Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T07:54:34ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2015-07-08T21:09:47Z2015-07-08T21:09:47Zhttp://eprints.uny.ac.id/id/eprint/23019This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/230192015-07-08T21:09:47ZEFFECTIVITY OF PROBLEM BASED LEARNING (PBL) IN IMPROVING STUDENTS' MATHEMATICAL REPRESENTATIONMathematical representation skill is one of the goals in mathematical instruction especially in high school as well as college. Multiple representation skill is the ability to present a mathematical object (problem, statement, solution, model, etc) into a variety of notation that include (1) symbolic (algebraic form and formula); it is used in manipulating, interpreting, and operating with symbols, (2) visual: to interpret , to create, and to operate mathematical object in graph or images, (3) numerical: this is used to apply the procedure, to understand and implement the process, and to interpret the table. This study examined the effect of problem based learning in representation skills of high school students. Experimental design with pretest-posttest was applied to obtain the effect with involving 42 high school students who were studying at the third grade. Multiple representations of mathematical tests were designed to get the data. Quantitative and qualitative methods were applied to analyze the data. The result shows that problem based learning is effective to enhance representation skill of students.
Key Words: Problem Based Learning (PBL), Multiple Representations, and EffectivityTandililing Edy2013-12-09T21:14:29Z2013-12-09T21:14:29Zhttp://eprints.uny.ac.id/id/eprint/10748This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/107482013-12-09T21:14:29ZPENGEMBANGAN PEMBELAJARAN MATEMATIKA SEKOLAH DENGAN PENDEKATAN ETNOMATEMATIKA BERBASIS BUDAYA LOKAL SEBAGAI UPAYA UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA DI SEKOLAH Target yang ingin dicapai dalam penelitian ini adalah pengembangan etnomatematika berbasis budaya lokal di Kalimantan Barat dalam upaya pengembangan pembelajaran matematika di sekolah khususnya di sekolah dasar. Subyek penelitian adalah siswa, pemuka adat, guru dan toko masyarakat Dayak Kanayat’n yang mengenal benar sastra lisan, artifak-artifak, permainan tradisional, dan praktik etnomatematika yang berlaku dalam masyarakat. Subyek penelitian sebanyak 18 orang toko masyarakat dari empat Kabupaten yang berbahasa Dayak Kanayat’n. Pengumpulan data dilakukan dengan menggunakan beberapa metode (Multi methods), yakni: pengamatan, studi dokumenter, diskusi kelompok terfokus, dan wawancara mendalam (indepth interview). Analisis data penelelitian dilakukan melalui pendekatan kualitatif. Data yang diperoleh dari wawancara mendalam, pengamatan, dokumentasi dan diskusi kelompok terfokus. Analisis dilakukan secara simultan dengan terlebih dahulu melakukan pemilahan data yang sejenis. Selanjutnya dilakukan reduksi data, penyajian, dan kesimpulan serta verifikasi. Berdasarkan analisis data ditemukan berbagai jenis kegiatan, sastra lisan, artifak-artifak, permainan tradisional, budaya menghitung dan mengukur di masyarakat Dayak Kanayat’n dapat dikembangkan dalam pembelajaran matematika di sekolah
Kata Kunci: Etnomatematika, Dayak Kanayat’n, dan Budaya Lokal
Tandililing Edy 2013-12-09T21:14:28Z2013-12-09T21:14:28Zhttp://eprints.uny.ac.id/id/eprint/10749This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/107492013-12-09T21:14:28ZPENGEMBANGAN KEMAMPUAN KONEKSI MATEMATISSISWA MELALUI PENDEKATAN ADVOKASI DENGAN PENYAJIAN MASALAH OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA Penelitian ini merupakan penelitian eksperimen dengan disain pretes-postes kelompok kontrol dengan tujuan menelaah pengaruh pendekatan Advokasi dengan penyajian masalah Open-ended pada pembelajaran matematika terhadap kemampuan koneksi matematis siswa. Subyek penelitian sebanyak 80 siswakelas XIISMA. Instrumen penelitian terdiri dari satu set tes koneksi matematis siswa. Analisis data menggunakan, Uji X2, Uji Kosmogorov-Smirnov (Uji Z) uji Levene. dan Anava dua jalur.Hasil penelitian menemukan bahwa pembelajaran dengan pendekatan Advokasi dengan penyajian masalah Open-ended memberikan pengaruh konsisten dibandingkan dengan pengaruh pembelajaran konvensional.Selain itu, penelitian juga menemukan: (1) tidak terdapat interaksi antara pembelajaran pendekatan Advokasi dengan penyajian masalah Open-ended dan pengetahuan awal matematis siswa (PAM) terhadap kemampuan koneksi matematis siswa. (2) terdapatasosiasi antara kemampuan koneksi matematis siswa dan hasil belajar siswa.
Kata-kata kunciPendekatan advokasi, Open-ended, dan koneksi matematis
Tandililing Edy 2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2137This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21372012-07-11T02:47:08ZThe Enhancement of Mathematical Communication and Self Regulated Learning of Senior High School Students Through
PQ4R Strategy Accompanied by Refutation Text Reading
This study is experiment research with control group pretest-posttest design and aimed to examine the influence of PQ4R strategy and Refutation Text, school level, and student’s mathematical early knowledge toward achievement and enhancement of student’s mathematical communication ability and Self Regulated Learning. Subject of study as much as 241 students of class X from three Public Senior High School from high, medium, and low school level. Research instrument consist of one set of student’s mathematical communication, and one set of student’s Self Regulated Learning scale. Data analysis use Kosmogorov-Smirnov Test (Test-Z), Level Test, Test-t, one-way and two-way ANOVA, Post Hoc Test (Scheffe) and also Chi-Square Test. Study found that learning with PR4R strategy accompanied by Refutation Text Reading give consistent influence compared with conventional learning as viewed as a whole, based on school level and also mathematical early knowledge. In addition, study also found: (1) there is no interaction between learning (PQ4R) accompanied by Refutation Text reading and conventional and school level toward (a) student’s mathematical communication and (b) student’s Self Regulated Learning; (2) there is no significant interaction between learning and student’s mathematical early knowledge toward (a) student’s mathematical communication ability and (b) student’s Self Regulated Learning; and (3) there is association between student’s mathematical communication ability and student’s Self Regulated Learning.
Keywords: PQ4R, Refutation Text, Mathematical Communication, and Self Regulated Learning.
Tandililing Edy