Arum Dwi Rahmawati, Arum Dwi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X KABUPATEN NGAWI Rahmawati, Arum Dwi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach.Keywords: PBL, Scientific Approach 
PENGEMBANGAN MEDIA JEMBATAN ZEBRA PADA MATERI SATUAN PENGUKURAN MATA PELAJARAN MATEMATIKA SEKOLAH DASAR Rahmawati, Arum Dwi; Supriyanto, Djoko Hari
Jurnal Penelitian Pendidikan Vol 9 No 2 (2017): Jurnal Penelitian Pendidikan
Publisher : LPPM STKIP PGRI Pacitan Press

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Abstract

This study aimed at determining the characteristics of learning media "zebra bridge" to improve learning outcomes of mathematics on measurement unit material, to examine the feasibility and effectiveness of learning media "zebra bridge" to improve the learning outcomes of mathematics on measurement unit material. Research development was performed in several levels in order to produce the valid and beneficial product. According to Borg & Gall, the technique of collecting data was practiced by test, questionnaire and interview method. The analysis of data used qualitative descriptive statistic. Then the results of the quantitative analysis were described qualitatively. Based on the results     of the validator assessment it showed that the quality of learning media "zebra bridge" had good quality, so it was worth to be used in learning. The practicality of learning media "zebra bridge" according to its implementation in learning, had been successfully implemented by researchers, both at meeting 1, meeting 2, and meeting 3 on every learning activities and problems in learning had been given the alternative solution to support the improvement of learning activities. The effectiveness of cognitive learning test results after using learning media "zebra bridge" in learning has 100% classical completeness.
ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X KABUPATEN NGAWI Rahmawati, Arum Dwi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach.Keywords: PBL, Scientific Approach 
KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH TRIGONOMETRI DITINJAU DARI KOMPETENSI PENGETAHUAN Mashuri, Anwas; Rahmawati, Arum Dwi; Cahyono, Heri
Jurnal Karya Pendidikan Matematika Vol 6, No 2 (2019): Jurnal Karya Pendidikan Matematika Volume 6 Nomor 2 Tahun 2019
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.6.2.2019.59-65

Abstract

This study aims to determine the ability of verbal, visual, and symbolic mathematical representations in solving trigonometric problems. The subjects of this study were students of class XII IPA 1 Ngawi High School. This study uses a qualitative method. The data validation used in this study uses the time triangulation method. Analysis of the data used uses the stages of Huberman and Miles. The results of this study indicate that participants answered not only based on the numbers given, but also used the definition of trigonometric ratios on verbal representation. On the other hand, the subject is able to determine the position of the object to be observed. However, the subject failed to determine the direction of the depression angle in the sketch made on the visual representation. Failure to determine the direction of the angle of depression causes errors in using mathematical equations correctly. Finally, participants did not succeed in using mathematical equations correctly in symbolic representations. Based on some of the explanations above, we can recommend the importance of translation between mathematical representations and mathematical problems, as well as translations between mathematical representations (verbal, visual, and symbolic) in learning mathematics in class