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IMPLEMENTASI TEKNIK JIGSAW DALAM PEMBELAJARAN GEOMETRI SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR DAN KEMANDIRIAN BELAJAR SISWA KELAS IX SMU NEGERI 1 DEPOK YOGYAKARTA Retnowati, Endah; Jailani, Jailani
Jurnal PIJAR Vol 4, No 1 (2009)
Publisher : Jurnal PIJAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (51.393 KB)

Abstract

Abstrak.  Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan kemandirian belajar siswa melalui teknik pembelajaran jigsaw. Subjek penelitian ini adalah 36 siswa kelas XI Jurusan IPA SMU Negeri 1 Depok, Yogyakarta. Langkah-langkah penelitian tindakan kelas mengacu pada model Kemmis dan McTaggart dimana setiap siklus tindakan meliputi perencanaan, tindakan, observasi, dan refleksi. Instrumen penelitian terdiri dari lembar pengamatan pelaksanaan pembelajaran dan pengamatan terhadap partisipasi siswa, kuis, angket kemandirian belajar, angket sikap siswa dan wawancara. Penelitian ini terlaksana dalam 2 siklus. Hasil penelitian menunjukkan bahwa pembelajaran geometri dengan menerapkan teknik jigsaw dapat meningkatkan hasil belajar siswa, yaitu sebanyak 78.13% siswa tuntas belajar pada siklus 2 dengan adanya tindakan antara lain visualisasi materi dengan software CABRI, pemberian bimbingan atau petunjuk dalam mengaktifkan proses kognitif siswa untuk memahami materi, memvisualisasikan konsep melalui gambar yang menarik menggunakan presentasi dengan software CABRI dan melibatkan siswa dalam penilaian kuis. Sebelum siklus 1, sebanyak 32.26% siswa mampunyai kemandirian belajar kualifikasi atas dan setelah siklus 2 meningkat menjadi 37.93% siswa. Peningkatan kemandirian belajar terlihat menonjol terutama dalam hal menumbuhkan motivasi belajar, merumuskan tujuan belajar dan mengevaluasi hasil belajarnya.Kata Kunci: Jigsaw, hasil belajar matematika, kemandirian belajar
Pelatihan Penyusunan Lembar Kegiatan Siswa (LKS) Matematika Berbantuan Geogebra Training to Create Mathematics Student Activity Sheet Using Geogebra Dhoruri, Atmini; Sugiyono, Sugiyono; Retnowati, Endah; Lestari, Dwi; Sari, Eminugroho Ratna
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 2, No 1 (2018)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v2i1.18688

Abstract

Student Activity Sheet (LKS) is one of the teaching materials that should be prepared by the teacher to improve the quality of learning. Especially for math teachers, LKS which is completed with graphical visualization can improve students enthusiasm. Software that is quite easy but with a complete feature is Geogebra. Therefore, the purpose of the training is for the preparation of Geogebra-assisted LKS.This training is in the form of demonstration activity of Geogebra both 2D and 3D for material of geometry, algebra, and calculus. The activity continued with the assistance to the participants by first forming the participants into several groups. Activities are inserted with evaluation and reflection so that participants needs can be accommodated. Apart from the technical use of Geogebra, the participants are also equipped with theory and motivation for the development of teaching materials.Based on the questionnaire results, a total of 65.38% of participants considered that the training activities are very motivating in improving the implementation of learning in schools. Participants also respond very well in terms of the usefulness of this training and expect continued activities. 
EFEKTIVITAS STRATEGI PENGELOMPOKAN BERPASANGAN DALAM PEMBELAJARAN MATEMATIKA MODEL CORE Retnowati, Endah; Aqiila, Aqiila
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1
Publisher : LPPMP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.575 KB) | DOI: 10.21831/cp.v35i1.12628

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Abstrak: Penelitian ini bertujuan untuk menguji keefektifan pembelajaran CORE (Connect, Organize, Reflect, Extend) pada pembelajaran geometri transformasi dengan strategi pengelompokan yang berbeda ditinjau dari kemampuan penalaran, prestasi, dan self efficacy. Penelitian ini merupakan penelitian eksperimen semu dengan populasi siswa kelas XI IPA SMA yang baru pertama kali mempelajari materi geometri transformasi. Sampel penelitian sebanyak dua kelas masing-masing terdiri atas 40 siswa. Siswa belajar dengan dikelompokkan secara berpasangan atau kelompok kecil. Data dikumpulkan dengan teknik tes dan nontes serta dianalisis dengan teknik statistik deskriptif dan inferensial (Manova). Hasil penelitian menunjukkan bahwa pembelajaran CORE strategi berpasangan maupun kelompok kecil efektif ditinjau dari Kriteria Ketuntasan Minimum kemampuan penalaran, prestasi dan self efficacy yang ditetapkan, tetapi tidak terdapat perbedaan yang signifikan di antara kedua strategi pengelompokan tersebut. Repeated measures analysis of variance menunjukkan bahwa kompleksitas materi pembelajaran memengaruhi prestasi belajar secara signifikan. Semakin kompleks materi pembelajaran, penggunaan strategi kelompok kecil lebih baik daripada berpasangan. Kata kunci: CORE, kemampuan penalaran, prestasi belajar, self efficacy THE EFFECTIVENESS OF DYAD STRATEGY DURING MATHEMATICS LEARNING BASED ON CORE MODEL Abstract: The purpose of this study is to test the effectiveness of an instruction, namely CORE (Connect, Organize, Reflect, Extend) model, for learning geometry transformation in different grouping strategies (by dyads and small-group work), in terms of reasoning ability, achievement, and self-efficacy. This study was a quasi-experimental research with the entire population of science 11th graders who were novices in geometry transformation. The research samples were two classes which respectively consist of 40 students. Students learned all material either in dyads or small groups.The results showed that CORE instruction model with dyads or small-group work strategies was effective in relation to students?reasoning ability, achievement, and self-efficacy. There was no significant difference between the two grouping strategies. The following repeated measured analysis of variance showed that complexity of learning material significantly affected learning achievement. It is concluded that when the learning material is high in complexity, learning it in small group is better than doing it in dyads. Keywords: CORE, reasoning ability, achievement, self-efficacy
Mathematics problem solving skill acquisition: Learning by Problem Posing or by Problem Solving? Retnowati, Endah; Fathoni, Yazid; Chen, Ouhao
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPPMP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.575 KB) | DOI: 10.21831/cp.v37i1.18787

Abstract

Abstract:Problem posing is an instructional method where students are asked to create problems based on the given information, then solve them. While in an instructional method of problem solving, students learn by solving given problems. The aim of this study was to test: (1) the differences of efficacy between learning by problem posing and the problemsolving method of individual and small group instruction strategies; (2) the interaction effect of learning methods and grouping strategies.With regard to the independent variables, problemsolving skill or cognitive load, a quasi experiment with post-test-only-non-equivalent control group designwas used. Year 7 contextual mathematics problems were tested in this experiment, and one hundreds students, who had sufficient prior knowledge, participated. A 2 by 2 anova was employed for data analysis. The results showed that: (1) problem posing method was significantly more effective than problem-solving method; (2) there was no significant difference in efficacy between individualized instruction and small group instruction strategies; (3) the interaction between learning methods and grouping strategies, where it is more likely that learning problem posing was better than problem solving for individual instruction. Keywords: cognitive load, individual, mathematics, problem posing, problem solving, small group PENGUASAAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA: BELAJAR MELALUI PROBLEM POSING ATAU PROBLEM SOLVING Abstrak: Problem posing adalah suatu metode pembelajaran dimana siswa diminta untuk menciptakan masalah-masalah berdasarkan informasi yang diberikan, kemudian siswa diminta menyelesaikan masalah tersebut. Sedangkan dalam metode pembelajaran problem solving, siswa belajar melalui penyelesaian masalah yang telah ditentukan. Tujuan penelitian ini adalah untuk menguji: (1) perbedaan efektivitas metode pembelajaran problem posing dan problem soving secara individual atau kelompok; (2) Efek interaksi antara metode pembelajaran dan strategi pengelompokan belajar. Dengan meninjau pada variabel terikat, keterampilan pemecahan masalah dan muatan kognitif, kuasi eksperimen dirancang dengan desain post-test-only-non-equivalent control groups. Materi pembelajaran dalam eksperimen adalah masalah matematika kontekstual untuk kelas 7, dengan sampel sejumlah 100 siswa yang telah mempunyai pengetahuan awal yang memadai. Anova dua jalur digunakan untuk analisis data. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan dari kedua metode pembelajaran, dimana problem posing lebih efektif daripada problem solving; (2) tidak ada perbedaan yang signifikan antara strategi belajar individu atau kelompok; (3) ada efek interaksi antara metode pembelajaran dengan strategi pengelompokan, dimana dalam strategi belajar individu, menggunakan problem posing lebih baik daripada menggunakan problem solving, tetapi ada kecenderungan sebaliknya untuk strategi belajar kelompok. Kata kunci: muatan kognitif, individual, matematika, problem posing, problem solving, kelompok kecil
Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA Pambayun, Hanifa Prahastami; Retnowati, Endah
Jurnal Riset Pendidikan Matematika Vol 5, No 1: May 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (707.887 KB) | DOI: 10.21831/jrpm.v5i1.12149

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Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.
The Response Patterns of the Career Interest Instrument Based on Holland’s Theory Setiawati, Farida Agus; Ayriza, Yulia; Retnowati, Endah; Amelia, Rizki Nor
ANIMA Indonesian Psychological Journal Vol 32 No 3 (2017): ANIMA Indonesian Psychological Journal (Vol. 32, No. 3, 2017)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1117.47 KB) | DOI: 10.24123/aipj.v32i3.628

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This study aims to identify: patterns of responses, the item parameters, and the possibility of gender bias in the career interest instrument developed by the authors based on the Holland?s theory. The sample of this study was 576 elementary students in Daerah Istimewa Yogyakarta who were recruited using the cluster random sampling method. Two parameters were employed to analyze the response patterns using BILOG program. The results were: (1) three items have inappropriate response patterns to the model; (2) all items of the career interest instrument showed good item parameter criteria; and (3) ten items were identified containing Differential Item Functioning (DIF) in relation to gender bias as shown by the Item Characteristic Curve (ICC). The implications of this study are this instrument can be used in assesing career interest of students and the information of biased items may be considered in the selection of careers for male and female students, including in scoring and interpretation.
Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load Irwansyah, Muhammad Ferry; Retnowati, Endah
Jurnal Riset Pendidikan Matematika Vol 6, No 1: May 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i1.21452

Abstract

Pada penelitian ini bertujuan untuk mendeskripsikan dan membandingkan efektivitas strategi pembelajaran worked example dan problem solving dengan strategi pengelompokan siswa (kolaboratif dan individual) ditinjau dari kemampuan pemecahan masalah dan cognitive load. Penelitian ini melibatkan 64 siswa kelas 8 sebagai partisipan penelitian yang dibagi menjadi empat kelompok secara acak dengan menggunakan desain eksperimen 2 × 2 (worked example vs. problem solving) × kolaboratif vs. individual). Hasil penelitian ini mengindikasikan bahwa tidak terdapat perbedaan signifikan penerapan strategi worked example dengan pengelompokan kolaboratif dan individual ditinjau dari kemampuan pemecahan masalah. Ditinjau dari cognitive load, strategi worked example efektif ketika siswa belajar individual, namun tidak efektif ketika siswa belajar secara kolaboratif. Ketika siswa belajar secara individual, strategi worked example dapat mengaktifkan cognitive load lebih rendah daripada strategi problem solving, sedangkan ketika siswa belajar secara kolaboratif, strategi worked example dan problem solving tidak berbeda dalam mereduksi cognitive load. The effectiveness of worked example with students? grouping strategy viewed from problem-solving abilities and cognitive load AbstractThe study aimed to describe and compare the effectiveness of learning strategies (worked example and problem-solving) with the strategy of grouping students (collaborative and individual) viewed from problem-solving abilities and cognitive load. There were 64 of 8th-grade students as study participants divided into four groups randomly using experimental design 2 × 2 (worked example vs. problem-solving × collaborative vs. individual). The results of the study indicate that there is no significant difference implementation of worked example strategy between the collaborative strategies and individuals viewed from problem-solving abilities. Viewed from the cognitive load, the worked example strategy was effective when students learn individually, but it was not effective when students learn collaboratively. When students learn individually, worked example strategies could activate cognitive load lower than problem-solving strategies, whereas when students learn collaboratively, worked example strategies and problem-solving were no different in reducing cognitive load.