis of variance with unbalance cells followed multiple comparative test using Scheffe method. The result of the research showed as follows. (1) Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than learning direct model. (2) Students who had high reasoning ability got better achievement than students who had medium or low reasoning ability, whereas students who had medium reasoning ability, got better achievement than students who had low reasoning ability.(3) in every learning model, students who had high reasoning ability got better achievement than students having medium or low reasoning ability. Meanwhile, students who had medium reasoning ability got better achievement than students who had low reasoning ability. (4) In every category of reasoning ability Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type Post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than direct learning model.Keyword: Problem Posing Type: Within Solution Posing, Pre Solution Posing, Post Solution Posing, mathematic achievement, and reasoning ability.
EKSPERIMENTASI MODEL PROBLEM POSING TIPE WITHIN SOLUTION POSING, TIPE PRE SOLUTION POSING DAN TIPE POST SOLUTION POSING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KABUPATEN BANJARNEGARA Santosa, Farah Heniati; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Original Source | Check in Google Scholar | Full PDF (279.11 KB)

Abstract

Abstract: This aims of the research were to determine the effect of the learning models on the learning achievement in mathematics viewed from reasoning ability of thr students. The learning models compared were the Problem Posing model type: Within Solution Posing, Pre Solution Posing, Post Solution Posing and the direct learning model. This research used the quasi experimental research method with the factorial design of 4x3. The population of the research was all students in Grade VIII of Junior Secondary Schools of Banjarnegara Regency. The samples of the research were chosen by using the stratified cluster random sampling technique and consisted of 316 students. The instruments used to collect the data were the test of mathematics achievement and test of reasoning ability. Pre-requisite tests used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data were examined by using one-way analysis of variance with unbalanced cells. Hypothesis was examined by using two-way analysis of variance with unbalance cells followed multiple comparative test using Scheffe method. The result of the research showed as follows. (1) Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than learning direct model. (2) Students who had high reasoning ability got better achievement than students who had medium or low reasoning ability, whereas students who had medium reasoning ability, got better achievement than students who had low reasoning ability.(3) in every learning model, students who had high reasoning ability got better achievement than students having medium or low reasoning ability. Meanwhile, students who had medium reasoning ability got better achievement than students who had low reasoning ability. (4) In every category of reasoning ability Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type Post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than direct learning model.Keyword: Problem Posing Type: Within Solution Posing, Pre Solution Posing, Post Solution Posing, mathematic achievement, and reasoning ability.
Pengembangan Selang Logika Sebagai Media Pembelajaran Pada Materi Logika Matematika Negara, Habibi Ratu Perwira; Santosa, Farah Heniati; Bahri, Samsul
Paedagoria | FKIP UMMat Vol 8, No 1 (2017): April
Publisher : Paedagoria | FKIP UMMat

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Abstrak: Penelitian pengembangan ini bertujuan mengahasilkan produk berupa media pembelajaran dan LKS pada materi logika Matematika submateri pernyataan majemuk. Pengembangan ini mengadopsi perngembangan 4D (Define, Design Develop, dan Disseminate) yang dikembangkan oleh S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel. Hasil validasi oleh 2 ahli terhadap media pembelajaran selang logika diperoleh rata-rata sebesar 3.833 atau dalam kategori “cukup valid”. Sedangkan hasil validasi terhadap LKS  diperoleh sebesar 3.649 atau dalam kategori “cukup valid”. Pada uji coba terbatas, rata-rata respon siswa terhadap media pembelajaran selang logika sebesar 79% atau dalam kategori “Baik”, sedangkan rata-rata respon siswa terhadap LKS sebesar 76% atau dalam kategori “Baik”. Selanjutnya hasil uji coba lapangan diperoleh rata-rata respon siswa terhadap media pembelajaran selang logika sebesar 83% atau dalam kategori “Sangat Baik”, sedangkan terhadap LKS, rata-rata respon siswa sebesar 79% atau dalam ketegori “Baik”. Sehingga kualiatas hasil pengembangan media pembelajan selang logika adalah “Sangat Baik” dan kualiatas LKS pada meteri logika adalah “Baik”.Abstract:  This development research aims to produce products in the form of learning media and LKS on the subject of mathematic logic sub content compound statements. This development adopts the development of 4D (Define, Design, Develop, and Disseminate) developed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel. Validation results by two experts on learning media logic hose obtained an average of 3,833 or in the category of "quite valid". While the result of validation to LKS obtained equal to 3,649 or in category "enough valid". In the limited trial, the average student response to learning media logic hole is 79% or in the "Good" category, while the average student response to LKS is 76% or in the "Good" category. Furthermore, the result of field experiment obtained average student response to learning media of logic hose equal to 83% or in category "Very Good", where was to LKS, average student response equal to 79% or in category "Good". So, the quality of the development of logic hose learning media was "Very Good" and the quality of LKS on logic subject was "Good".
MENINGKATKAN MINAT BELAJAR SISWA MELALUI PEMANFAATAN MEDIA BELAJAR BERBASIS ANDROID MENGGUNAKAN MIT APP INVENTOR Negara, Habib Ratu Perwira; Syaharuddin, Syaharuddin; Kurniawati, Kiki Riska Ayu; Mandailina, Vera; Santosa, Farah Heniati
SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan Vol 2, No 2 (2019): Mei
Publisher : Universitas Muhammadiyah Mataram

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Abstract

Kegiatan ini bertujuan untuk meningkatkan minat belajar matematika siswa dengan menggunakan Teknologi Informasi dan Komunikasi (TIK) khususnya Smartphone dalam bentuk aplikasi android. Tim pengabdian membuat media pembelajaran berbasis Android menggunakan Mit App Inventor sebanyak 36 media, metode pada pelatihan ini dengan cara sosialisasi kepada siswa SMP/MTs di Lombok Barat dengan melibatkan beberapa mahasiswa sebagai tutor sebaya. Hasil yang diperoleh, para peserta sangat antusias dalam mengikuti kegiatan, hal tersebut ditunjukkan dengan banyaknya peserta yang bertanya, dan mencoba media pembelajaran yang telah dikembangkan, serta semangat yang ditunjukkannya dalam mempresentasikan hasil skor yang diperoleh dari quis pada setiap media pembelajarannya
PENINGKATAN KOMPETENSI ICT GUNA SIMULASI UNBK SISWA MTS NURUL IHSAN KECAMATAN JONGGAT KABUPATEN LOMBOK TENGAH Negara, Habibi Ratu Perwira; Santosa, Farah Heniati; Bahri, Samsul
JMM (Jurnal Masyarakat Mandiri) Vol 1, No 1: Desember 2017
Publisher : Muhammadiyah University of Mataram

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Kegiatan Peningkatan Kompetensi ICT guna Simulasi UNBK ini bertujuan untuk memberikan penguatan kepada siswa-siswa kelas IX Mts. Nurul Ihsan Sukarara Kecamatan Jonggat Kabupaten Lombok Barat. Pelaksanaan simulasi berlangsung dengan memberikan kesempatan kepada setiap siswa untuk menjalankan aplikasi UNBK dan menyelesaikan beberapa soal pada paket soal yang diberikan. Kegiatan simulasi berlangsung selama 2 tahap, dimana tahap kedua merupakan penguatan kembali kepada siswa-siswa yang masih dirasa kurang dalam proses simulasi yang dilakukan pada tahap 1. Kesimpulan yang diperoleh dari kegiatan Peningkatan ICT ini adalah (1) Siswa memahami fungsi setiap tombol aplikasi UNBK yaitu, tombol memulai pengerjaan soal, tombol paket soal, tombol jawaban dan melihat hasil ujian, (2) Siswa mulai terbiasa menggunakan aplikasi UNBK serta menjawab soal pada paket soal yang telah dipilih.